Assessor Resource

PSPTIS086
Use chuchotage (whispered simultaneous) to interpret (LOTE-English)

Assessment tool

Version 1.0
Issue Date: April 2024


This unit describes the skills required to interpret from a source language to a target language in basic simultaneous mode, preserving key information and the gist of the source message. It requires the ability to anticipate the intent of a source to assist the message transfer process.

An interpreter in simultaneous mode is required to interpret in one language direction, from source to target, at the same time as source utterances are delivered.

This unit applies to those working as interpreters in spoken simultaneous mode, either alone, collaboratively in tandem, or as part of a team.

Spoken basic simultaneous mode is applied in complex dialogue settings. Complex dialogue settings are those in which the physical elements of the setting, or the number of parties involved, limit the interpreter from managing the discourse. The interpreter may be required to switch modes in a challenging environment, where there is a range of participant interests and personal welfare and safety issues that need to be considered. The content of communication may not easily be predicted or planned for, and there are limited opportunities for error correction.

The skills and knowledge described in this unit must be applied within the legislative, regulatory and policy environment in which they are carried out. Organisational policies and procedures must be consulted and industry codes and standards for ethical translating and interpreting adhered to.

Those undertaking this unit would work independently, using a broad range of support resources, while performing sophisticated tasks in a range of specialised contexts.

No licensing, legislative or certification requirements apply to unit at the time of publication.

You may want to include more information here about the target group and the purpose of the assessments (eg formative, summative, recognition)


Evidence Required

List the assessment methods to be used and the context and resources required for assessment. Copy and paste the relevant sections from the evidence guide below and then re-write these in plain English.

ELEMENTS

PERFORMANCE CRITERIA

Elements describe the essential outcomes

Performance criteria describe the performance needed to demonstrate achievement of the element. Where bold italicised text is used, further information is detailed in the range of conditions section.

1. Receive and analyse source message

1.1 Attend actively to source utterance, adjusting physical position to optimise sound reception and visual cues.

1.2 Identify and record key information to support recall.

1.3 Identify key concepts, and explicit and embedded cultural concepts.

1.4 Identify linguistic and nonlinguistic elements of utterances affecting meaning.

1.5 Apply knowledge of grammar, subject and context to anticipate purpose and intent of source and strategies used to develop ideas.

2. Transfer message to target language

2.1 Use a range of strategies and techniques to transfer communicative intent into the target language at the same time as the source utterance.

2.2 Use advanced interpreting and language skills to ensure cohesive and faithful delivery of key information and gist of source message.

2.3 Recognise and promptly resolve transfer problems and errors, correcting mistakes or misinterpretations without disruption of message or delivery.

2.4 Monitor elapsed time and interpreting performance to identify when it is necessary to rest or withdraw from assignment.

3. Evaluate interpreting performance

3.1 Evaluate performance in line with issues encountered, assignment requirements and code of ethics.

3.2 Determine impact of assignment on self and identify areas for improvement.

Evidence required to demonstrate competence must satisfy all of the requirements of the elements and performance criteria. If not otherwise specified, the candidate must demonstrate evidence of performance of the following in both language directions on at least two occasions.

applying LOTE and English language skills required to achieve simultaneous message transfer:

conceptualising and coherently expressing key information in the target language using context-specific terminology as necessary

enunciating clearly

simplifying language structure to reproduce implied meaning for delivery at the same pace as the source

using correct collocations

using colloquial language as appropriate to context and register of source utterance

reproducing factual and linguistic content

solving problems of equivalence in message transfer

transferring cultural concepts and cues embedded in utterances

Evidence required to demonstrate competence must satisfy all of the requirements of the elements and performance criteria. If not otherwise specified, the depth of knowledge demonstrated must be appropriate to the job context of the candidate.

cultural knowledge, including cross-cultural perspective of communication and behaviour

techniques to identify source of utterances in multi-party discourse

WHS and performance management issues, practices and procedures relevant to chuchotage

interpreting theories that have influenced current interpreting practice, including:

effort model

form based and meaning based transfer

Assessment of this unit must include use of simulations in complex dialogue settings, and consideration must be given to assessment in real interpreting settings. Evidence for assessment should be gathered to demonstrate diverse experiences in interpreting in complex dialogue settings.

Assessors must satisfy the NVR/AQTF mandatory competency requirements for assessors.

Submission Requirements

List each assessment task's title, type (eg project, observation/demonstration, essay, assingnment, checklist) and due date here

Assessment task 1: [title]      Due date:

(add new lines for each of the assessment tasks)

Assessment Tasks

Copy and paste from the following data to produce each assessment task. Write these in plain English and spell out how, when and where the task is to be carried out, under what conditions, and what resources are needed. Include guidelines about how well the candidate has to perform a task for it to be judged satisfactory.

ELEMENTS

PERFORMANCE CRITERIA

Elements describe the essential outcomes

Performance criteria describe the performance needed to demonstrate achievement of the element. Where bold italicised text is used, further information is detailed in the range of conditions section.

1. Receive and analyse source message

1.1 Attend actively to source utterance, adjusting physical position to optimise sound reception and visual cues.

1.2 Identify and record key information to support recall.

1.3 Identify key concepts, and explicit and embedded cultural concepts.

1.4 Identify linguistic and nonlinguistic elements of utterances affecting meaning.

1.5 Apply knowledge of grammar, subject and context to anticipate purpose and intent of source and strategies used to develop ideas.

2. Transfer message to target language

2.1 Use a range of strategies and techniques to transfer communicative intent into the target language at the same time as the source utterance.

2.2 Use advanced interpreting and language skills to ensure cohesive and faithful delivery of key information and gist of source message.

2.3 Recognise and promptly resolve transfer problems and errors, correcting mistakes or misinterpretations without disruption of message or delivery.

2.4 Monitor elapsed time and interpreting performance to identify when it is necessary to rest or withdraw from assignment.

3. Evaluate interpreting performance

3.1 Evaluate performance in line with issues encountered, assignment requirements and code of ethics.

3.2 Determine impact of assignment on self and identify areas for improvement.

Evidence required to demonstrate competence must satisfy all of the requirements of the elements and performance criteria. If not otherwise specified, the candidate must demonstrate evidence of performance of the following in both language directions on at least two occasions.

applying LOTE and English language skills required to achieve simultaneous message transfer:

conceptualising and coherently expressing key information in the target language using context-specific terminology as necessary

enunciating clearly

simplifying language structure to reproduce implied meaning for delivery at the same pace as the source

using correct collocations

using colloquial language as appropriate to context and register of source utterance

reproducing factual and linguistic content

solving problems of equivalence in message transfer

transferring cultural concepts and cues embedded in utterances

Evidence required to demonstrate competence must satisfy all of the requirements of the elements and performance criteria. If not otherwise specified, the depth of knowledge demonstrated must be appropriate to the job context of the candidate.

cultural knowledge, including cross-cultural perspective of communication and behaviour

techniques to identify source of utterances in multi-party discourse

WHS and performance management issues, practices and procedures relevant to chuchotage

interpreting theories that have influenced current interpreting practice, including:

effort model

form based and meaning based transfer

Assessment of this unit must include use of simulations in complex dialogue settings, and consideration must be given to assessment in real interpreting settings. Evidence for assessment should be gathered to demonstrate diverse experiences in interpreting in complex dialogue settings.

Assessors must satisfy the NVR/AQTF mandatory competency requirements for assessors.
Copy and paste from the following performance criteria to create an observation checklist for each task. When you have finished writing your assessment tool every one of these must have been addressed, preferably several times in a variety of contexts. To ensure this occurs download the assessment matrix for the unit; enter each assessment task as a column header and place check marks against each performance criteria that task addresses.

Observation Checklist

Tasks to be observed according to workplace/college/TAFE policy and procedures, relevant legislation and Codes of Practice Yes No Comments/feedback
Attend actively to source utterance, adjusting physical position to optimise sound reception and visual cues. 
Identify and record key information to support recall. 
Identify key concepts, and explicit and embedded cultural concepts. 
Identify linguistic and nonlinguistic elements of utterances affecting meaning. 
Apply knowledge of grammar, subject and context to anticipate purpose and intent of source and strategies used to develop ideas. 
Use a range of strategies and techniques to transfer communicative intent into the target language at the same time as the source utterance. 
Use advanced interpreting and language skills to ensure cohesive and faithful delivery of key information and gist of source message. 
Recognise and promptly resolve transfer problems and errors, correcting mistakes or misinterpretations without disruption of message or delivery. 
Monitor elapsed time and interpreting performance to identify when it is necessary to rest or withdraw from assignment. 
Evaluate performance in line with issues encountered, assignment requirements and code of ethics. 
Determine impact of assignment on self and identify areas for improvement. 
Attend actively to source utterance, adjusting physical position to optimise sound reception and visual cues. 
Identify and record key information to support recall. 
Identify key concepts, and explicit and embedded cultural concepts. 
Identify linguistic and nonlinguistic elements of utterances affecting meaning. 
Apply knowledge of grammar, subject and context to anticipate purpose and intent of source and strategies used to develop ideas. 
Use a range of strategies and techniques to transfer communicative intent into the target language at the same time as the source utterance. 
Use advanced interpreting and language skills to ensure cohesive and faithful delivery of key information and gist of source message. 
Recognise and promptly resolve transfer problems and errors, correcting mistakes or misinterpretations without disruption of message or delivery. 
Monitor elapsed time and interpreting performance to identify when it is necessary to rest or withdraw from assignment. 
Evaluate performance in line with issues encountered, assignment requirements and code of ethics. 
Determine impact of assignment on self and identify areas for improvement. 

Forms

Assessment Cover Sheet

PSPTIS086 - Use chuchotage (whispered simultaneous) to interpret (LOTE-English)
Assessment task 1: [title]

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I declare that the assessment tasks submitted for this unit are my own work.

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Assessment Record Sheet

PSPTIS086 - Use chuchotage (whispered simultaneous) to interpret (LOTE-English)

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Student ID:

Assessment task 1: [title] Result: Competent Not yet competent

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Feedback to student:

 

 

 

 

 

 

 

 

Overall assessment result: Competent Not yet competent

Assessor name:

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