Introducing a Student Self-Evaluation Grid for Translation Assignments

Introducing a Student Self-Evaluation Grid for Translation Assignments

Mari J. Pakkala-Weckström (University of Helsinki, Finland)
DOI: 10.4018/978-1-5225-5225-3.ch012
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This chapter will report the results of a study introducing a student self-evaluation grid for translation assignments, based on previous work by Marc Orlando. The grid described here was developed with and for second-year students of English Translation at the University of Helsinki during the autumn terms of 2015 and 2016. This process and the results are described in the light of a pilot study conducted with the students. Based on student feedback, the grid seems to provide a structured framework for evaluating both one's translation process and the translation product, but there are also areas to be developed in this system.
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Self-Evaluation As A Tool In Translator Training

Assessment regulates learning; therefore, regardless of the method used, assessment should always be constructively aligned, i.e. based on the intended learning outcomes (e.g. Biggs & Tang, 2011, p. 11; Bloxham, 2015, p. 109; Huertas Barros & Vine, 2018a; Kiraly, 2003). According to Brown, Bull and Pendlebury (1997), “assessment defines what students regard as important, how they spend their time and how they come to see themselves as students and then as graduates” (p. 7). Therefore, from the point of view of instructors, who also tend to be in charge of course and syllabus design, assessment methods are crucial in many ways. Kearney suggests that the following questions be asked when making decisions about assessment in Higher Education:

  • Why do we assess?

  • For whose benefit do we assess?

  • Are these achieved through current practices? (2013, p. 876)

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