Evaluating translation Competence

Adab, Beverly

doi:10.1075/btl.38.20ada

Cited by 37 publications

(20 citation statements)

References 0 publications

Supporting

Mentioning

Contrasting

Unclassified

Order By: Relevance

“…The proposals made by Adab (2000) and Van Lawick and Oster (2006) are in line with the constructivist approach favoured by the Bologna process (Presas 2011; and originally advocated in the field of translation pedagogy mainly by Kiraly (2000), who suggested the need to change traditional assessment practices and to include a professional perspective that helped students perform like professional translators. For Kiraly (2000: 143), the concepts of trustworthiness and authenticity became essential to guarantee that assessment would be credible, valuable and fair.…”

Section: Literature Reviewmentioning

confidence: 72%

“…Nevertheless, these instruments have only been used for research purposes or have been partially applied to translator training by some authors, including Kelly and Cámara (2008), who used the instrument for measuring knowledge as a tool for diagnostic assessment at the beginning of the year in order to further develop the curricular design posited by Kelly (2005), based on a mixed model that partially applied constructive alignment to assessment. More focused on translation teaching and learning were the proposals made by Adab (2000) and Van Lawick and Oster (2006). According to Adab (2000), evaluation helps determine the level of competence achieved and identifies problems related to translation competence and subcompetence.…”

Section: Literature Reviewmentioning

confidence: 99%

“…More focused on translation teaching and learning were the proposals made by Adab (2000) and Van Lawick and Oster (2006). According to Adab (2000), evaluation helps determine the level of competence achieved and identifies problems related to translation competence and subcompetence. For this author, the use of clearly established criteria that are known by students "helps them move towards a more constructively useful and objectifiable form of translation assessment" (Adab 2000: 220).…”

Section: Literature Reviewmentioning

confidence: 99%

“…Thus, the emphasis moved from errors to decision-making processes. Just as Adab (2000), he claimed that students should know the assessment criteria before performing the tasks, and he considered that those criteria should be expressed in terms of the "potential" employability of the group from a professional perspective. Although he did not provide specific examples of assessment instruments, he proposed the use of rubrics and portfolios.…”

Section: Literature Reviewmentioning

confidence: 99%

See 3 more Smart Citations

Constructively Aligned Assessment: An Integral Approach to Translation Teaching and Learning

Díaz

González

2016

meta

View full text Add to dashboard Cite

Au cours des quinze dernières années, la nature de l’enseignement supérieur a considérablement changé en ce qui concerne sa mission et les façons de faire. Cette évolution implique de nombreux changements dans la manière dont les enseignants gèrent la conception et la mise en oeuvre des cours, principalement parce que l’apprentissage ne vise plus la transmission de connaissances, mais l’acquisition de compétences professionnelles qui promeuvent l’employabilité des diplômés. L’un des processus les plus affectés est l’évaluation, en ce sens qu’évaluer des compétences requiert employer des stratégies qui vont au-delà de la simple évaluation des connaissances déclaratives. Traditionnellement, il a été soutenu que l’évaluation dans les cursus de traduction correspond à un système d’évaluation continue. Cependant, il y a eu des interprétations erronées de la signification réelle et des implications du terme « évaluation continue » et de sa relation avec l’évaluation « formative » et « finale ». Cet article vise à analyser les interprétations erronées les plus fréquentes dans le domaine de l’évaluation dans l’enseignement supérieur et dans l’enseignement de la traduction. Nous proposons ensuite l’alignement constructif comme cadre pédagogique solide. Conformément à l’examen des méthodes et des outils disponibles pour déterminer dans quelle mesure les acquis d’apprentissage escomptés sont atteints et identifier les besoins d’apprentissage, le type d’évaluation le plus efficace combine plusieurs méthodes et outils de formation. Cet article met l’accent sur l’utilité de l’évaluation continue formative, par opposition à l’évaluation continue sommative, qui n’agit pas sur le processus d’apprentissage.For the last 15 years, higher education has dramatically changed in terms of its mission and modes of delivery, involving many changes in how teachers approach course design and implementation, mainly because the final aim of learning is no longer the transmission of knowledge but the acquisition of competences for professional practice that promote graduates’ employability. One of the most affected processes has been evaluation, insofar as assessing these competences requires using strategies beyond the mere evaluation of declarative knowledge. Traditionally, evaluating in translation degrees has been said to be based on continuous assessment. However, the meaning and implications of ‘continuous assessment’ and its relation to ‘formative’ and ‘final’ assessment have often been misinterpreted as revealed in the literature. In this paper, we analyse the most common misconceptions in higher education assessment and, particularly, in translation teaching and learning. Furthermore, we present constructive alignment as a solid pedagogical framework for use in this field. Combining several formative methods and instruments is found to be most beneficial after reviewing the methods and instruments available and measuring the extent to which the intended learning outcomes were achieved as well as spotting individual learners’ needs. Thi...

show abstract

Section: Literature Reviewmentioning

confidence: 72%

Section: Literature Reviewmentioning

confidence: 99%

Section: Literature Reviewmentioning

confidence: 99%

Section: Literature Reviewmentioning

confidence: 99%

See 2 more Smart Citations

Constructively Aligned Assessment: An Integral Approach to Translation Teaching and Learning

Díaz

González

2016

meta

View full text Add to dashboard Cite

show abstract

“…Cognitive models recently used to define (PACTE 2000;Neubert 1997Neubert , 2000 and evaluate (Orozco 2000;Adab 2000) translation competence postulate that it is made up of a number of continuously evolving sub-competences feeding into and off one another, each with a cluster of sub-components. PACTE for instance, identifies six such sub-competences.…”

Section: Translation Competencementioning

confidence: 99%

Process-Oriented Translator Training and the Challenge for E-Learning

Massey

2005

meta

View full text Add to dashboard Cite

RÉSUMÉDe nouveaux modèles cognitifs représentent la compétence de traduction comme un processus dynamique constitué d'un certain nombre de sous-composants interactifs et interdépendants, ce qui semble avoir entraîné un glissement vers une formation en traduction orientée processus, et avoir créé un climat favorable à l'introduction de méthodes socio-constructivistes dans l'enseignement de la traduction. Cet article examine l'émergence d'un nouveau type de formation en traduction, ainsi que le défi qu'il lance à la formation en ligne, qui -en vertu du rôle clé des outils TIC dans le processus de traduction -est bien placée dans l'enseignement constructiviste de la traduction orientée processus. ABSTRACTRecent cognitive models present translation competence as an open-ended process encompassing a number of mutually dependent, interacting sub-components, which seems to have resulted in a shift towards process-orientation in translator training and created a favourable climate for introducing social constructivist methods to translator education. This paper considers the emergence of a new translator training paradigm and the challenge it poses for e-learning, which by virtue of the key role played by ICT tools in the translation process is well positioned to become an established, integral part of process-oriented, constructivist translator education.

show abstract

Influence du compte-rendu intégré des problèmes et décisions (CRIPD) sur la qualité de la traduction

Meyers

2024

Babel

View full text Add to dashboard Cite

Résumé Cet article a pour objectif de tester la méthode de rapport des problèmes et stratégies de traduction (Compte-rendu intégré des problèmes et décisions abrégé CRIPD) de Gile (2004, 2005) en confrontant les commentaires de traduction rédigés par des étudiants avec les erreurs qu’ils ont commises dans leurs traductions. L’hypothèse formulée est que plus les commentaires sont nombreux, variés et précis, moins les traductions comporteront d’erreurs. Pour vérifier cette hypothèse, nous avons constitué un corpus électronique de 60 traductions commentées dans le cadre du cours de traduction spécialisée du Master en traduction multidisciplinaire de l’Université de Mons. Les résultats montrent qu’il y a effectivement un lien de corrélation entre la quantité et la qualité de commentaires et le nombre et le type d’erreurs relevées : les étudiants ayant fourni des commentaires (i) nombreux (ii) variés et (iii) précis ont tendance à faire globalement moins d’erreurs que ceux qui rédigent peu de commentaires ou des commentaires peu variés et moins précis. Ces résultats ouvrent des pistes d’encadrement individuel ciblé sur les besoins de chaque étudiant en traduction.

show abstract

Evaluating translation Competence

Cited by 37 publications

References 0 publications

Constructively Aligned Assessment: An Integral Approach to Translation Teaching and Learning

Constructively Aligned Assessment: An Integral Approach to Translation Teaching and Learning

Process-Oriented Translator Training and the Challenge for E-Learning

Influence du compte-rendu intégré des problèmes et décisions (CRIPD) sur la qualité de la traduction

Contact Info

Product

Resources

About