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Translation and Meaning

New Series, Vol. 1

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Edited By Barbara Lewandowska-Tomaszczyk, Marcel Thelen, Gys-Walt van Egdom, Dirk Verbeeck and Łukasz Bogucki

This book contains a selection of articles on new developments in translation and interpreting studies. It offers a wealth of new and innovative approaches to the didactics of translation and interpreting that may well change the way in which translators and interpreters are trained. They include such issues of current debate as assessment methods and criteria, assessment of competences, graduate employability, placements, skills labs, the perceived skills gap between training and profession, the teaching of terminology, and curriculum design. The authors are experts in their fields from renowned universities in Europe, Africa and North-America. The book will be an indispensable help for trainers and researchers, but may also be of interest to translators and interpreters.
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Translator Trainers’ Perceptions of Assessment: An Empirical Study

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Abstract: Since translation established itself as a profession and an academic discipline, assessment in translator training has developed and become more complex due to the fast and significant changes affecting the industry and the emergence of new approaches to quality in translator training (Drugan, 2013: 185; Saldana and O’Brian, 2014: 95). As pointed out by Williams (2009: 5), while translations are constantly assessed in a variety of contexts, ensuring the validity and reliability of assessment criteria remains problematic. Indeed, translation evaluation within university training courses is problematic, with a recognition that individual impressionistic assessments need to be made more valid through the introduction of more objective assessment criteria, but as yet with no rigorous research into assessment practices having been carried out (Melis and Hurtado Albir, 2001: 272–273).

This paper will explore some complex aspects linked to assessment criteria and instruments in translator training in order to gain a clearer understanding of the current practice and situation of assessment within the academic context. For the scope of this paper, we will present the first preliminary results obtained from a survey carried out among translator trainers at the University of Westminster (UoW). We will analyse translator trainers’ perceptions of assessment, and particularly summative assessment, by focusing on how trainers approach assessing translator competence.

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