Assessing Students’ Translation Competence: Integrating China’s Standards of English With Cognitive Diagnostic Assessment Approaches
While translation competence assessment has been playing an increasingly facilitating role in translation teaching and learning, it still failed to offer fine-grained diagnostic feedback based on certain reliable translation competence standards. As such, this study attempted to investigate the feas...
| Main Authors: | , |
|---|---|
| Format: | Article |
| Language: | English |
| Published: |
Frontiers Media S.A.
2022-03-01
|
| Series: | Frontiers in Psychology |
| Subjects: | |
| Online Access: | https://www.frontiersin.org/articles/10.3389/fpsyg.2022.872025/full |
| _version_ | 1811272734909399040 |
|---|---|
| author | Huan Mei Huilin Chen |
| author_facet | Huan Mei Huilin Chen |
| author_sort | Huan Mei |
| collection | DOAJ |
| description | While translation competence assessment has been playing an increasingly facilitating role in translation teaching and learning, it still failed to offer fine-grained diagnostic feedback based on certain reliable translation competence standards. As such, this study attempted to investigate the feasibility of providing diagnostic information about students’ translation competence by integrating China’s Standards of English (CSE) with cognitive diagnostic assessment (CDA) approaches. Under the descriptive parameter framework of CSE translation scales, an attribute pool was established, from which seven attributes were identified based on students’ and experts’ think-aloud protocols. A checklist comprising 20 descriptors was developed from CSE translation scales, with which 458 students’ translation responses were rated by five experts. In addition, a Q-matrix was established by seven experts. By comparing the diagnostic performance of four widely-used cognitive diagnostic models (CDMs), linear logistic model (LLM) was selected as the optimal model to generate fine-grained information about students’ translation strengths and weaknesses. Furthermore, relationships among translation competence attributes were discovered and diagnostic results were shown to differ across high and low proficiency groups. The findings can provide insights for translation teaching, learning and assessment. |
| first_indexed | 2024-04-12T22:45:36Z |
| format | Article |
| id | doaj.art-1e948e940c8a442487d82dfe96d346a1 |
| institution | Directory Open Access Journal |
| issn | 1664-1078 |
| language | English |
| last_indexed | 2024-04-12T22:45:36Z |
| publishDate | 2022-03-01 |
| publisher | Frontiers Media S.A. |
| record_format | Article |
| series | Frontiers in Psychology |
| spelling | doaj.art-1e948e940c8a442487d82dfe96d346a12022-12-22T03:13:31ZengFrontiers Media S.A.Frontiers in Psychology1664-10782022-03-011310.3389/fpsyg.2022.872025872025Assessing Students’ Translation Competence: Integrating China’s Standards of English With Cognitive Diagnostic Assessment ApproachesHuan Mei0Huilin Chen1School of English Studies, Shanghai International Studies University, Shanghai, ChinaSchool of Education, Shanghai International Studies University, Shanghai, ChinaWhile translation competence assessment has been playing an increasingly facilitating role in translation teaching and learning, it still failed to offer fine-grained diagnostic feedback based on certain reliable translation competence standards. As such, this study attempted to investigate the feasibility of providing diagnostic information about students’ translation competence by integrating China’s Standards of English (CSE) with cognitive diagnostic assessment (CDA) approaches. Under the descriptive parameter framework of CSE translation scales, an attribute pool was established, from which seven attributes were identified based on students’ and experts’ think-aloud protocols. A checklist comprising 20 descriptors was developed from CSE translation scales, with which 458 students’ translation responses were rated by five experts. In addition, a Q-matrix was established by seven experts. By comparing the diagnostic performance of four widely-used cognitive diagnostic models (CDMs), linear logistic model (LLM) was selected as the optimal model to generate fine-grained information about students’ translation strengths and weaknesses. Furthermore, relationships among translation competence attributes were discovered and diagnostic results were shown to differ across high and low proficiency groups. The findings can provide insights for translation teaching, learning and assessment.https://www.frontiersin.org/articles/10.3389/fpsyg.2022.872025/fulltranslation competence assessmentcognitive diagnosisChina’s Standards of Englishfine-grained diagnostic feedbacktranslation teaching and learning |
| spellingShingle | Huan Mei Huilin Chen Assessing Students’ Translation Competence: Integrating China’s Standards of English With Cognitive Diagnostic Assessment Approaches Frontiers in Psychology translation competence assessment cognitive diagnosis China’s Standards of English fine-grained diagnostic feedback translation teaching and learning |
| title | Assessing Students’ Translation Competence: Integrating China’s Standards of English With Cognitive Diagnostic Assessment Approaches |
| title_full | Assessing Students’ Translation Competence: Integrating China’s Standards of English With Cognitive Diagnostic Assessment Approaches |
| title_fullStr | Assessing Students’ Translation Competence: Integrating China’s Standards of English With Cognitive Diagnostic Assessment Approaches |
| title_full_unstemmed | Assessing Students’ Translation Competence: Integrating China’s Standards of English With Cognitive Diagnostic Assessment Approaches |
| title_short | Assessing Students’ Translation Competence: Integrating China’s Standards of English With Cognitive Diagnostic Assessment Approaches |
| title_sort | assessing students translation competence integrating china s standards of english with cognitive diagnostic assessment approaches |
| topic | translation competence assessment cognitive diagnosis China’s Standards of English fine-grained diagnostic feedback translation teaching and learning |
| url | https://www.frontiersin.org/articles/10.3389/fpsyg.2022.872025/full |
| work_keys_str_mv | AT huanmei assessingstudentstranslationcompetenceintegratingchinasstandardsofenglishwithcognitivediagnosticassessmentapproaches AT huilinchen assessingstudentstranslationcompetenceintegratingchinasstandardsofenglishwithcognitivediagnosticassessmentapproaches |