Current trends on MA translation courses in the UK: changing assessment practices on core translation modules

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.

Breaking Traditional Boundaries in Translation Pedagogy; Evaluating How Senior Lecturers Have Incorporated Digital Tools to Enhance Translation Teaching

“…This situation is consistent with the findings of Akmaliyah et al (2020), who noted the challenges encountered in online teaching during the pandemic and emphasized the need to use novel approaches to evaluation (Akmaliyah et al, 2020). Furthermore, the efforts of the professors to design transparent assessments that foster critical thinking and the application of knowledge align with the discourse presented by Huertas Barros and Vine (2018), who conducted a study on the transformation of assessment methods in translation courses (Huertas Barros & Vine, 2018). The emphasis placed by professors on the reconsideration of assessment procedures is reinforced by the findings of Alkhawaja et al (2022), which underscore the need to implement pedagogical strategies that are successful in the context of online education after the COVID-19 pandemic (Alkhawaja et al, 2022).…”

“…This discovery is consistent with the existing body of work that highlights the potential of artificial intelligence (AI) in broadening and enhancing classroom activities. However, there is a need for more investigation and improvement in this area (Huertas Barros & Vine, 2018;Man et al, 2020). The reaction to real-time translation explanations during lectures helped by AI-driven technologies (Mean = 2.64) was varied.…”

Beyond the margins of academic education: identifying translation industry training practices through action research

“…Technologies and CAT tools can also be assessed at university following TC criteria, but the key is to integrate tools where possible in practical translation classes so that, again, real-life scenarios can be simulated (Mellinger, 2017). Huertas Barros and Vine (2018) report that postgraduate courses in the UK are increasingly aligning assessment contents to match industry practices -including use of tools -because of a closer collaboration between academia and industry, general reading of translation academic papers on translator training, and matching of competences based on frameworks such as that of the EMT.…”

Constructing Standards in Communities

“…Saldanha & O' Brien, 2013;Huertas Barros, 2013;Huertas Barros &Vine, 2016Huertas Barros & Buendía Castro, 2018). The case study presented in this paper is the first phase of a wider research project into assessment practices on MA Translation courses offered in the UK (Huertas Barros & Vine, 2018). This case study consisted of three stages: 1) a preliminary survey conducted with MA translation tutors (n=16) teaching on the core translation modules (Huertas Barros & Vine, 2016), 2) a revamped assessment grid in response to tutors' feedback, and 3) a survey carried out with MA translation students (n=53) where the changes to the assessment practices and refined feedback sheet were tested.…”