TRANSLATION PROJECT AS AN ASSESSMENT TOOL: UKRAINIAN CONTEXT

Tetiana Korol

DOI Number
https://doi.org/10.22190/JTESAP1901115K
First page
115
Last page
123

Abstract


The given paper focuses on the analysis of a translation project as a powerful assessment tool that can be easily integrated into prospective philologists’ university training in order to enhance its quality and bring its outcomes into line with global industrial needs and requirements. With this aim, substantial translation pedagogy experience of project-based learning is consolidated from the viewpoint of action-oriented, student-centered, situated, experiential and reflective approaches. Translation project properties, design features, role and function distribution peculiarities typical for global professional environment are considered. The received findings are transferred and adjusted to the current terms and conditions of prospective philologists’ training in Ukrainian higher educational setting. As a result, a working classification of translation project varieties to be developed and implemented into training process at different training stages is suggested. Their functions and potential usage as a flexible assessment framework is specified. The translation project opportunity for the arrangement of not only formative but summative assessment as well is substantiated due to its contrasting to the existing examination practices. Finally, the idea of cross-assessment as the complex assessment procedure conducted from different perspectives (hetero, self- and peer-assessment) with the help of versatile tools and instruments (incorporated into single flexible translation project) is introduced.

Full Text:

PDF

References


González Davies, Maria. 2004. Multiple Voices in the Translation Classroom. Activities, Tasks and Projects. Amsterdam/Philadelphia: John Benjamins.

Kiraly, Don. 2005. «Project-Based Learning: A Case for Situated Translation». Meta, 50(4):1098–1111. https://doi.org/10.7202/012063ar.

Kiraly, Don. 2012. «Growing a Project-Based Translation Pedagogy: A Fractal Perspective». Meta, 57(1):82–95. https://doi.org/10.7202/101274ar.

Maruenda-Bataller, Sergio, and Jose Santaemilia-Ruiz, J. 2016. «Project-Based Learning and Competence Assessment in Translation Training». In Technology Implementation in Second Language Teaching and Translation Studies, New Frontiers in Translation Studies, edited by Carrió-Pastor, 207–228. Singapore: Springer Science+Business Media.

Massey, Garry, and Barbara Braendli. 2015. «Collaborative feedback flows and how we can learn from them». In Investigating a synergetic learning experience in translator education, edited by Don Kiraly,177–199. Mainz University Press: V&R unipress.

Risku, Hanna. 2016. «Situated Learning in translation Research Training: Research as a Reflection of Practice». The Translator and Interpreter Trainer (ITT),10(2): 12–28.

Synekop, Oksana. 2018. «Cognitive Aspect of Learning Style in Differentiated ESP Instruction for the Future IT Specialists». Advanced Education, 10:40–47. https://doi.org/10.20535/2410-8286.151271.




DOI: https://doi.org/10.22190/JTESAP1901115K

Refbacks

  • There are currently no refbacks.



ISSN 2334-9182 (Print)

ISSN 2334-9212 (Online)



Publisher:

University of Niš

Univerzitetski trg 2, 18000 Niš, Serbia
Phone:    +381 18 257 095
Telefax:  +381 18 257 950


© 2013 by University of Niš, Serbia