HINTS FOR ASSESSMENT OF INTERCULTURAL COMPETENCE

Required Time 90 Minutes

Learning Objectives

By the end of this session, participants will:

1. be aware that the assessment of intercultural competences is a complex task and needs several perspectives to be put in act
2. be able to define intercultural competencies and indicators to assess them

Session Goals

• Reflect on the intercultural learning process,
• Define possible to tools to assess Intercultural Competence

Space Requirements

• Semi-circle seating arrangement
• A room where participants can move about freely

Necessary Materials

• Computer + internet connection
• Flipchart stand and paper
• Coloured markers
• A4 paper sheets & pens

Powerpoint presentation “Hints for assessment of intercultural competence”

Homework

Before providing the training, the facilitator should become very familiar with the toolbox structure and activities.

Step-by-Step Description of the Session

ACTIVITY 1: THE GAME OF THE SQUARES  (30 MINS)

1. Use the game of squares to focus again on the intercultural learning process
2. Use the Darla Deardorff’s model on the development of Intercultural competence to make a connection, in the debriefing of the Game of Squares
3. Introduce the Butterfly Model of competences from the CoE Competencies for a democratic culture”

ACTIVITY 2 – SELF REFLECTION ON ASSESSMENT OF INTERCULTURAL COMPETENCE (30 MINS)

1. Ask participants to couple or to form small groups with their neighbours
2. Ask them to reflect on which attitudes, skills, knowledge and critical understandings and values they have tackled during the seminar and now they are more aware of.
3. Ask them to come up with suggestions on which indicators should be taken into consideration to assess these new or consolidated competences   
4. Write down keywords on the flip chart

ACTIVITY 3  – HINTS FOR ASSESSMENTS OF INTERCULTURAL COMPETENCE (30 MINS)

1. Remind participants that the acquisition of intercultural competences is a lifelong learning process, which brings best results through conscious, planned and facilitated experiential learning (Kolb, Experiential Learning Cycle).
2. Underline that exposure and interaction with people of different cultural affiliations does not imply, let alone guarantee, intercultural learning  
3. Assessment of intercultural competences, just as with other attitudes- and skill-based competencies is a complex task, which cannot be responded to by standard quantitative testing procedures. Since intercultural learning is a life-long learning process, intercultural competence can never be fully achieved.

Use the PowerPoint Presentation “Hints for assessment of intercultural competence” to speak about the topic