Development Of A Formative Assessment Regime For Chinese-english Interpreter Training And Its Effects On Academic Achievement, Motivation, And Collaboration
In China’s interpreter training programs, efforts to systematically develop and enact a formative assessment regime has been rarely documented in the extant body of scholarship. To gain a more comprehensive understanding of the applicability and impact of formative assessment regime, the present stu...
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| Format: | Thesis |
| Language: | English |
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2024
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| Online Access: | http://eprints.usm.my/61463/ http://eprints.usm.my/61463/1/YAN%20DA%20-%20TESIS24.pdf |
| _version_ | 1848884717219217408 |
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| author | Yan, Da |
| author_facet | Yan, Da |
| author_sort | Yan, Da |
| building | USM Institutional Repository |
| collection | Online Access |
| description | In China’s interpreter training programs, efforts to systematically develop and enact a formative assessment regime has been rarely documented in the extant body of scholarship. To gain a more comprehensive understanding of the applicability and impact of formative assessment regime, the present study adopted a multi-phase approach to explore the development, implementation, and learned lessons of a formative assessment regime in an interpreter training program at Xinyang Agriculture and Forestry University, a focal and representative institution of higher education in China. The researcher recruited 129 second-year interpreter learners, 7 lecturers, and 10 experts as participants in the study. Methodologically, an embedded experimental design was adhered to in the study to comprehensively include the pre-intervention, intervention, and post-intervention phases within a unified research framework. For the pre-, and post-intervention phases, the research used in-depth interview and focus group discussions to obtain viewpoints and understandings of trainees and trainers, and Delphi method for evaluative judgement of the experts. For the intervention phase, mixed-method quasi experimental approach was chosen to examine the effects of the developed formative assessment regime on the academic achievement, motivation, and collaboration in interpreter training, which were measured through a summative interpreting achievement test (SIAT), an interpreter learning motivation questionnaire (ILMQ), and naturalistic observation of classroom conversations respectively. |
| first_indexed | 2025-11-15T19:11:08Z |
| format | Thesis |
| id | usm-61463 |
| institution | Universiti Sains Malaysia |
| institution_category | Local University |
| language | English |
| last_indexed | 2025-11-15T19:11:08Z |
| publishDate | 2024 |
| recordtype | eprints |
| repository_type | Digital Repository |
| spelling | usm-614632025-01-27T06:35:18Z http://eprints.usm.my/61463/ Development Of A Formative Assessment Regime For Chinese-english Interpreter Training And Its Effects On Academic Achievement, Motivation, And Collaboration Yan, Da P1-1091 Philology. Linguistics(General) In China’s interpreter training programs, efforts to systematically develop and enact a formative assessment regime has been rarely documented in the extant body of scholarship. To gain a more comprehensive understanding of the applicability and impact of formative assessment regime, the present study adopted a multi-phase approach to explore the development, implementation, and learned lessons of a formative assessment regime in an interpreter training program at Xinyang Agriculture and Forestry University, a focal and representative institution of higher education in China. The researcher recruited 129 second-year interpreter learners, 7 lecturers, and 10 experts as participants in the study. Methodologically, an embedded experimental design was adhered to in the study to comprehensively include the pre-intervention, intervention, and post-intervention phases within a unified research framework. For the pre-, and post-intervention phases, the research used in-depth interview and focus group discussions to obtain viewpoints and understandings of trainees and trainers, and Delphi method for evaluative judgement of the experts. For the intervention phase, mixed-method quasi experimental approach was chosen to examine the effects of the developed formative assessment regime on the academic achievement, motivation, and collaboration in interpreter training, which were measured through a summative interpreting achievement test (SIAT), an interpreter learning motivation questionnaire (ILMQ), and naturalistic observation of classroom conversations respectively. 2024-11 Thesis NonPeerReviewed application/pdf en http://eprints.usm.my/61463/1/YAN%20DA%20-%20TESIS24.pdf Yan, Da (2024) Development Of A Formative Assessment Regime For Chinese-english Interpreter Training And Its Effects On Academic Achievement, Motivation, And Collaboration. PhD thesis, Universiti Sains Malaysia. |
| spellingShingle | P1-1091 Philology. Linguistics(General) Yan, Da Development Of A Formative Assessment Regime For Chinese-english Interpreter Training And Its Effects On Academic Achievement, Motivation, And Collaboration |
| title | Development Of A Formative Assessment Regime For Chinese-english Interpreter Training And Its Effects On Academic Achievement, Motivation, And Collaboration |
| title_full | Development Of A Formative Assessment Regime For Chinese-english Interpreter Training And Its Effects On Academic Achievement, Motivation, And Collaboration |
| title_fullStr | Development Of A Formative Assessment Regime For Chinese-english Interpreter Training And Its Effects On Academic Achievement, Motivation, And Collaboration |
| title_full_unstemmed | Development Of A Formative Assessment Regime For Chinese-english Interpreter Training And Its Effects On Academic Achievement, Motivation, And Collaboration |
| title_short | Development Of A Formative Assessment Regime For Chinese-english Interpreter Training And Its Effects On Academic Achievement, Motivation, And Collaboration |
| title_sort | development of a formative assessment regime for chinese-english interpreter training and its effects on academic achievement, motivation, and collaboration |
| topic | P1-1091 Philology. Linguistics(General) |
| url | http://eprints.usm.my/61463/ http://eprints.usm.my/61463/1/YAN%20DA%20-%20TESIS24.pdf |