Classroom Techniques to Assess Students’ Translation Quality
[1]
Alice Assadorian, Islamic Azad University, Tehran North Branch, Iran.
[2]
Marzieh Sharififar, Islamic Azad University, Tehran North Branch, Iran.
Translation assessment has usually been problematic for theoreticians, authorities and lecturers. In this study, we propose methods for translation assessment since we assume that education and training in translation quality assessment (TQA) is being neglected. Moreover, a lack of education and training opportunities to equip translation students, even at postgraduate level, with the knowledge and skills required to understand and use TQA has immediate effects on students’ employability as well as long-term effects on professional practice (Moorkens [17]). The authors searched to elaborate assessment aspects of translation to reduce rater subjectivity in scoring and define exactly what factors should be taken into account in assessing translated texts by developing a new model for the evaluation and scoring of translations. Accordingly, the existing methods for the assessment and evaluation of translations were reviewed and subsequently, two questionnaires were administered to a total of number of 10 translation lecturers, all with a broad experience on teaching translation, inquiring about their methods for assessing students' translations, and about 45 translation students about their instructors' method of assessment. All lecturers had a broad academic experience in teaching translation, and the students were a random selection of junior and senior university students of bachelor’s degree of English Translation course. Based on the results obtained from both questionnaires and also the existing scales of assessment, a significant difference was observed between the views of the two groups under the investigation.
Assessment, Individual Translation, Advanced Translation
[1]
Aller, C. C. (1974). An Employment Service Research and Development Strategy.
[2]
Chesterman, A. (2002). Towards consilience? New Tendencies in Translation Studies. Göteborg: Göteborg University, 19-28.
[3]
Farahzad, F. (2012). Translation Criticism: A Three-dimensional (model based on CDA).
[4]
Faust, M. A. (2000). “I could read those parts over and over": Eighth graders rereading to enhance enjoyment and learning with literature. Journal of Adolescent & Adult Literacy, 44 (3), 234-239.
[5]
Ghonsoly, A. (2017). Memes of translation: The spread of ideas in translation theory (Vol. 123). John Benjamins Publishing Company.
[6]
House, J. (1977). A model for translation quality assessment (Vol. 88). John Benjamins Pub Co.
[7]
House, J. (1997). Translation quality assessment: A model revisited (Vol. 410). Gunter Narr Verlag.
[8]
House, J. (2001). Translation quality assessment: Linguistic description versus social evaluation. Meta: Journal des Traducteurs/Meta: Translators' Journal, 46 (2), 243-257.
[9]
Mandy, E. (2001). Contemporary translation theories (Vol. 21). Multilingual Matters.
[10]
Jacobson, H. E. (Eds.). (2009). Testing and assessment in translation and interpreting studies: A call for dialogue between research and practice. John Benjamins Publishing.
[11]
Jacobson, Y. (2007). U. S. Patent Application No. 10/582,932.
[12]
Kook, Y. K. (2010). The Relationship between Course Assessment and Program Objective Evaluation in Engineering Education Accreditation-Toward a Practical Evaluation of Program Objectives. Journal of Engineering Education Research, 13.
[13]
Lee, H. L. (2006). Challenges and strategies of instrument translation. Western Journal of Nursing Research, 28 (3), 310-321.
[14]
Lewin, E., Zwart, M. (1990). U.S. Patent No. 6,513,010. Washington, DC: U.S. Patent and Trademark Office.
[15]
Mayer, R. E. (2000). Intelligence and education.
[16]
Mayer, R. E. (1998). Supporting visual and verbal learning preferences in a second-language multimedia learning environment.
[17]
(Moorkens, Translation Quality Assessment: From Principles to Practice, 2018)
[18]
Rezvani, R. (2010). Modeling test-taking strategies and their relationship to translation test performance: A structural equation modeling (SEM) approach (Unpublished doctoral dissertation). Shiraz University, Shiraz.
[19]
Toury, G. (1995). The Notion of\'Assumed Translation\'-An Invitation to a New Discussion.
[20]
Vermeer, A. (1996). 12 Exploring the Second Language Learner Lexicon. The construct of language proficiency: Applications of psychological models to language assessment, 147.
[21]
Williams, R. (2001). The long revolution (Vol. 1253). Broadview Press.
