In November I facilitated a webinar entitled, “Assessing Intercultural Learning: Beyond Assessment Tools.” Due to the high interest in and positive reception of that session, I decided to also write a blog post on the topic.
In this post, I discuss some of the challenges involved in assessing intercultural learning, and share the webinar slides, which contain practical examples of ways to address these issues.
Formative & Summative Assessment
First of all, it’s important to distinguish between two primary types of assessment—formative and summative—and think about the role both play in intercultural learning.
Summative assessment is typically given after the instruction or learning experience is over. It provides information about what has been learned. The goal of summative assessment is to evaluate student learning at the end of an instructional unit by comparing it against some standard or benchmark.
Formative assessment, on the other hand, is...
Winter break is almost here, and many of us will soon be gathering with family and friends to celebrate various holidays. These holiday gatherings can be a lot of fun, but they can also be stressful. One reason is because they oftentimes require us to engage with people with whom we don’t always see eye to eye.
I’d like to invite you to re-frame the holidays as an opportunity to practice intercultural competence, and perhaps build some bridges and promote peace in the process.
Two difficulties that even fairly interculturally competent people oftentimes have (see the July 2017 blog post for more information about developing intercultural competence) are applying their intercultural skills when engaging with people who have a more polarizing (“us” vs. “them”) approach to cultural differences and when engaging with close family or friends. Yet intercultural competence is relevant not just when traveling abroad or...
Significant learning is learning that makes a difference in how people live—and the kind of life they are capable of living. We want that which students learn to become part of how they think, what they can and want to do, what they believe is true about life, and what they value—and we want it to increase their capability for living life fully and meaningfully.
— L. Dee Fink
This is the quote that introduces my recent chapter, entitled “Design and pedagogy for transformative intercultural learning,” in the book Learning Across Cultures: Locally and Globally, edited by Barbara Kappler Mikk and Inge Steglitz.
It may seem overly optimistic to some, especially in today’s world, but I choose to believe that I can somehow make a positive difference in this world. Not in a massive, everyone-will-know-my-name kind of way, but more like a stone-producing-ripples-in-a-pond kind of way.
It is with this optimism, balanced but not overtaken by a heavy...
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