Measuring Translation Ability and Acllievement: ASchema-Based Approach

This study explores the validity and reliability of threeineasures of achievel11ent: a schenza-based cloze f11ultiplechoice iteln test (melt), a persian to english melt and anenglish to persian open-ended translation exa111ination(oete). the results obtained on the peljorjl1ance of 89undergraduate university students s/zol-v that the schelnabasedcloze melt has the highest reliability (a = 0.93)followed by persian to english melt (a=80). althoughenglish to persian oetes suffer suffer fronz not yielding toobjective nleasures of reliability, they correlatesignificantly with schenla - based cloze melts andpersian to english melts and can therefore be llsed asvalid nleasures of achieve/nent in general english courses.since the three tests correlate significantly vvith each otherthey establish tlzel11selves as enlpirically valid rneasures oftranslation ability, too. an analysis of 11leans, however,reveals that they have significant differences. since theschenza based cloze melt enjoys melt enjoys thehighest indices of reliability and its significant correlationwith the english to persian oete (r = 0.75) is higher thanthe significant correlation between persian to englishmelt and english to persian oete (r = 0.61), it issuggested that schelna based cloze melts be used asreliable and valid ineasures of both translation ability andachievelnent