Self- and Peer Assessment for Summative Purposes in Translator Training. Validity and Students’ and Teachers’ Perceptions
Date Issued
2020-06
Author(s)
Kitanovska-Kimovska Sonja
Abstract
The formative benefits of self-assessment (SA) and peer assessment (PA) have
been widely recognised in higher education research and in translator training.
The possibility of using them with a summative function, however, has not
received great attention. In this paper, an experiment and a survey have been
conducted to test the validity of SA and PA with reference to teacher assessment
and to pool students’ and teachers’ opinions on using SA and PA summatively.
The results show that in the current experimental setup SA and PA are not a valid
form of assessment, but conditions can be created to make them viable so that
they gain students’ and teachers’ acceptance and confidence.
been widely recognised in higher education research and in translator training.
The possibility of using them with a summative function, however, has not
received great attention. In this paper, an experiment and a survey have been
conducted to test the validity of SA and PA with reference to teacher assessment
and to pool students’ and teachers’ opinions on using SA and PA summatively.
The results show that in the current experimental setup SA and PA are not a valid
form of assessment, but conditions can be created to make them viable so that
they gain students’ and teachers’ acceptance and confidence.
Subjects
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