FROM SKILL-ACQUISITION TO DYNAMIC LEARNING: LEARNING-ORIENTED ASSESSMENT IN THE SIGHT TRANSLATION CLASSROOM

Abstract

Assessment, previously associated with the evaluation of learning outcomes, has recently been recognised as an integral part of the learning process. Learning-oriented assessment (LOA) is an educational model that foregrounds the role of assessment in classroom-based learning activities. However, in translator education, assessment is mostly approached from a skill-acquisition perspective; translation is regarded more as a skill to acquire than as a learning activity. This article presents an alternative view of assessment in translator education by presenting the findings of a 12-week case study, conducted with 20 students registered in a sight translation module, which based its teaching (and assessment) on LOA principles. Classroom observation was conducted to align LOA with the classroom context, and follow-up interviews were carried out to investigate students’ perceptions regarding the in-class activities. In order to evaluate the feasibility and accountability of the model, the three tenets of LOA were aligned with module design and discussed alongside students’ perceptions. The findings indicate the suitability of incorporating LOA into translator education, with implications for translation trainers and researchers concerning the integration of assessment and learning. Keywords: learning-oriented assessment, translator education, sight translation