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Teachers mean well but ...

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 ...

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  1. Teachers mean well but ... How Students Perceive Assessment in Translation Training Tamara Mikolič Južnič Universityof Ljubljana

  2. 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

  3. 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

  4. Methodandpopulation • Onlinequestionnaireforstudents in 2012 and 2014; parallelquestionnairefortrainers (in 2012) • www.surveymonkey.com • Givenanswers + commentspaceforallanswers • Structureofstudentresponses in 2012 (100 responses)

  5. Methodandpopulation • Structureofstudentresponses in 2014 (72 responses):

  6. Methodandpopulation • Structureoftranerresponses (2012; 16 responses)

  7. RESPONSESComments in assessingtranslation

  8. Frequencyofassessment

  9. Lengthofthecomments

  10. Contentofcomments

  11. Details on the form ofcomments

  12. Summativeassessmentmethods

  13. Comparisonbetween BA and MA level • Answersofthosestudents/trainerswhich are at MA level

  14. Trainers‘ assessmentsystems

  15. Students‘ receptionofassessmentsystems

  16. 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

  17. 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

  18. 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

  19. 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

  20. Thankyouforyourattention

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