Putting interpreting admissions exams to the test

The MA KD Germersheim Project

Bibliographic Data

ID6152357
AuthorsCatherine Chabasse, Stephanie Kader
Year2014
Volume16
Issue1
Pages19-33
Publication date2014-03-10
Peer ReviewedYes
Open AccessNo
TypeARTICLE
VenueInterpreting International Journal of Research and Practice in Interpreting (JOURNAL)
Journal identifiersISSN: 1384-6647 • E-ISSN: 1569-982X
PublisherJohn Benjamins Publishing Company (PUBLISHER • NL)
DOI10.1075/intp.16.1.02cha
OpenAlexW2039019768
LanguageEN
Citations received7
References cited7

With increasing numbers of students wishing to become conference interpreters, but limited capacities in most university degree programs, accurate admission testing is an important means of predicting an applicant’s chances of completing the program successfully. This article focuses on three aptitude tests for simultaneous interpretation: Pöchhacker’s SynCloze test; Chabasse’s cognitive shadowing test; and Timarová’s personalized cloze test. The test battery was administered at the start of the 2009/2010 academic year to students beginning the two-year Master’s program in conference interpreting (MA KD) at Germersheim. Correlations between test performance and subsequent exam grades at the end of the second semester were examined for all three tests. Given the large number of applicants each year, practical feasibility of the tests was taken into consideration with a view to scheduling the format and content of the entrance exam for the 2012/2013 academic year. In this perspective, cognitive shadowing was identified as the most useful test under the existing time constraints

Aptitude · Cognition · Developmental psychology · Mathematics education · Medical education · Perspective (graphical · Test (biology · Computer Science · EFL/ESL Teaching and Learning · Interpreting and Communication in Healthcare · Medicine · Psychology · Second Language Acquisition and Learning · Artificial Intelligence

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