Tetiana Korol


Due to the complex and integrative nature of translation competence construct, its free of subjectivity assessment is considered quite a challenging task for modern translation pedagogy. The conducted literature review revealed diverse directions and opportunities to raise translation competence assessment objectivity. In this key, there is a need for the further studies focused on the designing and implementing of objective translation tests. Thus, the given paper aims at the development and verification of objective multiple-choice computerised test in Translation for the Financial Sector, which combines key-based grading procedures and involves latent translation phase encouraging students to translate with the use of particular translation transformations engaging proper psychophysiological mechanisms in order to respond the item adequately. This study has a mixed research design and involves the qualitative and quantitative analysis of the developed test performance and comments on it, as well as word dictation, translation declarative knowledge test and subjective translation exam test results of 82 third-year students of Poltava University of Economics and Trade received during 2017–2020 academic years. The findings of this study reported on steady correlation of the results of the developed objective translation test with the subjective exam ones (0.992). This fact gives reason to recommend its application as a supplementary translation competence assessment tool contributing to the assessment objectivity. Further investigation should be directed to the determination of the functions and place of the developed objective test in the integrated system of translation competence assessment.


translation competence assessment; subjective testing; objective testing; open-ended test; multiple-choice test; test verification; translation in the financial sector; declarative translation knowledge; procedural translation knowledge

Full Text:



Abdellah, A. S. (2007). Developing a process-oriented translation test for assessing English - Arabic basic translation skills. Unpublished PhD thesis, South Valley University, Cairo, Egypt.

Ahmadi, A. (2011). On the Validity of a Multiple-choice Translation Test as a Substitute for an Open-ended Translation Test in the Iranian University Entrance Examination. Perspectives: Studies in Translatology, 19(4), 307-314.

Akbari, A., & Shahnazari, M. (2019). Calibrated Parsing Items Evaluation: a step towards objectifying the translation assessment. Language Testing in Asia, 9(1).

Chernovaty, L. & Kovalchuk, N. (2019). Teaching non-fiction translation: the system of exercises and tasks. Advanced Education, 12, 5-11.

European Master’s in Translation Competence Framework (2017). Retrieved 20 January 2020 from

Eyckmans, J. & Anckaert, Ph. (2017). Item-based assessment of translation competence: Chimera of objectivity versus prospect of reliable measurement. Linguistica Antverpiensia, New Series: Themes in Translation Studies, 16, 40–56. Retrieved on 20 January 2020 from

Eyckmans, J., Anckaert, Ph. & Segers, W. (2009). The perks of norm-referenced translation evaluation. In C. Angelelli & H. Jacobson (Eds.), Testing and assessment in translation and interpreting (pp. 73–93). Amsterdam: John Benjamins.

Golovar, E. (2012). Translator’s Performance on Translation Production Tests & Translation Multiple-Choice Tests. Translation Journal, 16(1). Retrieved 25 January 2020 from

Hansen, G. (2008). Triangulierung im Unterricht: Ubersetzungsprozesse, Eigenkorrektur und Fremdkrrektur. Informatologia, 41(2), 105-115. Retrieved 25 January 2020 from

Hurtado A. A. (2015). The Acquisition of Translation Competence. Competences, Tasks, and Assessment in Translator Training. Meta, 60(2), 256-280.

Kockaert, H. J. & Segers, W. (2017). Evaluation of legal translations: PIE method (Preselected Items Evaluation). Journal of Specialised Translation, 27, 148–163. Retrieved on 20 January 2020 from

Korol, T. H. (2009). Leksichna movna kompetencіja studentіv u chitannі anglomovnoji lіteraturi jak objekt testovogo kontrolju [Students’ lexical linguistic competence in reading for specific purposes as a testing object]. Visnyk KNLU. Series “Pedagogy and Psychology”, 15, 21–31. Retrieved on 17 April 2020 from

Krings, H. P. (2005). Wege ins Labyrinth – Fragestellungen und Methoden der Übersetzungsprozessforschung im Überblick. Meta, 50(2), 342-358.

Kuhn, A. J. (2012). A Study in Computerized Translation Testing (CTT) for the Arabic Language. All Theses and Dissertations. 3108.

Ma, L. (2014). Objective Testing for College Translation Course and Its Washback Effects. Proceedings of the 2014 International Conference on Information, Business and Education Technology. (pp.188-191).

Muratova, I. (2006). Content and Format of the Certification Examination for Court Interpreters as a Methodological Problem. Unpublished PhD thesis, M. V. Lomonosov Moscow State University, Moscow, Russia.

Orozco, M. & Hurtado, A. A. (2002). Measuring Translation Competence Acquisition. Meta, 47(3), 375-402. Retrieved on 20 January 2020 from

Russo, M. (2014). Testing aptitude for interpreting: The predictive value of oral paraphrasing, with synonyms and coherence as assessment parameters. Interpreting, 16(1), 1–18.

Saienko, N. & Simkova, I. (2019). The Impact of Transdisciplinarity on Sight Translation Training in Scientific and Technical Domains. Advanced Education, 11, 46-54.

Shevelko, K. O. (2016). Metodika navchannja starshoklasnikіv specіalіzovanoji shkoli z pogliblenim vivchennjam іnozemnoji movi perekladu anglomovnih publіcistichnih tekstіv [The methodology of teaching abstract and gist translation of publicistic texts in English to senior pupils of secondary schools specialising in foreign languages]. Unpublished candidate dissertation, Kyiv national Linguistic University, Kyiv, Ukraine.

Synekop, O. (2018). Cognitive Aspect of Learning Style in Differentiated ESP Instruction for the Future IT Specialists. Advanced Education, 10, 40–47.

Waddington, C. (2001). Different Methods of Evaluating Student Translations: The Question of Validity. Meta, 462, 311-325.

Yang, J., Ciobanu, D., Reiss, C., Secară, A. (2017). Using Computer Assisted Translation tools’ Translation Quality Assessment functionalities to assess students’ translations. The Language Scholar, 1-17. Retrieved 20 January 2020 from

Copyright (c) 2020 Tetiana Hryhorivna Korol

Creative Commons License
This work is licensed under a Creative Commons Attribution 4.0 International License.

ISSN 2410-8286 (Online), ISSN 2409-3351 (Print)