Intercultural Competency Assessment Tools
The following resources offer assessment guides and instruments to measure students' attitudes, perceptions, knowledge, and skills relevant to intercultural and global engaged learning:
The American Council on the Teaching of Foreign Languages (ACTFL) Test of Oral Proficiency
ACTFL publishes guidelines for proficiency in speaking, writing and listening. It offers oral proficiency testing in more than 100 languages and written proficiency tests in 18 languages. ACTFL also uses assessment to inform instruction, backward-design units, and guide program development. Services include on-site workshops and facilitation, as well as online webinars and learning modules. The Oral Proficiency Interview (OPI) assessment can be administered via telephone or computer.
Assessing Global Learning: Matching Good Intentions with Good Practice
Authored by Caryn McTighe Musil of the Association of American Colleges and Universities (AAC&U), this monograph offers insights on student learning in international contexts, particularly as it pertains to identifying goals for global learning and “capturing the cumulative impact students’ growing global capacities” within liberal education. The appendices include a sample quantitative survey and assessment planning matrix for global learning outcomes.
The Intercultural Development Inventory (IDI)
Developed by Mitchell Hammer, owner and operator of IDI, LLC, the instrument is a 50-item questionnaire that assesses cultural competence. The IDI can be taken online or in pencil and paper form; the instrument can be completed in 15-20 minutes. Contexting questions allow respondents to explore their cross-cultural experiences, how they navigate various intercultural encounters, and the ways they apply these experiences to their personal growth and understanding of differences.
The Global Perspective Inventory
Established in 2008, the Global Perspective Inventory (GPI) is an online survey that reflects a global and holistic view of student learning in a variety of contexts. While the GPI can be administered to students at any stage of their college experiences, it is widely used to assess students’ pre- and post-international engaged learning involvement. The GPI measures student global attitudes and perceptions by emphasizing six dimensions: cognitive, intrapersonal, interpersonal, curriculum, co-curriculum, and community.
The Beliefs, Events, and Values Inventory (BEVI)
The BEVI consists of four interrelated components, including a life history questionnaire and three "experiential reflection" items. Administered electronically, the inventory typically requires between 35 and 45 minutes to complete. According to the website, "From an applied standpoint, the BEVI helps individuals 1) understand better what they believe and value about themselves, others, and the world at large and 2) reflect upon how such beliefs and values may—or may not—be conducive to learning, personal growth, relationships, and the pursuit of life goals."
Assessing Global Engaged Learning: Suggested Readings
Anderson, C. & Blair, D. (2013). Developing a global learning rubric: Strengthening teaching and improving learning. Diversity & Democracy, 16(3).
Crabtree, R. D. (2013). The intended and unintended consequences of international service learning. Journal of Higher Education Outreach and Engagement, 17(2), 43-66.
Green, M. F. (2012). Measuring and assessing internationalization. Washington, DC: NAFSA: Association of International Educators.
Green, M. F. (2013). Improving and assessing global learning. Washington, DC: NAFSA: Association of International Educators.
McTighe Musil, C. (2006). Assessing global learning: Matching good intentions with good practice. Washington, DC: Association of American Colleges and Universities.
Morgaine, W. (2010). Developing rubrics: Lessons learned. In T. L. Rhodes (Ed.),
Assessing Outcomes and Improving Achievement: Tips and Tools for Using
Rubrics, 11–13. Washington, DC: Association of American Colleges and Universities.
Rubin, D. & Matthew, P. (2013). Learning outcomes assessment: extrapolating from study abroad to international service-learning. Journal of Higher Education Outreach and Engagement, 17(2), 67-86.