The creation of the European Higher Education Area (EHEA) has served as a catalyst of pedagogical change in European tertiary education. The adoption of the 'meaningful learning model', articulated around sets of learning outcomes and their corresponding curricular objectives, is a good example. This new model requires reliable assessment instruments to evaluate the students' attainment of the relevant curricular objectives and provide them with meaningful feedback. This paper reports on the adaptation of the Translation and Interpreting degree programme run by Universitat Autònoma de Barcelona to comply with the requirements of the EHEA framework. After examining the impact that the meaningful learning model has on the assessment of students, this article illustrates the difficulties arising from the shift towards the 'assessment for learning' framework. A proposed assessment tool - consisting of a task (commented translation), assessment benchmarks and assessment instruments (rubric) - designed for a specific course unit is then explored in detail. Evidence is provided that the assessment tool fulfils quality criteria for validity and transparency and suggestions are made on how to develop this instrument further.
|Journal||Interpreter and Translator Trainer|
|Publication status||Published - 29 Oct 2012|
- Assessment for learning
- Bologna Process
- European Higher Education Area
- Learning outcomes
- Meaningful learning