Translation is a field of practice beyond theoretically written and discussed. When it comes to training, the results of this practice should be evaluated. Accurate assessment requires the separation of people knowing or not and doing or not as precisely as possible. The more robust and reasonable the basic criteria and grounds underlying this distinction, the more adequate accountability can be mentioned. On the other hand, transparency regarding the evaluation criteria and reasons will show an egalitarian attitude in education. As a tool of measurement and evaluation, the ‘grading key’ refers to accountability as a value for institutions, and the sharing of assessment criteria and examination papers with learners as necessary means the conduct of transparency as a value. These values are seen from the criteria included in quality affairs in the relations of institutions with individuals. When the exam to be evaluated is a translation exam, it does not seem possible to mention the common accepted evaluation criteria today. The multifaceted and factorial nature of the translation phenomenon reinforces and justifies this lack of standards. In this study, it will be tried to find the answer to the question of whether there will be an grading key in translation exams. At the practice level, a grading key design will be proposed as a basis for the language-based evaluation of translation exams, and various examples of a translation task assigned to students will be evaluated on the scale of this grading key.
translation exam, training on translation, answer key, translation products, evaluation of the translation.