New Series, Vol. 1
Edited By Barbara Lewandowska-Tomaszczyk, Marcel Thelen, Gys-Walt van Egdom, Dirk Verbeeck and Łukasz Bogucki
Translator Trainers’ Perceptions of Assessment: An Empirical Study
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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