Predicting potential with products and processes: Diagnostic indicators of translation performance and learning effects

; (). Predicting potential with products and processes: Diagnostic indicators of translation performance and learning effects: Conference paper. In: didTRAD 2014:. Second International Conference on Research into the Didactics of Translation . (8-9 July 2014). Barcelona: Universitat Autònoma de Barcelona.

Since the 1980s, translation research has been developing and implementing tools and techniques to investigate the processes behind translation products, and the effects of those processes on the quality of target texts. Models of translation competence have been built and tested, key aspects of which have found their way into translator training profiles and translation service quality standards. A central role in acquiring translation competence is ascribed to reflecting on decisions and actions during the translation process, and various process research methods have been used in translator training itself to encourage self-reflection and to complement traditional product-oriented teaching and assessment. Alongside more established techniques to access and evaluate translation processes, such as written commentaries and dialogue protocols, those currently proposed and deployed with success include screen recording combined with various forms of retrospection, (self-)evaluation, and trainer-student dialogue for both didactic and diagnostic purposes (e.g. Angelone 2013; Enríquez Raído 2013).
For the past few years, all the compulsory aptitude tests for our institute’s MA in Professional Translation have been recorded on-screen, introducing a process-oriented component to the assessment of, and feedback given on, the performance and potential shown by the candidates. Building on investigations of process-oriented diagnostic and training methods already implemented at our institute (cf. Massey & Ehrensberger-Dow 2013), a study was launched to identify predictors of performance among those taking, and indicators of learning effects among those retaking, the MA entrance test. This paper reports on the design, results, and implications of the study, whose ultimate objective is to enrich, expand, and refine traditional product-oriented performance assessments by generating readily applicable criteria to ascertain translation competence using screen-recorded process data.

References
Angelone, Erik (2013):  The impact of process protocol self-analysis on errors in the translation product. Translating and Interpreting Studies 8 (2): 253–271.

Enríquez Raído, V. (2013): Screen recording as a diagnostic tool in early process-oriented translator training. Kiraly, D., Hansen-Schirra, S. & Maksymski, K., eds.: New Prospects and Perspectives for Educating Language Mediators. Tübingen: Narr, 121-138.

Massey, G. & Ehrensberger-Dow, M. (2013): Evaluating translation processes: opportunities and challenges. Kiraly, D., Hansen-Schirra, S. & Maksymski, K., eds.: New Prospects and Perspectives for Educating Language Mediators. Tübingen: Narr, 157-177.