Assessment and translation: Reflections on computer-assisted error analysis
DOI:
https://doi.org/10.5007/2175-7968.2025.e103815Keywords:
error analysis, corpus linguistics, learner corpus, translation assessment, error annotation systemsAbstract
For many years, loosely defined assessment methods, based on levels of correspondence between source and target texts and on vague principles of fidelity and equivalence, have prevailed in the field of translation. In many translation education settings, translation assessment continues to rely on the expert's authorized version; that is, the instructor's version still serves as the acceptability standard by which students’ translations are evaluated. Within this context, the need arises to establish clearer and better-defined assessment criteria and methods that can be used both as a basis for feedback and as guidelines for needs-based pedagogical practices. This article seeks to describe and explore the applicability of a componential methodology in more objective assessment processes: computer-assisted error analysis. Through a detailed description of the Translation-oriented Annotation System, the paper demonstrates how error analysis can be integrated into the assessment process in translation education, providing resources for adapting or redesigning curricula and learning materials to address the specific challenges faced by translation students in their linguistic production.
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