[{"data":1,"prerenderedAt":-1},["ShallowReactive",2],{"detail-sidebar-cat-0-en-105":3,"doc-seo-588909-105":59,"doc-detail-588909-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","translation-assessment-is-there-anything-to-be-tested-objectively","TRANSLATION ASSESSMENT - IS THERE ANYTHING TO BE TESTED OBJECTIVELY?","","Translation competence assessment faces a persistent challenge: ensuring objectivity in evaluating students’ translation skills and learning outcomes, especially under high-stakes educational requirements. A literature review identifies multiple avenues for improving assessment design and highlights the need for objective translation tests. The paper develops and verifies an objective multiple-choice computerised test for Translation in the Financial Sector, using key-based grading and a latent translation phase that requires specific transformations and adequate student responses.",{"@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/translation-assessment-is-there-anything-to-be-tested-objectively/588909/",{"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/translation-assessment-is-there-anything-to-be-tested-objectively/588909.png","ImageObject",300,407,{"name":92,"@type":93},"Chumphorn","Person",{"url":74,"name":95,"@type":96},"DocShare","Organization","application/pdf","2026-11-09","2026-10-15",true,{"@type":102,"interactionType":103,"userInteractionCount":14},"InteractionCounter",{"@type":104},"ViewAction",{"@type":106,"mainEntity":107},"FAQPage",[108,114,118],{"name":109,"@type":110,"acceptedAnswer":111},"Why is objectivity difficult to achieve in translation competence assessment?","Question",{"text":112,"@type":113},"The paper explains that translation competence constructs and acquisition models are not universally agreed, and that assessment must also gauge translation process, product, and service parameters from multiple perspectives.","Answer",{"name":115,"@type":110,"acceptedAnswer":116},"What is the main goal of the study?",{"text":117,"@type":113},"To develop and verify an objective multiple-choice computerised test for translation in the financial sector that supports reliable, key-based grading and encourages students to apply translation transformations appropriately.",{"name":119,"@type":110,"acceptedAnswer":120},"How were the test results evaluated and what was the key finding?",{"text":121,"@type":113},"Performance was analyzed qualitatively and quantitatively using results from 82 third-year students. The findings reported a steady correlation between the objective test and subjective exam results (0.992), supporting its use as a supplementary assessment tool.","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},588909,1792066174,{"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":14,"is_deleted":4,"is_public":8,"is_downloadable":8,"audit_status":8,"page_count":44,"language":139,"language_code":63,"site_id":62,"html_lang":63,"table_of_contents":140,"faqs":141,"seo_title":142,"seo_description":67,"update_tm":129,"read_time":143,"preview_page_count":4},2336475401981,"https://ap-avatar.wpscdn.com/avatar/22000c94efd8d5204d?x-image-process=image/resize,m_fixed,w_180,h_180&k=1786935347598174694","TRANSLATION ASSESSMENT:  \nIS THERE ANYTHING TO BE TESTED OBJECTIVELY?  \nTetiana Korol  \nKyiv National Linguistic University, Kyiv, Ukraine  \n[koroltatyanalq@gmail.com](koroltatyanalq@gmail.com)  \nDue to the complex and integrative nature of translation competence construct, its free of subjectivity assessment is considered quite a challenging task for modern translation pedagogy. The conducted literature review revealed diverse directions and opportunities to raise translation competence assessment objectivity. In this key, there is a need for the further studies focused on the designing and implementing of objective translation tests. Thus, the given paper aims at the development and verification of objective multiplechoice computerised test in Translation for the Financial Sector, which combines key-based grading procedures and involves latent translation phase encouraging students to translate with the use of particular translation transformations engaging proper psychophysiological mechanisms in order to respond the item adequately. This study has a mixed research design and involves the qualitative and quantitative analysis of the developed test performance and comments on it, as well as word dictation, translation declarative knowledge test and subjective translation exam test results of 82 third-year students of Poltava University of Economics and Trade received during 2017–2020 academic years. The findings of this study reported on steady correlation of the results of the developed objective translation test with the subjective exam ones (0.992) . This fact gives reason to recommend its application as a supplementary translation competence assessment tool contributing to the assessment objectivity. Further investigation should be directed to the determination of the functions and place of the developed objective test in the integrated system of translation competence assessment.  \nKeywords: translation competence assessment; subjective testing; objective testing; open-ended test; multiple-choice test; test verification; translation in the financial sector; declarative translation knowledge; procedural translation knowledge .  \nIntroduction  \nExpanding demand for highly qualified philologists able to provide efficient translation and interpretation services in different spheres boosts the theoretical and practical research in modern translation pedagogy aimed at the prospective translators’ university training optimisation. Translation competence assessment righteously appears to be a particular sticking point in this area. On the one hand, it should arrange university training process, monitor and promote translation competence acquisition, while, on the other, assessment procedures applied should provide objective and reliable information on students’translation skills and learning outcomes with high-stake washback effect resulting in their course grades or even Bachelor’s degree certification. No wonder, that the problem of the development of such translation assessment tools grows in its topicality.  \nIn response to this trend, both scientists and practitioners search for versatile assessment means to meet lots of different educational and social requirements. The task gets more complicated due to several factors:  \n1. The lack of generally accepted and recognised translation competence structure and acquisition models that makes assessment construct definition hard. Despite some obvious similarities between leading up-to-date translation competence model suggested by PACTE group (Hurtado, 2015) and EMT competence framework (EMT Competence Framework, 2017) based on thorough big-scale empirical research they still differ in a number of components as well as in their categorisation and interpretation. Moreover, not all of the singled out components of these translation competence models can be easily utilised for domestic translation training and assessment practice, especially in terms of activity-based approach acco","cbCaikOJXVd0XFEU","https://ap.wps.com/l/cbCaikOJXVd0XFEU","pdf",382859,"English","# Introduction\n## Translation competence and objectivity challenges\n## Factors complicating assessment design\n## Objective multiple-choice test development and verification","[{\"question\":\"Why is objectivity difficult to achieve in translation competence assessment?\",\"answer\":\"The paper explains that translation competence constructs and acquisition models are not universally agreed, and that assessment must also gauge translation process, product, and service parameters from multiple perspectives.\"},{\"question\":\"What is the main goal of the study?\",\"answer\":\"To develop and verify an objective multiple-choice computerised test for translation in the financial sector that supports reliable, key-based grading and encourages students to apply translation transformations appropriately.\"},{\"question\":\"How were the test results evaluated and what was the key finding?\",\"answer\":\"Performance was analyzed qualitatively and quantitatively using results from 82 third-year students. The findings reported a steady correlation between the objective test and subjective exam results (0.992), supporting its use as a supplementary assessment tool.\"}]","TRANSLATION ASSESSMENT - IS THERE ANYTHING TO BE TESTED OBJECTIVELY? | PDF",23]