SOUTHWESTERN COLLEGE
INTERPRETING/TRANSLATING DURING TESTING
by Patricia Flores Charter
I. PREPARATION
A. Roles
1. Professional is legally and ethically responsible for the assessment and thus must be in control of every aspect.
2. Interpreter has the very important role of interpreting all information given and all responses received.
a. A natural and common response is to want to help the student do well. Try to avoid this, it will not only interfere with results, but invalidate them.
B. Purpose of Tests: Reviewed/trained by professional
1. The professional should explain what the test does. What information it gathers.
C. How to Prepare: Professional trains/demonstrates administration of test
1. Familiarize yourself with the tests, translate items, directions, etc... as needed.
2. Practice presentation, delivery of tests on someone. Be exact with as few words as possible.
a. Speak clearly, enunciate carefully.
b. Responses must be recorded immediately, prepare for this, give yourself time, tape record if appropriate.
c. Have materials in the physical order the professional requests and practice.
3. Write down any questions you have and contact the professional for clarification so you can practice it correctly.
II. TESTING
A. Be prepared so tests flow smoothly and quickly. Be sure to ask professional any questions now.
B. Organize materials. The professional will record notes also.
C. You’ll begin by interpreting introductions and the purpose, etc., wait for the professional, he or she will lead.
D. Remember, avoid elaboration of responses and questions unless the professional requests it.
E. Give the student time to respond. Don’t help, wait and be patient. The professional will cue you to give any further input.
F. Here’s what to watch for:
1. Body language of child, use of gestures, facial expressions, etc. Considering culture, note type and general quality of responses for communication purposes.
2. Excessive use of words by student?
3. Did you have to repeat directions often?
4. Did you have to repeatedly prompt or cue the child to respond? (verbally or gesturally)
5. Did he question you often or take a long time to respond?
6. Did you have to explain simple vocabulary?
7. Did you have to explain the examples?
8. When asked to respond in complete sentences, could the student?
9. Is the student’s pronunciation appropriate?
10. Is the tone of voice, inflection, accent used appropriate?
11. Are responses grammatically correct? Was simple and complex structure used?
12. Meaning: Do the responses make sense?
III. DEBRIEFING
A. After testing, you and the professional will examine closely the correct and incorrect responses.
1. The professional will look for patterns, strengths, weaknesses, etc.
2. Please include what the child should have said or done, as well as what the child said or did.
Finally, the professional will review the testing situation and the translations looking for what went right and how to improve for the next testing situation.
PROFESSIONAL’S USE OF INTERPRETERS/TRANSLATORS DURING TESTING
by Patricia Flores Charter
I. PREPARATION
A. Organize tests you’ll give (order, directions, etc.). Make sure you have written permission to use an interpreter in the primary language.
B. Ahead of time (preferably a day or two before). Go over the following with the interpreter and have a handout which includes:
1. Purpose of testing session, desired outcome.
2. Interpreter’s role, your role (be very clear).
3. Which tests will be administered? (The interpreter should have time to translate test items as appropriate AND go over these with you.)
4. The interpreter MUST have time to organize materials, read test procedures, have a trial run, and ask for clarification on anything.
5. As appropriate information maybe given orally only about the child (background, test results, ...). Limit this to what is needed in test situation.
6. In writing and orally go over confidentiality.
7. Discuss avoidance of elaboration of responses and questions.
8. Discuss need for accurate interpretation without personal evaluations. Only you can interpret results.
9. Discuss specifically what you want the interpreter to watch for during testing.
II. TESTING
A. You are responsible and in charge of testing. The interpreter will translate and assist as needed.
B. You may need to remind interpreter of #’s 6, 7, & 8 above.
C. Record your observations in addition to the interpreter’s written or tape recorded results.
III. DEBRIEFING
A. Examine and discuss results, both items that are correct and wrong. Look for patterns, etc.
1. Interpreter includes what the child should have said or done and what they did or said.
2. Try to avoid professional jargon.
3. Remember the interpreter makes no judgements, however, you may ask their opinion.
4. Discuss and go over the testing process the good points and areas of improvement. Note these.
5. Next go over the interpretive process.
6. Make sure in your report that you detail the testing constraints you were under, test modifications and caution in your interpretations of results.
7. Remember you are the professional who is legally and ethically responsible for the assessment.