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Evidence Guide: PSPTIS613A - Sight translate (LOTE)

Student: __________________________________________________

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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

 

PSPTIS613A - Sight translate (LOTE)

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

Analyse text

  1. Confirm purpose for which sight translation is required and advise on appropriateness of sight translation.
  2. Determine key features of text and confirm ability to read and comprehend the text.
  3. Identify and discuss potential translation problems and confirm ability to sight-translate and time needed.
  4. Identify information in context and establish overall comprehension.
  5. Analyse text, referring to available resources and seeking further assistance where required.
Confirm purpose for which sight translation is required and advise on appropriateness of sight translation.

Completed
Date:

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Determine key features of text and confirm ability to read and comprehend the text.

Completed
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Identify and discuss potential translation problems and confirm ability to sight-translate and time needed.

Completed
Date:

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Identify information in context and establish overall comprehension.

Completed
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Analyse text, referring to available resources and seeking further assistance where required.

Completed
Date:

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Translate source text into target language

  1. Plan sight translation, marking up text where appropriate and solving translation problems.
  2. Transfer semantic segments of source text to target language in an accurate and coherent manner.
  3. Scan text ahead while translating, avoiding rephrasing and ensuring delivery is consistent and appropriate for setting and mode of interpreting.
Plan sight translation, marking up text where appropriate and solving translation problems.

Completed
Date:

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Transfer semantic segments of source text to target language in an accurate and coherent manner.

Completed
Date:

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Scan text ahead while translating, avoiding rephrasing and ensuring delivery is consistent and appropriate for setting and mode of interpreting.

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Evaluate sight translation

  1. Analyse performance to reflect task purpose and requirements.
  2. Identify strengths and weaknesses of process to inform subsequent work.
Analyse performance to reflect task purpose and requirements.

Completed
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Identify strengths and weaknesses of process to inform subsequent work.

Completed
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Assessed

Teacher: ___________________________________ Date: _________

Signature: ________________________________________________

Comments:

 

 

 

 

 

 

 

 

Instructions to Assessors

Evidence Guide

The Evidence Guide provides advice on assessment and must be read in conjunction with the performance criteria, required skills and knowledge, range statement and the Assessment Guidelines for the Training Package.

Critical aspects for assessment and evidence required to demonstrate competency in this unit

In addition to integrated demonstration of the elements and their related performance criteria, look for evidence that confirms the ability to sight translate a written source text in its entirety into a different spoken or signed language with a high degree of accuracy, including:

comprehending written language and its structure

assessing appropriateness of sight translation and potential translation problems and recommending alternatives

reading and analysing source text and planning sight translation

using strategies to clarify unknown terms and unclear expression

reflecting the written register of the source text

using appropriate delivery to sight translate written text

Context of and specific resources for assessment

Evidence for assessment of this unit of competency will make use of scenarios, case studies, experiences and, where possible, examples of interactions with colleagues and clients which illustrate a range of skills and strategies to sight translate.

Resources for assessment include:

examples of a range of texts used for sight translation

opportunities to observe candidate demonstrating sight translation of a range of texts

third party reports on examples of sight translation

scenarios which use a range of different texts and contexts for sight translation

Evidence for assessment should be gathered to demonstrate a range of experiences in sight translating a variety of texts in LOTE and English.

Required Skills and Knowledge

Required skills

communication skills to:

advise on appropriateness of sight translation

discuss translation problems

seek assistance where required

achieve appropriate delivery

interpersonal skills to:

remain assertive and confident

be clear about problems and time requirements

interpreting skills to:

conceptualise and express complex information in target language

reproduce factual and linguistic content with a high degree of accuracy

solve problems of equivalence

use technical, language and rhetorical skills to ensure cohesive and faithful delivery of messages

language skills in target language to achieve competent performance, including:

educated native or near native speaker proficiency in target language

written and context-specific registers

context-specific terminology

appropriate delivery

literacy skills in source language to:

achieve high-order comprehension of text

analyse source text, including punctuation, elements of grammar and sentence structure

identify key features of source text

scan text ahead while orally translating

organisational skills to:

complete task within available timeframe

plan sight translation

organise required resources

problem-solving skills to:

resolve translation problems

select translation options suitable to text

research skills to seek information or clarification of text using reference material

self-management skills to:

identify personal and professional ability to undertake sight translation

evaluate own performance

mentally order information for message transfer

Required knowledge

circumstances in which and texts for which sight translation is appropriate

legal, cultural and language reasons relevant to determining whether to sight translate text

professional procedures and guidelines relating to assignment including:

ethical practices

business standards

creating legally binding documents

good clinical practice and informed consent

privacy and confidentiality requirements

limitations of work role, responsibility and professional abilities

research methods to access and use reference material

source and target languages to achieve competent performance

structure and nature of different types of text for different purposes

techniques to identify information in context, including:

skimming text

reading aloud

highlighting key information and relationships

identifying information at paragraph level

analysing accompanying visual and graphic material

Range Statement

The range statement relates to the unit of competency as a whole. It allows for different work environments and situations that may affect performance. Bold italicised wording, if used in the performance criteria, is detailed below. Essential operating conditions that may be present with training and assessment (depending on the work situation, needs of the candidate, accessibility of the item, and local industry and regional contexts) may also be included.

Purpose may include:

confirmation of information in text

supporting documentation for a dialogue

speech notes or supplementary notes for a monologue.

Sight translation may be inappropriate for:

legal reasons, such as legally binding text

texts leading to informed decisions

technical reasons, such as:

lengthy text

lexical density

syntactic complexity

Key features of text may include:

source language

source, context and function of text

register and style of text

specific requirements, including regional and specialist aspects

Ability to read may be affected by:

language of source text

legibility of text

for character-based languages, within scope of own literacy

for different forms of written language, within scope of own competency

Potential translation problems:

may include:

contextual understanding

legibility

terminology

appropriateness

availability of resources

competence of interpreter

text ambiguities

may be addressed by:

sourcing and reviewing appropriate resources to aid understanding of specialist or technical language

advising that for technical or legal reasons text must be submitted to a translator

advising that text will have to be read aloud and interpreter will interpret oral rendition of text

Information in context may include:

accompanying visual and graphic material

basic facts

context, purpose and topic

cultural, social and situational elements significant in translation task

intent of writer

nature of text

Analysing text may include:

applying subject and context knowledge

elements of grammar

function of source language punctuation

register and style

sentence structure

significant words, expressions and sentences

Planning sight translation may include:

highlighting important points

noting translation of significant words, expressions and sentences

using arrows or numbers placed at sub-segment boundaries

silent or vocal practice

Appropriate delivery may relate to:

clarity and fluency

coherence

cultural appropriateness

factual and linguistic accuracy

register

speed

timeliness

tone

volume and voice projection