La calidad en formación especializada en interpretaciónanálisis de los criterios de evaluación de un jurado en un posgrado de interpretación de conferencia médica

Abstract

Assessing interpreting quality at the final stages of a students training process at the postgraduate level should be, for the most part, in keeping with quality expectations for novel practitioners. On the basis of such hypothesis, and inspired by studies on quality satisfaction or users expectations (professional approach), assessment protocols used in different training schools (academic approach), and Daniel Giles Efforts Model, our research empirical and observational aims to contribute to identify quality-defining criteria in interpreting. A large corpus was recorded and transcribed, with a total of 69 post-exercise assessments of 18 interpreters taking a specialization course in medical interpreting by 7 instructors. The assessments were scrutinized for evaluative comments which were analyzed statistically. This involved also classifying them in categories (67) and later merging them into 6 category groups. The innovation lies in the very concept of working backwards from a corpus towards implicit quality criteria, in the work on this corpus type (assessments during a postgraduate training course), in the method used to identify categories and in the further processing of the categories. The findings give some solid indications and show that assessors are not too influenced by the number of positive or negative comments they make when deciding what mark they will grant to the students.