ASSESSMENT PRACTICES IN PROJECT-BASED LEARNING: A LITERATURE REVIEW IN TRANSLATION EDUCATION IN HIGHER EDUCATION

Abstract

Project-Based Learning (PBL) mirrors real-world translation and centers on the learner, but
assessment remains complex. This review explores strategies in tertiary translation education, formative
feedback, authentic tasks, peer/self-assessment, and rubrics, and recommends multidimensional
approaches aligned with professional needs and learner growth.