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).

TitleTraining the Trainers in Embedding Assessment Literacy into Module Design: A Case Study of a Collaborative Transcreation Project
TypeJournal article
AuthorsHuertas Barros, E. and Vine, J.
Abstract

Translator trainers are being asked to respond in their course and module design to a variety of changing requirements, including institutional, professional and pedagogical ones. This paper proposes a way that translator trainers can respond to two sets of these new requirements. The first are those for a widening conception of translation brought about by the rapid globalisation of markets and the needs for intercultural mediators (Katan, 2016; Massey et al., 2017; Massey & Wieder, 2019). Indeed, Katan finishes the paper with the startling statement ‘There is really no question about it: if T/Is are going to survive they must make the transcreational turn’ (ibid.: 378). The second set of requirements comes from the process of articulating what attributes a graduate should possess and how these attributes are developed (Hughes, 2010). As the Higher Education Academy (HEA, 2012; see also Elkington, 2016) state, one way to ensure that the graduate skills are developed is through new assessment practices based on assessment for learning and assessment literacy. New assessment practices mean that assessment ‘does not just contribute to learning at university, but develops learning and evaluative skills essential for employment and lifelong learning’ (ibid.: 10).

This paper offers translation trainers an approach to module design which can address both these sets of demands. The module is designed with a collaborative transcreation project at its core and has incorporated assessment literacy into the design. The study is supported with quantitative and qualitative data gained from a survey of participating students. By introducing the case study of our module design and linking the design to the underlying theories which informed it, the paper provides trainers with a set of concepts which could be applied to their own curricula needs in order to future proof their students in the changing employment market.

KeywordsKeywords: assessment literacy; graduate attributes; project-based learning; task-based learning; transcreation; transferable skills; translator training; training the trainer; user-centred translation.
JournalThe Interpreter and Translator Trainer
Journal citation13 (3)
ISSN1750-399X
1757-0417
Year2019
PublisherTaylor & Francis

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