DESCRIPTORES, DISTRIBUCIONES, DESVIACIONES Y FRONTERAS: UN PLANTEAMIENTO OBJETIVO ANTE LA EVALUACIÓN DEL ALUMNO DE TRADUCCIÓN MEDIANTE EXÁMENES

Abstract

This paper presents data from our research into examination results obtained by students of the third year course in Specialized translation (Spanish into English) at the University of Granada, Spain. We describe the way in which we correct examinations, apply statistical procedures to the results, establish grades and store samples of student performance in what we call 'boundary scripts'.

In our classes, we apply a table of criterion descriptors when correcting examinations. We calculate the descriptive statistics of each student cohort and draw the frequency distribution of the scores. We then establish the mínimum score needed to attain each of the grades used in the Spanish university system -Matrícula de Honor, sobresaliente, notable, aprobado- and identify two scripts that represent these minimum requirements. We store these examinations in arder to have access to empírical data for future reference.

When we compared the four cohorts in this study, we found enormous differences between the two more recent student groups and the two earlier ones. By referring to the boundary scripts we were able to reassure ourselves that our objective assessment criteria had been maintained. We then del ved further in to the problem that had arisen.

Our position with regard to the performance of our students has improved both the reliability and validity of our teaching. More over, we have added a degree of transparency to the assessment process, based on quantitative analysis and at a minimal cost in terms of time and effort. We have also succeeded in shedding light on a problem of no little importance to our students that we will now be able to remedy.