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Teachers mean well but. How Students Perceive Assessment in Translation Training Tamara Mikolič Južnič University of Ljubljana. Introduction. Translation Quality Assessment Forms of assessment Formative Summative Holistic or analytic ( criterion - referenced )?
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Teachers mean well but ... How Students Perceive Assessment in Translation Training Tamara Mikolič Južnič Universityof Ljubljana
Introduction • TranslationQualityAssessment • Formsofassessment • Formative • Summative • Holistic or analytic (criterion-referenced)? • Assessmentgrids (e.g. González Davies 2004) • Subtractingpointsfrom a givennumber • Oftenfocussed on negative aspectsandendproduct • Anypositivefeedback? • How to present TQA to students • Howstudentsperceiveteachers‘ feedback on TQA
Departmentoftranslation • BA in Interlingual communication • MA in translation (and MA in interpreting) • over 400 students • L1: Slovene; L2: English; L3: German/French/Italian • http://www.prevajalstvo.net/department • Teachingstaff: • 30 full-time professors, assistantsandlecturers + 17 external part-time trainers; • 23 havecourses in translation • Co-operationandtuning
Methodandpopulation • Onlinequestionnaireforstudents in 2012 and 2014; parallelquestionnairefortrainers (in 2012) • www.surveymonkey.com • Givenanswers + commentspaceforallanswers • Structureofstudentresponses in 2012 (100 responses)
Methodandpopulation • Structureofstudentresponses in 2014 (72 responses):
Methodandpopulation • Structureoftranerresponses (2012; 16 responses)
Comparisonbetween BA and MA level • Answersofthosestudents/trainerswhich are at MA level
Conclusions • Informativefeedbackvs. Trainers‘ workloads • Whattrainersandstudentsagree on: • Comments in written form are theleastfrequent • The most frequentcomment is underliningandbrief oral comments in class • Thewaysummativeassessment is achieved • Theassessmetsystemdoes not change (much) between BA and MA levels
Conclusions • What they do not agree about: • Frequency with which translations are assessed • Length of the comments (extensive enough?) • Contents of the comments • positive feedback (not enough?) • lack of understanding of the criteria: align the expectations of the students by stating the criteria in a clear, unambiguous way
Conclusions • Generally, students‘ responses in 2012 and 2014 are quitesimilar • Greatestdifferences: • Commentstend to bewritten more often in 2014 • Explicitpositivefeedback is more frequent in 2014 • Comments are more brief in writingand more extensiveorally at officehours in 2014 • More students are unsureofthetrainers‘ criteria in 2014
Conclusions • To train highly competent, self-confident translators • Positive feedback is essential • Knowing when you succeed is essential • Futureresearch: • Followassessmentreceptionthroughtheyears • Followtrainers‘ perceptions as well • Includeotherpotentiallyinterestingareasandquestions