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Teachers mean well but. How Students Perceive Assessment in Translation Training Tamara Mikolič Južnič University of Ljubljana. Introduction. Translation Quality Assessment Forms of assessment Formative Summative Holistic or analytic ( criterion - referenced )?

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Teachers mean well but

Teachers mean well but ...

How Students Perceive Assessment in Translation Training

Tamara Mikolič Južnič

Universityof Ljubljana


Introduction
Introduction

  • TranslationQualityAssessment

    • Formsofassessment

      • Formative

      • Summative

  • Holistic or analytic (criterion-referenced)?

    • Assessmentgrids (e.g. González Davies 2004)

    • Subtractingpointsfrom a givennumber

    • Oftenfocussed on negative aspectsandendproduct

    • Anypositivefeedback?

  • How to present TQA to students

  • Howstudentsperceiveteachers‘ feedback on TQA


Department of translation
Departmentoftranslation

  • BA in Interlingual communication

  • MA in translation (and MA in interpreting)

  • over 400 students

  • L1: Slovene; L2: English; L3: German/French/Italian

  • http://www.prevajalstvo.net/department

  • Teachingstaff:

    • 30 full-time professors, assistantsandlecturers + 17 external part-time trainers;

    • 23 havecourses in translation

  • Co-operationandtuning


Method and population
Methodandpopulation

  • Onlinequestionnaireforstudents in 2012 and 2014; parallelquestionnairefortrainers (in 2012)

    • www.surveymonkey.com

  • Givenanswers + commentspaceforallanswers

  • Structureofstudentresponses in 2012 (100 responses)


Method and population1
Methodandpopulation

  • Structureofstudentresponses in 2014 (72 responses):


Method and population2
Methodandpopulation

  • Structureoftranerresponses (2012; 16 responses)


Responses comments in assessing translation
RESPONSESComments in assessingtranslation


Frequency of assessment
Frequencyofassessment


Length of the comments
Lengthofthecomments


Content of comments
Contentofcomments


Details on the form of comments
Details on the form ofcomments


Summative assessment methods
Summativeassessmentmethods


Comparison between ba and ma level
Comparisonbetween BA and MA level

  • Answersofthosestudents/trainerswhich are at MA level


Trainers assessment systems
Trainers‘ assessmentsystems


Students reception of assessment systems
Students‘ receptionofassessmentsystems


Conclusions
Conclusions

  • Informativefeedbackvs. Trainers‘ workloads

  • Whattrainersandstudentsagree on:

    • Comments in written form are theleastfrequent

    • The most frequentcomment is underliningandbrief oral comments in class

    • Thewaysummativeassessment is achieved

    • Theassessmetsystemdoes not change (much) between BA and MA levels


Conclusions1
Conclusions

  • What they do not agree about:

    • Frequency with which translations are assessed

    • Length of the comments (extensive enough?)

    • Contents of the comments

      • positive feedback (not enough?)

      • lack of understanding of the criteria: align the expectations of the students by stating the criteria in a clear, unambiguous way


Conclusions2
Conclusions

  • Generally, students‘ responses in 2012 and 2014 are quitesimilar

  • Greatestdifferences:

    • Commentstend to bewritten more often in 2014

    • Explicitpositivefeedback is more frequent in 2014

    • Comments are more brief in writingand more extensiveorally at officehours in 2014

    • More students are unsureofthetrainers‘ criteria in 2014


Conclusions3
Conclusions

  • To train highly competent, self-confident translators

    • Positive feedback is essential

    • Knowing when you succeed is essential

  • Futureresearch:

    • Followassessmentreceptionthroughtheyears

    • Followtrainers‘ perceptions as well

    • Includeotherpotentiallyinterestingareasandquestions


Thank you for your attention
Thankyouforyourattention


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