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Matching Learning Outcomes and Assessment Criteria in a Rubric-Based Evaluation of a Scientific Translation Course: A Meta-Assessment Study

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Title: Matching Learning Outcomes and Assessment Criteria in a Rubric-Based Evaluation of a Scientific Translation Course: A Meta-Assessment Study
Language: English
Authors: Juan Antonio Prieto-Velasco (ORCID 0000-0002-8325-0237), Antonio Hermán-Carvajal (ORCID 0000-0003-0248-9228)
Source: Interpreter and Translator Trainer. 2025 19(2):197-217.
Availability: Routledge. Available from: Taylor & Francis, Ltd. 530 Walnut Street Suite 850, Philadelphia, PA 19106. Tel: 800-354-1420; Tel: 215-625-8900; Fax: 215-207-0050; Web site: http://www.tandf.co.uk/journals
Peer Reviewed: Y
Page Count: 21
Publication Date: 2025
Document Type: Journal Articles
Reports - Research
Tests/Questionnaires
Education Level: Higher Education
Postsecondary Education
Descriptors: Translation, Scoring Rubrics, Evaluation Criteria, Formative Evaluation, Spanish, Learning Objectives, Foreign Countries, Scientific and Technical Information, College Students, English (Second Language), College Faculty
Geographic Terms: Spain
DOI: 10.1080/1750399X.2025.2491215
ISSN: 1750-399X
1757-0417
Abstract: Translation evaluation, assessment and criticism are widely studied concepts referring to quality control and enhancement in both professional translation and translation training. However, there is still a need for translator trainers to develop a specific competence in translation assessment in the academic context, since they must provide students with valuable information about their progress at different learning stages. Thus, lecturers, as translator trainers, must design and evaluate assessment systems which combine the professional and academic perspectives. In this article, we present a meta-assessment study aimed at validating a formative evaluation system based on the alignment of academic learning outcomes and professional assessment criteria using a rubric for the assessment of translated texts in an English-into-Spanish scientific translation course. This meta-assessment study involves lecturers in hetero-assessment and students, as trainee translators, in peer-assessment. We quantitatively analysed the different grades scored by students in our proposed rubric-based formative assessment system and qualitatively analysed the perceptions of both lecturers and students on this system. Results show that matching learning outcomes and assessment criteria increases students' awareness of their performance and lecturers' self-confidence in some translation assessments.
Abstractor: As Provided
Entry Date: 2025
Accession Number: EJ1473933
Database: ERIC
FullText Text:
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  Data: Matching Learning Outcomes and Assessment Criteria in a Rubric-Based Evaluation of a Scientific Translation Course: A Meta-Assessment Study
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  Data: <searchLink fieldCode="AR" term="%22Juan+Antonio+Prieto-Velasco%22">Juan Antonio Prieto-Velasco</searchLink> (ORCID <externalLink term="https://orcid.org/0000-0002-8325-0237">0000-0002-8325-0237</externalLink>)<br /><searchLink fieldCode="AR" term="%22Antonio+Hermán-Carvajal%22">Antonio Hermán-Carvajal</searchLink> (ORCID <externalLink term="https://orcid.org/0000-0003-0248-9228">0000-0003-0248-9228</externalLink>)
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  Data: <searchLink fieldCode="SO" term="%22Interpreter+and+Translator+Trainer%22"><i>Interpreter and Translator Trainer</i></searchLink>. 2025 19(2):197-217.
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  Data: Routledge. Available from: Taylor & Francis, Ltd. 530 Walnut Street Suite 850, Philadelphia, PA 19106. Tel: 800-354-1420; Tel: 215-625-8900; Fax: 215-207-0050; Web site: http://www.tandf.co.uk/journals
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  Data: 21
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  Data: <searchLink fieldCode="DE" term="%22Translation%22">Translation</searchLink><br /><searchLink fieldCode="DE" term="%22Scoring+Rubrics%22">Scoring Rubrics</searchLink><br /><searchLink fieldCode="DE" term="%22Evaluation+Criteria%22">Evaluation Criteria</searchLink><br /><searchLink fieldCode="DE" term="%22Formative+Evaluation%22">Formative Evaluation</searchLink><br /><searchLink fieldCode="DE" term="%22Spanish%22">Spanish</searchLink><br /><searchLink fieldCode="DE" term="%22Learning+Objectives%22">Learning Objectives</searchLink><br /><searchLink fieldCode="DE" term="%22Foreign+Countries%22">Foreign Countries</searchLink><br /><searchLink fieldCode="DE" term="%22Scientific+and+Technical+Information%22">Scientific and Technical Information</searchLink><br /><searchLink fieldCode="DE" term="%22College+Students%22">College Students</searchLink><br /><searchLink fieldCode="DE" term="%22English+%28Second+Language%29%22">English (Second Language)</searchLink><br /><searchLink fieldCode="DE" term="%22College+Faculty%22">College Faculty</searchLink>
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  Data: <searchLink fieldCode="DE" term="%22Spain%22">Spain</searchLink>
– Name: DOI
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  Data: 10.1080/1750399X.2025.2491215
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  Data: 1750-399X<br />1757-0417
– Name: Abstract
  Label: Abstract
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  Data: Translation evaluation, assessment and criticism are widely studied concepts referring to quality control and enhancement in both professional translation and translation training. However, there is still a need for translator trainers to develop a specific competence in translation assessment in the academic context, since they must provide students with valuable information about their progress at different learning stages. Thus, lecturers, as translator trainers, must design and evaluate assessment systems which combine the professional and academic perspectives. In this article, we present a meta-assessment study aimed at validating a formative evaluation system based on the alignment of academic learning outcomes and professional assessment criteria using a rubric for the assessment of translated texts in an English-into-Spanish scientific translation course. This meta-assessment study involves lecturers in hetero-assessment and students, as trainee translators, in peer-assessment. We quantitatively analysed the different grades scored by students in our proposed rubric-based formative assessment system and qualitatively analysed the perceptions of both lecturers and students on this system. Results show that matching learning outcomes and assessment criteria increases students' awareness of their performance and lecturers' self-confidence in some translation assessments.
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