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:
- Beginners / Limited interaction; can't function
in normal daily situations.
- Intermediate / Survival competence; start to interact;
can introduce herself and understand certain facts but make errors due
to misunderstanding related to culture.
- Advanced - Limited social competence; show understanding
of rules of conduct, taboos and sensitive items to speakers.
- Superior / Professional and social competence; can
take part in discussions related to two cultures. Minor errors in interpreting
under statements.
- 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.
- 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"
Levels |
Descriptors
of ICC competence |
Low |
The student can participate in
conversations in different culturally determined situations with
some standard expressions without comparing, analyzing and critically
reflecting on them and tries to explain them without critically
analyzing and without incorporating cultural variables into the
analysis.
|
Medium |
The student, in different culturally determined situations, can participate in conversations more freely, i.e. expressing, comparing and analyzing differences, with some critical reflection; and is able to cope with them to a certain extent.
The student is able to analyze the situation objectively.
The student is able to understand the variability of verbal and non-verbal behaviour within the target cultural community to a certain extent but doesn’t try to recreate an alien world view and doesn’t reflect upon how the culturally different person might be construing events.
|
High |
The student can participate in conversations in different culturally determined situations absolutely freely expressing, comparing, analyzing and critically reflecting on differences.
The student can appropriately use in conversations different proverbs, sayings and expressions in different intercultural contexts.
The student is able to cope easily with unexpected situations and is able to recreate an alien world view and easily recognizes how one’s world view is culturally conditioned.
The student can easily manage the stress associated with intense culture and language immersions (culture and language fatigue).
The student clearly expresses verbal and non-verbal behavioural flexibility.
|
(c) Assessing intercultural attitudes "Being/Savoir-être"
Levels |
Descriptors
of ICC competence |
Low |
The student experiences intercultural situation with difficulties and then tends to adopt a defensive approach.
The student shows some sensitivity but also shows ethnocentric attitudes and perceptions and expects adaptation from others.
The student manifests tolerance to some culturally determined behaviour acts.
The student demonstrates a degree of cultural awareness but still tends to be influenced by cultural stereotypes due to a passive attitude towards other cultures.
|
Medium |
The student manifests “mixed” attitudes to culturally determined acts of behaviour.
The student starts to accept intercultural ambiguities as challenging, showing openness and interest towards others.
The student sometimes takes the initiative in adopting other’s patterns; tends to see things and situations from the other’s point of view.
The student demonstrates openness to other cultures, accepting and being sympathetic to other beliefs and values.
The student has no profound argumentation of his own position in terms of his
own attitude regarding cultural differences
|
High |
The student enjoys observing, participating, describing, analyzing, and interpreting intercultural elements and situations.
The student argues well his own position toward different culturally determined acts of behaviour.
The student expresses a sense of alterity, i.e. is able to reflect on what a person from a different culture would really feel like in such a given situation.
The student expresses empathy toward representatives of different cultures.
The student manifests respect for otherness, other beliefs and values.
The student tries to take the role of a mediator in intercultural encounters, manages ambiguity, and offers advice and support to others, recognizing how one’s world view is culturally conditioned.
|
next chapter: 8.
Conclusion
|