1 Towards an integrated model of translation evaluation in pedagogical setting Mostafa Amiri Allameh Tabatab’i University College of Persian Literature and Foreign Languages Abstract Translation evaluation is a very important topic in translation, both in academic and professional areas. Although translation evaluation has been carried out for centuries, the evaluation criteria mostly remain subjective, and there are still no general accepted objective criteria for evaluating the quality of translations. Meanwhile, models of translation evaluation that have been developed in translation studies in academic setting mostly focus on an examination of the product rather than process or context. Some of them allow for the reporting of quantitative results using pre-determined categories which move towards more objective models. The aim of the present study is to design an integrated model for the evaluation of translation quality in academic area using design guidelines proposed by Saldanha and O’Brien and three existing evaluation scales proposed by Albir, Waddington and Farahzad in order to achieve a more objective model for translation evaluation. Keywords: translation evaluation, evaluation model, evaluation scheme, integrated evaluation models Introduction Translation evaluation is as old as translation practice itself. The initial focus of translation evaluation was on the concepts of equivalence, literalness or freeness of translation, and the evaluation criteria were mainly subjective. With the establishment of translation as an academic discipline and the development of new theories of translation, the concept of evaluation also evolved considerably, and steps were taken to adopt more objective criteria (House, 1997; Nord, 1997; Schäffner, 1998; Gouadec, 2010). The scope of evaluation as an area of research also grew enormously. Martínez Melis and Hurtado Albir (2001) present a good overview of evaluation criteria and procedures proposed in translation studies, which they have summarized as follows: • Technical procedures proposed by Vinay and Darbelnet (1958); • Dynamic equivalence criteria proposed by the Bible translation scholars (Nida and Taber 1969; Margot 1979) based on the importance of reception; • Situational dimensions put forward by House (1981) with functionalist criteria; • Contextual dimensions put forward by Hatim and Mason (1990); • Categories derived from the polisystem theory (Toury 1980; Rabadán 1991);