Translation teachers have long experimented with various methods to help students improve their translation competence. This study approaches the issue by developing an assessment framework based on error analysis and a translation grading system, with the aim of identifying the most common and frequent errors committed by students in their translation works. One group of translation students in Ningxia University, China served as the target group of the study. The errors identified in their renditions were classified, with text-level errors the most prominent, followed by translation errors and substance errors. Possible causes of the errors were analyzed, and suggestions were proposed for future teaching.