SELF-ASSESSMENT IN TRANSLATOR TRAINING
Bryan J. Robinson, Clara I. López Rodríguez and María I. Tercedor Sánchez,University of Granada, Spain
Self-assessment is a process that enables students to assess their own performance and greatly facilitates their acquisition of increased responsibility for their learning and performance. The ad-vent of e-learning in the Spanish university system has provided opportunities to reorient transla-tor training and accept new challenges that enhance the quality of undergraduate studies.
The present study demonstrates that the benets of this new mode of instruction are especially
appropriate to translator training. We describe the results of centring e-learning course designon self- and peer-assessment combined with tutor-moderation through the application of a ratingscale of criterion-referenced descriptors. Our data demonstrate that the quantitative outcomesof learning remain constant. Furthermore, we include a range of qualitative data which indicatethat students have a positive perception of the new learning and assessment processes, suggestingthat these are responsible for increasing their awareness of important aspects of the translation process.
Spain: translator training; e-learning; self-assessment; peer-assessment; tu
tor moderation; criterion-referenced descriptors; tertiary education.
Bridging the gap between e-learning and telework
Professional translating is prototypical telework (Castells 1996, Olvera Lobo etal. 2005 and In press): translators work in or for agencies for clients all over theglobe; they may seldom have personal contact with the authors or users of thetexts they create and may, indeed, have lile contact with colleagues involvedin a particular project. Consequently, the Information and CommunicationsTechnology skills required must form an integral part of undergraduate transla
tor training in order to prepare students adequately for their future. To this end,it seems more than logical that university translation course modules should betaught in an online environment that models as closely as possible the realitiesof the professional world (Olvera Lobo et al. 2005, Alcina Caudet 2002).Furthermore, because translators are increasingly called upon to work withas wide a range of linguistic combinations as possible in order to guaranteetheir employability, and since the traditional barriers on directionality (‘Thoushalt only translate into thy mother tongue’) have been trampled into the dust,the ability to self-assess translation quality is vital. Translators must be able toassess the quality of their work with the highest possible degree of objectivity.In this context, Martínez Melis and Hurtado Albir (2001: 281) stress the impor
tance of classifying translation errors using a metalanguage that contributes toa beer understanding of the nature of those errors and the cognitive processesinvolved in their generation. These authors point out that in translation errorclassication it is necessary to take into account the dierence between: (i) er
rors relating to the source text (ST) and errors relating to the target text (TT),(ii) functional errors and absolute errors, (iii) systematic errors (recurrent) andrandom errors (isolated), and nally, (iv) errors in the product and errors in the
0907-676X/06/02/115-24 $20.00Perspectives: Studies in Translatology© 2006 B.J. Robinson, C.I.L. Rodríguez & M.I.T. SánchezVol. 14, No. 2, 2006