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2021-09-27 - Colloque/Présentation - communication orale - Anglais - page(s)

Cardoen Hanne , Van Ceulebroeck Peggy , "The quest for a reliable aptitude test and clear quality expectations in training" in XL SEMANA DO TRADUTOR III SIMPÓSIO INTERNACIONAL DE TRADUÇÃO Pluralidade na tradução: aspectos sociais e profissionais, (en ligne), Brésil, 2021

  • Codes CREF : Traduction (DI5326)

Abstract(s) :

(Anglais) The quest for a reliable aptitude test and clear quality expectations in training Hanne Cardoen – Université de Mons (UMONS) Peggy Van Ceulebroeck – Université de Mons (UMONS) Though aptitude testing has been an important line of research (Kalina, 2000, p. 13), we still do not dispose of a reliable test (Timarová & Salaets, 2011, p. 32). Moreover, the duration of training affects the type of test used, its evaluation and duration (Timarová & Ungoed-Thomas, 2009, p. 228). Our faculty proposes a two-year master and therefore organizes an ‘aptitude plus test’ (consecutive with notes) after 12 weeks of training, as students can familiarize themselves with a task with high face validity and psychological aspects can be considered. The project starts with a qualitative analysis, as the jury’s remarks are noted, to get a description of students’ strength and weaknesses and possible psychological factors. These qualitative data are combined with the quantitative test and exam results, to find out which competences might be related to success. By comparing aptitude test results with the exam results after the first and second year, its predictive value can be checked. Moreover, the qualitative data describe the common ground amongst jury members, professional interpreters and/or interpreting teachers, regarding quality, since differences concerning quality expectations may exist between both groups (Wu, 2010, p. 235). The projects attempts to combine research and training. Based on the aptitude test results, individual exercises can be proposed online for self-directed learning. Moreover, the most important quality expectations at four stages of training can be resumed in a grid, to make them as explicit as possible for our students. Currently, the qualitative data regarding the aptitude test and the exams in June are being analyzed and related to the quantitative data. Some preliminary results will be presented regarding the quality expectations of the jury members, the competences which might be related to course success and the relation between the aptitude test and exam results after one year of training.

(Anglais) The quest for a reliable aptitude test and clear quality expectations in training Hanne Cardoen – Université de Mons (UMONS) Peggy Van Ceulebroeck – Université de Mons (UMONS) Though aptitude testing has been an important line of research (Kalina, 2000, p. 13), we still do not dispose of a reliable test (Timarová & Salaets, 2011, p. 32). Moreover, the duration of training affects the type of test used, its evaluation and duration (Timarová & Ungoed-Thomas, 2009, p. 228). Our faculty proposes a two-year master and therefore organizes an ‘aptitude plus test’ (consecutive with notes) after 12 weeks of training, as students can familiarize themselves with a task with high face validity and psychological aspects can be considered. The project starts with a qualitative analysis, as the jury’s remarks are noted, to get a description of students’ strength and weaknesses and possible psychological factors. These qualitative data are combined with the quantitative test and exam results, to find out which competences might be related to success. By comparing aptitude test results with the exam results after the first and second year, its predictive value can be checked. Moreover, the qualitative data describe the common ground amongst jury members, professional interpreters and/or interpreting teachers, regarding quality, since differences concerning quality expectations may exist between both groups (Wu, 2010, p. 235). The projects attempts to combine research and training. Based on the aptitude test results, individual exercises can be proposed online for self-directed learning. Moreover, the most important quality expectations at four stages of training can be resumed in a grid, to make them as explicit as possible for our students. Currently, the qualitative data regarding the aptitude test and the exams in June are being analyzed and related to the quantitative data. Some preliminary results will be presented regarding the quality expectations of the jury members, the competences which might be related to course success and the relation between the aptitude test and exam results after one year of training.