번역수업에서 번역과제물 감수활동을 통한 다면평가 제안

Abstract

Multisource assessment refers to a type of evaluation conducted at different levels and on various aspects by multiple persons including supervisors, subordinates, and colleagues. It includes self-assessment as well. In this paper, the concept of multisource assessment is redefined for classroom environments. To study the educational value of multisource assessment, a multisource assessment model that leverages translation editing is used in a real classroom environment. Class observations and survey results indicate that multisource assessment is effective as it allows rich feedback from multiple participants, creates huge amount of knowledge and advances cognitive development. Three types of multisource assessment were conducted in translation classes: Student conducts 'self-assessment' to review and edit his/her translation assignment from his/her own perspective; classmates carry out 'peer-assessments' to assess the quality of assignments from readers’ perspective; and lecturer conducts 'teacher’s assessment' to give comments as a specialist. These three approaches, carried out in parallel, created synergy effect, thereby raising reliability and validity. Furthermore, students were more engaged in classroom discussions, contributing different opinions on given subjects. Some issues remain unsettled, such as 'ensuring reliability and homogeneity of peer reviews’, ‘developing more effective self-assessment tools’, and ‘streamlining processes or adjusting assessment frequency to resolve excessive time consumption problem’. Once these issues are resolved, multisource assessment is expected to present significant educational value.