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

7. Final appreciation: Levels of ICC proficiency 

ICC, mostly the dimension of "being/savoir-être" cannot be properly assessed using traditional testing procedures, and grading students with a mark or a score as the result of a measure or different measures.  Alternative methods of assessment, such as: pre- and post-course surveys, students' self-evaluation, the teacher's observation with grids of the learning process and progress, the teacher's evaluation and the student's portfolio, can provide more useful information. Examples of these methods were presented in previous sections.

For all these reasons, the final appraisal of ICC, can vary according to each of the three dimensions of ICC. Types of items such as multiple-choice, matching statements are still useful when assessing "knowledge/savoirs". For "know-how/savoir-faire", techniques such as role-plays and simulations of critical incidents, where students can interact as if in real life situations, are still appropriate items to be used. "Knowledge/savoirs" can also be integrated into "knowing-how/savoir-faire" which will be graded in terms of proficiency. For "being/savoir-être", self-evaluation by means of surveys on attitudes, culture-logs, portfolios, reflective thinking and the teacher's observation using grids and profiles of performance are recommended. Its assessment should rely more on an "appreciation". It is defined as a process which intends to give an estimation of learning and to reflect students' levels of competence and proficiency based on ICC descriptors and criteria.

In this context, summative evaluation is less feasible because the intent is not to sump up attainment at the end of a course with a grade. The final appraisal is to be based on more than one appraisal of the learning process and progress. For all dimensions the levels of competence can also be categorised in terms of low or medium or high profile as proposed in the European documents mentioned above. We now present grids developed for formative and summative evaluation.

7.1 Evaluation grids according to the functions of evaluation

Grids to use when teaching the unit (Formative evaluation)

We already know that one good way of assessing progress is to observe students' behaviours and changes of attitudes. In order to do so, teachers need grids presenting a list of descriptors of these behaviours and attitudes in terms of intercultural communicative competence. Descriptors are defined in terms of statements or indicators of the learning progress which can be observed to determine the level of performance of the learner on a specific proficiency scale. The descriptors and the levels specified on a scale can vary according to the needs of the institutions. 

This section presents two grids. The first one is from the European INCA project (2004) and was developed with specific professional interests, i.e. to provide a record of progress of future interculturally competent managers. Their performance is to be evaluated in reference of three levels of competence (low, medium and high). The second grid by Valdes (1986) was developed for teachers in their classroom. It includes six levels of competence, from limited interaction to native-like competence.  For the purpose of ICC development in this book, the grids in section 7.2 (below) are presented in reference of the conceptual framework and divided in terms of knowledge/savoirs, know/how/savoirs-faire and being/savoir-être. Each grid includes three levels of performance: low, medium and high.

References: INCA Assessor Manual

Grids at the end of the course (Summative evaluation)

a)  The European INCA project (2004).
This project was funded by the Council of Europe and the Leonardo da Vinci II Program. It is a «Portfolio of Intercultural Competence» intended to provide managers, employers and employees with a definitive record of progress. It includes a passport (summary of formal assessment, a biography (self-analysis of intercultural experiences and training) and a dossier (evidence of performance). The INCA Products were tested first in the engineering sector, where the need for interculturally competent managers for the future is most accurate».

In the Assessee Manual, the levels of Competence are divided in three: 1) Basic, 2) Intermediate, and 3) Full.  The descriptors used to identify the dimensions of competence are: 1) Tolerance of ambiguity, 2) Behavioural flexibility, 3) Communicative awareness, 4) Knowledge discovery, 5) Respect for Otherness, 6) Empathy and 7) General Profile.

b) Valdes' grid in Culture Bound (1986), Cambridge University Press. The grid is divided into six (6) levels of competence:

1. Beginners / Limited interaction; can't function in normal daily situations.
   
2. Intermediate / Survival competence; start to interact; can introduce herself and understand certain facts but make errors due to misunderstanding related to culture.
   
3.  Advanced - Limited social competence; show understanding of rules of conduct, taboos and sensitive items to speakers.
   
4. Superior / Professional and social competence; can take part in discussions related to two cultures. Minor errors in interpreting under statements.     
   
5. Almost native-like / Full professional and social competence; can adapt speech to the public; understands that culture is relative and knows what is appropriate to do in different situations; can discuss traits of two cultures, institutions and habits, usual events and national politics. Can understand allusions but there is a lack of background related to experience when young, and of past events.
   
6. Native-like / Cannot be distinguished from someone who has been educated and raised in the target language.

It is important to mention that no grid can fit all contexts. The selection of a grid relies on the needs of the evaluators using it. A teacher in a classroom will not be able to assess the learning using a grid with six levels of competence, knowing that he has more than twenty students in one group and that he teaches many groups the same day. In such case, a grid with three levels of competence would be more efficient and reliable. But, if an institution or a government or any organisation wants to define national standards of performance, a grid with more levels would better suit their needs.

7.2 Descriptors and criteria to assess the three dimensions of ICC

The present document describes the ICC competences in terms of three levels (low, medium and high). This classification can facilitate the task of the assessors and be used efficiently in the context of the classroom.
 
(a) Assessing intercultural "knowledge/savoirs"

Levels	Descriptors of ICC competence
Low	The student can produce in writing very simple descriptions and identify limited specific and general cultural facts related to collective memory, human life styles (dress, food, family relationships) or societal systems (education, economy, government). The student can speak more generally about some aspects of culturally determined acts of behaviour, can use and explain some words and expressions related to different fields of social interactions. The student tends to understand cultural facts intuitively, based on a general simple mental checklist comprised of collective memory, human life styles and societal systems. When questioned, the student applies cultural stereotypes.
Medium	The student possesses some concrete knowledge about cultural facts and can gradually build on and modify the information acquired. The student can speak and explain more concretely different aspects of culturally determined acts of behaviour, can compare with his own experience, local and national traditions; can use more words and expressions related to the respective field, can comment for example on some proverbs, songs, expressions related to it.
High	The student has accurate knowledge of both general and specific cultural elements (including sociolinguistic conventions for language use) and has developed a variety of learning strategies ranging from reflective observation to active experimentation. The student can speak about, explain, comment and analyze all learned cultural differences comparing them in depth with his own experience and local and national traditions; can understand, compare and analyze proverbs, songs, sayings, acts of behaviour and so on from an intercultural point of view.

(b) Assessing intercultural skills "know-how/savoir-faire"