PSPTIS040-siit

Assessment Booklet version no.: CY072022 DIPLOMA OF INTERPRETING (PSP50916) Sydney Institute of Interpreting and Translating Address: Level 5, 841 George Street, Sydney NSW 2000 Australia Tel: 61 2 9283 5759 Fax: 61 2 9264 2380 E-mail: info@siit.nsw.edu.au Postal Address: PO Box K1, Haymarket NSW 1240 ABN: 30 128 128 503 RTO No: 91490 CRICOS Provider No: 03069K PSPTIS040 INTERPRET IN GENERAL DIALOGUE SETTINGS (LOTE-ENGLISH)

ASSESSMENT INFORMATION The purpose of this assessment is to assess the Learner’s skills and knowledge required to refine and amend text to enhance clarity of written communication, taking into account the needs of the readership, the author’s intention, available resources and the type of publication. This assessment addresses the elements of competency for PSPTIS040 INTERPRET IN GENERAL DIALOGUE SETTINGS (LOTE-ENGLISH) as listed below. • Receive and analyse source message • Transfer messages to target language • Evaluate interpreting performance General Introduction Please read the following guidelines carefully: • Assessments will be provided to the learner through learning platform. • Assessments should be completed as per the assessors’ instructions. • The assessment should be completed by the due date as per the learner’s timetable. • The assessment should be presented as PDF fillable document addressing all elements of the assessments. • Assessors will advise the learners if any supporting evidence of the assessment should be uploaded online (if using Moodle) or submitted through other channels. Assessment Conditions Learning at SIIT is mostly classroom-based (apart from the online option). The learners may refer to their Learner Guide and learning materials as well as the internet to complete the questions. This means that assessment of competence may be physically demonstrated in a simulated practicing environment. When in the classroom, the learners are assessed in several ways: • How they respond to questions • How well they role play ‘real’ situations they find in the workplace • How they apply their assessments (reports, scenarios, case studies or plans) to editing environments • By completing tests or exams of short answer questions or activities. By doing this the Learner may demonstrate: • Quality – The work is of the standard required for entry into the industry. • Productivity – The work is performed within a timeframe appropriate for entry to the industry. • Safety – The work is performed in a manner that meets industry safety standards. Where simulations meet these criteria, SIIT can be confident that its learners are ‘work ready’ on successful completion of units of competency. Learners are encouraged to gather information as widely as possible. Learners should use their learning resources, books, magazines, brochures, scholarly publications, the internet etc. to research and obtain information. RPL A learner who believes he or she already has the knowledge and skills to be able to demonstrate competence in this unit may speak with the SIIT trainer, as he or she may be eligible for the Recognition of Prior Learning (RPL).

Research Questions 2 typed line = 10-20 words or refer to the specific instructions Essay 5-10 typed lines = 50-300 words Practice Please refer to the specific instructions in the assessment Case Study Please refer to the specific instructions in the assessment Assessment outcomes • There are two outcomes of assessments: S = Satisfactory and NS = Not Satisfactory (further training and/or assessment required). • Learners will be awarded C = Competent on completion of the entire unit when they have provided the evidence required to meet the assessment criteria. Learners that fail to satisfy the requirements will be assessed as NYC = Not Yet Competent and may be eligible to be re-assessed under SIIT policies and procedures. • When a Learner fails to submit an assessment, the final outcome will be DNS = Did Not Submit. • Each leaner is allowed for 3 attempts for each assessment. To be more specific, after the first attempt, the learner is allowed to resubmit twice, after which a resubmission fee will occur. Disclaimer for Assessment marking It should be noted that the answers to assessment tasks include but are not limited to the model answers provided in the assessor guide. However, learners’ answers should always reflect on what they learned in the relevant session or chapter of the unit and also be identified as justified “solutions” to the assessment tasks.

ASSESSMENT GUIDE Assessment Instructions To gain competency in this unit, the learner will have to complete ALL assessment tasks outlined in the assessment. Learners should follow the instructions to complete each task. The following table shows the leaner how to achieve a satisfactory result against the criteria for each type of assessment tasks. The following is a list of general assessment methods that can be used in assessing a unit of competency. Assessment Method Satisfactory Result Non-Satisfactory Result You will receive an overall result of Competent or Not Yet Competent for the unit. The assessment process is made up of a number of assessment methods. You are required to achieve a satisfactory result in each of these to be deemed competent overall. Your assessment may include the following assessment types. Practical Demonstration: (Peer review; interpreting or translation practice) Peers or trainers observe the learner’s performance and confirm that the learner consistently meets the standards expected in a specific practice or any tasks. The report is not or only partially filled. The learner fails to demonstrate consistency and/or the ability to achieve the required standard All tasks in the practical activity must be completed and evidence of completion must be provided to the trainer/assessor. All tasks have been completed accurately and evidence provided for each stated task. Tasks have not been completed effectively, e.g. accurate and complete rendering is not presented. Evidence of completion has not been provided. Attachments if requested are attached Requested supplementary items are not attached Written Activity: (Research questions; Essay; Email or Letter writing; Editing; Case study and Project) The assessor will mark the activity against the detailed guidelines/instructions The learner does not follow guidelines/instructions Attachments if requested are provided Requested supplementary items are not attached All relevant answers are chosen correctly. (Valid reasons are provided if applicable) Correct answers are not chosen or partially chosen. (Fails to provide valid reasons for the choices if applicable) All questions answered correctly Incorrect answers for one or more questions Answers address the question in full; referring to appropriate sources from your workbook and/or workplace Answers do not address the question in full. Sources are not appropriately referenced. All requirements of the written activity are addressed/covered. The learner’s response does not address the requirements in full; responses for one or more areas are missed.

ASSESSMENT COVER SHEET Learner’s Name: Student No.: Email: Phone: Assessor’s Name: Submission Date: Qualification: Unit Code and Title: PSPTIS040 INTERPRET IN GENERAL DIALOGUE SETTINGS (LOTE- ENGLISH) Ch. In this assessment did the Learner: Yes No 1.1 Establish dialogue protocols with participants to facilitate communication dynamics and outcomes and seek or provide clarification where required. 1.2 Attend actively to source utterance, and identify and address factors affecting communication flow. 1.3 Identify relationships between structure, verbal and non-verbal language, and identify cultural and other factors affecting meaning. 1.4 Identify and address issues of understanding or recall in a manner that does not compromise effective delivery. 2.1 Prepare to transfer communicative intent of utterance into target language using techniques to ensure impartial delivery. 2.2 Reproduce message, maintaining its logical sequence and communicative intent. 2.3 Identify and address issues in message transfer promptly and according to established techniques. 2.4 Maintain flow of communication and manage discourse. 2.5 Monitor interpreting process to identify when it is necessary to seek assistance or withdraw from assignment. 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 Document strategies to improve future work practices. Feedback to Learner: (Please, ensure you provide the Learner with detailed feedback on their assessment including good aspects, gaps identified (if any) and strategies for further development, questions to be re-submitted if required etc. (use additional pages if required). Assessor’s Declaration: I hereby acknowledge that the above-named Learner was assessed by me and that the assessment was carried out following the Principles of Assessment and the Rules of Evidence, as outlined in SIIT Policies and Procedures. Assessor’s Name(print):___________________________Signature:___________________Date:_______________ Assessment Result  Satisfactory  Not yet satisfactory  Re-assessment required

1 | P a g e Sydney Institute of Interpreting and Translating Tel: 61 2 9283 5759 Fax: 61 2 9264 2380 E-mail: info@siit.nsw.edu.au Postal Address: PO Box K1, Haymarket NSW 1240 ABN: 30 128 128 503 RTO No: 91490 CRICOS Provider No: 03069K • What are you going to say to the school principal to get informed about or confirm the dialogue protocol? • How will you inform the parents on the communicative protocol? Answer: 1 2 Components 1 2 Receive and analyse source message Section 1: Establish dialogue protocols with participants to facilitate communication dynamics and outcomes, and seek or provide clarification where required. Task 1: Case Analysis Instructions: please read the following case carefully and answer the question(s) in your own words. Case: You are a professional interpreter and booked for a high school parent-teacher meeting on Thursday night from 19:00-20:00. You arrived at the venue 15 minutes before the event. You need to get briefed by the school principal on the protocols of such an event and then inform the non-English speaking parents on the procedure accordingly. (Hint: Dialogue protocols, in the context of dialogue interpreting, refer to a set of procedures that interpreters should be familiar with regarding the actual act of interpreting dialogues. These procedures should include turn-taking, the number of speakers, and the acceptable length of speaker utterance.) Questions: Good evening, Principal XX. I'm the interpreter for tonight's parent-teacher meeting. Could you please provide me with information on the dialogue protocol for such events? Are there any specific procedures or norms I should be aware of to ensure effective communication between the parents and teachers? Good evening, parents. My name is YAXIN, and I'm here to assist with interpretation during the parent-teacher meeting. To ensure smooth communication, please remember to speak at a moderate pace and allow brief pauses to facilitate interpretation. If you have questions, feel free to address them, and I'll do my best to convey the information accurately. Thanks for your cooperation . 3 Task 2: Listing Instructions: please conduct research on interpreting protocols and list THREE typical components of interpreting protocols. Answer: cultral competence and sensitivity Confidentiality and professionalism Impatiality and accuracy

3 | P a g e Sydney Institute of Interpreting and Translating Tel: 61 2 9283 5759 Fax: 61 2 9264 2380 E-mail: info@siit.nsw.edu.au Postal Address: PO Box K1, Haymarket NSW 1240 ABN: 30 128 128 503 RTO No: 91490 CRICOS Provider No: 03069K Blue Dress Non-verbal Language Meaning Strategies 1 2 3 Instructions: Please watch the video clip in section 2 again and list AT LEAST TWO occasions where non-verbal languages are used in the communication, and explain the meaning conveyed by the non-verbal languages used. (Hint: Non-verbal communication is the signs and messages that we communicate using things like body language, gestures, and facial movements.) Answer: Maroon Dress when the counselor said"I think you can get over it",the patient open her eyes widely Express her surprising and upset feelings. waved her arms and said "hey"to other patient. She can't wait finishing the talk with the maroon dress lady Task 2: Essay Instructions: Please use approximately 50 words to write one example which demonstrates how the structure of the dialogue, language in use or cultural terms are affecting the meaning in communication. Answer: when Chinese people invite someone come to their home for dinner someday, in most of time, they are just showing their kiness and friendly, but it is not a real invitation. This may confuse non-Chinese speakers. Section 4: Identify and address issues of understanding or recall in a manner that does not compromise effective delivery. Task 1: Research Question Instructions: Please conduct research and name THREE strategies that an interpreter often use to assist them in coping with challenges in meaning comprehension. Answer: Request the clarification from the speaker. Paraphrase the speaker's meesage to enhance clarity Taking notes during the speaker's discourse.

4 | P a g e Sydney Institute of Interpreting and Translating Tel: 61 2 9283 5759 Fax: 61 2 9264 2380 E-mail: info@siit.nsw.edu.au Postal Address: PO Box K1, Haymarket NSW 1240 ABN: 30 128 128 503 RTO No: 91490 CRICOS Provider No: 03069K Questions: 2 1 • What should Richard do to recall information at this moment to achieve effective delivery of the interpretation? • What should Richard do at this stage to avoid information loss in the later communication for the purpose of effective delivery of the interpretation? Answer: If there's a natural break, Richard can politely request a summary or clarification from the speaker to confirm his understanding. This ensures accuracy in interpretation and helps fill in any gaps in his memory. Mover, he should develop a note-taking sysytem, jotting down the key points and help him recall the details without just rely solely on the memory. Task 2: Case Analysis Instructions: Please read the following scenario carefully and answer the questions accordingly. Scenario: Richard was interpreting for an American business delegate from Apple. Inc. After listening for one long chunk, Richard found himself unable to recall some of the information because the speaker went on for about 10 minutes. If the speaker goes on for extended period, Richard could politely ask for a brief pause to allow segmented interpretation. Additionally, employ active listening techeniques, such as jotting key points, mian details to aid memory rentation.

6 | P a g e Sydney Institute of Interpreting and Translating Tel: 61 2 9283 5759 Fax: 61 2 9264 2380 E-mail: info@siit.nsw.edu.au Postal Address: PO Box K1, Haymarket NSW 1240 ABN: 30 128 128 503 RTO No: 91490 CRICOS Provider No: 03069K 1 2269MG2job3 2 2116MG1housing7 3 2104MG1travel3 4 2103MG1airport3 D ialogue 1 D ialogue 2 D ialogue 3 D ialogue 4 Answer: Here are 2 factors that may cause interpreters seek external help or back out of the deal: One is complexity of content, Interpreters may encounter highly technical or specialized content beyond their expertise. The second reson is the consideration of confidentiality, if interpreters find themselves know some sensitive information, they may need to back out the deal to keep the confidentiality of the information. Task 4: Research Question Instructions: conduct research and list TWO reasons that normally propel interpreters to either seek external help or back out of the deal.  Yes  Yes  Yes I would ask some experts get some more documents on this  Yes No, because I am familiar with this area I could use "firstly" "before""moreover" to covey a lear flow Adhere to the code of ethics Adhere to the code of ethics and professional counseling Geting some informations about working in NSW for Mr Zhong I looked up some dictionaries on terminologies I used some interpreter platform Do some research on some related website. I used note-book to jotting some key-points I could use " firstly""before ""moreover" to covey a lear flow Adhere to the code of ethics Task 3: Review Practice Instructions: Please review all your performance recordings on the dialogues practiced in task 1 and fill the following form accordingly. Do some research on some related website. Questions What is the communicative intent of this dialogue? What preparation did you do to ensure the intent of this dialogue can be objectively delivered? What kind of terms did you use in your interpreting to demonstrate the logical sequence in conversation? What kind of interpreting techniques did you use to address the issue of message transfer in your practice? Did you feel you need to seek assistance or withdraw from this interpreting case at some point of your practice? Why? How do you seek assistance or withdraw from this case? Who do you need to reach out to? I could use " firstly""before ""moreover" to covey a lear flow I may ask agency for more information about the tourism No, my competency is suitable for this case I need to rea ch out to the department and ask for more information Yes, I don't know the Enlish name of " " No, because I did good preparation I looked up the dictionary and get the Enlish name" Bangkok". Helping Mr zhang communicate in airport customer service Geting some information about the eco-tourism I could use " firstly""before ""moreover" to covey a lear flow Reporting repair requirements to related department

7 | P a g e Sydney Institute of Interpreting and Translating Tel: 61 2 9283 5759 Fax: 61 2 9264 2380 E-mail: info@siit.nsw.edu.au Postal Address: PO Box K1, Haymarket NSW 1240 ABN: 30 128 128 503 RTO No: 91490 CRICOS Provider No: 03069K Answer: Question: • What can you do to maintain flow of communication and manage discourse to ensure effective delivery? (Hint: People may be talking at the same time.) Answer: Section 6: Maintain flow of communication and manage discourse. Task 1: Essay Question Instructions: Please write an essay about 100 words to explain why it is important for interpreters to properly manage flow of communication and discourse in practice. Properly managing the flow of communication and discourse is crucial for interpreters to ensure effective and accurate interpretation. It contibutes a smoothy exchange of information, maintaining the speaker's intended meaning. Managingdiscourse flow involves navigating pauses, interruptions, and turn-taking, preserving the natural rhythm of communication. This skill not only enhances understanding but also fosters a sense of connection between parties. Additionally, adept management of discourse allows interpreters to convey nuanced cultural and contextual elements, facilitating a more comprehensive and faithful interpretation. Ultimately, mastering communication flow is essential for interpreters to bridge linguistic gaps and facilitate meaningful cross-cultural exchanges. Task 2: Case Analysis Instructions: please read the following scenario carefully and answer the question(s) in your own words. Scenario: You are a NAATI certified interpreter and are booked for a doctor’s consultation at Sydney RPA hospital. The patient is a 74-year-old woman who is having multiple health conditions. The doctor previously did thorough examinations on her and is going to discuss with her about her situation and possible treatments. When you arrived at the hospital, you realised that she was accompanied by 4 other family members. They are all going to participate in the doctor’s consultation and tend to speak with each other during the discussion. As a professional interpreter, in this situation, I will take thses strategies to ensure effective communication.Firstly, I will establish group rules,emphasizing the importance of one person speaking at one time. At the same time, encourage family members express their thoughts by turns. Secondly, I will intervene politely if family members start speaking together. Last but least, I would take notes on keys points to aid memory rentation. Additionally, I can do summarize periodicaally to confirm understanding , especially considering the complexity of medical discussions.

9 | P a g e Sydney Institute of Interpreting and Translating Tel: 61 2 9283 5759 Fax: 61 2 9264 2380 E-mail: info@siit.nsw.edu.au Postal Address: PO Box K1, Haymarket NSW 1240 ABN: 30 128 128 503 RTO No: 91490 CRICOS Provider No: 03069K 2 3 4 5 Coping Methods 3 Section 9: Document strategies to improve future work practices. Task 1: Case Analysis Section 8: Determine personal impact of assignment and identify need for debriefing and counselling. Task 1: Essay Question Instructions: Please write approximately 80 words to explain why it is important to be aware of the personal impact of assignments and request possible debriefing and counselling in professional practice. Answer: Task 2: Research Question Instructions: Please conduct a research and name THREE coping methods for interpreters who experience mood changes inflicted by assignments. Answer: 2 1 Being aware of the personal impact of assignment is essential for interpreters to keep good mental healthy. As we all kown, interpreters may encounter some emotional and challenge content during interpreting, which can affect their mental health. Though requesting debrifing and counselling provide interpreters some space to process these experience, ensuring professional effectivness. It is a good way to foster resilliance, release stress, allows interpreters deal with the emotionl demons of interpreting while maintain a high quality of service. Mindfulness practice: Implementing some mindfulness practice, such physical exercise, foster some hobbies, can help manage mood fluctuations. Professional counseling:Seeking professional counseling provides a structured enviroment to navigate the emotional demands in their work. Requesting debrifing: Discussing the challengning assignment in regular debrifing sesssion, share experience, get more emotional support from colleagues. I maintained my professionalism and adhere to the code of ethics during the interpreting. I met a small challege because of the cultural nuance, I tries to understand the clarification and express it with precision. My communication in this dialogue was fluency due to I am familar with this area and did a good preparation for it. In dialogue 1, my assignments was under the requirements.

10 | P a g e Sydney Institute of Interpreting and Translating Tel: 61 2 9283 5759 Fax: 61 2 9264 2380 E-mail: info@siit.nsw.edu.au Postal Address: PO Box K1, Haymarket NSW 1240 ABN: 30 128 128 503 RTO No: 91490 CRICOS Provider No: 03069K Question: • What kind of strategies can she note down to improve her future practice? Answer: Answer: Instructions: Please read the following scenario and comment on the interpreter’s performance based on your understanding of professional practice. Scenario: Alice is a para-professional interpreter. One day, she was interpreting for a visiting scholar from East China University of Science and Technology. But as the speaker spoke so fast, she could not write down the full name of the university and then interpreted it as “East China University”. After the interpretation, one audience member came to her and recalled her mistake. She apologized and would like to note down the remedial methods for this accident to improve future work practices. Task 2: Project Instructions: Please work out an action plan based on your interpreting practice evaluation. Students are required to document strategies to address at least TWO issues identified in the evaluation in order to improve future practice. Note: Please pay attention to all stages of the interpreting practice, good interpreters should maintain the flow of communication and manage discourse in a professional and culturally appropriate manner, use strategies and techniques appropriate to the recalling of messages and communication of intent, pay attention to the linguistic and non- linguistic elements of the source utterances and factors that may affect the meaning of utterance in different contexts, and ensure the smooth delivery of the source messages in an accurate and complete way. 1.Pre-assignment preparation:Cosidering I missed some terminologies on the last practice, researching on relevant terminology, understanding the content is crucial. 2.Technical setup: Ensuring familiarity with the equipment in adcance avoiding disruptions during the interpretation. 3.Enhance listening techniques: Practice more to enhance active listening techniques to capture details due to I misunderstood some details last time as a speaker articulate too fast. 4.Post- interpratation Review: It allows me to identify areas for improvement, finding potential errors, developing strategies to adress issues in the future. 5.Engage ongoing professional development activities: These activities such as workshops or training session to enhance skills. I think there are some effective strategies could help her imprive future practices; 1.Enhance listening techniques to capture details rapidly. 2.Note-taking key points such as names, institutions, or some specific information. 3.Interve politely when she need speaker slow down when encountering specific details