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.