Open AccessAssessing Translation Students in a Brazilian University
Author(s) -
Márcia Moura Silva,
Lincoln Paulo Fernandes
Publication year - 2021
Publication title -
matices en lenguas extranjeras
Language(s) - English
Resource type - Journals
ISSN - 2011-1177
DOI - 10.15446/male.v14n1.81143
Subject(s) - formative assessment , summative assessment , constructive , competence (human resources) , witness , engineering ethics , context (archaeology) , computer science , mathematics education , pedagogy , sociology , psychology , engineering , paleontology , process (computing) , social psychology , biology , programming language , operating system
From a Translation Studies perspective, translation assessment is gradually becoming more popular thanks to increasing academic interest in translator education. In fact, we believe that evaluation should be more deeply explored in order to systematise and consolidate how it is carried out, especially in a particular Brazilian context. As we still witness an unwelcome focus on summative assessment of students with little room for constructive feedback from educators, the purpose of this article is to discuss ways to assess translation students that move beyond traditional approaches. The focus here is on formative assessment, whose emphasis on feedback better suits the dynamic nature we believe translator education should have. Furthermore, we shall review the concepts of translation competence and translation error as important elements within translation evaluation, as well as peer and self-assessment, which promote a more student-centered and participatory environment.