Enhancing the Learning-Oriented Assessment for English-Chinese Translation Trainees

Abstract

This article addresses the imperative need for an enriched learning-oriented assessment framework tailored to the specific needs of English-Chinese translation trainees. Conventional assessment practices in translation education often fall short in capturing the multifaceted skills required in the ever-evolving translation profession. In response, this study introduces a set of innovative enhancements, encompassing reflective practices, project-based assessments, and technology integration. Through a mixed-methods approach involving surveys, interviews, and real-world simulations, the study evaluates the effectiveness of these enhancements in fostering a holistic development of translation competence. Key findings indicate positive outcomes, revealing improvements in metacognitive skills, cultural competency, and adaptability to technology-driven workflows. The study contributes to the ongoing discourse on learning-oriented assessment, emphasizing the importance of dynamic, industry-aligned approaches in preparing English-Chinese translation trainees for the complexities of professional practice. The recommendations provided aim to guide the integration of these enhancements into translation education programs, fostering a more engaged and responsive learning experience. As translation studies continue to evolve, this research serves as a catalyst for further exploration of effective assessment practices, ensuring the continual alignment of education with the demands of the translation profession.