A holistic method of evaluating interpretation seems to be accepted without problem in interpreting schools. However when the profile of the teacher is different, this can have an effect on student grades. In particular, language combination of the teacher is important in the evaluation of AB interpretation, since in Korea many Korean teachers whose A language is Korean are in charge of AB interpretation class. The evaluation criteria also needs to be examined. Are the criteria different from those of interpretation into A, not to mention the differences with translation? This paper aims to show the differences in evaluation criteria according to different teacher profiles. The profile here includes essentially language combination and interpreting experience. Since the teacher applies his or her own criteria, the students’ evaluation may be different. The results observed in this case study can be a starting point for further study on elaborating a model of AB interpreting evaluation in order to permit the students to get an idea of interpreting quality norms through evaluation criteria.
