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Self-assessment and peer assessment in interpreter self-training
Navrátilová, Kateřina ; Čeňková, Ivana (advisor) ; Mraček, David (referee)
The theoretical-empirical thesis deals with the importance of self-assessment and peer assessment for interpreter self-training. The first part is focused on the theoretical foundations of the thesis. First, the thesis covers the question of interpreting quality, its definition, and the assessment of interpreting in interpreter training. The thesis then presents the expertise theory, both in general and in the field of interpreting studies specifically, and provides recommendations by several theoreticians as to how to apply this theory in interpreter training. The next chapter clarifies certain concepts from learning theory that often appear in literature on interpreting didactics. The theoretical part concludes with a presentation of two types of tools that can be used in interpreter self-training, namely e-learning tools and reflective diaries. The empirical part then analyses data collected in two pieces of research. The first of these is a questionnaire research that aims to map the self-training habits of MA interpreting students at the Institute of Translation Studies, Faculty of Arts, Charles University, and to find out whether the students, while self-training, act in line with the expertise theory. The second piece of research is focused on peer feedback that interpreting students give to...
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Peer-feedback in inquiry-based education in biology lessons at lower-secondary level
MÍSAŘOVÁ, Alena
MÍSAŘOVÁ, A. (2019). Peer-feedback in inquiry-based education in biology lessons at lower-secondary level. Diploma thesis. Faculty of Education, University of South Bohemia in Ceske Budejovice. 46 pp. This thesis deals with the use of formative assessment methods in inquiry-based education. Particularly, it is focused on the peer-feedback in which the students provide the written feedback to their classmates. The objective of the thesis is finding if the lower-secondary level students are able to provide quality and adequate feedback to their classmates. The process of the peer-feedback was incorporated into the realization of inquiry-based tasks focused on the water regime of the plants. In the beginning, the students created a proposal solution protocols for the given tasks; then the protocols were collected and given away by codes to the other students for the assessment and provision of the written feedback. After the end of the research, the interview was done with the chosen students to obtain their subjective opinions on the process of the peer-feedback. The found results have shown that the majority of the students was able to provide adequate feedback. The feedback quality depended on what part students had an assessment. The students mostly tried to provide adequate advice which led to the improvement of the protocol content, but there were found a few protocol quality decreasing advice also. In these cases, the students did not acceptthis advice. The biggest problem for the students was the assessment of the chosen tools. In the none protocol were the tools correctly chosen, so the result was that the evaluating students were not sure of the correct solution. The research has been proven that peer-feedback can be the useful method of the formative assessment which is easy to incorporate to the various biology lesson tasks, mainly to the inquiry-based activities. The main potential of this assessment method is that the students formulate the feedback with their words and that makes it easier to understand to the particular problematics. During the protocols assessment, the students also have the possibility to compare and look to the other protocols, find their own mistakes and take an edification.
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Self-assessment and peer assessment in interpreter self-training
Navrátilová, Kateřina ; Čeňková, Ivana (advisor) ; Mraček, David (referee)
The theoretical-empirical thesis deals with the importance of self-assessment and peer assessment for interpreter self-training. The first part is focused on the theoretical foundations of the thesis. First, the thesis covers the question of interpreting quality, its definition, and the assessment of interpreting in interpreter training. The thesis then presents the expertise theory, both in general and in the field of interpreting studies specifically, and provides recommendations by several theoreticians as to how to apply this theory in interpreter training. The next chapter clarifies certain concepts from learning theory that often appear in literature on interpreting didactics. The theoretical part concludes with a presentation of two types of tools that can be used in interpreter self-training, namely e-learning tools and reflective diaries. The empirical part then analyses data collected in two pieces of research. The first of these is a questionnaire research that aims to map the self-training habits of MA interpreting students at the Institute of Translation Studies, Faculty of Arts, Charles University, and to find out whether the students, while self-training, act in line with the expertise theory. The second piece of research is focused on peer feedback that interpreting students give to...
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