Translation assessment in the professional and pedagogical settings: proposal of a teaching unit for peer review and assessment
Autor(a) principal: | |
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Data de Publicação: | 2021 |
Outros Autores: | , |
Tipo de documento: | Artigo |
Idioma: | por eng |
Título da fonte: | Belas Infiéis |
Texto Completo: | https://periodicos.unb.br/index.php/belasinfieis/article/view/33824 |
Resumo: | Assessment in translation can be considered from at least three perspectives: assessment of published translations (translation criticism), assessment in translation teaching (pedagogical) and assessment of professionals at work (MARTÍNEZ MELIS; HURTADO ALBIR, 2001). In the pedagogical context, literature on translator education indicates the need to bridge the gap between translation training and professional practices (KELLY, 2005; KIRALY, 1995). With the aim of taking another step towards this connection, this paper brings elements from professional assessment of translation into the context of translation teaching by proposing a Teaching Unit (TU) in which methodologies and tools from DQF-MQM model are used as a basis for learning tasks, involving peer review and assessment (“co-assessment” according to Hurtado Albir, 2015a). The design of this teaching unit is in line with the theories of constructivist learning and Competence Based Teaching (CBT) (PACTE, 2017), with task-based teaching approach as its methodological cornerstone (HURTADO ALBIR, 2015a). The theoretical framework includes the conceptual base from CBT as well as assessment in CBT, and data related to the DQF-MQM assessment model, used for professional assessment in translation agencies. Procedures adopted to build the TU follow the parameters proposed by Hurtado Albir (1999, 2005), according to which the TU is built around translation tasks that constitute the organizational axis of learning. Research results indicate that CBT is an appropriate choice to promote the integration between the market sector chosen and the pedagogical environment, by bringing together the competencies required from professionals and those to be acquired in the pedagogical context. Results also indicate that the DQF-MQM model is a relevant choice to stablish a dialog between the professional setting and translation teaching due to the fact that this model offers (i) the possibility of adjusting error categories and quality levels to suit the pedagogical context; (ii) a category for positive points in the translation assessment; and (iii) information publicly available about the criteria, metrics and methods that constitute the model. |
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Translation assessment in the professional and pedagogical settings: proposal of a teaching unit for peer review and assessmentAvaliação de tradução nos contextos profissional e pedagógico:proposta de unidade didática para revisão e avaliação por paresFormação de tradutores. Formação por competências (FPC). Parâmetros de avaliação e revisão. Modelo DQF-MQM. Avaliação por tipologia de erros.Translator education. Competence-based teaching (CBT). Assessment and revision parameters. DQF-MQM model. Error typology-based assessment.Assessment in translation can be considered from at least three perspectives: assessment of published translations (translation criticism), assessment in translation teaching (pedagogical) and assessment of professionals at work (MARTÍNEZ MELIS; HURTADO ALBIR, 2001). In the pedagogical context, literature on translator education indicates the need to bridge the gap between translation training and professional practices (KELLY, 2005; KIRALY, 1995). With the aim of taking another step towards this connection, this paper brings elements from professional assessment of translation into the context of translation teaching by proposing a Teaching Unit (TU) in which methodologies and tools from DQF-MQM model are used as a basis for learning tasks, involving peer review and assessment (“co-assessment” according to Hurtado Albir, 2015a). The design of this teaching unit is in line with the theories of constructivist learning and Competence Based Teaching (CBT) (PACTE, 2017), with task-based teaching approach as its methodological cornerstone (HURTADO ALBIR, 2015a). The theoretical framework includes the conceptual base from CBT as well as assessment in CBT, and data related to the DQF-MQM assessment model, used for professional assessment in translation agencies. Procedures adopted to build the TU follow the parameters proposed by Hurtado Albir (1999, 2005), according to which the TU is built around translation tasks that constitute the organizational axis of learning. Research results indicate that CBT is an appropriate choice to promote the integration between the market sector chosen and the pedagogical environment, by bringing together the competencies required from professionals and those to be acquired in the pedagogical context. Results also indicate that the DQF-MQM model is a relevant choice to stablish a dialog between the professional setting and translation teaching due to the fact that this model offers (i) the possibility of adjusting error categories and quality levels to suit the pedagogical context; (ii) a category for positive points in the translation assessment; and (iii) information publicly available about the criteria, metrics and methods that constitute the model. A avaliação no âmbito da tradução pode ser entendida em, pelo menos, três perspectivas: a avaliação de traduções publicadas (crítica de traduções), a avaliação no contexto didático (avaliação pedagógica) e a avaliação de traduções no mercado de trabalho (avaliação profissional) (MARTÍNEZ MELIS; HURTADO ALBIR, 2001). No contexto da avaliação pedagógica, a literatura referente à formação de tradutores aponta a necessidade de aproximar a realidade profissional das práticas pedagógicas (KELLY, 2005; KIRALY, 1995). Com o objetivo de dar mais um passo em direção a essa aproximação, este artigo objetiva trazer elementos da avaliação profissional para o contexto de formação, propondo a elaboração de uma Unidade Didática (UD) na qual os métodos e instrumentos de avaliação profissional (modelo DQF-MQM) são a base para tarefas de aprendizagem, envolvendo revisão e avaliação por pares (“coavaliação”, conforme Hurtado Albir, 2015a). A elaboração da UD está em consonância com uma orientação construtivista da aprendizagem, na linha pedagógica da formação por competências (FPC) (PACTE, 2017), tendo como marco metodológico o enfoque por tarefa de tradução (HURTADO ALBIR, 2015a). O quadro teórico inclui a base conceitual da FPC e da avaliação na FPC, bem como dados sobre o modelo de avaliação DQF-MQM, utilizado na avaliação profissional, sobretudo no segmento de mercado de agências de tradução. Os procedimentos para a construção da UD seguiram os parâmetros propostos por Hurtado Albir (1999, 2005), segundo os quais a UD é construída em torno de tarefas de tradução, que constituem o eixo organizador da aprendizagem. Os resultados da pesquisa apontam para a adequação da escolha da linha pedagógica da FPC para promover a integração entre o segmento de mercado selecionado e o ambiente pedagógico, por possibilitar a aproximação das competências demandadas do profissional à quelas a serem adquiridas no contexto pedagógico; apontam também para a relevância do modelo DQF-MQM para o diálogo entre o contexto profissional e a formação de tradutores, por apresentar as seguintes características: (i) permitir que as categorias de erros e o nível de qualidade desejado sejam ajustados à s circunstâncias de cada contexto pedagógico; (ii) incluir uma categoria de pontuação positiva; e (iii) disponibilizar informações sobre os critérios, as métricas e os métodos que constituem o modelo.Programa de Pós-Graduação em Estudos da Tradução (POSTRAD) do Departamento de Línguas Estrangeiras e Tradução (LET) do Instituto de Letras (IL) da Universidade de Brasília2021-05-13info:eu-repo/semantics/articleinfo:eu-repo/semantics/publishedVersionapplication/pdfapplication/pdfhttps://periodicos.unb.br/index.php/belasinfieis/article/view/3382410.26512/belasinfieis.v10.n2.2021.33824Belas Infiéis; Vol. 10 No. 2 (2021): Translators' Education in Undergraduate Programs; 01-31Belas Infiéis; v. 10 n. 2 (2021): A formação de tradutoras e tradutores em cursos de graduação; 01-312316-661410.26512/belasinfieis.v10.n2.2021.2reponame:Belas Infiéisinstname:Universidade de Brasília (UnB)instacron:UNBporenghttps://periodicos.unb.br/index.php/belasinfieis/article/view/33824/29611https://periodicos.unb.br/index.php/belasinfieis/article/view/33824/29612Copyright (c) 2021 CC BYhttps://creativecommons.org/licenses/by/4.0info:eu-repo/semantics/openAccessPortilho, TalitaVasconcellos, Maria Lúcia Barbosa deNogueira, Alessandra Sartori2021-05-13T16:01:22Zoai:ojs.pkp.sfu.ca:article/33824Revistahttps://periodicos.unb.br/index.php/belasinfieisPUBhttps://periodicos.unb.br/index.php/belasinfieis/oai||germanahp@gmail.com|| belasinfieis@gmail.com2316-66142316-6614opendoar:2021-05-13T16:01:22Belas Infiéis - Universidade de Brasília (UnB)false |
dc.title.none.fl_str_mv |
Translation assessment in the professional and pedagogical settings: proposal of a teaching unit for peer review and assessment Avaliação de tradução nos contextos profissional e pedagógico:proposta de unidade didática para revisão e avaliação por pares |
title |
Translation assessment in the professional and pedagogical settings: proposal of a teaching unit for peer review and assessment |
spellingShingle |
Translation assessment in the professional and pedagogical settings: proposal of a teaching unit for peer review and assessment Portilho, Talita Formação de tradutores. Formação por competências (FPC). Parâmetros de avaliação e revisão. Modelo DQF-MQM. Avaliação por tipologia de erros. Translator education. Competence-based teaching (CBT). Assessment and revision parameters. DQF-MQM model. Error typology-based assessment. |
title_short |
Translation assessment in the professional and pedagogical settings: proposal of a teaching unit for peer review and assessment |
title_full |
Translation assessment in the professional and pedagogical settings: proposal of a teaching unit for peer review and assessment |
title_fullStr |
Translation assessment in the professional and pedagogical settings: proposal of a teaching unit for peer review and assessment |
title_full_unstemmed |
Translation assessment in the professional and pedagogical settings: proposal of a teaching unit for peer review and assessment |
title_sort |
Translation assessment in the professional and pedagogical settings: proposal of a teaching unit for peer review and assessment |
author |
Portilho, Talita |
author_facet |
Portilho, Talita Vasconcellos, Maria Lúcia Barbosa de Nogueira, Alessandra Sartori |
author_role |
author |
author2 |
Vasconcellos, Maria Lúcia Barbosa de Nogueira, Alessandra Sartori |
author2_role |
author author |
dc.contributor.author.fl_str_mv |
Portilho, Talita Vasconcellos, Maria Lúcia Barbosa de Nogueira, Alessandra Sartori |
dc.subject.por.fl_str_mv |
Formação de tradutores. Formação por competências (FPC). Parâmetros de avaliação e revisão. Modelo DQF-MQM. Avaliação por tipologia de erros. Translator education. Competence-based teaching (CBT). Assessment and revision parameters. DQF-MQM model. Error typology-based assessment. |
topic |
Formação de tradutores. Formação por competências (FPC). Parâmetros de avaliação e revisão. Modelo DQF-MQM. Avaliação por tipologia de erros. Translator education. Competence-based teaching (CBT). Assessment and revision parameters. DQF-MQM model. Error typology-based assessment. |
description |
Assessment in translation can be considered from at least three perspectives: assessment of published translations (translation criticism), assessment in translation teaching (pedagogical) and assessment of professionals at work (MARTÍNEZ MELIS; HURTADO ALBIR, 2001). In the pedagogical context, literature on translator education indicates the need to bridge the gap between translation training and professional practices (KELLY, 2005; KIRALY, 1995). With the aim of taking another step towards this connection, this paper brings elements from professional assessment of translation into the context of translation teaching by proposing a Teaching Unit (TU) in which methodologies and tools from DQF-MQM model are used as a basis for learning tasks, involving peer review and assessment (“co-assessment” according to Hurtado Albir, 2015a). The design of this teaching unit is in line with the theories of constructivist learning and Competence Based Teaching (CBT) (PACTE, 2017), with task-based teaching approach as its methodological cornerstone (HURTADO ALBIR, 2015a). The theoretical framework includes the conceptual base from CBT as well as assessment in CBT, and data related to the DQF-MQM assessment model, used for professional assessment in translation agencies. Procedures adopted to build the TU follow the parameters proposed by Hurtado Albir (1999, 2005), according to which the TU is built around translation tasks that constitute the organizational axis of learning. Research results indicate that CBT is an appropriate choice to promote the integration between the market sector chosen and the pedagogical environment, by bringing together the competencies required from professionals and those to be acquired in the pedagogical context. Results also indicate that the DQF-MQM model is a relevant choice to stablish a dialog between the professional setting and translation teaching due to the fact that this model offers (i) the possibility of adjusting error categories and quality levels to suit the pedagogical context; (ii) a category for positive points in the translation assessment; and (iii) information publicly available about the criteria, metrics and methods that constitute the model. |
publishDate |
2021 |
dc.date.none.fl_str_mv |
2021-05-13 |
dc.type.driver.fl_str_mv |
info:eu-repo/semantics/article info:eu-repo/semantics/publishedVersion |
format |
article |
status_str |
publishedVersion |
dc.identifier.uri.fl_str_mv |
https://periodicos.unb.br/index.php/belasinfieis/article/view/33824 10.26512/belasinfieis.v10.n2.2021.33824 |
url |
https://periodicos.unb.br/index.php/belasinfieis/article/view/33824 |
identifier_str_mv |
10.26512/belasinfieis.v10.n2.2021.33824 |
dc.language.iso.fl_str_mv |
por eng |
language |
por eng |
dc.relation.none.fl_str_mv |
https://periodicos.unb.br/index.php/belasinfieis/article/view/33824/29611 https://periodicos.unb.br/index.php/belasinfieis/article/view/33824/29612 |
dc.rights.driver.fl_str_mv |
Copyright (c) 2021 CC BY https://creativecommons.org/licenses/by/4.0 info:eu-repo/semantics/openAccess |
rights_invalid_str_mv |
Copyright (c) 2021 CC BY https://creativecommons.org/licenses/by/4.0 |
eu_rights_str_mv |
openAccess |
dc.format.none.fl_str_mv |
application/pdf application/pdf |
dc.publisher.none.fl_str_mv |
Programa de Pós-Graduação em Estudos da Tradução (POSTRAD) do Departamento de Línguas Estrangeiras e Tradução (LET) do Instituto de Letras (IL) da Universidade de Brasília |
publisher.none.fl_str_mv |
Programa de Pós-Graduação em Estudos da Tradução (POSTRAD) do Departamento de Línguas Estrangeiras e Tradução (LET) do Instituto de Letras (IL) da Universidade de Brasília |
dc.source.none.fl_str_mv |
Belas Infiéis; Vol. 10 No. 2 (2021): Translators' Education in Undergraduate Programs; 01-31 Belas Infiéis; v. 10 n. 2 (2021): A formação de tradutoras e tradutores em cursos de graduação; 01-31 2316-6614 10.26512/belasinfieis.v10.n2.2021.2 reponame:Belas Infiéis instname:Universidade de Brasília (UnB) instacron:UNB |
instname_str |
Universidade de Brasília (UnB) |
instacron_str |
UNB |
institution |
UNB |
reponame_str |
Belas Infiéis |
collection |
Belas Infiéis |
repository.name.fl_str_mv |
Belas Infiéis - Universidade de Brasília (UnB) |
repository.mail.fl_str_mv |
||germanahp@gmail.com|| belasinfieis@gmail.com |
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1798320123835056128 |