DEVELOPING AND VALIDATING TWO TRANSLATION RUBRICS TO GUIDE STUDENT SELF- AND PEER ASSESSMENT
DOI:
https://doi.org/10.18623/rvd.v22.n7.4037Keywords:
Rubric Validation, Self-assessment, Students-Centered Rubric, Translation Process, Translation RubricAbstract
Translation assessments are prone to being subjective. Therefore, utilizing specific translation rubrics is highly recommended to guarantee the quality and objectivity of translation assessment. This study aims to design and validate two translation rubrics: the Student-Centered Rubric (SCR) and the Translation Rubric (TR). These rubrics are designed to assess translation accuracy on grammatical, stylistic, vocabulary, and holistic levels. SCR focuses on self- and peer assessment to allow the learners to discover and rectify their translation mistakes, specifically, stimulating higher-order thinking. Meanwhile, the TR assesses a complete translation concerning its grammar & style, general meaning & context, word choice & spelling, legibility, and consistency. This study used research and development methods, specifically the ADDIE model, in developing and evaluating educational innovations in the original settings. The expert evaluation conducted to validate the SCR and TR rubrics showed a high validity score of 92.3%. Findings suggest that both rubrics are suitable for evaluating translation competence, placing the SCR on the process and the TR on the product. These rubrics have the potential to substantially improve translation competence among students and foster active learning. Further development in the clarity of communication and feedback will enhance the effectiveness of the rubrics in translation assessment.
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