The Overall Plan for Deepening the Reform of Education Evaluation in the New Era (hereinafter referred to as The Overall Plan) promotes “student-centered education” and “process assessment” and The National Standard for Teaching Quality of Chinese Language and Literature Major (hereinafter referred to as The National Standard) emphasizes the “cultivation of students’ learning autonomy” and “assessment for learning (AfL)”. In this context, self-assessment has attracted more and more attention in teaching EFL. As translation is one of the core courses of English majors (including BTI and BBE), translation teaching is significant for cultivating qualified translators; and in principle self-assessment, an integral part of autonomous learning, should run through the training of translators. However, the fact is that what should be and what actually is are entirely different. In other words, the educational policies are out of touch with the actual translation pedagogy. To be specific, translation teaching in China is still teacher-centered, and self-assessment has not been introduced to better students’ motivation and learning autonomy, which is not conducive to the improvement of the quality of translation teaching. It is indispensable to explore factors that affect translation self-assessment and interactions among those factors in a systematic manner to integrate self-assessment into translation classroom, promote translation teaching and learning, and ultimately cultivate students’ learning autonomy. Therefore, this research aims to dig deeper into the factors that affect or assist translation self-assessment, describe the relationship among those factors and thus construct a teaching-oriented self-assessment model of Chinese-English translation, so as to provide the best practices of conducting translation self-assessment as well as improve the quality of translation teaching by truly realizing “assessment for learning and teaching”.
Tiantian Wang, Guangdong University of Foreign Studies, China