1. Introduction
2. Framework of reference
3. Three dimensions of ICC
4. Methods of assessment
5. Steps in assessing ICC 
6. Assessing ICC 
7. Levels of ICC proficiency  
8. Conclusion
9. References

Guidelines for Assessing Intercultural Communicative Competence (ICC)

Denise Lussier with Siyka Chavdarova Kostova, Ksenia Golubina, Daniel Ivanus, Guadalupe de la Maya Retamar, Liljana Skopinskaja, Silvia Wiesinger

1. Introduction

The aim of the chapter is to arouse reflective thinking among educators and give some input to the different possibilities of assessing intercultural communicative competence. It does not intend to make a survey of all the modalities of assessing intercultural communicative competence (ICC) but to present some guidelines and practical ideas.

This chapter takes into account the orientations and guidelines as proposed in the Common European Framework of Reference for Languages: Learning, teaching and assessment (CEFR, 2001) and the Portfolio européen des langues: la composante interculturelle et apprendre à apprendre (2003) produced by the Council of Europe in terms of the development and assessment of intercultural competence in the context of language teaching. As specified in the CEFR, the term "assessment" is used in the sense of the proficiency of the language user (assessment tasks, assessment procedures, etc.) but not all competencies of ICC require language tests. To refer to a broader dimension such as the "being/savoir-être" dimension and the whole process, we use the term "evaluation".

The chapter includes a brief description of the theoretical aspects of assessing ICC and presents a conceptual framework of reference (section 2). It gives guidelines for the assessment of the three components of ICC (section 3). It includes different methods of assessing students ICC profile (section 4).  Educators can choose from a wide range of examples of evaluation methods: from assessment tasks and students' self-evaluation (sections 5) to surveys designed to assess teachers' abilities to teach ICC (section  - Our research articles/Lussier and Our research articles/Golubina). Some of the practical elements are based on the content of Unit 5: All you need is love from the textbook Mirrors and windows (2003) which is described under section 6. It also contains descriptors of the different levels of ICC proficiency (section 7) and different sources of references on websites or in dictionaries or encyclopedias.

The chapter also intends to give practical guidelines, evaluation procedures and tasks for educators intending to organise and implement intercultural communication workshops and courses as well as a collection of assessment tasks to help evaluate trainees' intercultural competence.

In this chapter you will find:

  1. Framework of reference for intercultural communicative competence (ICC)
  2. Assessing the three dimensions of ICC: "Knowledge/savoirs", "know-how/savoir-faire" and "being/savoir-être"
  3. Methods of assessment
  4. Steps in assessing ICC
  5. Assessing ICC: an example through an authentic learning unit
  6. Final appreciation: Levels of ICC proficiency
  7. Conclusion
  8. References

    next chapter: 2.  Framework of reference