چكيده فارسي :
Evaluating translations is of great significance for two groups of people: students and Instructors. Both groups are usually in search of objective criteria for scoring translations because subjectivity in evaluating translations has been a main source of dissatisfaction of both. Riazi and Davoodi (2008) argue that “one of the main reasons for students’ dissatisfaction with their exam scores in translation programs is related to the way their translations are evaluated” (p. 1). Such objective criteria are moreover sought by instructors because they need a workable tool to assess translation qualities (Rodrigues, 1996, p. 1). These subjective criteria are not reliable tools to assess the quality of translations. They cannot distinguish translations quite well in terms of quality. As Farahzad (1992) rightly puts it, “… subjective approach cannot be used by a teacher of translation who has to evaluate and score students’ work on the basis of concrete criteria during a course and the finals” (p. 1). Thus, it is not much wide of the mark to consider subjectivity as the main difficulty in assessment of students’ translations (Riazi Davoodi, 2008, p. 1).
Based on what was stated, it is not an appropriate method to judge the translations on subjective and random basis. There should be concrete and objective standards to enable evaluators score and assess different translations. Scholars have proposed different methods and models in order to obviate this subjectivity. After shedding light on some of them, the proposed model by the author will be analyzed.
