Student-oriented Translation Evaluation: Action Research Approach
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This paper explores the topic of translation evaluation from the students’ perspective. It aims to enhance objectivity and reliability of the teacher’s translation quality assessment (TQA) system and to provide teacher feedback on translation in a way that can motivate and help students to improve their translation skills. In the framework of action research, surveys were conducted on 40 students in two undergraduate translation classes. The students were asked to answer questions about their teacher’s rating system and translation assessment criteria, and to comment on the teacher feedback on their translations. Survey results confirmed that the students prefer objective and explicit assessment criteria, and that they view teacher feedback as important. Based on the students’ responses, the teacher developed a new and improved TQA system with specific assessment criteria, and when these were presented to the students, they preferred the new criteria to the teacher’s old ones. Implications of the findings from this research include: a) an objective TQA system with specific and reliable assessment criteria can assist students in their effort to find answers to questions on their translation; b) detailed teacher feedback on student translations is motivating and helpful to the students, and such feedback is effective in improving the students’ translation skills, and thus translation quality.
Abstract
This paper explores the topic of translation evaluation from the students’ perspective. It aims to enhance objectivity and reliability of the teacher’s translation quality assessment (TQA) system and to provide teacher feedback on translation in a way that can motivate and help students to improve their translation skills. In the framework of action research, surveys were conducted on 40 students in two undergraduate translation classes. The students were asked to answer questions about their teacher’s rating system and translation assessment criteria, and to comment on the teacher feedback on their translations. Survey results confirmed that the students prefer objective and explicit assessment criteria, and that they view teacher feedback as important. Based on the students’ responses, the teacher developed a new and improved TQA system with specific assessment criteria, and when these were presented to the students, they preferred the new criteria to the teacher’s old ones. Implications of the findings from this research include: a) an objective TQA system with specific and reliable assessment criteria can assist students in their effort to find answers to questions on their translation; b) detailed teacher feedback on student translations is motivating and helpful to the students, and such feedback is effective in improving the students’ translation skills, and thus translation quality.
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