Formative assessment in the translation classroom: Closing a feedback loop

Nikolaeva, Sofiya; Korol, Tetiana

doi:10.11591/ijere.v10i2.21274

Cited by 4 publications

(3 citation statements)

References 18 publications

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“…The findings of the study showed that most IPT and IEF students indicated agreement with Unfortunately, taking tests online was attractive for some students because of the opportunity to cheat and get more points (Chugai, 2021, p. 111). These results differ from those provided by another study when students of a Spanish university did not indicate any changes resulting in improvement or worsening related to learning online (Erdmann et.al., 2021, p. 33) importance for motivating and encouraging them to take an active position, to be responsible for their progress (Nikolaeva, Korol, 2021). At the same time, some students were aware of the possibility to cheat when taking tests online.…”

Section: Resultsmentioning

confidence: 99%

Technical university students’ feedback on studying English online under the COVID-19

Чугай

Svyrydova

2022

Mult.J.Edu.Soc.Tec.Sci.

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The paper reveals the results of the survey, carried out by non-linguistic students of National Technical University of Ukraine “Igor Sikorsky Kyiv Polytechnic Institute”. Special attention is devoted to comparative analysis of feedback of respondents studying English online at the Institute of Physics and Technology (IPT) and Instrumentation Engineering Faculty (IEF) under the COVID-19. The actuality of the study is determined by the necessity of learning about students` experience studying English online during the 2020-2021 academic year for educators to design effective online courses and strategies, adjust teaching practices according to students’ needs. To achieve the aim, the following tasks were completed: first of all, to establish technical aspects of students’ learning experience, their attitudes to grouping, interactive activities, tests, English lessons online in general, and then to use descriptive statistics for processing the obtained data. The results of the survey are analyzed, described, and presented. Overall, the respondents positively assessed their experience of studying English online under the COVID-19.

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Section: Resultsmentioning

confidence: 99%

Technical university students’ feedback on studying English online under the COVID-19

Чугай

Svyrydova

2022

Mult.J.Edu.Soc.Tec.Sci.

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“…From the perspective of pedagogy and psychology, another problem arises when students lack communication skills and motivation. According to previous research (Kiraly, 2000;Nikolaeva and Korol, 2021;Prieto and Linares, 2010;Williams and Williams, 2011), motivation is the most important factor that helps improve learning, and formative assessment in the translation classroom showed that increasing motivation and participation among students enhanced their competence and performance. In translation classrooms, introverted students not only lack communication and social skills but also cultural knowledge because of their lack of participation in class discussions.…”

Section: Problem Statementmentioning

confidence: 98%

The role of online learning in enhancing the performance of introverted female Saudi students in translation

Alaskar

2023

SJLS

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PurposeThe purpose of the current study was to examine the role of distance learning in enhancing introverted students’ lack of communication and social interaction to improve their performance in translation class. Cain (2013) and Kuzeljevich (2017) agreed that identifying “introverted” and “extroverted” students is important for meeting their learning needs. While extroverted students have strong social skills that allow them to interact comfortably in different learning environments, introverted students tend to be more shy, quiet, and silent, thus, requiring more careful planning in classroom settings. Therefore, educators need to support introverted students in reaching their full academic and social potential.Design/methodology/approachThe present case study adopted a qualitative research method to explore the role of online/distance learning during the COVID-19 pandemic in enhancing introverted students’ performance and communication abilities in translation classes. The researcher of the current study spent a considerable time observing and set herself as part of the group (i.e. translation students of level 6 class) to understand the phenomenon, events and the new situation of having translation students interact in online settings. Data collection was based on this observation, interviews with the participants and archival documents. To enhance the validity and credibility of this research, the researcher employed the method of triangulation.FindingsThe results (see Appendixes A, B and C) revealed the level of students interactions in translation classes and their attitudes toward online learning. Based on the observations made by the instructor, the researcher found that the involvement of the introverted students during online translation learning was remarkable, as they provided their translation outputs in the chat window of Microsoft Teams with no hesitation. Consequently, 65% of the students were providing their translation output through the chat window, which indicates that they are more introverted and preferred not to speak. Comparing this result to face-to-face translation class, the researcher found that 25% of the students provided their translation outputs through oral participation.Originality/valueThis study contributes to the field of translation and education. Previous studies have not sufficiently examined the role of distance learning in enhancing the performance and communication of introverted students in translation classes. The current study is also expected to provide insight into the field of technical translation in remote teaching and learning settings.

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“…Based on the results of a survey of science teachers in Bali, 88.9% of teachers have carried out knowledge assessments in formative and summative forms, however, based on the results of interviews, it is known that teachers tend to feel that knowledge assessment in formative form is considered more useful. Providing feedback in formative assessment is key in student learning outcomes (Nikolaeva & Korol, 2021), formative assessment is further learned can improve students' inquiry skills (Ganajová et al, 2021).…”

Section: Assessment Of Knowledge On Indonesian Curriculummentioning

confidence: 99%

Investigating science learning assessment standards on Indonesian 2013 curriculum

Paraniti,

Subagia,

Puspawati

et al. 2023

thabiea

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<span lang="EN-US">Learning assessment is an activity that aims to collect and process information to measure the achievement of students’ learning process. The results of this assessment are then used as a basis for evaluating the learning process to improve learning in the future. The assessment process in the 2013 curriculum was carried out thoroughly on three aspects, namely attitudes, knowledge, and skills, which in its implementation still encountered several obstacles. This study aims to conduct a thorough investigation of 3 aspects of the science learning assessment standards in the implementation of the 2013 curriculum. This type of research is a mixed method with a convergent parallel design. The survey method was carried out by providing questionnaires to 65 science and biology teachers at the elementary, middle, and high school levels through a google form. The exploratory study was conducted with interview techniques through a purposive sampling of nine teachers representing each level of education. Based on the results of the survey, it was found that teachers need special attention to be able to train and improve disciplinary attitudes, and critical thinking skills of students at every stage at school levels. The results of a thorough investigation into the assessment standards in science learning show that there are several indicators need special attention from teachers to be trained more intensely and improved, those are critical thinking, metacognitive and student self regulatory/indepence. The assessment obstacle faced by teachers is mainly the adjustment of time in the assessment process with basic competencies which must be completed.</span>

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Formative assessment in the translation classroom: Closing a feedback loop

Cited by 4 publications

References 18 publications

Technical university students’ feedback on studying English online under the COVID-19

Technical university students’ feedback on studying English online under the COVID-19

The role of online learning in enhancing the performance of introverted female Saudi students in translation

Investigating science learning assessment standards on Indonesian 2013 curriculum

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