Developing assessment literacy among trainee translators: scaffolding self and peer assessment as an intervention

IF 4.1 2区 教育学 Q1 EDUCATION & EDUCATIONAL RESEARCH
Guangjiao Chen, Xiangling Wang, Lyu Wang
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引用次数: 0

Abstract

Abstract Recent growth in research on assessment has focused on the importance of university students’ assessment literacy, yet few studies have investigated how self and peer assessment combined with scaffolding can develop student assessment literacy. To address this, we developed scaffolding self and peer assessment (SSPA) as an intervention to build student assessment literacy. A quasi-experimental design was implemented to test its usefulness; one class (N = 21) received the intervention and the other (N = 23) did not. The findings indicated that SSPA had a positive effect on the trainee translators’ assessment literacy levels. Consistent across the time points, the intervention group demonstrated significant improvements in self and peer feedback provision. In contrast, no such trend was noticed among the non-intervention group. The intervention group also significantly outperformed the non-intervention group in translation performance. Students were generally positive about SSPA, showing its feasibility in translation instruction. This study highlights the role that teacher scaffolding can play in helping trainee translators develop assessment literacy to meet language service industry requirements.
培养培训翻译人员的评估素养:作为干预手段的脚手架式自我评估和同行评估
摘要最近对评估的研究集中在大学生评估素养的重要性上,但很少有研究调查自我和同伴评估与支架相结合如何培养学生的评估素养。为了解决这一问题,我们开发了脚手架式自我和同伴评估(SSPA),作为建立学生评估素养的干预措施。实施了一个准实验设计来测试其有用性;一类(N = 21)接受干预,而另一个(N = 23)没有。研究结果表明,SSPA对实习译员的评估素养水平有积极影响。在各个时间点上保持一致,干预组在自我和同伴反馈方面表现出显著改善。相反,在非干预组中没有发现这种趋势。干预组的翻译成绩也显著优于非干预组。学生普遍对SSPA持肯定态度,表明其在翻译教学中的可行性。这项研究强调了教师脚手架在帮助实习翻译培养评估素养以满足语言服务行业要求方面可以发挥的作用。
本文章由计算机程序翻译,如有差异,请以英文原文为准。
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来源期刊
Assessment & Evaluation in Higher Education
Assessment & Evaluation in Higher Education EDUCATION & EDUCATIONAL RESEARCH-
CiteScore
11.20
自引率
15.90%
发文量
70
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