Translation tutors’ assessment perceptions and practices in Spain: results from the EACT project

Abstract

This paper presents findings from a survey-based case study conducted as a part of the research project “Evaluation in the Acquisition of Translation Competence” (eact) on assessment practices in practical translation modules in undergraduate translation programmes in Spain. The survey included both quantitative and qualitative questions and was completed by ninety-seven translation tutors from five Spanish universities. The purpose of the study was to investigate tutors’ assessment perceptions and practices in undergraduate translation modules to provide an overview of the current situation in Spain and detect existing problems and gaps that require attention. The results show that assessment is a very important aspect of tutor’s teaching and practice. Tutors attach practically the same importance to the translation process as the end product. Most respondents use different types of tasks depending on the competence(s) being assessed and the level of the module. The assessment procedures are in most cases based on professional practice. Source texts are mainly selected on the basis of authenticity, relevance for the competence being assessed, and an appropriate level of difficulty. Tutors use both grading scales and rubrics, with the former being the most common assessment instrument. Most tutors revamp the assessment tasks regularly, although assessment criteria are not revised as frequently. Overall, tutors seem to be adapting to new realities and embedding new translation approaches into their teaching practice but have mixed feelings about their level of satisfaction with assessment methods.