Self-assessment as ‘assessment as learning’ in translator and interpreter education: validity and washback

Li, Xiangdong

doi:10.1080/1750399x.2017.1418581

Cited by 46 publications

(40 citation statements)

References 50 publications

Supporting

Mentioning

Contrasting

Unclassified

Order By: Relevance

“…It is contended that self-efficacy should be context-specific (Pajares, 1996, p. 547) whereas SA is assumed to be context-sensitive in different disciplines. While the research in self-efficacy proliferates across multiple disciplines (Chan & Lam, 2010;Shaban et al, 2016;Wang et al, 2014), similar endeavours, especially empirical efforts correlating selfefficacy with SA, are scant in the context of interpreting classrooms (Li, 2018). It should be noted that undergraduate interpreting courses in Chinese context are more similar to regular foreign language courses, with the aim of reinforcing bilingual proficiency of students rather than cultivating professional interpreters and translators (Cai & Dong, 2015;Yan et al, 2018).…”

Section: Introductionmentioning

confidence: 99%

Correlating self-efficacy with self-assessment in an undergraduate interpreting classroom: How accurate can students be?

Liu

2021

PortaLin

View full text Add to dashboard Cite

The current paper intends to explore whether there are significant correlations between students’ self-efficacy and their self-assessment accuracy and how the former mediates the latter. Framed within an undergraduate interpreting classroom in China, which shares similar pedagogical aims with general foreign language courses, a total of 53 senior students completed an Interpreting Self-Efficacy (ISE) Scale before self-assessing their English-Chinese consecutive interpreting performance. Spearman correlation tests were employed to investigate the correlations between students’ ISE level and their self-assessment accuracy, compared with the teacher’s marks. Although ISE and self-assessment accuracy were positively correlated, the relation was not significant. Medium to low level ISE could only vaguely predict students’ self-assessment performance, but students were capable of accurate self-assessment regardless of their ISE level. This justifies more rigorous reflection on self-regulated learning enabled by accurate self-assessment in language classrooms, which is simultaneously informed by multiple social and psychological variables experienced by individual learners, such as self-efficacy.

show abstract

Section: Introductionmentioning

confidence: 99%

Correlating self-efficacy with self-assessment in an undergraduate interpreting classroom: How accurate can students be?

Liu

2021

PortaLin

View full text Add to dashboard Cite

show abstract

“…In recent years, there has been a growing interest in the study of professional translation education (e.g. Davitti & Pasquandrea, 2014;Jääskeläinen et al, 2011;Li, 2018;Washbourne, 2014). In the context of China, translation, which was once "an elitist programme taught at a small number of highly specialised colleges and institutes" (Y.…”

Section: Introductionmentioning

confidence: 99%

Understanding students’ motivation in translation learning: a case study from the self-concept perspective

Liu

Yu²

2019

Asian. J. Second. Foreign. Lang. Educ.

View full text Add to dashboard Cite

To meet the increasing needs for translators and interpreters, Master of Translation and Interpreting (MTI) program was launched in Chinese universities. Discussion on how to cultivate MTI students who are supposed to be excellent users of foreign language except their mother tongue attracts many Chinese researchers, while little is done from the perspective of students, the main stakeholders of the program. Therefore, this case study, informed by self-concept theories, tracked one MTI student in a Chinese key university, to investigate factors influencing students' learning motivation and their response towards the influence. Using the student's diaries reflecting on daily translation training and the semi-structured interviews, the study found significant others, self-perceived ability, curriculum, and coursework played significant roles in the ebbs and flows of translation learning motivation. The findings also reveal the dynamic interaction among students' self-representations (including the ideal self, the ought self, the actual self, and the feared self) in the dynamic context. This paper not only provides a new understanding to the translation education by incorporating students' voice into professional training, but also offers advice for MTI program management.

show abstract

“…The trainee is presented with two tables in parallel -one with their final version, and one with the published translation after it has gone through the internal QA system -and must then comment on their errors and give a rationale for their choices. Empirical studies on self-assessment are underrepresented in the translation training literature according to Xiangdong (2018), and its exploration in the classroom can prove a powerful learning tool for the development of top translation and linguistic skills.…”

Section: Testing Competencesmentioning

confidence: 99%

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

Cespedes¹

2020

Trans-Int

View full text Add to dashboard Cite

show abstract

Self-assessment as ‘assessment as learning’ in translator and interpreter education: validity and washback

Cited by 46 publications

References 50 publications

Correlating self-efficacy with self-assessment in an undergraduate interpreting classroom: How accurate can students be?

Correlating self-efficacy with self-assessment in an undergraduate interpreting classroom: How accurate can students be?

Understanding students’ motivation in translation learning: a case study from the self-concept perspective

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

Contact Info

Product

Resources

About