Assessing a course on translation with learner portfolios

Abstract

This article shows our experience using portfolios during a one-semester Spanish-English/English-Spanish translation course in the Degree of English Studies with two different groups of undergraduates in two consecutive academic years. After sketching the context of our work we describe why and how we are working with portfolios. Finally, we will present our findings which reveal that by using portfolios students can (a) acquire the competences required for the subject, (b) reflect on their own learning by selecting tasks relevant for their learning process, and (c) self-assess their own learning using the self-assessment grids provided by the teacher.