Please use this identifier to cite or link to this item: http://hdl.handle.net/20.500.12188/8554
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dc.contributor.authorKitanovska-Kimovska Sonjaen_US
dc.date.accessioned2020-06-16T14:38:23Z-
dc.date.available2020-06-16T14:38:23Z-
dc.date.issued2020-06-
dc.identifier.isbn978-952-03-1585-6-
dc.identifier.urihttp://hdl.handle.net/20.500.12188/8554-
dc.descriptionKetola, Anne, Tamara Mikolič-Južnič and Outi Paloposki (eds.) New Horizons in Translation Research and Education 5. Tampere Studies in Language, Translation and Literature A2.Tampere: Tampere University, pp. 9-41en_US
dc.description.abstractThe 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.en_US
dc.language.isoenen_US
dc.publisherTampere Universityen_US
dc.relation.ispartofseriesTampere Studies in Language, Translation and Literature A2;-
dc.subjecttranslator training, self-assessment, peer assessment, summative assessmenten_US
dc.titleSelf- and Peer Assessment for Summative Purposes in Translator Training. Validity and Students’ and Teachers’ Perceptionsen_US
dc.typeBook chapteren_US
item.grantfulltextopen-
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Appears in Collections:Faculty of Philology: Journal Articles
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