The Learning Portfolio
This article presents a practical example of the implementation of learning portfolios as a means to assessing competence in translator training. Details are given of how a portfolio may be used for both formative and summative assessment; the stages of competence development at which assessment sho...
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| Tipo de recurso: | artículo |
| Fecha de publicación: | 2016 |
| País: | España |
| Institución: | Universitat Autònoma de Barcelona |
| Repositorio: | Dipòsit Digital de Documents de la UAB |
| Idioma: | inglés |
| OAI Identifier: | oai:ddd.uab.cat:174176 |
| Acceso en línea: | https://ddd.uab.cat/record/174176 https://dx.doi.org/urn:doi:10.1080/1750399X.2015.1103108 |
| Access Level: | acceso abierto |
| Palabra clave: | Learning portfolio Assessment Competence-based training Competence assessment Translator training |
| Sumario: | This article presents a practical example of the implementation of learning portfolios as a means to assessing competence in translator training. Details are given of how a portfolio may be used for both formative and summative assessment; the stages of competence development at which assessment should take place; and the criteria used for assessing the outcome of activities designed to develop translation competence. The results obtained are presented and discussed. The example presented shows that learning portfolios are the instruments of choice for assessing the progressive development of competence in trainee translators. They encourage learner autonomy, reflective and critical thinking and self-assessment, and the tasks set mobilise all the competences required to successfully develop translation competence. The use of learning portfolios, however, requires close collaboration between trainers and trainees, and a sustained effort to establish, and apply, effective competence assessment criteria. |
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