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Zanotti, Max (2011) Authentic and Valid Assessment: assessing the performance of Public Service Interpreters. Investigations in university teaching and learning, 7. pp. 99-105. ISSN 1740-5106
Interpreting is also a discipline which retains a strong vocational element. Despite a recent trend to move away from simple professional training and adopt a broader educational approach, the primary purpose of interpreting courses – at least in the perception of the students, who are arguably their most important stakeholders – seems to be to prepare learners for a future of professional practice. Indeed, that expectation is formalised within institutional assessment policy. London Metropolitan University’s Assessment Framework states that “assessment practice (including aims, methods, marking and feedback) should be informed by recommendations made by appropriate external bodies” (London Metropolitan University 2009 p.7). This expected and prescribed alignment between pedagogical and professional practice provides teachers and learners with both challenges and opportunities.
It is those challenges and opportunities which are explored in this paper.
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