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Evidence Guide: PSPTIS086 - Use chuchotage (whispered simultaneous) to interpret (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

 

PSPTIS086 - Use chuchotage (whispered simultaneous) to interpret (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, adjusting physical position to optimise sound reception and visual cues.
  2. Identify and record key information to support recall.
  3. Identify key concepts, and explicit and embedded cultural concepts.
  4. Identify linguistic and nonlinguistic elements of utterances affecting meaning.
  5. Apply knowledge of grammar, subject and context to anticipate purpose and intent of source and strategies used to develop ideas.
Attend actively to source utterance, adjusting physical position to optimise sound reception and visual cues.

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Identify and record key information to support recall.

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Identify key concepts, and explicit and embedded cultural concepts.

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Identify linguistic and nonlinguistic elements of utterances affecting meaning.

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

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

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Transfer message to target language

  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. Use advanced interpreting and language skills to ensure cohesive and faithful delivery of key information and gist of source message.
  3. Recognise and promptly resolve transfer problems and errors, correcting mistakes or misinterpretations without disruption of message or delivery.
  4. Monitor elapsed time and interpreting performance to identify when it is necessary to rest or withdraw from assignment.
Use a range of strategies and techniques to transfer communicative intent into the target language at the same time as the source utterance.

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

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

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

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

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Monitor elapsed time and interpreting performance to identify when it is necessary to rest 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 impact of assignment on self and identify areas for improvement.
Evaluate performance in line with issues encountered, assignment requirements and code of ethics.

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

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

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Receive and analyse source message

  1. Attend actively to source utterance, adjusting physical position to optimise sound reception and visual cues.
  2. Identify and record key information to support recall.
  3. Identify key concepts, and explicit and embedded cultural concepts.
  4. Identify linguistic and nonlinguistic elements of utterances affecting meaning.
  5. Apply knowledge of grammar, subject and context to anticipate purpose and intent of source and strategies used to develop ideas.
Attend actively to source utterance, adjusting physical position to optimise sound reception and visual cues.

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Identify and record key information to support recall.

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Identify key concepts, and explicit and embedded cultural concepts.

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Identify linguistic and nonlinguistic elements of utterances affecting meaning.

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

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

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Transfer message to target language

  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. Use advanced interpreting and language skills to ensure cohesive and faithful delivery of key information and gist of source message.
  3. Recognise and promptly resolve transfer problems and errors, correcting mistakes or misinterpretations without disruption of message or delivery.
  4. Monitor elapsed time and interpreting performance to identify when it is necessary to rest or withdraw from assignment.
Use a range of strategies and techniques to transfer communicative intent into the target language at the same time as the source utterance.

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

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

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

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

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Monitor elapsed time and interpreting performance to identify when it is necessary to rest 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 impact of assignment on self and identify areas for improvement.
Evaluate performance in line with issues encountered, assignment requirements and code of ethics.

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

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

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, 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.

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, 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