Status Quo of the Formative Assessment Enactments in Spoken Language Interpreter Training: A Scoping Review of Research and Practice

Akpan, J. P., Notar, C. E., & Padgett, S. A. (2012). Formative Assessment: A Basic Foundation for Teaching and Learning. National Teacher Education Journal, 5(1).
Andersson, C., & Palm, T. (2017). Characteristics of improved formative assessment practice. Education Inquiry, 8(2), 104–122. https://doi.org/10.1080/20004508.2016.1275185
Andrade, H. L. (2019). A Critical Review of Research on Student Self-Assessment. Frontiers in Education, 4. https://doi.org/10.3389/feduc.2019.00087
Arja, S. B., Acharya, Y., Alezaireg, S., Ilavarasan, V., Ala, S., & Arja, S. B. (2018). Implementation of formative assessment and its effectiveness in undergraduate medical education: An experience at a Caribbean Medical School. MedEdPublish, 7, 131. https://doi.org/10.15694/mep.2018.0000131.1
Arksey, H., & O’Malley, L. (2005). Scoping studies: Towards a methodological framework. International Journal of Social Research Methodology, 8(1), 19–32. https://doi.org/10.1080/1364557032000119616
Arumí Ribas, M. (2010). Formative Assessment in the Interpreting Classroom: Using the Portfolio with Students Beginning Simultaneous Interpreting. In M. Garant (Ed.), Current Trends in Translation and Interpreting III (pp. 97–133). University of Helsinki, Department of Translation Studies.
Bacquet, J. N. (2020). Implications of Summative and Formative Assessment in Japan – A Review of the Current Literature. International Journal of Education and Literacy Studies, 8(2), Article 2. https://doi.org/10.7575/aiac.ijels.v.8n.2p.28
Barana, A., Marchisio, M., & Sacchet, M. (2019). Advantages of Using Automatic Formative Assessment for Learning Mathematics. In S. Draaijer, D. Joosten-ten Brinke, & E. Ras (Eds.), Technology Enhanced Assessment (pp. 180–198). Springer International Publishing. https://doi.org/10.1007/978-3-030-25264-9_12
Bassnet, S. (2012). Translation studies at a cross-roads. In E. Brems, R. Meylaerts, & L. van Doorslaer (Eds.), The Known Unknowns of Translation Studies (Vol. 24, pp. 17–27). John Benjamins.
Bennett, R. E. (2011). Formative assessment: A critical review. Assessment in Education: Principles, Policy & Practice, 18(1), 5–25.
https://doi.org/10.1080/0969594X.2010.513678
Black, P., & Wiliam, D. (1998). Inside the Black Box: Raising Standards through Classroom Assessment. Phi Delta Kappan, 80(2), 139–148. https://doi.org/10.1177/003172171009200119
Black, P., & Wiliam, D. (2003). ‘In praise of educational research’: Formative assessment. British Educational Research Journal, 29(5), 623–637. https://doi.org/10.1080/0141192032000133721
Black, P., & Wiliam, D. (2004). Classroom Assessment is Not (Necessarily) Formative Assessment (and Vice-versa). Teachers College Record, 106(14), 183–188. https://doi.org/10.1177/016146810410601408
Braund, H., DeLuca, C., Panadero, E., & Cheng, L. (2021). Exploring Formative Assessment and Co-Regulation in Kindergarten Through Interviews and Direct Observation. Frontiers in Education, 6. https://doi.org/10.3389/feduc.2021.732373
Buchholtz, N. F., Krosanke, N., Orschulik, A. B., & Vorhölter, K. (2018). Combining and integrating formative and summative assessment in mathematics teacher education. ZDM, 50(4), 715–728. https://doi.org/10.1007/s11858-018-0948-y
Chng, L. S., & Lund, J. (2018). Assessment for Learning in Physical Education: The What, Why and How. Journal of Physical Education, Recreation & Dance, 89(8), 29–34. https://doi.org/10.1080/07303084.2018.1503119
Chu, H.-C., Chen, J.-M., Hwang, G.-J., & Chen, T.-W. (2019). Effects of formative assessment in an augmented reality approach to conducting ubiquitous learning activities for architecture courses. Universal Access in the Information Society, 18(2), 221–230. https://doi.org/10.1007/s10209-017-0588-y
DiVall, M. V., Alston, G. L., Bird, E., Buring, S. M., Kelley, K. A., Murphy, N. L., Schlesselman, L. S., Stowe, C. D., & Szilagyi, J. E. (2014). A Faculty Toolkit for Formative Assessment in Pharmacy Education. American Journal of Pharmaceutical Education, 78(9), 160. https://doi.org/10.5688/ajpe789160
Dmitrenko, N., Budas, I., Koliadych, Y., & Poliarush, N. (2021). Impact of Formative Assessment on Students’ Motivation in Foreign Language Acquisition. East European Journal of Psycholinguistics, 8(2), Article 2. https://doi.org/10.29038/eejpl.2021.8.2.dmi
Dunn, K., & Mulvenon, S. (2009). A Critical Review of Research on Formative Assessments: The Limited Scientific Evidence of the Impact of Formative Assessments in Education. Practical Assessment, Research, and Evaluation, 14(1).
https://doi.org/10.7275/jg4h-rb87
Earl, L. M. (2012). Assessment as Learning: Using Classroom Assessment to Maximize Student Learning (Second edition). Corwin.
Evans, D. J. R., Zeun, P., & Stanier, R. A. (2014). Motivating student learning using a formative assessment journey. Journal of Anatomy, 224(3), 296–303. https://doi.org/10.1111/joa.12117
Frey, B. B., Schmitt, V. L., & Allen, J. P. (2019). Defining Authentic Classroom Assessment. Practical Assessment, Research, and Evaluation, 17(1).
https://doi.org/10.7275/sxbs-0829
Gipps, C. V. (2012). Beyond testing: Towards a theory of educational assessment (Classic ed). Routledge.
Gotwals, A. W., & Birmingham, D. (2016). Eliciting, Identifying, Interpreting, and Responding to Students’ Ideas: Teacher Candidates’ Growth in Formative Assessment Practices. Research in Science Education, 46(3), 365–388. https://doi.org/10.1007/s11165-015-9461-2
Granberg, C., Palm, T., & Palmberg, B. (2021). A case study of a formative assessment practice and the effects on students’ self-regulated learning. Studies in Educational Evaluation, 68, 100955. https://doi.org/10.1016/j.stueduc.2020.100955
Gulikers, J., & Baartman, L. (2017). Doelgericht professionaliseren. Formatieve toetspraktijken met effect! Wat doet de docent in de klas? (No. 405-15–722; pp. 1–109). https://edepot.wur.nl/440065
Gulikers, J. T. M., Bastiaens, T. J., & Kirschner, P. A. (2004). A five-dimensional framework for authentic assessment. Educational Technology Research and Development, 52(3), 67–86. https://doi.org/10.1007/BF02504676
Han, C. (2018a). A longitudinal quantitative investigation into the concurrent validity of self and peer assessment applied to English-Chinese bi-directional interpretation in an undergraduate interpreting course. Studies in Educational Evaluation, 58, 187–196. https://doi.org/10.1016/j.stueduc.2018.01.001
Han, C. (2018b). Conceptualizing and Operationalizing a Formative Assessment Model for English-Chinese Consecutive Interpreting. In Quality Assurance and Assessment Practices in Translation and Interpreting (pp. 89–111). IGI Global. https://doi.org/10.4018/978-1-5225-5225-3.ch004
Han, C. (2018c). Latent trait modelling of rater accuracy in formative peer assessment of English-Chinese consecutive interpreting. Assessment & Evaluation in Higher Education, 43(6), 979–994. https://doi.org/10.1080/02602938.2018.1424799
Han, C. (2022). Interpreting testing and assessment: A state-of-the-art review. Language Testing, 39(1), 30–55. https://doi.org/10.1177/02655322211036100
Han, C., & Fan, Q. (2020). Using self-assessment as a formative assessment tool in an English-Chinese interpreting course: Student views and perceptions of its utility. Perspectives, 28(1), 109–125. https://doi.org/10.1080/0907676X.2019.1615516
Han, C., & Riazi, M. (2018). The accuracy of student self-assessments of English-Chinese bidirectional interpretation: A longitudinal quantitative study. Assessment & Evaluation in Higher Education, 43(3), 386–398. https://doi.org/10.1080/02602938.2017.1353062
Han, C., & Zhao, X. (2021). Accuracy of peer ratings on the quality of spoken-language interpreting. Assessment & Evaluation in Higher Education, 46(8), 1299–1313. https://doi.org/10.1080/02602938.2020.1855624
Hattie, J., & Timperley, H. (2007). The Power of Feedback. Review of Educational Research, 77(1), 81–112. https://doi.org/10.3102/003465430298487
Heritage, M. (2010). Assessment With and for Students. In Formative Assessment: Making it Happen in the Classroom (pp. 7–20). Corwin Press. https://doi.org/10.4135/9781452219493
Irons, A., & Elkington, S. (2021). Enhancing Learning through Formative Assessment and Feedback (2nd ed.). Routledge. https://doi.org/10.4324/9781138610514
Johnson, C. C., Sondergeld, T. A., & Walton, J. B. (2019). A Study of the Implementation of Formative Assessment in Three Large Urban Districts. American Educational Research Journal, 56(6), 2408–2438. https://doi.org/10.3102/0002831219842347
Keeley, P. D. (2008). Science Formative Assessment: 75 Practical Strategies for Linking Assessment, Instruction, and Learning (1st edition). Corwin.
Lee, H., Chung, H. Q., Zhang, Y., Abedi, J., & Warschauer, M. (2020). The Effectiveness and Features of Formative Assessment in US K-12 Education: A Systematic Review. Applied Measurement in Education, 33(2), 124–140.
https://doi.org/10.1080/08957347.2020.1732383
Lee, J. (2022). Comparing Student Self-assessment and Teacher Assessment in Korean-English Consecutive Interpreting: Focus on fidelity and language. INContext: Studies in Translation and Interculturalism, 2(3). https://doi.org/10.54754/incontext.v2i3.27
Lee, S.-B. (2017). University students’ experience of ‘scale-referenced’ peer assessment for a consecutive interpreting examination. Assessment & Evaluation in Higher Education, 42(7), 1015–1029. https://doi.org/10.1080/02602938.2016.1223269
Lee, Y.-H. (2005). Self-assessment as an Autonomous Learning Tool in an Interpretation Classroom. Meta?: Journal Des Traducteurs / Meta: Translators’ Journal, 50(4). https://doi.org/10.7202/019869ar
Leenknecht, M., Wijnia, L., Köhlen, M., Fryer, L., Rikers, R., & Loyens, S. (2021). Formative assessment as practice: The role of students’ motivation. Assessment & Evaluation in Higher Education, 46(2), 236–255. https://doi.org/10.1080/02602938.2020.1765228
Li, X. (2018). Self-assessment as ‘assessment as learning’ in translator and interpreter education: Validity and washback. The Interpreter and Translator Trainer, 12(1), 48–67. https://doi.org/10.1080/1750399X.2017.1418581
Lyon, C. J., Nabors Oláh, L., & Caroline Wylie, E. (2019). Working toward integrated practice: Understanding the interaction among formative assessment strategies. The Journal of Educational Research, 112(3), 301–314. https://doi.org/10.1080/00220671.2018.1514359
Mirek, J. (2020). The Interpreting Portfolio as a Self-Regulation Tool in Interpreter Training: Preliminary Findings from a Pilot Study. Roczniki Humanistyczne, 68(10), 141–153. https://doi.org/10.18290/rh206810-11
Moher, D., Altman, D. G., Liberati, A., & Tetzlaff, J. (2011). PRISMA Statement. Epidemiology, 22(1), 128. https://doi.org/10.1097/EDE.0b013e3181fe7825
Munn, Z., Peters, M. D. J., Stern, C., Tufanaru, C., McArthur, A., & Aromataris, E. (2018). Systematic review or scoping review? Guidance for authors when choosing between a systematic or scoping review approach. BMC Medical Research Methodology, 18(1), 143. https://doi.org/10.1186/s12874-018-0611-x
Murchan, D. (2017). Understanding and applying assessment in education (1st edition). SAGE Publications.
Nieminen, P., Hähkiöniemi, M., & Viiri, J. (2021). Forms and functions of on-the-fly formative assessment conversations in physics inquiry lessons. International Journal of Science Education, 43(3), 362–384. https://doi.org/10.1080/09500693.2020.1713417
Orsmond, P., Merry, S., & Callaghan, A. (2004). Implementation of a formative assessment model incorporating peer and self?assessment. Innovations in Education and Teaching International, 41(3), 273–290. https://doi.org/10.1080/14703290410001733294
Palm, T., Andersson, C., Boström, E., & Vingsle, C. (2017). A review of the impact of formative assessment on student achievement in mathematics. Nordisk Matematikkdidaktikk, 22(3), 25–50. http://urn.kb.se/resolve?urn=urn:nbn:se:umu:diva-133183
Palmer, E., & Devitt, P. (2014). The assessment of a structured online formative assessment program: A randomised controlled trial. BMC Medical Education, 14(1), 8. https://doi.org/10.1186/1472-6920-14-8
Petticrew, M., & Roberts, H. (2005). Systematic Reviews in the Social Sciences: A Practical Guide (1st edition). Wiley-Blackwell.
Rr, S., Fox-Turnbull, W., Earl-Rinehart, K., & Calder, N. (2020). Development of formative assessment tool for a primary, technology classroom. Design and Technology Education: An International Journal, 25(2), 101–116.
Stauffer, L. (2012). ASL Students’ Ability to Self Assess ASL Competency. Journal of Interpretation, 21(1). https://digitalcommons.unf.edu/joi/vol21/iss1/7
Su, W. (2021). Rubric-Based Self-Assessment of Chinese-English Interpreting. In J. Chen & C. Han (Eds.), Testing and Assessment of Interpreting: Recent Developments in China (pp. 67–84). Springer. https://doi.org/10.1007/978-981-15-8554-8_4
Univio, D. J., & Pérez, A. del P. (2019). Ipsative Assessment of Essay Writing to Foster Reflection and Self-Awareness of Progress. In E. White & T. Delaney (Eds.), Handbook of Research on Assessment Literacy and Teacher-Made Testing in the Language Classroom: (pp. 157–180). IGI Global. https://doi.org/10.4018/978-1-5225-6986-2
Vermeulen, J. A., & van der Kleij, F. M. (2012). Towards an Integrative Formative Approach of Data-Driven Decision Making, Assessment for Learning, and Diagnostic Testing. Psychometrics in Practice at RCEC, 162–185.
Wiliam, D. (2006). Formative Assessment: Getting the Focus Right. Educational Assessment, 11(3–4), 283–289. https://doi.org/10.1080/10627197.2006.9652993
Wiliam, D., & Thompson, M. (2008). Integrating assessment with learning: What will it take to make it work? In C. Dwyer (Ed.), The future of assessment: Shaping teaching and learning (pp. 53–82). Lawrence Erlbaum Associates.
https://doi.org/10.4324/9781315086545-3
Xiao, Y., & Yang, M. (2019). Formative assessment and self-regulated learning: How formative assessment supports students’ self-regulation in English language learning. System, 81, 39–49. https://doi.org/10.1016/j.system.2019.01.004
Zheng, C., Wang, L., & Chai, C. S. (2021). Self-assessment first or peer-assessment first: Effects of video-based formative practice on learners’ English public speaking anxiety and performance. Computer Assisted Language Learning, 1–34.
https://doi.org/10.1080/09588221.2021.1946562

N/A

Copyright: © 2023 The Author(s)
Published by HRMARS (www.hrmars.com)
This article is published under the Creative Commons Attribution (CC BY 4.0) license. Anyone may reproduce, distribute, translate and create derivative works of this article (for both commercial and non-commercial purposes), subject to full attribution to the original publication and authors. The full terms of this license may be seen at: http://creativecommons.org/licences/by/4.0/legalcode