Part of
Developing Translation CompetenceEdited by Christina Schäffner and Beverly Adab
[Benjamins Translation Library 38] 2000
► pp. 215–228
Edited by Christina Schäffner and Beverly Adab
[Benjamins Translation Library 38] 2000
► pp. 215–228
Evaluating translation Competence
Cited by (28)
Cited by 28 other publications
Meyers, Charlène
2024. Influence du compte-rendu intégré des problèmes et décisions (CRIPD) sur la qualité de la
traduction. Babel. Revue internationale de la traduction / International Journal of Translation / Revista Internacional de Traducción 
Van Egdom, Gys-Walt, Iris Schrijver, Heidi Verplaetse & Winibert Segers
2024. The impact of collaborative processes on target text quality in translator training. The Interpreter and Translator Trainer 18:3 ► pp. 486 ff.
Mei, Huan & Huilin Chen
2022. Assessing Students’ Translation Competence: Integrating China’s Standards of English With Cognitive Diagnostic Assessment Approaches. Frontiers in Psychology 13
Tan, Shuxin & Young Woo Cho
2021. Towards a higher order thinking skills-oriented translation competence model. Translation, Cognition & Behavior 4:2 ► pp. 187 ff.
Chung, Hye-Yeon
2020. Automatische Evaluation der Humanübersetzung: BLEU vs. METEOR. Lebende Sprachen 65:1 ► pp. 181 ff.
Golubovschi, Oxana
2019. Precizări conceptuale privind evoluția termenului competențe de traducere. Revistă de Ştiinţe Socio-Umane = Journal of Social and Human Sciences 43:3 ► pp. 78 ff.
De Higes Andino, Irene & Beatriz Cerezo Merchán
2018. Using evaluation criteria and rubrics as learning tools in subtitling for the D/deaf and the hard of hearing. The Interpreter and Translator Trainer 12:1 ► pp. 68 ff.
De Higes Andino, Irene & Beatriz Cerezo Merchán
2020. Using evaluation criteria and rubrics as learning tools in subtitling for the D/deaf and the hard of hearing. In New Perspectives on Assessment in Translator Education, ► pp. 68 ff.
De Higes Andino, Irene & Beatriz Cerezo Merchán
2020. Using evaluation criteria and rubrics as learning tools in subtitling for the D/deaf and the hard of hearing. In New Perspectives on Assessment in Translator Education, ► pp. 68 ff.
Huertas Barros, Elsa & Juliet Vine
2018. Current trends on MA translation courses in the UK: changing assessment practices on core translation modules. The Interpreter and Translator Trainer 12:1 ► pp. 5 ff.
Huertas Barros, Elsa & Juliet Vine
2020. Current trends on MA translation courses in the UK. In New Perspectives on Assessment in Translator Education, ► pp. 5 ff.
Huertas Barros, Elsa & Juliet Vine
2020. Current trends on MA translation courses in the UK. In New Perspectives on Assessment in Translator Education, ► pp. 5 ff.
Huertas-Barros, Elsa & Juliet Vine
2019. Constructing Standards in Communities. In Quality Assurance and Assessment Practices in Translation and Interpreting [Advances in Linguistics and Communication Studies, ], ► pp. 245 ff.
Hurtado Albir, Amparo & Stefano Pavani
2018. An empirical study on multidimensional summative assessment in translation teaching. The Interpreter and Translator Trainer 12:1 ► pp. 25 ff.
Hurtado Albir, Amparo & Stefano Pavani
2020. An empirical study on multidimensional summative assessment in translation teaching. In New Perspectives on Assessment in Translator Education, ► pp. 25 ff.
Hurtado Albir, Amparo & Stefano Pavani
2020. An empirical study on multidimensional summative assessment in translation teaching. In New Perspectives on Assessment in Translator Education, ► pp. 25 ff.
Lee, Vivian & Eiko Gyogi
2018. Cultural-Specific Lexis for Intercultural Communication: Case Studies From Two Different Classrooms. Journal of Language, Identity & Education 17:3 ► pp. 137 ff.
Rodríguez-Inés, Patricia & Olivia Fox
2018. Reconciling Institutional and Professional Requirements in the Specialised Inverse Translation Class – A Case Study. Meta 63:1 ► pp. 47 ff.
Gyogi, Eiko & Vivian Lee
2016. Reflections of Own Vs. Other Culture. International Journal of Bias, Identity and Diversities in Education 1:2 ► pp. 15 ff.
Veiga Díaz, María Teresa & Marta García González
2016. Constructively Aligned Assessment: An Integral Approach to Translation Teaching and Learning. Meta 61:2 ► pp. 276 ff.
Galán-Mañas, Anabel & Amparo Hurtado Albir
2015. Competence assessment procedures in translator training. The Interpreter and Translator Trainer 9:1 ► pp. 63 ff.
Kajzer-Wietrzny, Marta & Maria Tymczyńska
2015. Devising a systematic approach to examination marking criteria for audiovisual translation: a case study from Poland. The Interpreter and Translator Trainer 9:3 ► pp. 342 ff.
Koby, Geoffrey S.
2015. The ATA Flowchart and Framework as a Differentiated Error-Marking Scale in Translation Teaching. In Handbook of Research on Teaching Methods in Language Translation and Interpretation [Advances in Educational Technologies and Instructional Design, ], ► pp. 220 ff.
Lee, Vivian
2015. A model for using the reflective learning journal in the postgraduate translation practice classroom. Perspectives 23:3 ► pp. 489 ff.
Lee, Vivian
2018. Cultural Change and Cultural Mediation in the Translation of Culture-Specific Lexis. In Redefining Translation and Interpretation in Cultural Evolution [Advances in Religious and Cultural Studies, ], ► pp. 104 ff.
Ding, Jie
2014. Research on Internet Culture Model Based on Memetics Literacy Translation Construction. Advanced Materials Research 971-973 ► pp. 2697 ff.
Williams, Malcolm
2011. Explaining Shortcomings in the Translation Student’s Reasoning Process. FORUM. Revue internationale d’interprétation et de traduction / International Journal of Interpretation and Translation 9:2 ► pp. 67 ff.
Massey, Gary
2005. Process-Oriented Translator Training and the Challenge for E-Learning. Meta 50:2 ► pp. 626 ff.
This list is based on CrossRef data as of 10 october 2024. Please note that it may not be complete. Sources presented here have been supplied by the respective publishers. Any errors therein should be reported to them.