Assessment practices on translation programmes provide a valuable lens through which to view current understandings about the nature of translation pedagogy. In the context of competence-based training, the last decade has seen the proliferation of assessment instruments aimed at enhancing students’ learning by prioritising competence development and the translation process. Using the University of Westminster as a case study, the authors have sought to provide a clearer insight into the current understandings of translation and assessment practices on the MA Translation courses in the light of the current debates in translation pedagogy. The authors undertook a two-pronged approach by surveying not only the tutors, but also the students. This paper will present and analyse the findings of the two surveys on assessment practices using the framework of the six tenets of good assessment practice set out by the Higher Education Academy (HEA) and, in particular, assess to what extent assessment literacy has been developed.
|Keywords||Assessment literacy, assessment practices, case study, communities of practice, MA Translation, survey, translator competence, translator education|