1 pisa2015ft translation training this presentation is designed as support for a pisa translation...
TRANSCRIPT
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This presentation is designed as support for a
PISATranslation Training Session
(after customization and practice)
<Customizable Parts>are presented in <angle brackets>
Delete this slide before use
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PISA 2015 FIELD TRIAL
TRANSLATION TRAINING <Place><Date>
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gPracticalia
<This could be the right place to discuss practical arrangements, e.g.:
Estimated length of the session, breaks
Security (signing of confidentiality agreement)
Reimbursement of expenses and/or other administrative matters
Etc. >
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gAbout PISA
Programme for International Student Assessment
Administered to 15-year-olds in schools,
who are tested in their own language
Purpose: inform education policy-making
Carried out in 2000, 2003, 2006, 2009, 2012 (3-year cycle)
At the moment, PISA 2015 is at the stage of item development for the field trial
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gParticipating Countries – 1/2
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gParticipating Countries – 2/2
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gPISA Materials
PISA materials are designedto measure “literacy” in 15-year-old students
to collect contextual data about the students
Translated PISA instruments should make it possibleto collect data in <our country>
that will be comparable to data collected in all other countries
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gPISA Trend Test Units
Test materials for PISA 2015 include ‘trend units’ from previous PISA cycles
Our country, <Country>, <participates in PISA for the first time> <did not participate in <2003>/<2006>/<2009>>, so we have some catching up to do: for us, <some of> these trend units are like new materials
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gPISA Trend Test Units
What do these units look like?
The next 2 slides show an example of a Science unit last used in 2006
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gSample PISA unit, page 1
Introducing some terminology, useful when referring to
parts of a unit
Unit heading
Stimulus: text and/or
graphics, which students must
read and understand to
answer questions
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gSample PISA unit, page 2
Item heading Item code
Item stem (the part that has the actual question). Can be followed by multiple choice
options, a Yes/No table(as here) …
… or a space for student to answer (‘open response’ type
item)
Another item in the same unit (referring to the same stimulus
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gPISA Trend Test Units
And the next two slides show screenshots of the same unit in the PISA 2015 computer-based testing environment
<Delete this slide and the next two if you are not doing computer-based testing>
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gSample PISA unit, screen 1
Question pane Stimulus pane
Directions are suitably modified,
e.g. “circle” becomes “click”
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gSample PISA unit, screen 2
Same stimulus pane, different question pane
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gORDER OF TRANSLATION
Now that you know what a stimulus and an item are:
Always translate the stimulus first, and then the questions
Regardless where items appear in your translation environment
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gSo what is special about translating PISA units?
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gLocalization of test materials:
key ‘mission statement’
“In order to collect internationally comparable data, the focus is on maintaining the highest possible level of equivalence across countries and across languages. …”
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… Each item should examine the same skills and invoke the same cognitive processes as the
original version, while being culturally appropriate within the target country.”
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gNot an easy mission…
Let’s look at an example of a PISA Reading item, and observe the correspondences between item and stimulus and other item characteristics
which could easily be
lost in translation
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gTo achieve this mission
Survey-specific translation design which involves:
double translation (two independent translations)
reconciliation (merging into a version that combines the best elements)
further quality control steps: verification, final check, layout check
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gOverview of the Process in PISA
Source(English and French)
Comes with general translation/adaptation
guidelines and monitoring instrument including item-specific
guidelines (TAS)Countries can choose
between double translation from
English and French or from English only
Translation 1 Translation 2
This is where you come in!
Reconciliation
Merging the 2 translations into a
version that takes the best elements from
each one
Verification
Independent review by specialist trained to
detect survey-specific defects
National review
Revision of materials taking into account
verification feedback
Final check
Layout and content-related checks before going to press / before
finalizing the test delivery software
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gIntroducing the TAS
(Test Adaptation Spreadsheet)Item-specific guideline for the attention of translators, reconciler, verifier
Space for country to report adaptations made to source (to conform to local usage or other reasons) and to justify/explain cases where a guideline could not be respected or leads to a difficulty
Name too rare, we used ‘leopard’
OK
OK
OK
Empty rows for documenting additional issues (not all cases can be foreseen in advance)
grasslands We use “savannah”
NOTE: It will be the Reconciler’s responsibility to fill
in the TAS for the processes that follow, but the TAS can be
a practical way for the translators to communicate
with the Reconciler (to explain difficulties encountered, choices made, possible
alternatives…)
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gPreparation before translating
PISA test materials
Become familiar with the Translation & Adaptation Guidelines, and keep them to hand when translating
Let’s take them out now and run through key points
Please take notes, ask questions
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gTranslation traps
Respect layout of the original Best to translate by overwriting the source
Respect typographical cues: titles, subtitles, numbering of lines/ paragraphs/ items; position indications, emphasis (bold, italics, underline)
Attention to graphic elements: in particular keys, captions, scales, units of measure
This applies to paper-based. For computer-based, text elements are exported and then re-imported after translation into a template which
maintains the layout
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gLinguistic difficulty
Avoid complicating or simplifying the vocabulary or syntax
Attention to length of sentences “Common” vocabulary vs. “scientific”
terminology: avoid translating difficult words by using easier words and vice versa
Degree of abstraction: do not modify by e.g. using nouns where the source uses verbs, or vice versa
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gLinguistic difficulty
Active versus passive turn of phrase: do not modify unnecessarily
Attention to negations, especially double negations
Echo reference chains (use of pronouns, synonyms)
Attention to rendering the English ‘indefinite’ article
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gPsychometric traps
General principle: avoid providing clues that direct the respondent to the correct answer or that make a distracter (wrong answer) more attractive
Example
These two words APPEAR several times
in the article
While these two words DO NOT
APPEARin the article
Reminder: consult item-specific
guidelines in the TAS
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gPsychometric traps
Attention to length of correct answer and distracters in multiple-choice items
ExampleOption D ‘stands out’
because it is the longest. This should
not be lost in translation
Reminder: consult item-specific
guidelines in the TAS
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gPsychometric traps
Echo literal matches and synonymous matches Example
Reminder: consult item-specific
guidelines in the TAS
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gPsychometric traps
Plural versus singular wording of questions, e.g. “which ...” (in multiple choice questions, this is always a singular “which”)
Respect the order of information. Conventions with respect to word order differ, but various stylistic devices often make it possible to enhance this or that part of a question
Small details : attention to “easy” questions, use copy/paste with care Copy/paste risk…
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gAdaptations
When translating a PISA unit, it’s a good idea to:
Read the entire unit carefully before you start translating it
• then first resolve any adaptation issues
ADAPTATION:Intentional deviation from the source version made for cultural reasons or to conform to local usage.
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gAdaptations
General principles:
An adaptation is needed when there is otherwise a risk that respondents would be put at a disadvantage (or at an advantage!)
Adaptations should be limited to those cases in which they are truly required
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gAdaptations
Do NOT adapt: format of an item (e.g. inverting Yes/No or True/False categories)
Do NOT add explanatory notes, additional instructions
DO adapt: spelling and typographic conventions mathematical symbols, abbreviations, formulas units of measurement, time and date notation,
number formats Currency and prices Etc. (unforeseen needs may arise)
Only in a few cases, with
precise instructions in the
TAS. Mostly a fictional currency,
“zeds” is used
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gSolving adaptation issues
Consult the TAS Guidance on adaptation issues
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gA final cautionary remark on
the guidelines When one tries to apply ALL the rules
– Observe literal and synonymous matches– Keep the same register– Avoid giving (or removing) clues to the
correct answer– Keep the same relative lengths of
distracters– Find suitable adaptations
All this within a tight timeline...
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–… One will observe that a really goodtranslation of PISA units
–may at times be the result of a compromise
–and might strike the best balance between faithfulness and fluency
–at the cost of violating one or the other rule from the PISA Translation and Adaptation Guidelines
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g OK, about time for a coffee break, no?
Questions?
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gBefore Translating PISA materials
<Ideally, this should be prepared beforehand by the reconciler and handed out to the translators>
– If recent spelling reforms for your language, a list of up-to-date, authoritative reference works
– Decide on form of address: polite form or familiar form of address used to address students
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gBefore Translating PISA materials
The Contractor for Core 3 will provide a list of recurring expressions
Before the work begins, agree on translations for recurring prompts:
– Prepare these beforehand and hand out to the translators
– Or, ask each of the translators to propose entries in a blank list, then determine one by one the agreed translation
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gHands-on exercise or demo
<Several modalities can be envisaged:
Participants are given a sample (short) unit plus related TAS, to translate on the spot
Participants present their translation of a sample unit distributed ahead of the session, and these are discussed
A volunteer participant or the presenter does a translation on the PC connected to the beamer>
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<The following slides are for a paper-based translation exercise session Delete them if you are doing computer-based PISA>
Delete this slide
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gHands-on exercise / Translation
We will now translate the unit <XXX>
Open the <English> or <French> source version (MS Word file), open the TAS (Excel file)
Translate by overwriting the source
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gHands-on exercise / Reconciliation<This part can be skipped in the Translator
Training session, though it may be of interest to translators>
After translations are discussed and two are chosen (if needed)
The Reconciler demonstrates the “merging” of two translations into a third one and the correct documentation of adaptations/issues in the TAS
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gHands-on exercise / ReconciliationPractical tip: ideally the reconciler should
use 2 screens while consulting a paper source version (may not be possible in training session conditions)
S/he needs to consult Translation1, Translation2, and (possibly) the TAS’s with translators’ annotations
Reconciliation is carried out by overwriting one of the two translations, taking elements from the other one, and possibly making further changes
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gHands-on exercise / ReconciliationDocumentation in the TAS:All adaptations (reminder: deliberate
deviations from source) must be recorded in the TAS
It is very helpful to record also unresolved difficulties
To limit the workload: no need for elaborate comments when compliance with a T&A guideline was not a problem. A simple 'OK‘ will do. Also, minor and ‘natural’ changes do not need to be repeatedly justified.
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gBefore we part
<This could be the right place to present work volume, fees, deadline>
<As regards the delivery mode: translators can be instructed here about uploading and releasing translated units on the PISA Portal (and credentials distributed) OR advised that this information will follow>
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<The following slides are for a computer-based translation exercise session Delete them if you are doing paper-based PISA>
Delete this slide
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49P
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gHands-on exercise / Translation
Preparations: you will need
o The OLT software installed <the link can be provided in advance of the training session, or the software copied to USB sticks for distribution at the session>
oCredentials for the PISA 2015 Portal <now may be a convenient time to distribute them>
oThe PISA 2015 Translator’s Guide <provided in advance of the training session, or distributed now in electronic and/or printout form>
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50P
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gHands-on exercise / Translation
We will now translate the unit <XXX>
Follow the instructions in the Translator’s Guide to
oLog on to the Portal, download a file for translation and launch a preview of the source version
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gLog in, download from the Portal,
launch preview of source
Log in, navigate to the Translation Monitoring Report
Select a cluster Click the link to view the files for the
cluster Save an XLIFF file to your computer Launch a preview of the source Keep preview screen open for
consultation while translating Open the TAS
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52P
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gTranslate using OLT
oFollow PISA 2015 Translator’s Guide step by step
oFor example: in Options menu, Update Tags and Autopropagate unchecked, all other options checked. To be done only once.
oOther example: If a dialogue box asks whether you want to automatically translate segments in the file, select NO
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gTranslate using OLT
Screen divided in 3 sections: source pane, target pane and match pane
Translate segments: oOverwrite text in target paneoMove to the next segment:
Confirm and Translate Next button oThis enters translation in Mini-TM
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54P
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gTranslate using OLT
During your translation task, consult the item-specific translation and adaptation guidelines in the TAS
You can also use the ‘Country Comments’ column of the TAS to write any comments you may have to Reconciler who will be reviewing and using your translation
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gTranslate using OLT
In the XLIFF files, items may appear before the stimulus
In the Excel TAS, stimulus always appears first
Please translate in the order of appearance in the TAS: stimulus first, then items.
Focus on the semantic and formal relationship between items and stimulus (e.g. literal matches)
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56P
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gTranslation Memory
As you translate, Mini-TM builds up When software detects a match:
previous translation(s) display in match pane
Transfer button is enabled If appropriate, select a match and
click on button If edits needed, make them + click
on the button Update Mini-TM Usually you will want to Overwrite
but sometimes Add 56
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57P
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gUpload and Preview
Once you are (provisionally) satisfied with the translation of a unit, save and close
Answer ‘Yes’ if asked “Do you wish to save the Mini-TM?”
Login to the Portal (if you are logged out), navigate to the Translation tab
Preview your translated unit
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gRevise, Finalise
If you change your mind about any of your translation choices after previewing–Re-open XLIFF in OLT, make
corrections–Re-preview on the Portal
That’s it! (for now)
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The Guide includes instructions for finalizing units, but this
should be done on an entire batch of units and it is an
irreversible step – best not done during training session…
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59P
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gHands-on exercise: Reconciliation<It may be unpractical to demonstrate
reconciliation of a computer-based unit, because this would require two released translations on the Portal>
<But the process can always be explained, as it may be of interest to translators>
<If possible>: The Reconciler demonstrates the “merging” of two translations into a third one and the correct documentation of adaptations/issues in the TAS
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60P
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gHands-on exercise / Reconciliation
Practical tip: ideally the reconciler should use 2 screens (may not be possible in training session conditions)
S/he needs to open OLT, consult previews of source and two targets, consult the TAS guidelines and (possibly) consult translators’ annotations in two TAS
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61P
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gHands-on exercise / Reconciliation
Reconciliation is carried out in OLT by selecting for each segment either T1 (from target pane) or T2 (from match pane) and making further changes as needed
It is essential to preview a reconciled version before finalising
The Reconciler also reports any layout or format issues in the dedicated FORMAT & LAYOUT CHECK form (FLC, one per cluster or batch)
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62P
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gHands-on exercise / ReconciliationDocumentation in the TAS:All adaptations (reminder: deliberate
deviations from source) must be recorded in the TAS
It is very helpful to record also unresolved difficulties
No need for elaborate comments when compliance with a T&A guideline was not a problem. A simple 'OK‘ will do
Minor and ‘natural’ changes do not need to be repeatedly justified
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63P
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gBefore we part
<This could be the right place to present work volume, fees, deadline>
<As regards the delivery mode: translators can be reminded here about uploading and releasing translated units on the PISA Portal, using the “I’m done” button>
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Thank you for your attention!