ABSTRACT
This chapter demonstrates that, the quantification of evaluations may have some superficial face value within our institutions and society as a whole, upon closer scrutiny it is doomed to fall short of minimal standards of authenticity and credibility. The constructivist principles discussed trustworthiness, authenticity and fairness can be seen as a philosophical basis for a consistent empowerment approach to assessment. Anchoring tests in realistic translation situations and using credible professional norms of editing time for their evaluation can help provide the necessary authenticity to result in trustworthy assessment procedures. The integration of portfolios as a standard feature of formative and summative assessment in translator education can serve as a suitable framework for all of the sub-features of the trustworthiness criterion: prolonged and persistent observation, peer debriefing, progressive subjectivity, member checks, transferability and dependability. Providing opportunities for extensive collaboration in formative testing acknowledges the shared quality of knowledge that is fundamental to the social constructivist viewpoint.
