La autoevaluación como oportunidad de aprendizajeuna experiencia en el ámbito de la formación de traductores jurídicos

  1. Francisco J. Vigier Moreno 1
  1. 1 Universidad Pablo de Olavide
    info

    Universidad Pablo de Olavide

    Sevilla, España

    ROR https://ror.org/02z749649

Journal:
IJERI: International journal of Educational Research and Innovation

ISSN: 2386-4303

Year of publication: 2017

Issue: 8

Pages: 260-269

Type: Article

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More publications in: IJERI: International journal of Educational Research and Innovation

Abstract

Motivation is critical for students to get involved in their learning process and acquire a deep learning of what they are studying. Translation undergraduate students, however, tend to face their courses in legal translation with a general lack of confidence, and hence of motivation, due to their usually limited knowledge of law, legal systems and legal discourse. Assessment for Learning, as defined by Stobart (2010), triggers learners’ active role in their learning through efficient feedback, providing opportunities for students to become autonomous and self-regulated through self-assessment, which in turn boosts students’ selfconfidence and motivation. With the aim of applying self-assessment in undergraduate legal translator training, we have designed a specific legal translation competence selfassessment grid, chiefly drawing upon the model of systematic assessment of translator competence drawn up by Way (2008) and the model of legal translation competence developed by Prieto (2011). In this paper, it is our intention to discuss our experience applying this self-assessment grid with our undergraduate legal translation students and present how our self-assessment model can help trainees identify their strengths and weaknesses in the development of a given subcompetence and encourage them to pinpoint future actions for improvement.

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