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This article investigates the criterion-related validity of results from four distinct assessment methods applied to a second-year foreign language translation exam (Spanish-English). Method A, based on Hurtado (1995), employs error analysis, categorizing mistakes that affect source text comprehension and target language expression. The article offers insights into error types, scoring metrics, and examples to enhance understanding. It aims to provide educators with tools to effectively evaluate translation quality in a structured manner.
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Different Methods of Evaluating Student Translations: The Question of Validity
This article examines the criterion-related validity of the results obtained by the application of 4 different methods of assessment to the correction of a second-year exam of translation in to foreign language (Spanish-English)
Method A is taken from Hurtado(1995)It is based on error analysis and possible mistakes are grouped under the following headings:
(1) • Inappropriate rendering which affect the understanding of the source texts: divided into 8 categories • 1.Contresens(mistranslation)2. faux sense(a very distant meaning)3. nonsense(meaningless)4. addition5. omission6. unresolved extra linguistic references7. loss of meaning 8. inappropriate linguistic variation(register, style, dialect,…)
(2) • (ii) Inappropriate renderingswhich affect expression in the target language : divided to 5 category • 1.spelling • 2.grammar • 3.lexical items • 4.text • 5. style
(3) In adequate rendering which affect the transmission of either the main function or secondary functions of the source text • informative • Expressive • operative
(4) • Plus points to be awarded: • +1 good translation • +2good solutions to translation problems
Points :Serious errors (-2)minor errors (-1)good translation (+1)good solutions (+2)
Addition, omission , fauxsens, style The wide playground were swarming with boys. all were shouting and the perfects urged them on with strong cries . the evening air was pale and chilly and after every charge and thud of the foot-ballers the greasy leather orb flew like a heavy bird through the grey light. • زمینهای بزرگ ووسیع بازی مملو از پسربچه بود.همه داد و فریاد می کردند وبهترین ها با نعره انها را .به حرکت وامی داشتند • هوای شامگاهی)کم رنگ (وسرد بود و پس از هر حمله وشوت بازیکنان فوتبال,گلوله ی چرمی چربهمچون پرنده ی سنگینی از میان نور خاکستری پرواز می کرد .
=106%11=9/6110-6-(+2)- • زمینهای بزرگ ووسیع بازی مملو از پسربچه بود.همه داد و فریاد می کردند وبهترین ها با نعره انها را .به حرکت وامی .داشتند • هوای شامگاهیکم رنگ وسرد بود و پس از هر حمله وشوت بازیکنان فوتبال,گلوله ی چرب چرمی همچون پرنده ی سنگینی از میان نور خاکستری پروازمی کرد . • -1 addition • -2 fauxsens • -1 omission • -2 style • =- 6 • +1 good translation • +1 style • =+2
When you wet the bed, first it is warm then gets cold. • The Vances lived in number seven. They had different father and mother. They were Eileen’s father and mother. • آدم که جایش را تر می کند اولش گرم است بعد سرد می شود. • (Referential ambiguity) • خانواده ونس در خانه شماره هفت زندگی می کردند.یک پدر ومادر دیگر داشتند.انها پدر ومادر آیلین بودند. • (Lexical ambiguity)
When they weregrown up he wasgoing to marry Eileen. • The wide playground were swarming with boys. All were shouting and the perfects urged them on with strong cries. • وقتی بزرگ شدند با آیلین عروسی می کرد. (Structural ambiguity) • زمینهای بزرگ بازی مملو از پسر بچه بود. همه داد و فریاد می کردند وناظمها با نعره آنها را به جنب و جوش می انداختند.)کامل .بی نظیر.دانش آموز ارشد. مسئول.Lexical ambiguity)
