One of the critical issues in the field of translation assessment is a lack of systematic criteria that can be used universally to assess translations. This presents an enormous challenge to translation teachers, who need to assess students' translations and provide constructive, detailed feedback. This chapter discusses how meaning-oriented translation assessment criteria have been used to address the challenges in teaching English to Korean translation over several years at Macquatie University. The meaning-oriented criteria have been devised using a text analysis approach based on systemic functional linguistics (SFL). The pedagogical effectiveness of such an assessment tool will also be discussed drawing on both qualitative and quantitative data.
|Title of host publication||Testing and assessment in translation and interpreting studies|
|Subtitle of host publication||a call for dialogue between research and practice|
|Editors||Claudia V. Angelelli, Holly E Jacobson|
|Place of Publication||Amsterdam ; Philadelphia|
|Publisher||John Benjamins Publishing Company|
|Publication status||Published - 2009|
|Name||American Translators Association Scholarly Monograph Series|
|Publisher||John Benjamins Publishing|
Kim, M. (2009). Meaning-oriented assessment of translations: SFL and its application for formative assessment. In C. V. Angelelli, & H. E. Jacobson (Eds.), Testing and assessment in translation and interpreting studies: a call for dialogue between research and practice (pp. 123-157). (American Translators Association Scholarly Monograph Series; Vol. XIV). Amsterdam ; Philadelphia: John Benjamins Publishing Company.