Training the Trainers in Embedding Assessment Literacy into Module Design: A Case Study of a Collaborative Transcreation Project

Autor/inn/en	Huertas Barros, Elsa; Vine, Juliet
Titel	Training the Trainers in Embedding Assessment Literacy into Module Design: A Case Study of a Collaborative Transcreation Project
Quelle	In: Interpreter and Translator Trainer, 13 (2019) 3, S.271-291 (21 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1750-399X
DOI	10.1080/1750399X.2019.1658958
Schlagwörter	Assessment Literacy; Translation; Professional Education; Units of Study; Student Projects; Instructional Design; Group Activities; Evaluation Criteria; Active Learning; Situated Learning; Foreign Countries; Undergraduate Students; Communities of Practice; Student Attitudes; United Kingdom + Suchen Sie Ihr Suchwort? Berufsausbildung; Lerneinheit; Schulprojekt; Lesson concept; Lessonplan; Unterrichtsentwurf; Gruppenaktivität; Aktives Lernen; Ausland; Community; Schülerverhalten; Großbritannien
Abstract	In designing their courses and modules, translator educators today need to consider a variety of changing institutional, professional and pedagogical requirements. This paper proposes ways in which translator trainers can respond to two sets of these new requirements. The first are the requirements for a widening conceptualisation of translation brought about by the rapid globalisation of markets and the need for intercultural mediators. The second set of requirements comes from the process of articulating what attributes a graduate should possess and how these attributes are developed. This paper offers translation trainers an approach to module design which can address both these sets of demands. The module is designed with a collaborative transcreation project at its core and has incorporated assessment literacy into the design. The study is supported with quantitative and qualitative data gained from a survey of participating students. By introducing the case study of our module design and linking the design to the underlying theories which informed it, the paper provides trainers with a set of concepts which can be applied to their own curricula needs in order to 'future proof' their students in the changing employment market. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01