This paper aims at exploring methods to enhance the quality of the Cluj Masters in Conference Interpreting program by focusing on studentsâ needs and their better use of self-assessment tools. To this purpose we designed an experiment to test self- assessment skills through journal writing. The experiment on a sample of 12 students focused on their acquisition of the consecutive interpretation skill and has shown a very limited effectiveness of this type of metacognitive approach as the group seemed rather uneasy with reflective writing and disclosing personal opinions. Subsequently, we propose a test tutoring plan that will be evaluated at a later stage.
KEYWORDS: self-assessment, tutoring, journal, feedback, progression