Competency-Based Education and Assessment

Author:

Wallace Melissa1

Affiliation:

1. University of Texas at San Antonio, USA

Abstract

In an attempt to analyze the reliability and validity of the most frequently used oral certification exams for court interpreters in the United States, this chapter examines the basic test model used for state-level certification through the lens of concepts in testing theory. Having identified several limitations to the currently used performance-based model, a hybrid model which includes competency-based education and assessment is proposed. By building on best practices in competency-based education, the alternative credentialing paradigm proposed here would represent an innovation in the context of court interpreter certification in the United States, requiring the transfer of assessment criteria usually used in traditional educational contexts into the realm of professional training. The proposed hybrid model would necessitate a shift from one high-stakes exam to assessment of a series of compartmentalized competency clusters that would account for soft skills and dispositional traits not currently assessed.

Publisher

IGI Global

Reference41 articles.

1. ALTA Language Services, Inc. (2010). Beyond words: California assessment of the Consortium for Language Access in the Courts’ exams. Retrieved from http://www.courts.ca.gov/documents/ALTAReport.pdf

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3. A psychometric approach to the selection of translation and interpreting students in Taiwan

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5. From the Classroom to the Courtroom

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