Introduction

This special issue of The Interpreter and Translator Trainer focuses on new perspectives in assessment in translator education and shows that assessment has gradually become seen as far more than just a grading exercise to establish that learning outcomes have been achieved. Assessment is shown to be not only a measure of learning (i.e. assessment ‘of’ learning), but also part of the learning process (i.e. assessment ‘for’ learning) (HEA 2012, 19).