1 Introduction

The importance of evaluation in modern teaching methods, the definition of formative evaluation and its application in MTI translation teaching, the promoting effect of formative evaluation on student learning, teaching effectiveness, and actual translation tasks, the research status of feedback application in translation teaching, this study aims to explore effective feedback loop design and students' expected reactions to teacher feedback, as well as how to promote the improvement of students' translation skills and provide reference for formative evaluation practice through feedback loop design.

2 Theoretical background

The core role of feedback in formative assessment is to narrow the gap between student performance and expected learning outcomes. Shute, Hattie, and Tingperli emphasized the importance of feedback in educational research. In translation teaching, feedback is presented in written or symbolic form, connecting teaching and learning. Leicester and Lanta proposed six types of corrective feedback based on explicit/implicit and input provided/output prompt dimensions. Van Benningen divided corrective feedback into two categories: centralized and decentralized, with decentralized feedback being more suitable for assessing students' overall translation proficiency. Yang and Kales proposed three dimensions of feedback: cognitive dimension, socio emotional dimension, and structural dimension, providing a new perspective for a comprehensive understanding of feedback. Zhao Junfeng divides feedback into three levels from the perspective of cognitive load: low, medium, and high. The expected response types for feedback include no surface reaction, self reflection report preparation, feedback based TT segment correction, or modification of the complete TT. These theoretical foundations have a significant impact on translation teaching practice, and this study will explore the application effects of different types of feedback and their expected responses in MTI translation teaching.

3 Research Methods

This chapter introduces a hybrid research method aimed at optimizing the feedback loop design in MTI translation teaching. The study consists of two parts: qualitative and quantitative. By analyzing students' self reflection reports and questionnaire survey results, it explores the multidimensionality of effective feedback and its impact on the development of students' translation skills. The quantitative part validated the effectiveness of students' four expected responses to written feedback from teachers, and quantitatively analyzed the impact of different feedback response types on students' translation skills improvement by comparing translation scores. The study requires students to complete the task of translating English popular science articles in the field of business administration into Chinese, in order to track the development trajectory of students' translation abilities. The study participants were 40 MTI students, divided into four sample groups to ensure comparability. The research tools and steps include 15 translation tasks, scoring criteria, three consecutive feedback processing stages, different types of student responses to teacher feedback, pre-test and post test translation, and online questionnaire surveys. Through a series of carefully designed research tools and steps, this study comprehensively examines the impact of different types of feedback and student response styles on the development of MTI students' translation abilities, providing empirical evidence for optimizing formative evaluation in translation teaching.

4 Results and Discussion

This chapter tracks the development of MTI students' translation abilities and finds significant room for improvement in their translation skills. Research has shown that the feedback method combining self reflection reports and translation error correction has the best effect, especially in the SG4 group where significant progress is made in various evaluation dimensions. The impact of different feedback response types on students' translation ability improvement varies, among which submitting revised translation and self reflection reports promotes students' comprehensive development. The Kruskal Wallis test showed significant differences among the four sample groups, supporting the idea that appropriately designed feedback loops can effectively monitor and promote complex cognitive activities such as translation. Qualitative analysis reveals the impact of depth of self reflection, accuracy of error correction, attitude towards feedback, preference for feedback cognitive load, and the influence of feedback on learning outcomes. Based on the research results, teaching suggestions such as diversified feedback, promoting active participation, feedback loop design, personalized guidance, and continuous evaluation were proposed, emphasizing the importance of implementing diverse and interactive formative evaluation in MTI translation teaching.

5 Conclusion

This study systematically examined the effects of different feedback response types in MTI students' formative assessment of translation, providing empirical evidence for optimizing feedback loop design in translation teaching. The research results emphasize the importance of students actively participating in the feedback process and reveal the significant advantages of combining self reflection reports and translation error correction feedback response methods in improving translation skills. The key role of formative assessment in MTI translation teaching has been confirmed, and a reasonable feedback loop design helps teachers monitor students' learning progress, adjust teaching strategies in a timely manner, and promote the improvement of students' translation abilities. The study also found that students have different attitudes and preferences towards different cognitive load feedback, emphasizing the necessity of implementing personalized feedback strategies. The importance of cultivating students' self-learning ability has also been highlighted, encouraging students to actively analyze feedback, write reflective reports, and make translation corrections, while improving translation skills and enhancing metacognitive and self-regulation abilities. There are limitations in the research, such as small sample size and short research period. Future studies can expand the sample size, extend the research period, develop more refined feedback tools, and explore the application value of peer feedback. This study provides theoretical basis and practical guidance for the implementation of formative assessment in MTI translation teaching. Optimizing feedback loop design can help improve students' translation skills, cultivate self-learning ability and critical thinking, and lay the foundation for their career development.