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T EACHERS MEAN WELL BUT... How Students Perceive Assessment in Translation Training Tamara Mikolič Južnič University of Ljubljana.

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Presentation on theme: "T EACHERS MEAN WELL BUT... How Students Perceive Assessment in Translation Training Tamara Mikolič Južnič University of Ljubljana."— Presentation transcript:

1 T EACHERS MEAN WELL BUT... How Students Perceive Assessment in Translation Training Tamara Mikolič Južnič University of Ljubljana

2 I NTRODUCTION Translation Quality Assessment Forms of assessment Formative Summative Holistic or analytic (criterion-referenced)? Assessment grids (e.g. González Davies 2004) Subtracting points from a given number Often focussed on negative aspects and end product Any positive feedback? How to present TQA to students How students perceive teachers‘ feedback on TQA

3 D EPARTMENT OF TRANSLATION BA in Interlingual communication MA in translation (and MA in interpreting) over 400 students L1: Slovene; L2: English; L3: German/French/Italian Teaching staff : 30 full-time professors, assistants and lecturers + 17 external part-time trainers; 23 have courses in translation Co-operation and tuning

4 M ETHOD AND POPULATION Online questionnaire for students in 2012 and 2014; parallel questionnaire for trainers (in 2012) Given answers + comment space for all answers Structure of student responses in 2012 (100 responses)

5 M ETHOD AND POPULATION Structure of student responses in 2014 (72 responses) :

6 M ETHOD AND POPULATION Structure of traner responses (2012; 16 responses)

7 RESPONSES C OMMENTS IN ASSESSING TRANSLATION

8 F REQUENCY OF ASSESSMENT

9 L ENGTH OF THE COMMENTS

10 C ONTENT OF COMMENTS

11 D ETAILS ON THE FORM OF COMMENTS

12 S UMMATIVE ASSESSMENT METHODS

13 C OMPARISON BETWEEN BA AND MA LEVEL Answers of those students/trainers which are at MA level

14 T RAINERS ‘ ASSESSMENT SYSTEMS

15 S TUDENTS ‘ RECEPTION OF ASSESSMENT SYSTEMS

16 C ONCLUSIONS Informative feedback vs. Trainers‘ workloads What trainers and students agree on: Comments in written form are the least frequent The most frequent comment is underlining and brief oral comments in class The way summative assessment is achieved The assessmet system does not change (much) between BA and MA levels

17 C ONCLUSIONS 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 C ONCLUSIONS Generally, students‘ responses in 2012 and 2014 are quite similar Greatest differences: Comments tend to be written more often in 2014 Explicit positive feedback is more frequent in 2014 Comments are more brief in writing and more extensive orally at office hours in 2014 More students are unsure of the trainers‘ criteria in 2014

19 C ONCLUSIONS To train highly competent, self-confident translators Positive feedback is essential Knowing when you succeed is essential Future research: Follow assessment reception through the years Follow trainers‘ perceptions as well Include other potentially interesting areas and questions

20 T HANK YOU FOR YOUR ATTENTION


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