Learning portfolio in translator training: the tool of choice for competence development and assessment

ABSTRACT

This article presents a practical example of the implementation of learning portfolios as a means to assessing competence in translator training. Details are given of how a portfolio may be used for both formative and summative assessment; the stages of competence development at which assessment should take place; and the criteria used for assessing the outcome of activities designed to develop translation competence. The results obtained are presented and discussed. The example presented shows that learning portfolios are the instruments of choice for assessing the progressive development of competence in trainee translators. They encourage learner autonomy, reflective and critical thinking and self-assessment, and the tasks set mobilise all the competences required to successfully develop translation competence. The use of learning portfolios, however, requires close collaboration between trainers and trainees, and a sustained effort to establish, and apply, effective competence assessment criteria.

KEYWORDS:

• Learning portfolio
• assessment
• competence-based training
• competence assessment
• translator training

Disclosure statement

No potential conflict of interest was reported by the author.

Notes

1. Student’s mother tongue or language of most frequent use.

2. Percentage given to each translation: 4% + 4% + 10% + 12% + 17%.

3. Percentage given to each report: 0.5% + 0.5% + 0.5% + 0.5 + 1%.

4. Percentage given to each revised version: 0.5% + 0.5% + 1% + 1% + 3%.

5. Percentage given to each summary: 1.5% + 1.5%.