Evaluating Students in Translating Courses - Prospects and Pitfalls

Research output: Chapter in Book/Report/Conference proceedingChapterScientificpeer-review


Our chapter aims to discuss and analyse various evaluation and assessment
methods used in evaluating both individual translation assignments and students’ overall course performances in higher education translator training. It would appear that evaluation methods often fall into the sphere of ‘tacit knowledge’, i.e. teachers develop and apply their own evaluation tools, but these are seldom actively or publicly shared. We start by briefly discussing the impact of assessment on student learning in general, and in particular as related to translation competences. We discuss different approaches to evaluating assignments, for example grading vs not grading; forms of teacher feedback;
self-evaluation and peer evaluation. In regard to assessing course performance, we discuss methods such as continuous assessment; end-of-course exams; and various combinations thereof. Throughout the paper, we include a student perspective on evaluation by citing student feedback. We conclude that while different methods can be successfully applied at various stages of translator training, all evaluation should be designed along the lines of constructive alignment.
Original languageEnglish
Title of host publicationUnderstanding Translator Education
EditorsLukasz Bogucki, Paulina Pietrzak, Michal Kornacki
Number of pages14
Place of PublicationBern
PublisherPeter Lang
Publication date2018
ISBN (Print)978-3-631-77088-7
ISBN (Electronic)978-3-631-77230-0, 978-3-631-77229-4
Publication statusPublished - 2018
MoE publication typeA3 Book chapter

Publication series

NameLodz Studies in Language
PublisherPeter Lang
ISSN (Print)1437-5281

Fields of Science

  • 6121 Languages

Cite this

Pakkala-Weckström, M. J., & Eskelinen, J. M. (2018). Evaluating Students in Translating Courses - Prospects and Pitfalls. In L. Bogucki, P. Pietrzak, & M. Kornacki (Eds.), Understanding Translator Education (pp. 9-22). (Lodz Studies in Language; No. 60). Bern: Peter Lang.