Publication: Development Of A Formative Assessment Regime For Chinese-English Interpreter Training And Its Effects On Academic Achievement, Motivation, And Collaboration
| dc.contributor.author | Yan, Da | |
| dc.date.accessioned | 2026-03-02T02:53:33Z | |
| dc.date.available | 2026-03-02T02:53:33Z | |
| dc.date.issued | 2024-12 | |
| dc.description.abstract | 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. | |
| dc.identifier.uri | https://erepo.usm.my/handle/123456789/23698 | |
| dc.title | Development Of A Formative Assessment Regime For Chinese-English Interpreter Training And Its Effects On Academic Achievement, Motivation, And Collaboration | |
| dc.type | Resource Types::text::thesis::doctoral thesis | |
| dspace.entity.type | Publication | |
| oairecerif.author.affiliation | Universiti Sains Malaysia |