Anotace:
The present article compares three types of assessment for student interpreting performance: teacher assessment, peer assessment (evaluation by other students in the group), and self-assessment. The theoretical part reviews existing literature on the different types of assessment and their importance in the acquisition of interpreting skills, as well as recommended methods of assessing interpreting performance and their use in the training of consecutive interpreting. The empirical part describes a qualitative longitudinal study, involving students of the third, final year of the bachelor’s degree programme in translation-interpreting (intercultural communication). The aim of the study is to identify the similarities and differences between the different types of assessment and how the assessment developed over the course of the research. The study also examines how the self-assessments and peer evaluations of students studying interpreting with only the English-Czech combination differ from those of students who study English-Czech interpreting in combination with another foreign language, thus attending twice the number of practical interpretation seminars.