The English-Chinese Translation Of Formative Assessment: Assessment Is For Self-regulated Learning And The Report On The Translation

Formative Assessment: Assessment Is for Self-regulated Learning is anacademic article published online, which reviews a number of studies and perspectives ofpsychologists, educational psychologists and even neurologists. It discusses the extent towhich assessment, learning, and motivation present a detailed decomposition of the values,theories, and goals of formative assessment. Readers of the paper are practitioners,administrators and policy-makers, who are on various levels of English. There are tworeasons for choosing the paper. First, it may allow more people to learn study outcomes onformative assessment, especially when they are incompetent to read the English version;then, the book has similar characteristics of academic texts, so strategies used in the taskmay be useful for translating the same kind of texts. In order to summarize some strategiesapplicable to the same kind of text, the author of this report translated the paper and thenconducted a research on the translation according to the principles of dynamic equivalence，text classification, hypotaxis and parataxis.Based on the translation of the original paper, this translation paper, which consists of fourmajor parts, has laid special emphasis on the analyses and solutions to some confusing anddifficult parts. These four parts are text introduction, theoretical review, case analysis andsummery&conclusion. Case analysis is the center of this report, where combined withtranslation theories some examples are selected from the source language to illustrate thecharacteristics. In the end, the author overviews and reflects on analyses the errors andproblems in the process.