[{"data":1,"prerenderedAt":-1},["ShallowReactive",2],{"detail-sidebar-cat-0-en-105":3,"doc-seo-589179-105":59,"doc-detail-589179-en":130},{"code":4,"msg":5,"data":6},0,"success",[7,13,18,23,28,33,38,43,48,51,55],{"id":8,"doc_module":4,"doc_module_name":9,"category_name":10,"show_sort_weight":11,"slug":12},1,"Document","Story & Novel",90,"story-novel",{"id":14,"doc_module":4,"doc_module_name":9,"category_name":15,"show_sort_weight":16,"slug":17},2,"Literature",80,"literature",{"id":19,"doc_module":4,"doc_module_name":9,"category_name":20,"show_sort_weight":21,"slug":22},4,"Exam",70,"exam",{"id":24,"doc_module":4,"doc_module_name":9,"category_name":25,"show_sort_weight":26,"slug":27},5,"Comic",60,"comic",{"id":29,"doc_module":4,"doc_module_name":9,"category_name":30,"show_sort_weight":31,"slug":32},6,"Technology",50,"technology",{"id":34,"doc_module":4,"doc_module_name":9,"category_name":35,"show_sort_weight":36,"slug":37},7,"Healthcare",40,"healthcare",{"id":39,"doc_module":4,"doc_module_name":9,"category_name":40,"show_sort_weight":41,"slug":42},8,"Research & Report",30,"research-report",{"id":44,"doc_module":4,"doc_module_name":9,"category_name":45,"show_sort_weight":46,"slug":47},9,"Religion & Spirituality",20,"religion-spirituality",{"id":46,"doc_module":4,"doc_module_name":9,"category_name":49,"show_sort_weight":46,"slug":50},"World Cup","world-cup",{"id":52,"doc_module":4,"doc_module_name":9,"category_name":53,"show_sort_weight":52,"slug":54},10,"Lifestyle","lifestyle",{"id":56,"doc_module":4,"doc_module_name":9,"category_name":57,"show_sort_weight":24,"slug":58},19,"General","general",{"code":4,"msg":60,"data":61},"ok",{"site_id":62,"language":63,"slug":64,"title":65,"keywords":66,"description":67,"schema_data":68,"social_meta":123,"head_meta":125,"extra_data":127,"updated_unix":129},105,"en","current-assessment-practices-in-ukrainian-translation-classroom-teachers-survey-results","CURRENT ASSESSMENT PRACTICES IN UKRAINIAN TRANSLATION CLASSROOM - Teachers’ Survey Results","","The article investigates assessment practices used in Ukrainian university translation training, considering worldwide trends in translator education. It emphasizes synergism between evaluative and formative assessment, wide application of diverse assessment methods and tools, and the rational use of self- and peer-assessment procedures. A mixed-method design was used with 41 translation teachers from 16 universities who answered an online survey.",{"@graph":69,"@context":122},[70,84,105],{"@type":71,"itemListElement":72},"BreadcrumbList",[73,77,79,82],{"item":74,"name":75,"@type":76,"position":8},"https://docshare.wps.com","Home","ListItem",{"item":78,"name":9,"@type":76,"position":14},"https://docshare.wps.com/document/",{"item":80,"name":40,"@type":76,"position":81},"https://docshare.wps.com/document/research-report/",3,{"item":83,"name":65,"@type":76,"position":19},"https://docshare.wps.com/document/current-assessment-practices-in-ukrainian-translation-classroom-teachers-survey-results/589179/",{"url":83,"name":65,"@type":85,"image":86,"author":91,"headline":65,"publisher":94,"fileFormat":97,"inLanguage":63,"description":67,"dateModified":98,"datePublished":99,"encodingFormat":97,"isAccessibleForFree":100,"interactionStatistic":101},"DigitalDocument",{"url":87,"@type":88,"width":89,"height":90},"https://docshare.wps.com/thumbnails/current-assessment-practices-in-ukrainian-translation-classroom-teachers-survey-results/589179.png","ImageObject",300,407,{"name":92,"@type":93},"Đào","Person",{"url":74,"name":95,"@type":96},"DocShare","Organization","application/pdf","2026-10-20","2026-10-15",true,{"@type":102,"interactionType":103,"userInteractionCount":19},"InteractionCounter",{"@type":104},"ViewAction",{"@type":106,"mainEntity":107},"FAQPage",[108,114,118],{"name":109,"@type":110,"acceptedAnswer":111},"What assessment approaches does the study highlight in translation training?","Question",{"text":112,"@type":113},"The study highlights the synergism of evaluative and formative assessment, the use of diverse assessment methods and tools, and self- and peer-assessment procedures.","Answer",{"name":115,"@type":110,"acceptedAnswer":116},"How was the research conducted?",{"text":117,"@type":113},"A mixed research method was used. The study involved 41 translation teachers from 16 Ukrainian universities answering an online survey of 30 close and open-ended questions.",{"name":119,"@type":110,"acceptedAnswer":120},"What do the results suggest about teachers’ evaluation of assessment efficiency?",{"text":121,"@type":113},"The findings indicate that teachers’ subjective evaluation of translation assessment efficiency depends on their teaching experience.","https://schema.org",{"og:url":83,"og:type":124,"og:title":65,"og:site_name":95,"og:description":67},"article",{"robots":126,"canonical":83},"index,follow",{"doc_id":128,"site_id":62},589179,1792119862,{"code":4,"msg":5,"data":131},{"doc_id":128,"user_id":132,"nickname":92,"user_avatar":133,"doc_module":4,"category_id":39,"category_name":40,"doc_title":65,"doc_description":67,"doc_content":134,"file_id":135,"file_url":136,"file_type":137,"file_size":138,"view_count":19,"is_deleted":4,"is_public":8,"is_downloadable":8,"audit_status":8,"page_count":139,"language":140,"language_code":63,"site_id":62,"html_lang":63,"table_of_contents":141,"faqs":142,"seo_title":143,"seo_description":67,"update_tm":144,"read_time":145,"preview_page_count":4},1374402968488,"https://ap-avatar.wpscdn.com/davatar_29158cc5080c5b710cf443261637dec0","CURRENT ASSESSMENT PRACTICES IN UKRAINIAN TRANSLATION CLASSROOM: TEACHERS’ SURVEY RESULTS  \nTetiana Korol,  \nPhD in Pedagogical Sciences, Associate Professor at the Department of General Linguistics and Foreign Languages, National University “Yuri Kondratyuk Poltava Polytechnic”, Ukraine; Doctoral student at the Department of Pedagogy, Foreign Languages Teaching Methodology and Information and Communication Technologies, Kyiv National Linguistic University, Ukraine [koroltatyanalq@gmail.com](koroltatyanalq@gmail.com)  \n[ORCID](ORCID: 0000-0002-7240-6056)[: 0000-0002-7240-6056](ORCID: 0000-0002-7240-6056)  \nAbstract. The article is aimed at the studies of the assessment practices currently applied in translation training at Ukrainian universities in the context of cutting-edge trends and dispositions in translator’s education observed worldwide. They include the synergism of both evaluative and formative assessment, the extensive use of diverse assessment methods and tools, including alternative ones, the rational involvement of self- and peer-assessment procedures. Method. A mixed research method was designed and employed with that end in view. It involved 41 translation teachers from 16 Ukrainian universities, who were asked to answer an online survey of 30 close and open-ended questions regarding their background, attitude to assessment and its different aspects such as functions, procedures and tools used for different types of tests in translation, assessment objects and agents, grading methods and associated problems. The obtained results were processed with the help of statistical methods and contrasted with the data received by relevant studies conducted abroad within the last twenty years. Findings. The findings of this research allowed us to compile the aggregated profile of Ukrainian translation teachers in terms of assessment practice, define the most common ways to conduct monitoring, borderline and summative assessment in teaching translation to undergraduate students in Ukraine, and claim that the teachers’subjective evaluation of translation assessment efficiency depends on their teaching experience. Implications for research and practice. The obtained results should boost further theoretical and practical development in the field of translation assessment as well as in the area of translation teachers’ training.  \nKeywords: assessment practice; translation classroom; online survey; translation teachers; teachers’ attitudes towards assessment; Ukraine.  \n© Author(s) . 2022. Published by Igor Sikorsky Kyiv Polytechnic Institute. This is an Open Access article distributed under the terms of the license CC BY 4.0  \n1. INTRODUCTION  \nOver the last few decades, translation teaching methodology has experienced sufficient progress in terms of the development of translation competence structure and its acquisition models, selection of relevant approaches to translators’ training, design of appropriate methods and tools for teaching different types of translation and interpretation. However, assessment, being one of the key components of any training system, has not gotten the attention it really deserves in the context of translators’ training.  \nAccording to Yan, Pan & Wang (2018), only 10% of 323 research articles, devoted to the issues of translation training and published by 10 leading specialised journals from 2000 to 2012, concerned some particular aspects of both academic and professional translation assessment. This fact is supported by meta-analysis results of 208 publications in 11 translation-oriented journals in the period of 2006-2015 carried out by Abdel Latif (2018) . As stated in this study, translation assessment belongs to one of the six most disputable but still least numerous topics in the area, being mainly focused on the development and validation of translation tests, grading scales, accreditation, and certification in the translation industry.  \nThe detailed review of the current research state o","cbCais7n36gUK9T4","https://ap.wps.com/l/cbCais7n36gUK9T4","pdf",433821,26,"English","# INTRODUCTION\n## Assessment trends in translation training\n## Research gap and rationale","[{\"question\":\"What assessment approaches does the study highlight in translation training?\",\"answer\":\"The study highlights the synergism of evaluative and formative assessment, the use of diverse assessment methods and tools, and self- and peer-assessment procedures.\"},{\"question\":\"How was the research conducted?\",\"answer\":\"A mixed research method was used. The study involved 41 translation teachers from 16 Ukrainian universities answering an online survey of 30 close and open-ended questions.\"},{\"question\":\"What do the results suggest about teachers’ evaluation of assessment efficiency?\",\"answer\":\"The findings indicate that teachers’ subjective evaluation of translation assessment efficiency depends on their teaching experience.\"}]","CURRENT ASSESSMENT PRACTICES IN UKRAINIAN TRANSLATION CLASSROOM - Teachers’ Survey Results | PDF",1792066705,66]