Learning Translation Through the Use of Portfolios: Description of an Experience

Abstract

This paper describes a pedagogical initiative consisting in the introduction of the student portfolio as a learning and assessment tool into a university translation course. The description is based on data gathered along a period of two years and on the results of a survey carried out among participants. We provide a detailed contextualization of the experience, followed by a discussion of the most relevant features of the portfolio for the teaching and learning of translation at a university level. Samples of the positive effects of the tool on the learning process are then offered. Participants’ opinions close the report and lead into a final reflection on the overall assessment of the experience from the teachers’ point of view.