Competence assessment procedures in translator training

Abstract

The aim of this article is to present assessment procedures, instruments and assessment tasks, for use in translation teaching. First, we establish the current conception of assessment in teaching and the different types of assessment that exist, and indicate the aspects involved in assessment planning. Second, we provide a brief overview of assessment in translation teaching. Last, we propose instruments for such assessment and, taking competence-based training as a starting point, set out a number of tasks for assessing the specific competences involved in the learning process of translation. With the procedures we describe, great importance can be attributed to formative assessment, and assessment can be regarded as a tool that aids learning rather than as a mere grading system. The procedures in question also highlight that assessment in translation teaching should not consist solely of appraising a translation, but rather of performing a variety of tasks to assess the process and not just its end product.

Keywords:

• competence assessment
• translator training
• assessment procedures
• assessment tasks
• assessment instruments

Notes

1. Osimo (2008, 101) adds assessment in research into translation to these three fields.

2. See Hurtado Albir ([2001] 2011, 383–392) and Hurtado Albir and Alves (2009) on the different TC models.

3. See Martínez Melis (2001) and Waddington (2000).

4. Way (2008) proposes the use of a record with which students can develop their ability to assess their own work (and that of others) and to be able to cast a critical eye at their own translator competence.