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To date, the assessment of student translations has been largely based on configurations of error categories that address some facet of the translation product. Focal points of such product-oriented error annotation include language mechanics (punctuation, grammar, lexis and syntax, for example) and various kinds of transfer errors. In recent years, screen recording technology has opened new doors for empirically informing translation assessment from a more process-oriented perspective (Massey and Ehrensberger-Dow, 2014; Angelone, 2019). Screen recording holds particular promise when tracing errors documented in the product back to potential underlying triggers in the form of processes that co-occur on screen in their presence. Assessor observations made during screen recording analysis can give shape to process-oriented error categories that parallel and complement product-oriented categories. This paper proposes a series of empirically informed, process-oriented error categories that can be used for assessing translations in contexts where screen recordings are applied as a diagnostic tool. The categories are based on lexical and semantic patterns derived from a corpus-based analysis of think-aloud protocols documenting articulations made by assessors when commenting on errors made in student translations while watching screen recordings of their work. It is hoped that these process-oriented error categories will contribute to a more robust means by which to assess and classify errors in translation.
To date, the assessment of student translations has been largely based on configurations of error categories that address some facet of the translation product. Focal points of such product-oriented error annotation include language mechanics (punctuation, grammar, lexis and syntax, for example) and various kinds of transfer errors. In recent years, screen recording technology has opened new doors for empirically informing translation assessment from a more process-oriented perspective (Massey and Ehrensberger-Dow, 2014; Angelone, 2019). Screen recording holds particular promise when tracing errors documented in the product back to potential underlying triggers in the form of processes that co-occur on screen in their presence. Assessor observations made during screen recording analysis can give shape to process-oriented error categories that parallel and complement product-oriented categories. This paper proposes a series of empirically informed, process-oriented error categories that can be used for assessing translations in contexts where screen recordings are applied as a diagnostic tool. The categories are based on lexical and semantic patterns derived from a corpus-based analysis of think-aloud protocols documenting articulations made by assessors when commenting on errors made in student translations while watching screen recordings of their work. It is hoped that these process-oriented error categories will contribute to a more robust means by which to assess and classify errors in translation.
La evaluación resulta fundamental en los procesos de enseñanza-aprendizaje, pero los estudios sobre este tema en didáctica de la traducción continúan siendo limitados. El presente estudio de caso de carácter exploratorio aborda las creencias y las prácticas docentes de un grupo de profesores de una universidad española en torno a la evaluación. El instrumento de recogida de datos ha sido la entrevista cualitativa. Los resultados indican que la docencia en traducción en este contexto responde a una dinámica de aula asentada, los medios de evaluación son poco variados y el examen sigue siendo un medio de evaluación casi imprescindible. La evaluación sumativa es generalizada, mientras que el componente formativo resulta limitado, también debido a algunas características contextuales. Estos resultados apuntan a la necesidad de profundizar en esta línea de investigación, ya que los elementos susceptibles de mejorar la docencia en traducción solo pueden definirse a partir de su descripción previa.
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