Assessment in Translation Education — Semih Okatan

PREFACE Purpose This book presents the framework of the basic parameters of diagnostic formative and summative assessment Based on the basic parameters of these three types of assessment it defines how it is applied in the context of translation education and what the strengths and weaknesses of the assessment process are in the translator training process Additionally it aligns the assessment process with technology by focusing on ethical concerns particularly those related to the use of AI The highlighted issues related to the assessment process provide a better understanding of how assessment can be designed practically in an educational context Furthermore it discusses how assessment can be transformed into an effective learning tool in translation education Audience This book is intended for academicians involved in the translator training process It offers them a comprehensive source of theoretical understanding and pedagogical applications in translation education At a broader level this book can also be used as a resource by educators and scholars who tend to explore innovative approaches in assessment Furthermore teachers in K 12 education may also benefit from this book as it presents a theoretical depiction of the assessment process in line with the recent studies conducted in the educational context Outline of the Chapters Chapter 1 focuses on diagnostic assessment which is the initial stage of the assessment process In this chapter the basic parameters of diagnostic assessment are defined and integrated with translation education in line with methodological and pedagogical considerations Beyond its primary definition and application this chapter presents how diagnostic assessment functions to define a student s current position at the beginning of an educational process particularly in translation education Furthermore it sheds light on the pedagogical approaches of educators and offers an effective assessment process that supports learning at the outset of the instructional period in translation education Chapter 2 focuses on formative assessment which aims to create a constructivist aspect for an ongoing learning process while holistically assessing students This chapter presents the core knowledge of formative assessment and aligns its procedures with translation education In doing so it tends to guide instructors to create a learning setting where translation students take an active role in the learning process by going through self regulation In addition this chapter sheds light on how translation students are oriented to improve their translation competence within the framework of the dynamic process of translation Chapter 3 deals with the basic parameters of summative assessment and its integration with translation education This chapter explains which criteria are considered in the assessment to be applied at the end of the learning process Furthermore it offers a comprehensive view of how summative assessment is structured or restructured in the translator training process to meet the academic standards in the translator training programs Chapter 4 handles the subject of technology in the assessment process It discusses the alignment of technology with assessment and the ever evolving role of machine translation In addition it focuses on the use of AI in the translation process and the ethical concerns that may arise from the use of AI in the assessment process Chapter 5 recaps the diagnostic formative and summative assessment procedures in line with the tables and figures It involves critical views on the assessment process parameters and draws a pedagogical framework for the application of assessment in the translator training process In addition it offers a guiding path to construct an effective assessment process in translation education