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Evidence Guide: PSPGOV420A - Use translation services

Student: __________________________________________________

Signature: _________________________________________________

Tips for gathering evidence to demonstrate your skills

The important thing to remember when gathering evidence is that the more evidence the better - that is, the more evidence you gather to demonstrate your skills, the more confident an assessor can be that you have learned the skills not just at one point in time, but are continuing to apply and develop those skills (as opposed to just learning for the test!). Furthermore, one piece of evidence that you collect will not usualy demonstrate all the required criteria for a unit of competency, whereas multiple overlapping pieces of evidence will usually do the trick!

From the Wiki University

 

PSPGOV420A - Use translation services

What evidence can you provide to prove your understanding of each of the following citeria?

Prepare written information for translation

  1. Written information for translation is presented in language that is simple, plain, grammatically correct and uses short sentences, while preserving the integrity of the required meaning.
  2. Words without direct translations, key concepts, terminology and jargon are explained in simple terms or through diagrams/graphics/pictures.
  3. Active voice is used in preference to passive where possible and acronyms and abbreviations are avoided or explained in full.
  4. Question and answer formats are used for written information where possible to break text into meaningful chunks.
  5. Written information is checked to ensure it is legible, and precise.
  6. Written information is tested on others not familiar with the subject matter, in accordance with legislative and organisational requirements, to ensure that the meaning is clear and easy to understand.
Written information for translation is presented in language that is simple, plain, grammatically correct and uses short sentences, while preserving the integrity of the required meaning.

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Words without direct translations, key concepts, terminology and jargon are explained in simple terms or through diagrams/graphics/pictures.

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Active voice is used in preference to passive where possible and acronyms and abbreviations are avoided or explained in full.

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Question and answer formats are used for written information where possible to break text into meaningful chunks.

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Written information is checked to ensure it is legible, and precise.

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Written information is tested on others not familiar with the subject matter, in accordance with legislative and organisational requirements, to ensure that the meaning is clear and easy to understand.

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Engage translation service

  1. The purpose of translation is determined to ensure the competency of the translator meets organisational requirements.
  2. Target languages are identified and any specific requirements of the translating service are determined.
  3. Exact specifications and timeframe for finished product are determined and agreed with translator.
  4. Occupational health and safety requirements are considered and incorporated in determining time allocations and deadlines for translations.
  5. Quotes are obtained if required and translator/s engaged in accordance with organisational policy and procedures.
  6. Details of translation arrangements are recorded in accordance with organisational policy and procedures.
The purpose of translation is determined to ensure the competency of the translator meets organisational requirements.

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Target languages are identified and any specific requirements of the translating service are determined.

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Exact specifications and timeframe for finished product are determined and agreed with translator.

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Occupational health and safety requirements are considered and incorporated in determining time allocations and deadlines for translations.

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Quotes are obtained if required and translator/s engaged in accordance with organisational policy and procedures.

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Details of translation arrangements are recorded in accordance with organisational policy and procedures.

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Complete translation arrangements

  1. Background materials and information for translation are provided to translator/s in agreed format and timeframe.
  2. Contact details are provided for clarification of information, concepts and technical terms as required by translators.
  3. Translations are received in accordance with agreed conditions, and payments authorised as required in accordance with organisational policy and procedures.
  4. Where translated material is sent for printing, completed proofs/products are checked by translator/s prior to printing.
Background materials and information for translation are provided to translator/s in agreed format and timeframe.

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Contact details are provided for clarification of information, concepts and technical terms as required by translators.

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Translations are received in accordance with agreed conditions, and payments authorised as required in accordance with organisational policy and procedures.

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Where translated material is sent for printing, completed proofs/products are checked by translator/s prior to printing.

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Assessed

Teacher: ___________________________________ Date: _________

Signature: ________________________________________________

Comments:

 

 

 

 

 

 

 

 

Instructions to Assessors

Evidence Guide

The Evidence Guide specifies the evidence required to demonstrate achievement in the unit of competency as a whole. It must be read in conjunction with the Unit descriptor, Performance Criteria, the Range Statement and the Assessment Guidelines for the Public Sector Training Package.

Units to be assessed together

Pre-requisite units that must be achieved prior to this unit:Nil

Co-requisite units that must be assessed with this unit:Nil

Co-assessed units that may be assessed with this unit to increase the efficiency and realism of the assessment process include, but are not limited to:

PSPETHC401A Uphold and support the values and principles of public service

PSPGOV402B Deliver and monitor service to clients

PSPGOV413A Compose complex workplace documents

PSPGOV422A Apply government processes

PSPLEGN401A Encourage compliance with legislation in the public sector

PSPREG402C Promote client compliance

PSPREG409B Prepare a brief of evidence

Overview of evidence requirements

In addition to integrated demonstration of the elements and their related performance criteria, look for evidence that confirms:

the knowledge requirements of this unit

the skill requirements of this unit

application of Employability Skills as they relate to this unit

use of translation services in a range of (3 or more) contexts (or occasions, over time)

Resources required to carry out assessment

These resources include:

legislation, policy, procedures and protocols relating to the use of translation services

case studies and workplace scenarios to capture the range of translation contexts likely to be required

Where and how to assess evidence

Valid assessment of this unit requires:

a workplace environment or one that closely resembles normal work practice and replicates the range of conditions likely to be encountered when using translation services, including coping with difficulties, irregularities and breakdowns in routine

use of translation services in a range of (3 or more) contexts (or occasions, over time).

Assessment methods should reflect workplace demands, such as literacy, and the needs of particular groups, such as:

people with disabilities

people from culturally and linguistically diverse backgrounds

Aboriginal and Torres Strait Islander people

women

young people

older people

people in rural and remote locations.

Assessment methods suitable for valid and reliable assessment of this competency may include, but are not limited to, a combination of 2 or more of:

demonstration

portfolios

projects

questioning

scenarios

authenticated evidence from the workplace and training courses

For consistency of assessment

Evidence must be gathered over time in a range of contexts to ensure the person can achieve the unit outcome and apply the competency in different situations or environments

Required Skills and Knowledge

This section describes the essential skills and knowledge and their level, required for this unit.

Skill requirements

Look for evidence that confirms skills in:

specifying requirements and preparing information to ensure effectiveness and efficiency of translating experience

tailoring written communication to suit the level of client understanding and the translating environment

briefing translators on subject matter, terminology and required background reading

addressing the occupational health and safety of translators (in terms of issues such as stress, repetitive strain injury) through adequate time allocations and deadlines

applying legislative and ethical requirements of working with translators

Knowledge requirements

Look for evidence that confirms knowledge and understanding of:

legal and ethical requirements of working with translators

process for accessing translation services

translators' code of ethics

cultural aspects of communication with diverse client groups

language requirements of working with translators

roles a translator should and should not be expected to perform

legislation/policy/procedure related to working with translators

occupational health and safety and environmental issues related to working with translators

Range Statement

The Range Statement provides information about the context in which the unit of competency is carried out. The variables cater for differences between States and Territories and the Commonwealth, and between organisations and workplaces. They allow for different work requirements, work practices and knowledge. The Range Statement also provides a focus for assessment. It relates to the unit as a whole. Text in bold italics in the Performance Criteria is explained here.

Translation is:

the written rendering of the meaning of the written word from one language (the source language) into another (the target language)

Words without direct translation may include:

name of the organisation, which should not be translated

technical/specialist terms, such as ergonomic assessment

Legislative and organisational requirements may include:

privacy

public sector ethics

organisational code of practice

Purpose of translating may include:

translation of texts that do not contain technical or specialised information or terminology

simple translation where some level of inaccuracy is acceptable

translation work that may include routine correspondence, reports, standard text material in the general field of scholarship

translation of non-specialised scientific, technical, legal, tourist and commercial subjects

translation work requiring a reasonable level of accuracy

translation work requiring a high level of accuracy

complex, technical and sophisticated translation

Competency of translators may include:

paraprofessional level

professional level

advanced professional level

international standard

accreditation with National Accreditation Authority for Translators and Interpreters (NAATI) - a requirement for translation assignments in some jurisdictions

international credentials

degree of difficulty of written material

Language may include:

major language plus dialects

community languages

Aboriginal languages

register

syntax

level

Identification of target language may include:

expert advice on language/s to choose for translation (for posters or pamphlets for community or workplace, for example)

Specific requirements may include:

recording of translations (audiotape)

police clearance for translator

Specifications may include:

font size

margin specifications

layout template

word processing

desktop publishing

roles a translator is not expected to undertake, such as:

defining terms

reformatting material

providing examples

changing materials to make them more suitable for translation

Translations may be received by:

email

file transfer

hard copy