Özet:

This  paper  analyses  a  problematic  situation:  translation  evaluation  in  the teaching environment. After describing the circumstances under which this activity is carried out, the paper focuses on the main problems concerned and finally makes various  proposals  based  on  data  both  from  empirical  research  and  from  other theoretical studies. In short, the paper argues in favour of continuous assessment, blind evaluation and holistic systems involving subjective aspects and the assessment of learning, rather than of  specific performance.  In addition, a fresh interpretation of the roles adopted by teachers and students is proposed, together with a more flexible and  transparent  application  of  evaluation  criteria,  the  promotion  of  self-regulated learning  and  collaboration  between  students,  and  exam  conditions  that  resemble actual professional practice.

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