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The ATA Flowchart and Framework as a Differentiated Error-Marking Scale in Translation Teaching

The ATA Flowchart and Framework as a Differentiated Error-Marking Scale in Translation Teaching

Geoffrey S. Koby
Copyright: © 2015 |Pages: 34
ISBN13: 9781466666153|ISBN10: 1466666153|EISBN13: 9781466666160
DOI: 10.4018/978-1-4666-6615-3.ch013
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MLA

Koby, Geoffrey S. "The ATA Flowchart and Framework as a Differentiated Error-Marking Scale in Translation Teaching." Handbook of Research on Teaching Methods in Language Translation and Interpretation, edited by Ying Cui and Wei Zhao, IGI Global, 2015, pp. 220-253. https://doi.org/10.4018/978-1-4666-6615-3.ch013

APA

Koby, G. S. (2015). The ATA Flowchart and Framework as a Differentiated Error-Marking Scale in Translation Teaching. In Y. Cui & W. Zhao (Eds.), Handbook of Research on Teaching Methods in Language Translation and Interpretation (pp. 220-253). IGI Global. https://doi.org/10.4018/978-1-4666-6615-3.ch013

Chicago

Koby, Geoffrey S. "The ATA Flowchart and Framework as a Differentiated Error-Marking Scale in Translation Teaching." In Handbook of Research on Teaching Methods in Language Translation and Interpretation, edited by Ying Cui and Wei Zhao, 220-253. Hershey, PA: IGI Global, 2015. https://doi.org/10.4018/978-1-4666-6615-3.ch013

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Abstract

Translation evaluation remains problematic, with industry marking errors with points-off systems while teachers use points-off and rubrics. Many rubrics are not adequately operationalized. Needed is an error category and severity system sufficiently differentiated for useful feedback and streamlined to enable feedback to large numbers. The American Translators Association (ATA) Flowchart for Error Point Decisions and Framework for Standardized Error Marking has been adapted for the classroom. This chapter provides statistics on errors and severities marked in two groups: 63 translations by German>English graduate students marked by the author and 17 examinations from the 2006 ATA Certification Examination marked by ATA graders. The predominant categories assigned to students are Punctuation, Usage, Mistranslation, Addition, and Misunderstanding, while ATA papers show Misunderstanding, Omission, Terminology, Literalness, Ambiguity, Grammar, and Style. Misunderstanding rated as the most serious error for both. Transfer errors are more frequently marked and more severely rated than grammar or language errors.

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