What literature have I found already?

Below you will find a long list of names of rather specialist articles and books that I have been reading for my master’s thesis.

I am posting this list because I am hoping to find a specialist out there who knows a lot about this very subject who will look at this list and say “Oh no, you’ve completely missed this one very important piece of literature! I must tell you about it immediately!”

If you are that specialist, do please let me know your suggestions. You can post a comment to this post, or email me on H.M.K.Newton (at) students.uu.nl.

If you are not that specialist, then I suggest you skip this post. It is very long and boring 🙂

Literature about feedback in a translator context (a rare beast)

  • ‘No News Is Good News?’ The Role of Feedback in the Virtual-Team-Style Translation Production Network (Sakamoto, 2017) – a small qualitative study looking at feedback between project managers and freelance translators
  • Accomplishment in the multitude of counsellors: Peer feedback in translation training (Wang & Han, 2013) – probably the study that is most similar to what I am planning
  • Beyond error marking: Written corrective feedback for a dialogic pedagogy in translator training (Washbourne, 2014) – an overview of what written corrective feedback, feedback levels and feedback strategies are, and a plea for more use of dialogic feedback in translation studies (i.e. teachers should enter into a (written) conversation with their students on the feedback they have given them, so that the students can ask for elaboration or explain their choices, etc)
  • Current trends on MA translation courses in the UK: changing assessment practices on core translation modules (Huertas Barros & Vine, 2018a) – research into assessment practices on core translation modules of MA Translation courses offered in the UK. This article mentions feedback but does not go into it in depth, as it is more focused on summative assessment.
  • Online Peer Feedback as a Strategy to Improve Students’ Translation Skills (Sujannah, 2017) – an overview of the benefits of online peer feedback
  • Peer-feedback as a translation training tool in web-based communication (Flanagan & Heine, 2015) – discusses peer-feedback and its implementation as a translation training tool in the context of web-based communication
  • New Perspectives in Assessment in Translator Training (The Interpreter and Translator Trainer: Vol 12, No 1) (Huertas Barros & Vine, 2018b) – a special issue of The Interpreter and Translator Trainer that looks at assessment, but unfortunately not at all at feedback.
  • The feedback culture in translator education: A comparative exploration of two distinct university translation programs (Alfayyadh, 2016) – a dissertation looking at how feedback is given at two translation degrees, one Saudi Arabia and one in the USA.
  • Towards Effective Feedback to Translation Students: Empowering Through Group Revision and Evaluation (Pietrzak, 2014) – an overview of the most popular ways of giving feedback , and a plea for more and better use of feedback in translation education

Literature about (peer) feedback in education (but not within translator context)

  • Effective peer assessment processes: Research findings and future directions (van Zundert, Sluijsmans, & van Merriënboer, 2010) – a literature review on peer assessment
  • Effects of Feedback in a Computer-Based Learning Environment on Students’ Learning Outcomes: A Meta-Analysis (Van der Kleij, Feskens, & Eggen, 2015) – it’s all there in the title, really
  • Improving the effectiveness of peer feedback for learning (Gielen, Peeters, Dochy, Onghena, & Struyven, 2010) – justification for is more important than accuracy of peer feedback
  • Making Sense of Assessment Feedback in Higher Education (Evans, 2013) – a literature review on feedback in higher education
  • Peer feedback on academic writing: undergraduate students’ peer feedback role, peer feedback perceptions and essay performance (Huisman, Saab, van Driel, & van den Broek, 2018)
  • Promoting effective teacher-feedback: From theory to practice through a multiple component trajectory for professional development (Voerman, Meijer, Korthagen, & Simons, 2015)
  • The anonymous reviewer : the relationship between perceived expertise and the perceptions of peer feedback in higher education (Dijks, Brummer, & Kostons, 2018)
  • The development of student feedback literacy: enabling uptake of feedback (Carless & Boud, 2018)
  • The nature of feedback: How different types of peer feedback affect writing performance (Nelson & Schunn, 2009)
  • The Power of Feedback (Hattie & Timperley, 2007) – the seminal article on feedback in education
  • Why does intrinsic motivation decline following negative feedback? The mediating role of ability self-concept and its moderation by goal orientations (Weidinger, Spinath, & Steinmayr, 2016)

Literature about quality assessment of translations (which is not what I am looking at. I am adding the titles here to let people know they do not need to suggest them ;-))

  • Assessment In Translation Studies: Research Needs (Martínez Melis & Hurtado Albir, 2001)
  • Quality Assessment in School vs. Professional Translation (Kinga, 1996)
  • Translation Quality Assessment Past and Present (House, 2015)

Literature about translators/ translation studies in general (which for me counts as background information)

  • Occupation or profession: A survey of the translators’ world (Katan, 2010) – Results of a survey on translator and interpreter  perceptions of their working world, their mindset or weltanshaung, and the impact of Translation studies and university training on that world.
  • The project manager and virtual translation teams: Critical factors (Rodríguez-Castro, 2013) – looks at the “new world” of virtual translation teams where everyone is at home behind their own computer rather than sitting in an office together
  • Training the Trainers: Towards a Description of Translator Trainer Competence and Training Needs Analysis (Kelly, 2008)

And here’s the alphabetical list of references, in beautiful APA format

Alfayyadh, H. M. (2016). The feedback culture in translator education: A comparative exploration of two distinct university translation programs. ProQuest Dissertations and Theses, (May), 313. Retrieved from https://search.proquest.com/docview/1792072521

Carless, D., & Boud, D. (2018). The development of student feedback literacy: enabling uptake of feedback. Assessment and Evaluation in Higher Education, 2938(May), 1315–1325. https://doi.org/10.1080/02602938.2018.1463354

Dijks, M. A., Brummer, L., & Kostons, D. (2018). The anonymous reviewer : the relationship between perceived expertise and the perceptions of peer feedback in higher education. Assessment & Evaluation in Higher Education, 1–13. https://doi.org/10.1080/02602938.2018.1447645

Evans, C. (2013). Making Sense of Assessment Feedback in Higher Education. Review of Educational Research, 83(1), 70–120. https://doi.org/10.3102/0034654312474350

Flanagan, M., & Heine, C. (2015). Peer-feedback as a translation training tool in web-based communication. Hermes (Denmark), (54), 115–136.

Gielen, S., Peeters, E., Dochy, F., Onghena, P., & Struyven, K. (2010). Improving the effectiveness of peer feedback for learning. Learning and Instruction, 20(4), 304–315. https://doi.org/10.1016/j.learninstruc.2009.08.007

Hattie, J., & Timperley, H. (2007). The power of feedback. [References]. Review of Educational Research, .77(1), 16–7. https://doi.org/10.3102/003465430298487

House, J. (2015). Translation Quality Assessment Past and Present. New York: Routledge.

Huertas Barros, E., & Vine, J. (2018a). Current trends on MA translation courses in the UK: changing assessment practices on core translation modules. Interpreter and Translator Trainer, 12(1), 5–24. https://doi.org/10.1080/1750399X.2017.1400365

Huertas Barros, E., & Vine, J. (2018b). Introduction. The Interpreter and Translator Trainer, 12(1), 1–4. https://doi.org/10.1080/1750399X.2018.1428031

Huisman, B., Saab, N., van Driel, J., & van den Broek, P. (2018). Peer feedback on academic writing: undergraduate students’ peer feedback role, peer feedback perceptions and essay performance. Assessment and Evaluation in Higher Education, 43(6), 955–968. https://doi.org/10.1080/02602938.2018.1424318

Katan, D. (2010). Occupation or profession: A survey of the translators’ world. Translation and Interpreting Studies, 4(2), 187–209. https://doi.org/10.1075/tis.4.2.04kat

Kelly, D. (2008). Training the Trainers: Towards a Description of Translator Trainer Competence and Training Needs Analysis. TTR: Traduction, Terminologie, Rédaction, 21(1), 99. https://doi.org/10.7202/029688ar

Kinga, K. (1996). Quality Assessment in School vs Professional Translation To. In C. Dollerup & V. Appel (Eds.), Teaching Translation and Interpreting 3 (pp. 197–207). Amsterdam/Philadelphia: John Benjamins. https://doi.org/10.1016/j.jmgm.2005.11.005

Martínez Melis, N., & Hurtado Albir, A. (2001). Assessment In Translation Studies: Research Needs. Evaluation: Parameters, Methods, Pedagogical Aspects, 46(2), 272–287. https://doi.org/10.7202/003624ar

Nelson, M. M., & Schunn, C. D. (2009). The nature of feedback: How different types of peer feedback affect writing performance. Instructional Science, 37(4), 375–401. https://doi.org/10.1007/s11251-008-9053-x

Pietrzak, P. (2014). Towards Effective Feedback to Translation Students: Empowering Through Group Revision and Evaluation. InTRAlinea Special Issue: Challenges in Translation Pedagogy, 1–6. https://doi.org/http://www.intralinea.org/archive/article/2095 inTRAlinea

Rodríguez-Castro, M. (2013). The project manager and virtual translation teams: Critical factors. Translation Spaces, 2(2013), 37–62. https://doi.org/10.1075/ts.2.03rod

Sakamoto, A. (2017). ‘No News Is Good News?’ The Role of Feedback in the Virtual-Team-Style Translation Production Network. Translation Spaces, 1–23. https://doi.org/10.1075/ts.6.2.08sak

Sujannah, W. D. (2017). Online Peer Feedback as a Strategy to Improve Students’ Translation Skills. Jurnal Pendidikan Humaniora, 5(4), 165–168. https://doi.org/http://journal.um.ac.id/index.php/jph

Van der Kleij, F. M., Feskens, R. C. W., & Eggen, T. J. H. M. (2015). Effects of Feedback in a Computer-Based Learning Environment on Students’ Learning Outcomes: A Meta-Analysis. Review of Educational Research, 85(4), 475–511. https://doi.org/10.3102/0034654314564881

van Zundert, M., Sluijsmans, D., & van Merriënboer, J. (2010). Effective peer assessment processes: Research findings and future directions. Learning and Instruction, 20(4), 270–279. https://doi.org/10.1016/j.learninstruc.2009.08.004

Voerman, L., Meijer, P. C., Korthagen, F., & Simons, R. J. (2015). Promoting effective teacher-feedback: From theory to practice through a multiple component trajectory for professional development. Teachers and Teaching: Theory and Practice, 21(8), 990–1009. https://doi.org/10.1080/13540602.2015.1005868

Wang, K., & Han, C. (2013). Accomplishment in the multitude of counsellors: Peer feedback in translation training. Translation & Interpreting, 5(2), 62–75. https://doi.org/ti.105202.2013.a05

Washbourne, K. (2014). Beyond error marking: Written corrective feedback for a dialogic pedagogy in translator training. Interpreter and Translator Trainer, 8(2), 240–256. https://doi.org/10.1080/1750399X.2014.908554

Weidinger, A. F., Spinath, B., & Steinmayr, R. (2016). Why does intrinsic motivation decline following negative feedback? The mediating role of ability self-concept and its moderation by goal orientations. Learning and Individual Differences, 47, 117–128. https://doi.org/10.1016/j.lindif.2016.01.003

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