A Comparative Study Of Curriculum Evaluation In The MTI Program Between China And The UK

The MTI program is a programmatic document to strengthen the development of translation majors and ensure the quality of translator training.The curriculum evaluation plays a significant role in the program because it guides practical evaluation.However,the curriculum evaluation in the MTI program in China is not clear,which affects the evaluation practice and the feedback of translator training.Moreover,the research into curriculum evaluation in the MTI program is insufficient.This research uses comparative analysis and literature survey to study the current situation of curriculum evaluation in the MTI program in Chinese and English universities.This thesis finds that Chinese and English curriculum evaluations differ in three aspects:evaluation objective,evaluation methods and evaluation types.The English MTI program contains clear evaluation objectives,such as overall evaluation objectives and course evaluation objectives;diversified evaluation methods including homework,presentation,dissertation and translation portfolio;and varied evaluation types such as summative and formative evaluations.However,in the Chinese programs,the evaluation objectives are not clear and even same as the objectives in the guided MTI Program;the evaluation methods are just confined to sit-in examination and informal examination;the evaluation types are mostly summative,and formative evaluation is seldom used.By comparison,the curriculum evaluation in the UK's MTI program displays multiple important aspects that are worth to be learned.Based on these findings,this research summarizes three suggestions to optimize the curriculum evaluation in the MTI program in China:1)Clarifying the evaluation objective in the MTI program;2)Enriching the evaluation methods;3)Diversifying the evaluation types and evaluators.