Developing assessment literacy among trainee translators: scaffolding self and peer assessment as an intervention

References

• Alemdag, E., and Z. Yildirim. 2022. “Effectiveness of Online Regulation Scaffolds on Peer Feedback Provision and Uptake: A Mixed Methods Study.” Computers & Education 188: 1–24. doi:10.1016/j.compedu.2022.104574.
   Google Scholar
• Belland, B. R. 2014. “Scaffolding: Definition, Current Debates, and Future Directions.” In Handbook of Research on Educational Communications and Technology. 4th ed., edited by J. M. Spector, M. D. Merrill, J. Elen, and M. J. Bishop, 505–518. New York: Springer.
   Google Scholar
• Boud, D., and N. Falchikov. 2006. “Aligning Assessment with Long-Term Learning.” Assessment & Evaluation in Higher Education 31 (4): 399–413. doi:10.1080/02602930600679050.
   Google Scholar
• Carless, D. 2013. “Sustainable Feedback and the Development of Student Self-Evaluative Capacities.” In Reconceptualising Feedback in Higher Education: Developing Dialogue with Students, edited by S. Merry, M. Price, D. Carless, and M. Taras, 113–122. New York: Routledge
   Google Scholar
• Chan, C. K. Y., and J. H. Luo. 2021. “A Four-Dimensional Conceptual Framework for Student Assessment Literacy in Holistic Competency Development.” Assessment & Evaluation in Higher Education 46 (3): 451–466. doi:10.1080/02602938.2020.1777388.
   Web of Science ®Google Scholar
• Cheong, C. M., N. Luo, X. H. Zhu, Q. Lu, and W. Wei. 2022. “Self-Assessment Complements Peer Assessment for Undergraduate Students in an Academic Writing Task.” Assessment & Evaluation in Higher Education: 1–14. doi:10.1080/02602938.2022.2069225.
   Google Scholar
• Colina, S. 2008. “Translation Quality Evaluation: Empirical Evidence for a Functionalist Approach.” The Translator 14 (1): 97–134. doi:10.1080/13556509.2008.10799251.
   Web of Science ®Google Scholar
• Colina, S. 2009. “Further Evidence for a Functionalist Approach to Translation Quality Evaluation.” Target. International Journal of Translation Studies 21 (2): 235–264. doi:10.1075/target.21.2.02col.
   Web of Science ®Google Scholar
• Deneen, C. C., and H.-T. Hoo. 2021. “Connecting Teacher and Student Assessment Literacy with Self-Evaluation and Peer Feedback.” Assessment & Evaluation in Higher Education: 1–13. doi:10.1080/02602938.2021.1967284.
   Web of Science ®Google Scholar
• Denton, Philip, and David McIlroy. 2018. “Response of Students to Statement Bank Feedback: The Impact of Assessment Literacy on Performances in Summative Tasks.” Assessment & Evaluation in Higher Education 43 (2): 197–206. doi:10.1080/02602938.2017.1324017.
   Web of Science ®Google Scholar
• Falchikov, N. 2007. “The Place of Peers in Learning and Assessment.” In Rethinking Assessment in Higher Education: Learning for the Longer Term, edited by D. Boud, and N. Falchikov, 128–143. London: Routledge.
   Google Scholar
• Gardner, R. C. 1988. “Attitudes and Motivation.” Annual Review of Applied Linguistics 9: 135–148. doi:10.1017/S0267190500000854.
   Google Scholar
• Hoo, H.-T., C. Deneen, and D. Boud. 2022. “Developing Student Feedback Literacy through Self and Peer Assessment Interventions.” Assessment & Evaluation in Higher Education 47 (3): 444–457. doi:10.1080/02602938.2021.1925871.
   Web of Science ®Google Scholar
• Huertas Barros, E., and J. Vine. 2019. “Training the Trainers in Embedding Assessment Literacy into Module Design: A Case Study of a Collaborative Transcreation Project.” The Interpreter and Translator Trainer 13 (3): 271–291. doi:10.1080/1750399X.2019.1658958.
   Web of Science ®Google Scholar
• Hurtabo Albir, A. 2017. Researching Translation Competence by PACTE Group. Amsterdam: John Benjamins.
   Google Scholar
• Iglesias Pérez, M. C., J. Vidal-Puga, and M. R. Pino Juste. 2022. “The Role of Self and Peer Assessment in Higher Education.” Studies in Higher Education 47 (3): 683–692. doi:10.1080/03075079.2020.1783526.
   Web of Science ®Google Scholar
• Indriasari, T. D., A. Luxton-Reilly, and P. Denny. 2020. “Gamification of Student Peer Review in Education: A Systematic Literature Review.” Education and Information Technologies 25 (6): 5205–5234. doi:10.1007/s10639-020-10228-x.
   Web of Science ®Google Scholar
• Kang, H., J. Thompson, and M. Windschitl. 2014. “Creating Opportunities for Students to Show What They Know: The Role of Scaffolding in Assessment Tasks.” Science Education 98 (4): 674–704. doi:10.1002/sce.21123.
   Web of Science ®Google Scholar
• Kaufman, J. H., and C. D. Schunn. 2011. “Students’ Perceptions about Peer Assessment for Writing: Their Origin and Impact on Revision Work.” Instructional Science 39 (3): 387–406. doi:10.1007/s11251-010-9133-6.
   Web of Science ®Google Scholar
• Kruiper, S. M. A., M. J. M. Leenknecht, and B. Slof. 2022. “Using Scaffolding Strategies to Improve Formative Assessment Practice in Higher Education.” Assessment & Evaluation in Higher Education 47 (3): 458–476. doi:10.1080/02602938.2021.1927981.
   Web of Science ®Google Scholar
• Lu, Q., X. H. Zhu, and C. M. Cheong. 2021. “Understanding the Difference between Self-Feedback and Peer Feedback: A Comparative Study of Their Effects on Undergraduate Students’ Writing Improvement.” Frontiers in Psychology 12: 1–13. doi:10.3389/fpsyg.2021.739962.
   Web of Science ®Google Scholar
• O’donovan*, Berry, Margaret Price, and Chris Rust. 2004. “Know What I Mean? Enhancing Student Understanding of Assessment Standards and Criteria.” Teaching in Higher Education 9 (3): 325–335. doi:10.1080/1356251042000216642.
   Web of Science ®Google Scholar
• Price, M., C. Rust, B. O’Donovan, K. Handley, and R. Bryant. 2012. Assessment Literacy: The Foundation for Improving Student Learning. Oxford: Oxford Centre for Staff and Learning Development.
   Google Scholar
• Prins, F. J., D. M. A. Sluijsmans, and P. A. Kirschner. 2006. “Feedback for General Practitioners in Training: Quality, Styles, and Preferences.” Advances in Health Sciences Education : Theory and Practice 11 (3): 289–303. doi:10.1007/s10459-005-3250-z.
   PubMed Web of Science ®Google Scholar
• Reinholz, D. 2016. “The Assessment Cycle: A Model for Learning through Peer Assessment.” Assessment & Evaluation in Higher Education 41 (2): 301–315. doi:10.1080/02602938.2015.1008982.
   Web of Science ®Google Scholar
• Rey, G. 2013. “We Are Not All ‘Self-Blind’: A Defense of a Modest Introspectionism.” Mind & Language 28 (3): 259–285. doi:10.1111/mila.12018.
   Web of Science ®Google Scholar
• Rotsaert, T., E. Panadero, and T. Schellens. 2018. “Anonymity as an Instructional Scaffold in Peer Assessment: Its Effects on Peer Feedback Quality and Evolution in Students’ Perceptions about Peer Assessment Skills.” European Journal of Psychology of Education 33 (1): 75–99. doi:10.1007/s10212-017-0339-8.
   Web of Science ®Google Scholar
• Sadler, P. M., and E. Good. 2006. “The Impact of Self- and Peer-Grading on Student Learning.” Educational Assessment 11 (1): 1–31. doi:10.1207/s15326977ea1101_1.
   Google Scholar
• Smith, C. D., K. Worsfold, L. Davies, R. Fisher, and R. McPhail. 2013. “Assessment Literacy and Student Learning: The Case for Explicitly Developing Students ‘Assessment Literacy.” Assessment & Evaluation in Higher Education 38 (1): 44–60. doi:10.1080/02602938.2011.598636.
   Web of Science ®Google Scholar
• Stančić, M. 2021. “Peer Assessment as a Learning and Self-Assessment Tool: A Look inside the Black Box.” Assessment & Evaluation in Higher Education 46 (6): 852–864. doi:10.1080/02602938.2020.1828267.
   Web of Science ®Google Scholar
• Su, W. 2020. “Exploring How Rubric Training Influences Students’ Assessment and Awareness of Interpreting.” Language Awareness 29 (2): 178–196. doi:10.1080/09658416.2020.1743713.
   Web of Science ®Google Scholar
• Taylor, L. 2009. “Developing Assessment Literacy.” Annual Review of Applied Linguistics 29: 21–36. doi:10.1017/S0267190509090035.
   Web of Science ®Google Scholar
• To, J., and E. Panadero. 2019. “Peer Assessment Effects on the Self-Assessment Process of First-Year Undergraduates.” Assessment & Evaluation in Higher Education 44 (6): 920–932. doi:10.1080/02602938.2018.1548559.
   Web of Science ®Google Scholar
• Torshizi, M. D., and M. Bahraman. 2019. “I Explain, Therefore I Learn: Improving Students’ Assessment Literacy and Deep Learning by Teaching.” Studies in Educational Evaluation 61: 66–73. doi:10.1016/j.stueduc.2019.03.002.
   Web of Science ®Google Scholar
• Vottonen, E., and M. Kujamäki. 2021. “On What Grounds? Justifications of Student Translators for Their Translation Solutions.” The Interpreter and Translator Trainer 15 (3): 306–325. doi:10.1080/1750399X.2021.1891514.
   Web of Science ®Google Scholar
• Wang, W. Q. 2017. “Using Rubrics in Student Self-Assessment: Student Perceptions in the English as a Foreign Language Writing Context.” Assessment & Evaluation in Higher Education 42 (8): 1280–1292. doi:10.1080/02602938.2016.1261993.
   Web of Science ®Google Scholar
• Wanner, T., and E. Palmer. 2018. “Formative Self-and Peer Assessment for Improved Student Learning: The Crucial Factors of Design, Teacher Participation and Feedback.” Assessment & Evaluation in Higher Education 43 (7): 1032–1047. doi:10.1080/02602938.2018.1427698.
   Web of Science ®Google Scholar
• Wiley, R. W., and B. Rapp. 2019. “Statistical Analysis in Small-N Designs: Using Linear Mixed-Effects Modeling for Evaluating Intervention Effectiveness.” Aphasiology 33 (1): 1–30. doi:10.1080/02687038.2018.1454884.
   PubMed Web of Science ®Google Scholar
• Yan, Z., and G. T. L. Brown. 2017. “A Cyclical Self-Assessment Process: Towards a Model of How Students Engage in Self-Assessment.” Assessment & Evaluation in Higher Education 42 (8): 1247–1262. doi:10.1080/02602938.2016.1260091.
   Web of Science ®Google Scholar
• Yan, Z., and D. Carless. 2022. “Self-Assessment is about More Than Self: The Enabling Role of Feedback Literacy.” Assessment & Evaluation in Higher Education 47 (7): 1116–1128. doi:10.1080/02602938.2021.2001431.
   Web of Science ®Google Scholar