How to Assess Intercultural Competence

Chapter 8 How to Assess Intercultural Competence Darla K. Deardorff, Darla K. DeardorffSearch for more papers by this author Darla K. Deardorff, Darla K. DeardorffSearch for more papers by this author Book Editor(s):Zhu Hua, Zhu HuaSearch for more papers by this author First published: 14 December 2015 https://doi.org/10.1002/9781119166283.ch8Citations: 5 AboutPDFPDF ToolsRequest permissionExport citationAdd to favoritesTrack citation ShareShareShare a linkShare onFacebookTwitterLinked InRedditWechat Summary This chapter explores guiding principles in using measures to assess intercultural competence, in particular, the clear articulation of goals and objectives and the rationale for a multimeasure, multiperspective approach. It also discusses other key issues in assessment of intercultural competence including the lifelong process of developing intercultural competence, the need to assess behavior, and using collected assessment information for further intercultural development. Intercultural competence should be intentionally addressed throughout the curriculum and through experiential learning. The chapter considers the evidence of successful interactions (behaviors in real-life situations) as a key part of assessing intercultural competence. In intercultural competence assessment, there is a heavy reliance on indirect assessment, particularly through the use of surveys and inventories. To achieve solid, valid results, approaches to assessment of intercultural competence need to go beyond using one measure, to utilizing a multimeasure approach incorporating both direct evidence and indirect evidence. Citing Literature Research Methods in Intercultural Communication: A Practical Guide RelatedInformation