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SOUTH AFRICAN QUALIFICATIONS AUTHORITY 
REGISTERED UNIT STANDARD THAT HAS PASSED THE END DATE: 

Assess interpreting process 
SAQA US ID UNIT STANDARD TITLE
116799  Assess interpreting process 
ORIGINATOR
SGB Translation, Interpreting and Language Editing 
PRIMARY OR DELEGATED QUALITY ASSURANCE FUNCTIONARY
-  
FIELD SUBFIELD
Field 04 - Communication Studies and Language Communication Studies 
ABET BAND UNIT STANDARD TYPE PRE-2009 NQF LEVEL NQF LEVEL CREDITS
Undefined  Regular  Level 7  Level TBA: Pre-2009 was L7  15 
REGISTRATION STATUS REGISTRATION START DATE REGISTRATION END DATE SAQA DECISION NUMBER
Passed the End Date -
Status was "Reregistered" 		 2018-07-01  2023-06-30  SAQA 06120/18 
LAST DATE FOR ENROLMENT LAST DATE FOR ACHIEVEMENT
2024-06-30   2027-06-30  

In all of the tables in this document, both the pre-2009 NQF Level and the NQF Level is shown. In the text (purpose statements, qualification rules, etc), any references to NQF Levels are to the pre-2009 levels unless specifically stated otherwise.  

This unit standard does not replace any other unit standard and is not replaced by any other unit standard. 

PURPOSE OF THE UNIT STANDARD 
This unit standard requires learners to reflect on and assess the interpreting process. A competent interpreter considers the stakeholders from a specific language group, their ability to access the information and the accuracy of the intended message. Messages must be accurate, relevant and credible to the target audience. By assessing messages, stakeholder access, appreciation, communication and interest are improved.

Credited learners are capable of:
  • Selecting interpreting techniques in accordance with interpreting norms
  • Selecting coping tactics for interpreting
  • Selecting chunking approach
  • Addressing lag time problems 
    		•

    LEARNING ASSUMED TO BE IN PLACE AND RECOGNITION OF PRIOR LEARNING 
    The credits and level assigned to this unit standard is based on the assumption that learners have already attained the following competencies:
  • Analyse and communicate information
  • Communicate effectively using language skills in two languages
  • Situate messages in terms of culture 
    		•

    UNIT STANDARD RANGE 
    The typical scope of this unit standard is competence relating to the interpreting within professional contexts.

    The context of this unit standard includes:
  • Legal interpreting (including high court)
  • Booth, or whispered interpreting
  • Business interpreting (this may include commercial transacting)
  • Diplomatic service interpreting
  • Health interpreting - mental health
  • Conference interpreting
  • Educational interpreting
  • Parliamentary/Legislature/Local Government Council interpreting 
    		•

    Specific Outcomes and Assessment Criteria: 

    SPECIFIC OUTCOME 1 
    Select interpreting techniques in accordance with interpreting norms. 

    ASSESSMENT CRITERIA     

    ASSESSMENT CRITERION 1 
    Selection is justified in terms of interpreting norms. 

    ASSESSMENT CRITERION 2 
    Selection is justified in terms of interpreting brief. 

    ASSESSMENT CRITERION 3 
    Techniques selected are appropriate for specific settings. 

    ASSESSMENT CRITERION 4 
    Techniques selected are appropriate for conceptual level of audience. 

    ASSESSMENT CRITERION 5 
    Conduct adheres to agreed professional and ethical requirements. 

    SPECIFIC OUTCOME 2 
    Select coping tactics for interpreting. 

    ASSESSMENT CRITERIA     

    ASSESSMENT CRITERION 1 
    Selection is justified in terms of requirements of specific contexts. 

    ASSESSMENT CRITERION 2 
    Coping tactics selected are appropriate for addressing relevant challenges. 

    ASSESSMENT CRITERION 3 
    Coping tactics are accurately identified and described. 

    ASSESSMENT CRITERION 4 
    Prioritising of coping tactics maximises accuracy and minimises recovery interference. 

    ASSESSMENT CRITERION 5 
    Prioritising of coping tactics maximises communication impact. 

    ASSESSMENT CRITERION 6 
    Prioritising of coping tactics maximises clarity for specific audiences. 

    SPECIFIC OUTCOME 3 
    Select chunking approach. 
    OUTCOME RANGE 
    Word level/sign level, above word level/above sign level, textual level. 

    ASSESSMENT CRITERIA     

    ASSESSMENT CRITERION 1 
    Selected direction of chunking is appropriate for requirements of specific contexts. 

    ASSESSMENT CRITERION 2 
    Grouping and/or segmenting contributes to improvement of message communication. 

    ASSESSMENT CRITERION 3 
    Relevant principles of textuality are adhered to. 

    ASSESSMENT CRITERION 4 
    Selected chunking strategy is appropriate for required reorganisation of information. 
    ASSESSMENT CRITERION NOTES 
    Check liaison interpreting for word level, etc. 

    SPECIFIC OUTCOME 4 
    Address lag time problems. 
    OUTCOME RANGE 
    Problems can include problems related to speed of delivery, message complexity, dissimilarities of source and target language results, and complexity of source and target language structures.

    Effects of lag time problems can include recovery interference, omission, misinterpretation, etc. 

    ASSESSMENT CRITERIA     

    ASSESSMENT CRITERION 1 
    Solutions identified are appropriate for specific problems. 

    ASSESSMENT CRITERION 2 
    Solutions identified are justified in terms of fluency requirements of the target message. 

    ASSESSMENT CRITERION 3 
    Solutions identified are justified in terms of accuracy requirements of the target message. 

    ASSESSMENT CRITERION 4 
    Causes of lag time problems are accurately described. 

    ASSESSMENT CRITERION 5 
    Strategies for addressing the effects of lag time problems compensate appropriately for the effects. 


    UNIT STANDARD ACCREDITATION AND MODERATION OPTIONS 
  • Assessment of learner achievements takes place at providers accredited by a relevant ETQA (RSA, 1998b) for the provision of programs that result in the outcomes specified for this unit standard.
  • Anyone assessing a learner against this unit standard must be registered as an assessor with a relevant ETQA.
  • Any institution offering learning that will enable achievement of this unit standard must be accredited as a provider with a relevant ETQA.
  • The relevant ETQA according to the moderation guidelines and the agreed ETQA procedures will oversee moderation of assessment and is responsible for moderation of learner achievements of learners who meet the requirements of this unit standard. 
    		•

    UNIT STANDARD ESSENTIAL EMBEDDED KNOWLEDGE 
    Credited learners understand and can explain:
  • Structure, register and style of source and target messages
  • The role of the discourse field in relation to source and target messages
  • Cultural context of source and target messages
  • Source and target messages' norms and conventions
  • Communication barriers
  • Ethical requirements
  • Quality criteria 
    		•

    UNIT STANDARD DEVELOPMENTAL OUTCOME 
    N/A 

    UNIT STANDARD LINKAGES 
    N/A 


    Critical Cross-field Outcomes (CCFO): 

    UNIT STANDARD CCFO IDENTIFYING 
    Identify and solve problems where responses to problems show that such critical and creative thinking has been used to make responsible decisions when assessing the interpreting process. 

    UNIT STANDARD CCFO ORGANISING 
    Organise and manage oneself and one's activities responsibly and effectively when selecting interpreting techniques in accordance with interpreting norms. 

    UNIT STANDARD CCFO COLLECTING 
    Collect, analyse, organise and critically evaluate information when selecting coping tactics and chunking approach for interpreting. 

    UNIT STANDARD CCFO DEMONSTRATING 
    Demonstrate an understanding of the world as a set of related systems by recognising that problem-solving contexts do not exist in isolation when assessing the interpreting process. 

    UNIT STANDARD ASSESSOR CRITERIA 
    Assessors should keep the following principles in mind when designing and conducting assessments against this unit standard:
  • Focus the assessment activities on gathering evidence in terms of the main outcome expressed in the title to ensure assessment is integrated rather than fragmented. Remember we want to declare the person competent in terms of the title. Where assessment at title level is unmanageable, then focus assessment around each specific outcome, or groups of specific outcomes.
  • Make sure evidence is gathered across the entire range, wherever it applies. Assessment activities should be as close to the real performance as possible, and where simulations or role-plays are used, there should be supporting evidence to show the learner is able to perform in the real situation.
  • Do not focus the assessment activities on each assessment criterion. Rather make sure the assessment activities focus on outcomes and are sufficient to enable evidence to be gathered around all the assessment criteria.
  • The assessment criteria provide the specifications against which assessment judgements should be made. In most cases, knowledge can be inferred from the quality of the performances, but in other cases, knowledge and understanding will have to be tested through questioning techniques. Where this is required, there will be assessment criteria to specify the standard required.
  • The task of the assessor is to gather sufficient evidence, of the prescribed type and quality, as specified in this unit standard, that the learner can achieve the outcomes again and again and again. This means assessors will have to judge how many repeat performances are required before they believe the performance is reproducible.
  • All assessments should be conducted in line with the following well documented principles of assessment: appropriateness, fairness, manageability, integration into work or learning, validity, direct, authentic, sufficient, systematic, open and consistent. 
    		•

    REREGISTRATION HISTORY 
    As per the SAQA Board decision/s at that time, this unit standard was Reregistered in 2012; 2015. 

    UNIT STANDARD NOTES 
    N/A 

    QUALIFICATIONS UTILISING THIS UNIT STANDARD: 
      ID QUALIFICATION TITLE PRE-2009 NQF LEVEL NQF LEVEL STATUS END DATE PRIMARY OR DELEGATED QA FUNCTIONARY
    Core  49062   National Diploma: Interpreting  Level 7  Level N/A: Pre-2009 was L7  Passed the End Date -
    Status was "Reregistered"     		 2018-12-31  CHE 


    PROVIDERS CURRENTLY ACCREDITED TO OFFER THIS UNIT STANDARD: 
    This information shows the current accreditations (i.e. those not past their accreditation end dates), and is the most complete record available to SAQA as of today. Some Primary or Delegated Quality Assurance Functionaries have a lag in their recording systems for provider accreditation, in turn leading to a lag in notifying SAQA of all the providers that they have accredited to offer qualifications and unit standards, as well as any extensions to accreditation end dates. The relevant Primary or Delegated Quality Assurance Functionary should be notified if a record appears to be missing from here.
     
    NONE 


    All qualifications and part qualifications registered on the National Qualifications Framework are public property. Thus the only payment that can be made for them is for service and reproduction. It is illegal to sell this material for profit. If the material is reproduced or quoted, the South African Qualifications Authority (SAQA) should be acknowledged as the source.