Current assessment practices in ukrainian translation classroom: teachers’ survey results

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dc.contributor.authorKorol, Tetiana
dc.date.accessioned2023-07-17T09:56:12Z
dc.date.available2023-07-17T09:56:12Z
dc.date.issued2022
dc.description.abstractThe 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.uk
dc.format.pagerangePp. 135-160uk
dc.identifier.citationKorol, T. Current assessment practices in ukrainian translation classroom: teachers’ survey results / Tetiana Korol // Advanced education. – 2022. – Iss. 21. – Pp. 135-160. – Bibliogr.: 26 ref.uk
dc.identifier.doihttps://doi.org/10.20535/2410-8286.266149
dc.identifier.issn2409-3351 (Print)
dc.identifier.issn2410-8286 (Online)
dc.identifier.orcid0000-0002-7240-6056uk
dc.identifier.urihttps://ela.kpi.ua/handle/123456789/58171
dc.language.isoenuk
dc.publisherIgor Sikorsky Kyiv Polytechnic Instituteuk
dc.publisher.placeKyivuk
dc.relation.ispartofAdvanced education: збірник наукових праць, Вип. 21uk
dc.rights.urihttps://creativecommons.org/licenses/by/4.0/
dc.subjectassessment practiceuk
dc.subjecttranslation classroomuk
dc.subjectonline surveyuk
dc.subjecttranslation teachersuk
dc.subjectteachers’ attitudes towards assessmentuk
dc.subjectUkraineuk
dc.titleCurrent assessment practices in ukrainian translation classroom: teachers’ survey resultsuk
dc.typeArticleuk

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Advanced education: збірник наукових праць, Вип. 21