Training the trainers in embedding assessment literacy into module design; a case study of a collaborative transcreation project

Elsa Huertas Barros ^[1] ; Juliet Vine ^[1]
1. [1] University of Westminster
  
  University of Westminster
  
  Reino Unido
Localización: The Interpreter and translator trainer, ISSN 1750-399X, Vol. 13, Nº. 3, 2019, págs. 271-291
Idioma: inglés
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Resumen
- In designing their courses and modules, translator educators today need to consider a variety of changing institutional, professional and pedagogical requirements. This paper proposes ways in which translator trainers can respond to two sets of these new requirements. The first are the requirements for a widening conceptualisation of translation brought about by the rapid globalisation of markets and the need for intercultural mediators. The second set of requirements comes from the process of articulating what attributes a graduate should possess and how these attributes are developed. This paper offers translation trainers an approach to module design which can address both these sets of demands. The module is designed with a collaborative transcreation project at its core and has incorporated assessment literacy into the design. The study is supported with quantitative and qualitative data gained from a survey of participating students. By introducing the case study of our module design and linking the design to the underlying theories which informed it, the paper provides trainers with a set of concepts which can be applied to their own curricula needs in order to ‘future proof’ their students in the changing employment market.