Abstract :
Over the years, Translation Quality Assessment (TQA) has, no doubt, received increasing attention among researchers and practitioners in higher education. Accordingly, this growing attention is expected to be reflected in TQA approaches and translation pedagogy in educational settings. The main aim of the current study, which is a qualitative content analysis one, is to report on a survey of Translation Quality Assessment Literacy (TASL) and the ways TQA is practiced in higher education in Iran. The sample of the study included 30 senior B.A. students and 15 university instructors of English Translation, who were randomly selected from 10 Iranian universities. A comprehensive interactional semi-structured interview, aiming to explore TQA approaches, level and quality of interviewees’ assessment literacy, and current limitations and deficiencies of the approaches, was the instrument of the study. The results of the study underscored the necessity of more principled approaches and profound assessment literacy in TQA and, more importantly, its effective practice in higher education settings.
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