A case for holistic translation assessment

This paper presents a linear study of assessment practices in the English translation section of the University of Helsinki. A qualitative methodology involving interviews and open-ended questionnaires was used to gather data in 1997, 2001 and 2008. Results suggest that a paradigm shift in Translation Studies has occurred during this period as exemplifi ed by the generally accepted grading methods. Points-based error focused grading which was the norm has been replaced across the board by holistic grading methods. Further, the current translation instructors tend to see points-based grading systems as suspect while holistic grading tends to be seen to be more related to training future translators for real world tasks.

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