Current Trends on MA Translation Courses in the UK: Changing Assessment Practices on Core Translation Modules

Autor/inn/en	Huertas Barros, Elsa; Vine, Juliet
Titel	Current Trends on MA Translation Courses in the UK: Changing Assessment Practices on Core Translation Modules
Quelle	In: Interpreter and Translator Trainer, 12 (2018) 1, S.5-24 (20 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1750-399X
DOI	10.1080/1750399X.2017.1400365
Schlagwörter	Masters Programs; Teaching Methods; Learning Processes; Translation; Evaluation Methods; Case Studies; Universities; Second Languages; Program Descriptions; Language Processing; Foreign Countries; Competence; Student Evaluation; Language Tests; Comparative Analysis; United Kingdom (England) + Suchen Sie Ihr Suchwort? Magister course; Magisterstudiengang; Teaching method; Lehrmethode; Unterrichtsmethode; Learning process; Lernprozess; Case study; Fallstudie; Case Study; University; Universität; Second language; Zweitsprache; Sprachverarbeitung; Ausland; Kompetenz; Schulnote; Studentische Bewertung; Language test; Sprachtest
Abstract	Assessment underpins all forms of translator training and is an essential element of any teaching and learning process. By looking at university assessment practices, we can gain an insight into current understandings about the nature of translation practice and what issues are foregrounded in translator education. This paper presents the findings of the second stage of our research into assessment practices on core translation modules of MA Translation courses offered in the UK, and follows on from a preliminary case study conducted at the University of Westminster in 2015 and 2016 with MA Translation tutors and students (n=16; n=53). The research presented in this paper was carried out via documentary research into all universities offering MA Translation courses (n=27) and via a survey which asked a representative of each UK university to fill out a questionnaire. The questionnaire was completed by 55% of universities (n=15). The areas explored include universities' learning outcomes, assessment instruments and criteria. In the light of the data gathered, our study aims to discover if and to what extent current assessment practices on the core translation modules reflect the competence-based understandings of the translation process and have adopted new forms of assessment. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01