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Resumen: Despite the fact that translation teaching research has been gaining momentum over the last two decades, little has been written and therefore known about translation assessment in the teaching context. This article reports on a data-based empirical study of translation testing in China. The issues raised in it range from teachers’ attitudes towards testing to its objectives, design, contents, frequency, and its pedagogical roles. It is suggested that more research be done on translation testing, of which the first task is to develop a theoretical framework to provide guidance for translation testing practice and research. It is further recommended that translation testing be made more teaching-oriented and brought closer to the real world of professional translation.

Resumen: This paper is an attempt to guide the teachers how the assessment process should be and it highlights the effectiveness and suitability of adopting the holistic method of assessment. This method was applied to the correction of students' translations of the final exam containing different texts to be translated in both directions between English and Arabic. The exam was done by 36 female students at the Faculty for Women - Seiyun, Yemen on the undergraduate degree course of Translation (2). The hypothesis regarding the suitability and effectiveness of using the assessment holistic method and the possibility to improve the quality of the assessing the students' translations in future based on this method has not been verified. This study concluded that the main factor which is clearly identifiable was translation competence and that this method was found out to be too lenient to give impartial translation quality assessment for the students' translations.