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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)
comparison between ba and ma level
Comparisonbetween BA and MA level
  • Answersofthosestudents/trainerswhich are at MA level
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
ad