Self- and Peer Assessment for Summative Purposes in Translator Training. Validity and Students’ and Teachers’ Perceptions

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.