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Assessing Translation Students in a Brazilian University
Evaluación de estudiantes de traducción en una universidad brasileña
DOI:
https://doi.org/10.15446/male.v14n1.81143Palabras clave:
formative assessment, translation competence, translator education, translation assessment (en)competencia traductora, evaluación formativa, formación de traductores, evaluación de la traducción (es)
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From a Translation Studies perspective, translation assessment is gradually becoming more popular thanks to increasing academic interest in translator education. In fact, we believe that evaluation should be more deeply explored in order to systematise and consolidate how it is carried out, especially in a particular Brazilian context. As we still witness an unwelcome focus on summative assessment of students with little room for constructive feedback from educators, the purpose of this article is to discuss ways to assess translation students that move beyond traditional approaches. The focus here is on formative assessment, whose emphasis on feedback better suits the dynamic nature we believe translator education should have. Furthermore, we shall review the concepts of translation competence and translation error as important elements within translation evaluation, as well as peer and self-assessment, which promote a more student-centered and participatory environment.
Desde una perspectiva traductológica, la evaluación de la traducción se está haciendo más popular gracias al aumento del interés académico por la formación de traductores. Creemos que esta evaluación debe explorarse con detalle para sistematizar y consolidar la forma en que se realiza, especialmente en un contexto brasileño en particular. Dado que todavía hay un enfoque excesivo en la evaluación sumativa, esto deja poco espacio para el feedback constructivo de los educadores, por esto el objetivo de este artículo es, por lo tanto, discutir formas de evaluar a los estudiantes de traducción que van más allá de los enfoques tradicionales. El enfoque aquí presentado es la evaluación formativa, cuyo énfasis en el feedback se ajusta mejor a la naturaleza dinámica que creemos que debería tener la formación del traductor. Además, se discutirán conceptos como la competencia traductora y los errores de traducción, así como la evaluación por pares y la autoevaluación, que promueven un ambiente más participativo y centrado en el alumno.
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