A Quality Assessment of the Teaching Procedures, Faculty Performance and Curriculum of the Interpretation Courses at Bachelor's Level: A CIPP Approach
Abstract
This study sought to evaluate the quality of interpretation courses at undergraduate level for the students of English translation. The participants included faculty members (N = 9), graduates (N= 16) and undergraduate students (N= 70) of Islamic Azad Universities in Mazandaran. The data were collected through a questionnaire and a semi-structured interview using Stufflebeam’s four-component model. The data collected were analyzed using descriptive and inferential statistical procedures. In addition, the qualitative data were analyzed via content analysis. The results of the study demonstrated that the teaching materials presented in the interpretation courses have to be revised along with the undergraduate interpretation program. In addition, it was revealed that interpretation courses have to be re-designed in terms of both instruction and evaluation especially in terms of the teaching methods, instructional facilities and aides, and exam administration. The implication of this research would result in a reform in instruction and evaluation approaches commonly used over the past decades, especially in terms of using authentic tasks and test content.
Keywords:
i, CIPP model, undergraduate English translation, interpretation courseReferences
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Copyright Licensee: Iranian Journal of Translation Studies. This article is an open access article distributed under the terms and conditions of the Creative Commons Attribution–NonCommercial 4.0 International (CC BY-NC 4.0 license).
