cam a22 7 4500 257179461 CHVBK 20200824032149.0 090624s2009 sz ||||| m||| 00 |eng d Catalogage décrit l'exemplaire de thèse geudbu/07.2009 Numéro de thèse donné par le Bureau des diplôme Uni/Ge (RERO)R005116876 RERO geueti sz ch-ge s1lg rero Lee Yun-Hyang (RERO)A009487054 cre Self-assessment in interpreter training student-teacher interface model of assessment Yun-Hyang Lee Genève Université de Genève Ecole de traduction et d'interprétation 2009 259 f. p. ill. txt rdacontent n rdamedia nc rdacarrier Th. Univ. Genève, 2009 ; ETI 8 Directrice de thèse: Professeure Barbara Moser-Mercer The purpose of this study was to examine the characteristics of students' and teachers' assessments of students' interpretation performances, and to develop a model of assessment where self-assessment is used in conjunction with teacher's assessment. The study was conducted in a Korean-English Program in a two-year graduate school of translation and interpretation. The study asked two questions: 1) Are interpreting students able to produce self-assessments that are similar to teacher's assessments? 2) What are the characteristics of students' self-assessments, when compared to teachers' assessments? The study found that student did not make self-assessments that were similar in Content to teacher's assessments. The study also found that students' self-assessments had its distinct characteristics which could be complementary to teachers' assessments. Based on the result of the research, the study develops the student-Teacher Interface Model where assessment is used as the interface between the teacher and the student BK020300 XK020000 XK020000 RERO RE61070 RE61070 RE610700007 ETITHE 7 RERO RE61096 RE61096 RE610960003 DBUT 6878 RERO 100 1- Lee Yun-Hyang (RERO)A009487054 cre