Part of
Developing Translation CompetenceEdited by Christina Schäffner and Beverly Adab
[Benjamins Translation Library 38] 2000
► pp. 215–
Edited by Christina Schäffner and Beverly Adab
[Benjamins Translation Library 38] 2000
► pp. 215–
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 ► pp. 1 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 9 july 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.