| With an increasing number of colleges and universities in China takinginterpreting as one of the compulsory courses in their curriculum, interpreting qualityassessment for educational purpose is attaching more and more attention by thescholars in this field. Consequently, the number of papers about interpreting qualityassessment is showing an uptrend and a certain group of scholars have devoted theirefforts in the area of interpreting assessment method. However, in terms of the existingassessment methods proposed so far, nobody has ever made a comparison betweenthem.The case study in this paper designed on the basis of communicative testingtheory intends to explore whether there will be differences of the scores marked by thesame raters with the same assessment criteria for the same group of student simplythrough the change of assessment method. Three qualified teachers from Xi’anInternational Studies University are invited to be the raters for this case study. In thefirst phase, they are asked to mark30student-interpreters’ performance during thesimulated conference interpreting test. Six days later, the interpreting videos andinterpreting texts of five students’ who are randomly chosen from the30students areemailed to them for the second marking. Their scores for these two assessments for thefive randomly chosen students are collected for further analysis by the author.Results show that the changing of assessment method exerts prominent influenceon the scores for the same group of students and in this case study, the scores for thethree assessed items within the assessment criteria table varies in degree of influencewhile the assessed item “overall impression” is the one mostly influenced. Raters tendto be stricter during the second assessment. Some tentative potential reasons for thesedifferences are stated and in the end, the author points out the limitations of this casestudy and proposes some suggestions for further study. |
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