Introducing a Student Self-Evaluation Grid for Translation Assignments

Self-Evaluation As A Tool In Translator Training

Assessment regulates learning; therefore, regardless of the method used, assessment should always be constructively aligned, i.e. based on the intended learning outcomes (e.g. Biggs & Tang, 2011, p. 11; Bloxham, 2015, p. 109; Huertas Barros & Vine, 2018a; Kiraly, 2003). According to Brown, Bull and Pendlebury (1997), “assessment defines what students regard as important, how they spend their time and how they come to see themselves as students and then as graduates” (p. 7). Therefore, from the point of view of instructors, who also tend to be in charge of course and syllabus design, assessment methods are crucial in many ways. Kearney suggests that the following questions be asked when making decisions about assessment in Higher Education:

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  Why do we assess?

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  For whose benefit do we assess?

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  Are these achieved through current practices? (2013, p. 876)