International Journal of Education

Translation assessment serves as a crucial component of the translation teaching framework and holds significant importance in cultivating students’ translation competencies. This study focuses on English translation courses, employing a quasi-experimental design with two parallel classes designated as the experimental group and the control group. It provides an in-depth analysis of the effectiveness of TSCA model in translation instruction. As a longitudinal study, it examines the differences in learning outcomes between the experimental group, which utilized the collaborative assessment model, and the control group, which followed a traditional assessment approach. The findings indicate that the collaborative assessment model enhances translation skills and proofreading abilities, with students in the experimental group demonstrating significantly higher scores in translation technique identification and paragraph translation than those in the control group (t=-2.76/-2.86, p=.008/.006). However, no significant differences were observed in the translation diction tests (t=.26, p=.796). This suggests that the model’s direct impact on enhancing students’ language proficiency is relatively limited. This finding indicates the necessity for future teaching practices to explore and integrate a wider array of teaching strategies and resources, thereby strengthening language development and aiming for a more balanced advancement of students’ comprehensive translation abilities.

TSCA; English translation; Translation method