Translator trainers' perceptions of assessment: an empirical study

Translation Tutors’ Assessment Perceptions and Practices in Spain: Results from the EACT Project
Huertas Barros, E. 2024. Translation Tutors’ Assessment Perceptions and Practices in Spain: Results from the EACT Project. Hermeneus. 26.

The human translator in the 2020s: an introduction
Massey, G., Huertas Barros, E. and Katan, D. 2022. The human translator in the 2020s: an introduction. in: Massey, G., Katan, D. and Huertas Barros, E. (ed.) The human translator in the 2020s London Routledge.

‘Expanding’ or ‘rebranding’ the translation concept? A pedagogical approach to future-proofing the translation profession in the 2020s
Huertas Barros, E. and Vine, J. 2022. ‘Expanding’ or ‘rebranding’ the translation concept? A pedagogical approach to future-proofing the translation profession in the 2020s . in: Massey, G., Huertas Barros, E. and Katan, D. (ed.) The Human Translator in the 2020s London Routledge.

‘Expanding’ or ‘rebranding’ the translation concept? A pedagogical approach to future-proofing the translation profession in the 2020s
Vine, J. and Huertas Barros, E. 2022. ‘Expanding’ or ‘rebranding’ the translation concept? A pedagogical approach to future-proofing the translation profession in the 2020s . in: Massey, G., Huertas Barros, E. and Katan, D. (ed.) The Human Translator in the 2020s London Routledge.

Introduction
Huertas Barros, E. and Vine, J. 2019. Introduction. in: Huertas Barros, E. and Vine, J. (ed.) New Perspectives on Assessment in Translator Education Routledge. pp. 1-4

Training the Trainers in Embedding Assessment Literacy into Module Design: A Case Study of a Collaborative Transcreation Project
Huertas Barros, E. and Vine, J. 2019. Training the Trainers in Embedding Assessment Literacy into Module Design: A Case Study of a Collaborative Transcreation Project. The Interpreter and Translator Trainer. 13 (3), pp. 271-291. https://doi.org/10.1080/1750399X.2019.1658958

Current trends on MA translation courses in the UK: changing assessment practices on core translation modules
Huertas Barros, E. and Vine, J. 2019. Current trends on MA translation courses in the UK: changing assessment practices on core translation modules. in: Huertas Barros, E. and Vine, J. (ed.) New Perspectives on Assessment in Translator Education London Routledge.

Preface: Quality Assurance and Assessment Practices in Translation and Interpreting
Huertas Barros, E., Vandepitte, S. and Iglesias-Fernández, E. 2019. Preface: Quality Assurance and Assessment Practices in Translation and Interpreting. in: Huertas Barros, E., Vandepitte, S. and Iglesias-Fernández, E. (ed.) Quality Assurance and Assessment Practices in Translation and Interpreting Hershey, PA IGI Global. pp. xvii-xxix

Constructing Standards in Communities: Tutors’ and Students’ Perceptions of Assessment Practices on an MA Translation Course
Huertas Barros, E. and Vine, J. 2019. Constructing Standards in Communities: Tutors’ and Students’ Perceptions of Assessment Practices on an MA Translation Course. in: Huertas Barros, E., Vandepitte, S. and Iglesias-Fernández, E. (ed.) Quality Assurance and Assessment Practices in Translation and Interpreting. Advances in Linguistics and Communication Studies Series Hershey, PA IGI Global. pp. 245-269

Special Issue ‘New Perspectives in Assessment in Translator Training’
Huertas Barros, E. and Vine, J. 2018. Special Issue ‘New Perspectives in Assessment in Translator Training’. The Interpreter and Translator Trainer. 12 (1), pp. 1-109.

Introduction to Special Issue ‘New Perspectives in Assessment in Translator Training'
Huertas Barros, E. and Vine, J. 2018. Introduction to Special Issue ‘New Perspectives in Assessment in Translator Training'. The Interpreter and Translator Trainer. 12 (1), pp. 1-4. https://doi.org/10.1080/1750399X.2018.1428031

Current Trends on MA Translation Courses in the UK: Changing Assessment Practices on Core Translation Modules
Huertas Barros, E. and Vine, J. 2018. Current Trends on MA Translation Courses in the UK: Changing Assessment Practices on Core Translation Modules. Interpreter and Translator Trainer. 12 (1), pp. 5-24. https://doi.org/10.1080/1750399X.2017.1400365

Analysing Phraseological Units in Legal Translation: Evaluation of Translation Errors for the English-Spanish Language Pair
Huertas Barros, E. and Buendia Castro, M. 2018. Analysing Phraseological Units in Legal Translation: Evaluation of Translation Errors for the English-Spanish Language Pair. in: Gozdz-Roszkowski, S. and Pontrandolfo, G. (ed.) Phraseology in Legal and Institutional Settings: A Corpus-based Interdisciplinary Perspective London, New York Routledge. pp. 41-60

Optimising resourcing skills to develop phraseological competence in legal translation: tasks and approaches
Huertas Barros, E. and Buendia Castro, M. 2017. Optimising resourcing skills to develop phraseological competence in legal translation: tasks and approaches. International Journal of Legal Discourse. 2 (2), p. 265–290. https://doi.org/10.1515/ijld-2017-0015

Translator trainers' perceptions of assessment: an empirical study
Huertas Barros, E. and Vine, J. 2016. Translator trainers' perceptions of assessment: an empirical study. in: Thelen, M., van Egdom, G.W., Verbeeck, D., Bogucki, L. and Lewandowska-Tomaszczyk, B. (ed.) Translation and Meaning, New Series. Vol. 41 Frankfurt am Main, Berlin, Bern, Bruxelles, New York, Oxford, Wien Peter Lang. pp. 29-39

Up-skilling through e-collaboration
Huc-Hepher, S. and Huertas Barros, E. 2016. Up-skilling through e-collaboration. in: Corradini, E. and Borthwick, K. (ed.) Employability for Languages: a Handbook Research-publishing.net. pp. 139-148

Using blackboard wiki pages as a shared space for simulating the professional translation work environment
Vine, J. 2015. Using blackboard wiki pages as a shared space for simulating the professional translation work environment. in: Borthwick, K., Kate, Corradini, E., Erika and Dickens, A. (ed.) 10 years of the LLAS elearning symposium: case studies in good practice Dublin: Ireland Research-publishing.net. pp. 163-174

La competencia interpersonal en la formación de traductores en España: un estudio empírico-descriptivo del trabajo colaborativo durante la primera etapa de formación en traducción e interpretación [Interpersonal competence in translator training in Spain: an empirical-descriptive study on collaborative learning during the first stages of translator training]
Huertas Barros, E. 2015. La competencia interpersonal en la formación de traductores en España: un estudio empírico-descriptivo del trabajo colaborativo durante la primera etapa de formación en traducción e interpretación [Interpersonal competence in translator training in Spain: an empirical-descriptive study on collaborative learning during the first stages of translator training]. The Interpreter and Translator Trainer. 9 (3), p. 367. https://doi.org/10.1080/1750399X.2015.1106114

Social research methods in translator training: the focus group and the survey
Huertas Barros, E. 2015. Social research methods in translator training: the focus group and the survey. AIETI7: New Horizons in Translation and Interpreting Studies (Nuevos horizontes en los Estudios de Traducción e Interpretación). Facultad de Filosofía y Letras, University of Malaga, Spain 30 Jan 2015 Editions Tradulex.

Assessing the situation: closing the gap in translation assessment
Huertas Barros, E. and Vine, J. 2015. Assessing the situation: closing the gap in translation assessment. The Linguist. 54 (4), pp. 22-24.

La competencia interpersonal en la formación de traductores en España: un estudio empírico-descriptivo del trabajo colaborativo durante la primera etapa de formación en Traducción e Interpretación
Huertas Barros, E. 2013. La competencia interpersonal en la formación de traductores en España: un estudio empírico-descriptivo del trabajo colaborativo durante la primera etapa de formación en Traducción e Interpretación. PhD thesis Universidad de Granada Departamento de Traducción e Interpretación

Collaborative Learning in the Translation Classroom: Preliminary Survey Results
Huertas Barros, E. 2011. Collaborative Learning in the Translation Classroom: Preliminary Survey Results. JoSTrans - The Journal of Specialised Translation. 2, pp. 42-60.

El grupo de discusión como técnica de investigación en la formación de traductores: dos casos de su aplicabilidad
Huertas Barros, E. and Vigier Moreno, F.J. 2010. El grupo de discusión como técnica de investigación en la formación de traductores: dos casos de su aplicabilidad. EntreCulturas. 2, pp. 181-196.

El trabajo colaborativo en el aula de traducción: un caso práctico
Huertas Barros, E. 2010. El trabajo colaborativo en el aula de traducción: un caso práctico. Interlingüística. XXI, pp. 1059-1069.

Controlled Language through the Definitions of Coastal Terms in English
Buendía Castro, M. and Huertas Barros, E. 2007. Controlled Language through the Definitions of Coastal Terms in English. in: CamLing 2007: Proceedings of the Fifth University of Cambridge Postgraduate Conference in Language Research Cambridge Institute of Language Research (CILR). pp. 17-24