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Baseline Skills Assessment Winter 2009 |
BASELINE SKILLS ASSESSMENT FOR SIMULTANEOUS INTERPRETING Name: Ashley Paul Date: January 12, 2009 Part I A Deaf teacher reviews her previous lesson on Deaf History and continues with her next brief history lesson. The setting is a high school classroom, so most of the students are between the ages of 15 and 18-years-old. There are ten males in the audience and 14 females. The entire class is d/Deaf or hard of hearing, and I am the only interpreter.
Please read the confidentiality statement and sign below. I agree that I will keep all information about the content of the assessment materials confidential.
Signature: AshleyC.Paul Date: January 13, 2009 Part II Message Equivalency: I feel that most of the message was kept intact, but that I had a really hard time making it sound fluid. Linguistic Competency: I feel that a lot of my sentences were either incomplete, very choppy, or a combination of the two. The signer was quite unorganized in her history lesson, and there were a lot of repetitions. I did not know how to deal with the repetitive nature of her lesson, and I feel like the hearing consumer might think I’m just making things up. Fluency: Like I said before, I think a lot of my sentences were really choppy. I did not know how to deal with the redundancies. Process Management: I felt like I had so much time to process, but that I did not use much of it to actually focus on the work. I was really confused about how to use fillers in English, and how to change up all the repetitive sentences. Professional Aspects: I cannot honestly remember if I remained too professional. I hope that I did, but I had such a hard time with figuring out how to repeat the same thing over and over. I think my process was definitely noticeable.
2. Please indicate below how you felt about the baseline skills assessment process. What worked and what did not work for you? Again, I really did not like this speaker. She was extremely hard to interpret for. I am still not very comfortable with ASL to English. In reading my reflection from last spring, I do not feel much different. I need to practice idiomatic speech, and—just in general—working from ASL to English.
BASELINE SKILLS ASSESSMENT FOR SIMULTANEOUS INTERPRETING Name: Ashley Paul Date: January 12, 2009 Interpreter Education Program: WOU Part I The audience is the Western Oregon University Rehabilitation Counseling Deaf class. Its members have experience with using interpreters, have no experience with using interpreters, or are interpreters themselves. Some of the students are Deaf and some are not. The range in skill of signing varies. The speaker is an interpreter. Her name is Deb Kropf. Deb is presenting information on team interpreting, and the effects of interpreting on the body. I am the only interpreter.
Please read the confidentiality statement and sign below. I agree that I will keep all information about the content of the assessment materials confidential.
Signature: AshleyC.Paul Date: January 12, 2009
Part II Message Equivalency: I feel much better about this interpretation in comparison to last spring’s. I was able to hold the information longer, and I feel like I dropped the form much more than last time. Instead of focusing on getting every English word into the interpretation, I tried to go for meaning. It also helped that I waited longer to render the message, and that the message I produced was truer to the source and more comprehensible to the deaf consumer). Linguistic Competency: I feel that my ASL skills have improved. I know that I have so much more to learn, and that I do not practice nearly as much as I need to (hey, I’m a busy gal). I definitely feel an improvement, though. I will try to work up from that from now on. One thing I did notice afterwards, and wish I would have done during my rendering, is using lists. I think it would have been much more clear. Fluency: I feel that my signing was fairly fluid. I feel a definite improvement. Sometimes I stumbled over myself, but I think I acted quickly enough to not lose the deaf consumer’s attention. Process Management: Like I said above, I feel like I did a much better job of processing the source and produced a much more equivalent and effective message. The simultaneity activities have definitely helped built my short term memory, which has proved to be very beneficial. I noticed that I could focus on more important things while still retaining the information. Professional Aspects: This interpretation was much easier for me to maintain professionalism. In the ASL to English one I could not find enough words to fill in her long pauses. I could tell that my voice was starting to sound less and less like a teacher. It was very hard to maintain professionalism. This interpretation was much faster, had so much more detail, and was very organized, so taking on the role of an interpreter came much easier to me.
2. Please indicate below how you felt about the baseline skills assessment process. What worked and what did not work for you? This second interpretation has really shown me how much I have grown in only a short time. With a little more effort I’m sure I can be a great interpreter! I feel even more motivated to practice practice practice!
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