Podcast
Questions and Answers
The primary purpose of a rubric is to measure the intended construct.
The primary purpose of a rubric is to measure the intended construct.
True (A)
A rubric provides descriptive statements of behaviors that candidates may exhibit in a particular sub-component.
A rubric provides descriptive statements of behaviors that candidates may exhibit in a particular sub-component.
True (A)
A rubric focuses solely on micro-linguistic competence in translation.
A rubric focuses solely on micro-linguistic competence in translation.
False (B)
Using resource materials is a factor in the demonstration of translation competence according to the rubric.
Using resource materials is a factor in the demonstration of translation competence according to the rubric.
A level 3 translation demonstrates major errors and few minor errors in the use of resource materials.
A level 3 translation demonstrates major errors and few minor errors in the use of resource materials.
A competent professional translator needs to demonstrate control of cohesive and textual devices in the target language.
A competent professional translator needs to demonstrate control of cohesive and textual devices in the target language.
A rubric is a tool used exclusively by test administrators to assess student performance.
A rubric is a tool used exclusively by test administrators to assess student performance.
The development of a rubric ensures that the construct intended to be measured is not only assessed by the test but is also scored by graders.
The development of a rubric ensures that the construct intended to be measured is not only assessed by the test but is also scored by graders.
A rubric measures the intended construct and also scores it by graders.
A rubric measures the intended construct and also scores it by graders.
A rubric focuses solely on macro-linguistic competence in translation.
A rubric focuses solely on macro-linguistic competence in translation.
A competent professional translator needs to exhibit an understanding of socio-cultural aspects of the target language.
A competent professional translator needs to exhibit an understanding of socio-cultural aspects of the target language.
A rubric is a tool used exclusively by test administrators to assess student performance.
A rubric is a tool used exclusively by test administrators to assess student performance.
Source text meaning measures the extent to which the candidate's response reflects an adequate understanding of the themes and rhetoric of the source text.
Source text meaning measures the extent to which the candidate's response reflects an adequate understanding of the themes and rhetoric of the source text.
Meaning is a direct measure of the grammatical competence of the candidate in the source language.
Meaning is a direct measure of the grammatical competence of the candidate in the source language.
The weight of each sub-component in the rubric is decided by individual graders.
The weight of each sub-component in the rubric is decided by individual graders.
A scoring rubric is developed after the assessment has taken place.
A scoring rubric is developed after the assessment has taken place.
Study Notes
Purpose and Function of a Rubric
- A rubric is used to measure the intended construct and score it by graders.
- Its primary purpose is not to rank students against each other, but to assess and score the construct intended to be measured.
- The development of a rubric ensures that the construct is not only assessed but also scored by graders.
Features of a Rubric
- A rubric provides descriptive statements of behaviors that candidates may exhibit in a particular sub-component.
- It does not focus solely on macro-linguistic competence in translation.
- The weight of each sub-component in the rubric is not decided by individual graders.
Translation Competence
- A competent professional translator must demonstrate control of cohesive and textual devices in the target language.
- A competent professional translator must exhibit an understanding of socio-cultural aspects of the target language.
- Using resource materials is a factor in the demonstration of translation competence according to the rubric.
Assessment and Scoring
- A scoring rubric is not developed after the assessment has taken place.
- The categories selected in the creation of the rubric are equal to the sub-components of the construct defined above.
- Sub-categories have not been collapsed and unified into a single category to increase the number of categories that graders must rate.
- The terms used in the rubric are aligned with terminology generally used by graders.
Translation Assessment Criteria
- Source text meaning measures the extent to which the candidate's response reflects an adequate understanding of the themes and rhetoric of the source text.
- Target text style and cohesion reflect the candidate's knowledge of how texts are linked and organized into documents in the target language genre.
- Situational appropriateness measures the candidate's ability to employ the functional and socio-cultural aspects of the target language in their translation.
Purpose and Function of a Rubric
- A rubric is used to measure the intended construct and score it by graders.
- Its primary purpose is not to rank students against each other, but to assess and score the construct intended to be measured.
- The development of a rubric ensures that the construct is not only assessed but also scored by graders.
Features of a Rubric
- A rubric provides descriptive statements of behaviors that candidates may exhibit in a particular sub-component.
- It does not focus solely on macro-linguistic competence in translation.
- The weight of each sub-component in the rubric is not decided by individual graders.
Translation Competence
- A competent professional translator must demonstrate control of cohesive and textual devices in the target language.
- A competent professional translator must exhibit an understanding of socio-cultural aspects of the target language.
- Using resource materials is a factor in the demonstration of translation competence according to the rubric.
Assessment and Scoring
- A scoring rubric is not developed after the assessment has taken place.
- The categories selected in the creation of the rubric are equal to the sub-components of the construct defined above.
- Sub-categories have not been collapsed and unified into a single category to increase the number of categories that graders must rate.
- The terms used in the rubric are aligned with terminology generally used by graders.
Translation Assessment Criteria
- Source text meaning measures the extent to which the candidate's response reflects an adequate understanding of the themes and rhetoric of the source text.
- Target text style and cohesion reflect the candidate's knowledge of how texts are linked and organized into documents in the target language genre.
- Situational appropriateness measures the candidate's ability to employ the functional and socio-cultural aspects of the target language in their translation.
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Description
Assess your understanding of translation competence rubrics with these questions. Learn how to evaluate translation skills and identify errors.
