Grading Scientific Translation
What’s a New Teacher to Do
Bibliographic Data
| ID | 10608498 |
|---|---|
| Authors | Andrew Clifford (University of Toronto, Toronto, Canada, corresponding author) |
| Year | 2007 |
| Volume | 52 |
| Issue | 2 |
| Pages | 376-389 |
| Publication date | 2007-08-02 |
| Open Access | Yes |
| Type | ARTICLE |
| Venue | Meta Journal des traducteurs (JOURNAL) |
| Journal identifiers | ISSN: 0026-0452 • E-ISSN: 1492-1421 |
| Publisher | Consortium Erudit (PUBLISHER • CA) |
| DOI | 10.7202/016083ar |
| OpenAlex | W1983197627 |
| Language | EN |
| References cited | 5 |
The author of this article outlines the development of a scoring rubric to grade scientific translations. The article begins by enumerating the assumptions that shaped his teaching initially, before demonstrating how classroom observations eventually led the author to understand that his assumptions were faulty. The experience leads to a deeper understanding of student competencies, which are used to create an instrument that helps to describe student achievement and assign it an actual grade. The author argues that the rubric plays a part in overall student learning, and he describes the development of the rubric within the context of demographic changes taking place in North American universities
Context (archaeology) · Grading (engineering) · Mathematics education · Pedagogy · Rubric · Computer Science · Education and Critical Thinking Development · Engineering · History · Psychology
| Highly cited | No |
|---|