Current Assessment Practices in Ukrainian Translation Classroom: Teachers' Survey Results

Autor/in	Korol, Tetiana
Titel	Current Assessment Practices in Ukrainian Translation Classroom: Teachers' Survey Results
Quelle	In: Advanced Education, (2022) 21, S.135-160 (26 Seiten)Infoseite zur Zeitschrift PDF als Volltext kostenfreie Datei Verfügbarkeit
Zusatzinformation	ORCID (Korol, Tetiana)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	2409-3351
Schlagwörter	Foreign Countries; Translation; Training; College Programs; Language Teachers; Teacher Attitudes; College Faculty; Evaluation Methods; Summative Evaluation; Undergraduate Students; Ukraine + Suchen Sie Ihr Suchwort? Ausland; Ausbildung; Studienprogramm; Language teacher; Sprachunterricht; Lehrerverhalten; Fakultät
Abstract	The article is aimed at the studies of the assessment practices currently applied in translation training at Ukrainian universities in the context of cutting-edge trends and dispositions in translator's education observed worldwide. They include the synergism of both evaluative and formative assessment, the extensive use of diverse assessment methods and tools, including alternative ones, the rational involvement of self- and peer-assessment procedures. Method: A mixed research method was designed and employed with that end in view. It involved 41 translation teachers from 16 Ukrainian universities, who were asked to answer an online survey of 30 close and open-ended questions regarding their background, attitude to assessment and its different aspects such as functions, procedures and tools used for different types of tests in translation, assessment objects and agents, grading methods and associated problems. The obtained results were processed with the help of statistical methods and contrasted with the data received by relevant studies conducted abroad within the last twenty years. Findings: The findings of this research allowed us to compile the aggregated profile of Ukrainian translation teachers in terms of assessment practice, define the most common ways to conduct monitoring, borderline and summative assessment in teaching translation to undergraduate students in Ukraine, and claim that the teachers' subjective evaluation of translation assessment efficiency depends on their teaching experience. Implications for research and practice: The obtained results should boost further theoretical and practical development in the field of translation assessment as well as in the area of translation teachers' training. (As Provided).
Anmerkungen	Igor Sikorsky Kyiv Polytechnic Institute. 37 Peremohy Avenue, Building 7 Office 718, Kyiv 03056, Ukraine. Tel: +38-044-204-85-37; e-mail: ae.fl.kpi@gmail.com; Web site: https://kpi.ua/en
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01