earticle

영어

This paper attempts to explore issues of comparability in the assessment of interpreting when more than two raters are involved. It is often argued that the assessment results are not reliable as raters apply different criteria and rating systems. It is complicated, however, to investigate the issues as they are mostly stem from the raters' subconscious; indeed, the raters themselves may find it difficult to specify these issues. In order to investigate the raters' internal systems, a series of assessments and coordination sessions have been devised, ultimately aiming to achieve comparability among raters. While the raters all inevitably develop different assessment criteria due to their different work experiences and educational backgrounds, they could be guided to share a common set of criteria for assessment through a series of assessment exercises. This may be particularly helpful for novice teachers, not only for their assessment but also for their teaching. Further, these coordination activities could contribute to coordination of the implementation of the curriculum when multiple classes are run in parallel.