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Evidence Guide: PSPTIS041 - Interpret in general monologue settings (LOTE-English)

Student: __________________________________________________

Signature: _________________________________________________

Tips for gathering evidence to demonstrate your skills

The important thing to remember when gathering evidence is that the more evidence the better - that is, the more evidence you gather to demonstrate your skills, the more confident an assessor can be that you have learned the skills not just at one point in time, but are continuing to apply and develop those skills (as opposed to just learning for the test!). Furthermore, one piece of evidence that you collect will not usualy demonstrate all the required criteria for a unit of competency, whereas multiple overlapping pieces of evidence will usually do the trick!

From the Wiki University

 

PSPTIS041 - Interpret in general monologue settings (LOTE-English)

What evidence can you provide to prove your understanding of each of the following citeria?

Receive and analyse source message

  1. Attend actively to source utterance, and identify and adjust physical position to optimise sound reception and visual cues.
  2. Anticipate purpose and intent and strategies being used by the source to develop ideas.
  3. Identify and retain key information using mnemonic strategies.
  4. Identify structure, relationships between verbal and non-verbal language, and cultural and other factors affecting meaning.
  5. Identify and address issues of understanding or recall in a manner that does not compromise effective delivery.
Attend actively to source utterance, and identify and adjust physical position to optimise sound reception and visual cues.

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Anticipate purpose and intent and strategies being used by the source to develop ideas.

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Identify and retain key information using mnemonic strategies.

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Identify structure, relationships between verbal and non-verbal language, and cultural and other factors affecting meaning.

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Identify and address issues of understanding or recall in a manner that does not compromise effective delivery.

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Transfer message to target language

  1. Recall information from notes or memory.
  2. Recognise and address issues in message transfer associated with the setting, language and concepts.
  3. Deliver interpreting effectively, appropriate to audience and setting, without undue delay.
  4. Use techniques to transfer the communicative intent and reflect the characteristics of the source.
  5. Monitor interpreting process to identify when it is necessary to seek assistance or withdraw from assignment.
Recall information from notes or memory.

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Recognise and address issues in message transfer associated with the setting, language and concepts.

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Deliver interpreting effectively, appropriate to audience and setting, without undue delay.

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Use techniques to transfer the communicative intent and reflect the characteristics of the source.

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Monitor interpreting process to identify when it is necessary to seek assistance or withdraw from assignment.

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Evaluate interpreting performance

  1. Evaluate performance in line with issues encountered, assignment requirements and code of ethics.
  2. Determine personal impact of assignment and identify need for debriefing and counselling.
  3. Consider process improvement strategies.
Evaluate performance in line with issues encountered, assignment requirements and code of ethics.

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Determine personal impact of assignment and identify need for debriefing and counselling.

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Consider process improvement strategies.

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Receive and analyse source message

  1. Attend actively to source utterance, and identify and adjust physical position to optimise sound reception and visual cues.
  2. Anticipate purpose and intent and strategies being used by the source to develop ideas.
  3. Identify and retain key information using mnemonic strategies.
  4. Identify structure, relationships between verbal and non-verbal language, and cultural and other factors affecting meaning.
  5. Identify and address issues of understanding or recall in a manner that does not compromise effective delivery.
Attend actively to source utterance, and identify and adjust physical position to optimise sound reception and visual cues.

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Anticipate purpose and intent and strategies being used by the source to develop ideas.

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Identify and retain key information using mnemonic strategies.

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Identify structure, relationships between verbal and non-verbal language, and cultural and other factors affecting meaning.

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Identify and address issues of understanding or recall in a manner that does not compromise effective delivery.

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Transfer message to target language

  1. Recall information from notes or memory.
  2. Recognise and address issues in message transfer associated with the setting, language and concepts.
  3. Deliver interpreting effectively, appropriate to audience and setting, without undue delay.
  4. Use techniques to transfer the communicative intent and reflect the characteristics of the source.
  5. Monitor interpreting process to identify when it is necessary to seek assistance or withdraw from assignment.
Recall information from notes or memory.

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Recognise and address issues in message transfer associated with the setting, language and concepts.

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Deliver interpreting effectively, appropriate to audience and setting, without undue delay.

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Use techniques to transfer the communicative intent and reflect the characteristics of the source.

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Monitor interpreting process to identify when it is necessary to seek assistance or withdraw from assignment.

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Evaluate interpreting performance

  1. Evaluate performance in line with issues encountered, assignment requirements and code of ethics.
  2. Determine personal impact of assignment and identify need for debriefing and counselling.
  3. Consider process improvement strategies.
Evaluate performance in line with issues encountered, assignment requirements and code of ethics.

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Determine personal impact of assignment and identify need for debriefing and counselling.

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Consider process improvement strategies.

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Assessed

Teacher: ___________________________________ Date: _________

Signature: ________________________________________________

Comments:

 

 

 

 

 

 

 

 

Instructions to Assessors

Evidence Guide

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, and identify and adjust physical position to optimise sound reception and visual cues.

1.2 Anticipate purpose and intent and strategies being used by the source to develop ideas.

1.3 Identify and retain key information using mnemonic strategies.

1.4 Identify structure, relationships between verbal and non-verbal language, and cultural and other factors affecting meaning.

1.5 Identify and address issues of understanding or recall in a manner that does not compromise effective delivery.

2 Transfer message to target language

2.1 Recall information from notes or memory.

2.2 Recognise and address issues in message transfer associated with the setting, language and concepts.

2.3 Deliver interpreting effectively, appropriate to audience and setting, without undue delay.

2.4 Use techniques to transfer the communicative intent and reflect the characteristics of the source.

2.5 Monitor interpreting process to identify when it is necessary to seek assistance 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 personal impact of assignment and identify need for debriefing and counselling.

3.3 Consider process improvement strategies.

Required Skills and Knowledge

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, and identify and adjust physical position to optimise sound reception and visual cues.

1.2 Anticipate purpose and intent and strategies being used by the source to develop ideas.

1.3 Identify and retain key information using mnemonic strategies.

1.4 Identify structure, relationships between verbal and non-verbal language, and cultural and other factors affecting meaning.

1.5 Identify and address issues of understanding or recall in a manner that does not compromise effective delivery.

2 Transfer message to target language

2.1 Recall information from notes or memory.

2.2 Recognise and address issues in message transfer associated with the setting, language and concepts.

2.3 Deliver interpreting effectively, appropriate to audience and setting, without undue delay.

2.4 Use techniques to transfer the communicative intent and reflect the characteristics of the source.

2.5 Monitor interpreting process to identify when it is necessary to seek assistance 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 personal impact of assignment and identify need for debriefing and counselling.

3.3 Consider process improvement strategies.

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 on at least two occasions.

using effective rhetorical techniques and methods to reflect the intention of the source

using interpreting skills to achieve competent message transfer, including:

adapting embedded cultural concepts for correct message transfer

including non-verbal cues in message transfer

managing equivalence in message transfer

reproducing factually and linguistically accurate content

using basic strategies to retain and recall messages

using technical, language, research and basic public speaking skills to ensure cohesive and faithful delivery of messages

using language skills to achieve competent performance, including:

applying correct structures, grammar and syntax to achieve coherent delivery

clear pronunciation

use of correct common idiom, collocations and slang

recognition and use of diverse general and context-specific registers

recognition of common metaphors and similes and implied meaning

vocabulary based on general knowledge and specific to context

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.

concepts of meaning-based message transfer

communication techniques that facilitate interpreting process

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

determine cultural concepts and cues embedded in language

transfer cultural concepts without compromising communicative intent of source

basic strategies to assist retention of information and recall of source messages