Evaluating Students in Translating Courses - Prospects and Pitfalls

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Sammanfattning

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.
Originalspråkengelska
Titel på gästpublikationUnderstanding Translator Education
RedaktörerLukasz Bogucki, Paulina Pietrzak, Michal Kornacki
Antal sidor14
UtgivningsortBern
FörlagPeter Lang
Utgivningsdatum2018
Sidor9-22
ISBN (tryckt)978-3-631-77088-7
ISBN (elektroniskt)978-3-631-77230-0, 978-3-631-77229-4
StatusPublicerad - 2018
MoE-publikationstypA3 Del av bok eller annan forskningsbok

Publikationsserier

NamnLodz Studies in Language
FörlagPeter Lang
Nummer60
ISSN (tryckt)1437-5281

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