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Competency-Based Education and Assessment: A Proposal for US Court Interpreter Certification
Abstract
In an attempt to analyze the reliability and validity of the most frequently used oral certification exams for court interpreters in the United States, this chapter examines the basic test model used for state-level certification through the lens of concepts in testing theory. Having identified several limitations to the currently used performance-based model, a hybrid model which includes competency-based education and assessment is proposed. By building on best practices in competency-based education, the alternative credentialing paradigm proposed here would represent an innovation in the context of court interpreter certification in the United States, requiring the transfer of assessment criteria usually used in traditional educational contexts into the realm of professional training. The proposed hybrid model would necessitate a shift from one high-stakes exam to assessment of a series of compartmentalized competency clusters that would account for soft skills and dispositional traits not currently assessed.
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