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Exploring Process-Oriented Translation Competence Assessment: Rationale, Necessity, and Potential From a Problem-Solving Perspective

Exploring Process-Oriented Translation Competence Assessment: Rationale, Necessity, and Potential From a Problem-Solving Perspective

Si Cheng (The University of Manchester, UK)
Copyright: © 2019 |Pages: 27
DOI: 10.4018/978-1-5225-5225-3.ch009
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Abstract

In translation education and training, competence assessment plays an essential role in fostering students' competence development. This chapter promotes process-oriented assessment from a translation problem-solving perspective, with supporting evidence from a longitudinal study. Although process-oriented competence assessment is increasingly becoming more important in translation education and training, the relation between the development of translation competence and the translation process remains underexplored. This chapter provides a translation problem-solving perspective to understand the rationale for and the necessity of process-oriented competence assessment and suggests practical and feasible process-oriented assessment tools in the translation classroom.
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The Conceptualisation Of Translation Competence

As the development of translation competence is the main object of study in pedagogical assessment, the conceptualisation of translation competence and its development is essential since it lays the foundation for understanding and implementing effective forms of assessment in translator education (Huertas Barros and Vine, 2018a, 2018b). This section provides a brief literature review on the conceptualisation of translation competence, with an emphasis on the translation process. It should be noted that there is a lack of terminology consistency when referring to this notion, with some authors using the term translator competence to entail a wider range of skills related to the communities of professional translators (see discussions in Biel, 2011; Kiraly, 2000; Pym, 2011). However, the term translation competence will be used throughout this chapter because the emphasis here is not on specific competence components.

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