| Abstrakt: |
Globalization and progress can today be witness in all areas of life in different perspectives. The power of knowledge in this respect is indispensable, be it in the learning and the teaching process alike. In this light, translation acquires an even more specifically essential role in communication and negotiation among different peoples and different cultures. Over the last decades, research in translation has been significant and powerful, with contributions ranging in different areas, both theoretically and practically. An area that calls for particular attention is evaluation and assessment of translation, which, in itself, relates to an equally important research field that need likewise investigation: translation competence. Such research would offer interesting insight into translation teaching and have implications into translator training as well. The current paper aims to explore several tools that could be used by the teacher in a translation class in order to build translation competence successfully and measure and evaluate such competence. The examples will be taken from a case study of students of the third year in the Faculty of Education and Philology, Department of Foreign Languages, English Branch. These students study Translation as a subject in the third year, as it is part of their curriculum, together with other subjects as Communication, Psycholinguistics, Sociolinguistics, Text Analysis, etc. These subjects are all relevant to students’ overall background, and, at the same time, to the aims of the current study since translation competence calls for relevant competence in all areas mentioned both from students’ and teacher’s perspective. The first part of the study will present some literature review on translation competence and testing and assessment in translation classes. We will then discuss on the use of certain tools, such as the rubric, to build and asses translation competence. The article will be enriched by examples that have been taken by authentic work completed by Albanian students. Comments and suggestions will be given about examples. The study will be concluded by some implications that refer to translation teaching and testing as well as translation practice and education. It is hoped that the study brings a modest contribution in the field of higher education in an era when competences are of foremost significance and, at the same time, in the field of translation studies, where evaluation and assessment of translation calls for the construction of specific tools to be used appropriately. [ABSTRACT FROM AUTHOR] |
