Building the validity foundation for interpreter certification performance testing

Abstract

Interpreter certification performance testing (ICPT) has developed rapidly over the past decade.Yet there has been very limited discussion and systematic research conducted to enhance reliability and validity of high-stakes interpreter certification performance tests (ICPTs). This interdisciplinary mixed-methods research was therefore initiated to build theoretical and methodological foundations for rater-mediated ICPTs, with a special focus on test validation, construct definition, and rater/score reliability for English/Chinese ICPTs in China.Presented in a thesis-by-publication format, the research follows a multi-phase mixed-methods research (MMR) design, in which research results from a previous study inform and build to a subsequent study. Chapter 1 Introduction… developing a valid and reliable test for translation and interpreting is of paramount importance. Both academe and the industry would benefit enormously from making accurate and sound decisions on translation ability and quality based on meaningful testing.

Interpreting testing and assessment: A state-of-the-art review

“…A recent method of defining the construct for the purpose of testing and assessment is known as the interactional approach (Han, 2015a; Wang et al, 2020), in which interpreting performance is viewed as a sign of underlying traits and is influenced by the context in which it occurs, and is thus considered a sample of performance in similar contexts (see also Bachman, 2007; Chapelle, 1999). In particular, the interactionalist approach accentuates the role of (meta-)cognitive processes/abilities that regulate linguistic-cognitive processes in response to external task-specific characteristics.…”

“…Such developments are also accompanied by an increasing number of ITA-themed publications. For instance, there have been special issues published in mainstream translation and interpreting journals (Koby & Lacruz, 2017; Melby, 2013), monographs (Sawyer, 2004; Setton & Dawrant, 2016), edited books (Angelelli & Jacobson, 2009; Chen & Han, 2021; Huertas-Barros et al, 2018; Tsagari & van Deemter, 2013), doctoral theses (Clifford, 2004; Collados Aís, 1998; Han, 2015a; Wu, 2010), and research reports (e.g., ALTA Language Services, 2007; Hale et al, 2012; Roat, 2006).…”

Developing Interpreting Competence Scales in China

“…Albl-Mikasa (2013) referred to interpreting models suggested by Kalina (2002) and Kutz (2010) when proposing a detailed model that comprises five skill sets, each with a set of sub-skills: pre-process (language proficiency, terminology management, and preparation); in-process (comprehension, transfer, and production); periprocess (teamwork and ability to handle stress); post-process (terminology work and quality control); and para-process (business acumen, customer relations, and meta-reflection). Han (2015) applied an interactionist approach to construct the components of interpreting ability, including knowledge of languages, interpreting strategies, topical knowledge, and metacognitive process. Dong (2018) researched the development of students' interpreting competence through longitudinal empirical data and proposed a complex dynamic system to illustrate how self-organization among different key parameters results in interpreting competence.…”