Revisión crítica y optimización de la evaluación de la competencia en español L1 en grados en Traducción e Interpretación: análisis de la percepción del alumnado

Pilar Ordóñez-López ^[1] ; Laura Mejías-Climent ^[1]
1. [1] Universitat Jaume I
  
  Universitat Jaume I
  
  Castellón, España
Localización: Formación docente, fundamentos metodológicos y evidencias empíricas / coord. por Aura L. López de Ramos, Gustavo Quintero Barreto, Belka Bonnett Bogallo, 2024, ISBN 978-84-1079-036-0, págs. 218-230
Idioma: español
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Resumen
- Research on the teaching of Spanish for L1 Spanish speakers in translation and interpreting degrees is scarce. In fact, there are no studies focused on the assessment tools for linguistic competence in L1 Spanish, which is why assessment criteria originally intended for translation are commonly used in L1 language modules. To remedy this situation, we propose to revise the assessment criteria used in Spanish (L1) subjects, adapting them to the specific educational needs of the students of those subjects and making them transparent and understandable, thereby enhancing the formative aspect of the assessment. In order to explore the degree of understanding of currently used evaluation criteria, a questionnaire was distributed among the students of Spanish (L1) subjects in our degree program during the 2023-2024 academic year. The results show that the students do not fully understand the different categories of criteria used to assess their work. The analysis of the data obtained via this questionnaire allows us to identify the assessment criteria categories that students perceive as particularly unclear, leading to a series of improvement proposals aimed at fostering a comprehensive and conscious development of L1 competence in translation students