Abstract:

Guided by the dynamic assessment theory and taking non-English majors as the research object, this study involved the translation scale of Chinese’s Standards of English Language Ability(CSE) in college English translation teaching. After tracking the changes of students’self-assessment and translation scores before and after the experiment, this experiment revealed the impact of dynamic assessment on learners’self-assessment. The experimental results shows that: (1) The self-assessment of the students in the experimental class is significantly improved, which indicates that the experimental teaching is conducive to the development of the students’self-assessment ability in translation. (2) The self-assessment of the students in the experimental class is positively correlated with their translation scores before and after the experiment, showing a linear relationship, indicating that this model not only promotes the development of students’self-assessment ability, but also affects the changes of students’translation scores. The research results show that the experimental teaching of dynamic assessment of translation is beneficial to students to establish a scientific view of translation quality and promote the development of their self-assessment ability. At the same time, self-assessment can influence the effect of dynamic assessment experimental teaching to a certain extent.

Key words: dynamic assessment, Chinese English learners, Self-assessment of translation ability