英文在台灣的教學環境中是主要的核心科目之一，而且在普通高級中學英文課程綱要中，培養學生中英翻譯的能力也是其主要的目標。在重要的升學入學考試如大學學科能力測驗與指定科目考試中，中譯英常常是測驗題型的其中一種。翻譯評量的給分本質上是相當複雜的，採用何種評分規準以及評分者的合適與否皆對於判斷受試者的表現產生重大的影響。因此，本研究旨在檢視現行翻譯測驗題型中分項式給分的效度，並為翻譯測驗的效用提供實證。 本研究亦提出整體式評分規準為現行分項式給分之替代方案，並檢視兩者能否平等地評量考生於翻譯測驗中的表現以及評分者的專業程度與評分經驗是否在某些程度上影響他們評比受試者們的作答。本研究採用多面向羅許模式 (Many-Facets Rasch Measurement Model)來分析實際資料，期盼能透過實例來檢視翻譯測驗的分數與評分者專業程度及評分經驗之間的關係。除此之外，整體式與分項式評分規準應用於翻譯測驗的優點與缺點將會被仔細的檢視與探討。

English has been one of the core subjects in the EFL context of Taiwan, and cultivating students’ translation skills is a major objective in the national senior high school curriculum. In high-stakes examination like General Scholastic Ability Test and Advanced Subjects Test, translation has always been part of the two tests. The nature of grading performance assessment, such as translation, is quite convoluted. The adaptation of rating scales and recruitment of adequate raters become crucial in judging test takers’ performance. Hence, this research aims to inspect the validity of the current analytic rating rubrics of translation, and proffer empirical evidence for the utility of translation items. The author also proposes the holistic rating rubrics as an alternative to check the extent to which the translation performance can be equally assessed and to examine the extent to which rater’s expertise and rating experience correlates with their verdict on test taker’s performance. In the research, the Many-Faceted Rasch measurement model (MFRM) will be taken as the approach to analyzing the empirical data. The expectation result of this research is to provide empirical evidence that the translation scores may have significant relationships with rater’s expertise and rating experience. Also, the pros and cons of holistic and analytic rating rubrics in relation to translation test will be critically examined and discussed.

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