| Acknowledgements | 第6-7页 |
| 摘要 | 第7-8页 |
| Abstract | 第8-9页 |
| Introduction | 第12-15页 |
| Chapter One Literature Review | 第15-24页 |
| 1.1 A Theoretical Perspective of the Interpreting Assessment Research | 第15-21页 |
| 1.1.1 Interpreting Teaching Assessment | 第16-18页 |
| 1.1.2 Interpreting Occupational Assessment | 第18-20页 |
| 1.1.3 Interpreting Research Assessment | 第20-21页 |
| 1.2 An Empirical Perspective of the Interpreting Assessment Research in InterpretingTeaching | 第21-24页 |
| Chapter Two Current Interpreting Curriculum in Universities in China | 第24-43页 |
| 2.1 Content Analyses of Curriculum Documents from Representative InternationalStudies Universities in China | 第24-28页 |
| 2.1.1 Major Introduction and Degree Requirements | 第24-27页 |
| 2.1.2 Training Mode and its Contents | 第27-28页 |
| 2.2 A Research in Understanding the Current Interpreting Assessment Situation | 第28-43页 |
| 2.2.1 Research Purpose | 第29页 |
| 2.2.2 Research Hypotheses | 第29页 |
| 2.2.3 Research Design | 第29-31页 |
| 2.2.4 Research Data Collection and Analyses | 第31-43页 |
| Chapter Three Problem Analyses of the Existing Interpreting Assessment | 第43-53页 |
| 3.1 Lack of Construct Validity | 第43-46页 |
| 3.1.1 Criteria | 第44-45页 |
| 3.1.2 Domain | 第45页 |
| 3.1.3 Standards | 第45-46页 |
| 3.2 Lack of Coordination | 第46-48页 |
| 3.3 Lack of Flexibility | 第48-53页 |
| Chapter Four Counterstrategies in Addressing the Problems | 第53-66页 |
| 4.1 A Study of Formative Assessment in English Teaching | 第53-58页 |
| 4.1.1 Developments of Formative Assessment Theory | 第53-56页 |
| 4.1.2 Definition and Important Elements of Formative Assessment | 第56-58页 |
| 4.2 Application of Formative Assessment in Interpreting Course — An ImprovedModel | 第58-66页 |
| 4.2.1 Assessment Subjects | 第58-60页 |
| 4.2.2 Methodology of Different Assessment Subjects | 第60-66页 |
| Conclusion | 第66-69页 |
| References | 第69-72页 |
| Appendix | 第72-76页 |
