Positive feedback is important in translation teaching as it enhances learners’ self-confidence and motivation. Examining the nature of what assessors highlight in the marking process may provide insight into how the result of the assessment is affected by identifying successful aspects of the translation, compared to negative or corrective assessment. This chapter sets out to answer the following questions: (1) among several groups of assessors, are teachers significantly different in the use of positive feedback; (2) is the use of positive feedback directly related to translation quality, or, alternatively, to how strict the evaluator is; and (3) is there any correlation between positive and very negative reactions which supports a graded conception of quality?
