Departamento de
Traducción e Interpretación


Tema:   Pedagogía. Calidad. Problema.
Autor:   Huertas Barros, Elsa & Juliet Vine (eds.)
Año:   2018
Título:   New Perspectives in Assessment in Translator Training
Editorial/Revista:   The Interpreter and Translator Trainer (ITT) 12:1
Páginas:   1-109
Idioma:   Inglés.
Tipo:   Monografía.
ISBN/ISSN/DOI:   ISSN: 1750399X.
Índice:   1. Current trends on MA translation courses in the UK: changing assessment practices on core translation modules - Elsa Huertas Barros & Juliet Vine (5-24); 2. An empirical study on multidimensional summative assessment in translation teaching - Amparo Hurtado Albir & Stefano Pavani (25-47); 3. Self-assessment as ‘assessment as learning' in translator and interpreter education: validity and washback - Xiangdong Li (48-67); 4. Using evaluation criteria and rubrics as learning tools in subtitling for the D/deaf and the hard of hearing - Irene De Higes Andino & Beatriz Cerezo Merchán (68-88); 5. Assessing how closely postgraduate translation programmes fit the reality of professional practice: a case study of the Spanish context - Ana Muñoz Miquel (89-109).
Resumen:   This special issue of The Interpreter and Translator Trainer focuses on new perspectives in assessment in translator education and shows that assessment has gradually become seen as far more than just a grading exercise to establish that learning outcomes have been achieved. Assessment is shown to be not only a measure of learning (i.e. assessment ‘of' learning), but also part of the learning process (i.e. assessment ‘for' learning). Focusing on assessment provides a fascinating mirror of the changes and debates that are occurring within translation pedagogy. As translator competence models have become widely accepted, the focus of training has been on acquisition of the competences and hence the processes that each competence involves. As such, new perspectiveshave emerged which question traditional forms of assessment, i.e. assessments of the product of the translation process are being questioned as to their ability to fully reflect the achievement of the learning outcomes predicated on a translator competence model of training. This questioning of traditional assessment practices has led to the development of a range of innovative assessment practices. In this issue, some of these innovations provide the basis for empirical research into their reliability and validity. [Source: Editors]
2001-2019 Universidad de Alicante DOI: 10.14198/bitra
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