Explicit and Implicit Assessment of Intercultural Competence

Bazgan, Marius; Norel, Mariana

doi:10.1016/j.sbspro.2013.04.080

Cited by 5 publications

(7 citation statements)

References 5 publications

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“…Such IATs have been criticized as being too specific to the context of the United States, a country in which race has historically been conceptualized as ethnically dichotomous (i.e., Black vs. White). In response, other IATs have been developed specific to other cultures (e.g., a Romanian IAT; Bazgan & Norel, 2013).…”

Section: Implicit Association Tests and Q-sort Methodologymentioning

confidence: 99%

“…However, for ICC assessments with more than one subdomain, several measures with adequate overall alpha values (e.g., Cross-Cultural Adaptability Inventory [CCAI]; Davis & Finney, 2006) had subscale scores that dipped below .70, which is the common cutoff for acceptability (Kline, 2000). Although fewer in number, other scales were able to provide evidence of adequate reliability using test-retest (e.g., Inventory of Cross-Cultural Sensitivity; Bazgan & Norel, 2013) and alternate forms evidence (e.g., Cross-Cultural Sensitivity Scale; Pruegger & Rogers, 1993). For scale-specific reliability information, see Table 3.…”

Section: Test and Scale Reliabilitymentioning

confidence: 99%

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Intercultural Effectiveness of International and Domestic Students

Avcılar

Gök

2021

jis

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Among the vast and diverse discussions and research on international students, the intercultural status of university students holds a special place in terms of integration and academic success. One of the discussions is the intercultural competencies of the students in higher education. In this respect, this study aims to compare the intercultural effectiveness of international and domestic students, as well as examine their intercultural effectiveness status in terms of different background characteristics. The data were collected from a public university in Turkey using the Intercultural Effectiveness Scale developed by Portalla and Chen (2010). The findings revealed that international students compared to domestic counterparts show a higher level of intercultural effectiveness. Additionally, some background characteristics are significant predictors of the intercultural effectiveness of university students: grade level, parent's nationality, being and living in a foreign country, having a close friend(s) from a different culture. Some research and policy recommendations are provided.

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Section: Implicit Association Tests and Q-sort Methodologymentioning

confidence: 99%

Section: Test and Scale Reliabilitymentioning

confidence: 99%

Intercultural Effectiveness of International and Domestic Students

Avcılar

Gök

2021

jis

View full text Add to dashboard Cite

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“…Often in classrooms, such assessments are used as teaching activities ( Griffith et al, 2016); interview protocols (e.g., Kulich, 2015); observation of communication behaviours during various activities (e.g., groupwork) (e.g., Burdett, 2014); ethnographic activities such as investigating linguistic landscapes (e.g., Hatoss, 2019); implicit association tests (e.g., Bazgan & Norel, 2013); simulation-based tests such as observing students during role plays; and situational judgement tests, such as those described in this study (e.g., Tran et al, 2019). While previous studies have examined situational judgement tests, research that focuses on such activities in an EMI context is limited.…”

Section: Assessing Intercultural Competencementioning

confidence: 99%

Assessing Intercultural Competence Using Situational Judgement Tests: Reports from an EMI Course in Japan

Allen¹

2022

JSS

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Intercultural competence has become a central feature of intercultural communication education as a means of assessing students' development. Like other university courses, teachers and other stakeholders need to find ways to account for students' development and achievement in intercultural learning. Previous research has shown that there is not one single way to account for a student's intercultural competence; instead employing a variety of measures such as quizzes, interaction activities, interviews, and surveys is advocated in determining a student's intercultural development in a classroom setting. As a result, in this study, participants' (n = 48) responses to situational judgement tests are analysed and explored. Specifically, participants responded to three cross-cultural workplace videos that depicted various intercultural incidents such as a misperception of time, unawareness of appropriate language and communicative behaviours in the workplace, and cultural differences in non-verbal communication. Overall, the results showed that participants can articulate an awareness of various intercultural concepts prompted by the videos. Furthermore, participants were able to demonstrate facets of intercultural competence by observing and reflecting on various issues in the workplace. However, the analysis revealed that participants' reports are often inconsistent and varied in terms of complexity. In addition, grading the assessment is time-consuming and additional rubrics and raters may be required to evaluate student reports accurately and consistently. Despite these challenges, the study shows that situational judgement tests are effective in assessing students' intercultural knowledge, skills, and attitudes. Using authentic materials can also be a beneficial tool, particularly in culturally homogenous EMI classrooms.

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Section: Current State Of Assessments Research and Challengesmentioning

confidence: 99%

“…However, for ICC assessments with more than one subdomain, several measures with adequate overall alpha values (e.g., Cross‐Cultural Adaptability Inventory [CCAI]; Davis & Finney, ) had subscale scores that dipped below .70, which is the common cutoff for acceptability (Kline, ). Although fewer in number, other scales were able to provide evidence of adequate reliability using test–retest (e.g., Inventory of Cross‐Cultural Sensitivity; Bazgan & Norel, ) and alternate forms evidence (e.g., Cross‐Cultural Sensitivity Scale; Pruegger & Rogers, ). For scale‐specific reliability information, see Table .…”

Section: Validity and Reliability Evidence Of Existing Assessmentsmentioning

confidence: 99%

Assessing Intercultural Competence in Higher Education: Existing Research and Future Directions

Griffith

Wolfeld

Armon

et al. 2016

ETS Research Report Series

121

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The modern wave of globalization has created a demand for increased intercultural competence (ICC) in college graduates who will soon enter the 21st‐century workforce. Despite the wide attention to the concepts and assessment of ICC, few assessments meet the standards for a next‐generation assessment in areas of construct clarity, innovative item types, response processes, and validity evidence. The objectives of this report are to identify current conceptualizations of ICC, review existing assessments and their validity evidence, propose a new framework for a next‐generation ICC assessment, and discuss key assessment considerations. To summarize, we found the current state of the literature to be murky in terms of the clarity of the ICC construct. Definitions of the construct vary considerably as to whether it is a trait, skill, or performance outcome. In addition, current measurements of ICC overly rely on self‐report methods, which have a number of flaws that result in less than optimal assessment. In this paper, we propose a new framework based on a model of the social thinking process developed by Grossman and colleagues that describes the knowledge, skills, and abilities that promote success in complex social situations. From this social process model, as well as Earley and Peterson's definition of ICC (a person's capability to gather, interpret, and act upon these radically different cues to function effectively across cultural settings or in a multicultural situation), three stages are developed: approach, analyze, and act. Guided by this framework, we discuss assessment considerations such as innovative task types and multiple response formats to help translate the framework to an assessment of ICC.

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Explicit and Implicit Assessment of Intercultural Competence

Cited by 5 publications

References 5 publications

Intercultural Effectiveness of International and Domestic Students

Intercultural Effectiveness of International and Domestic Students

Assessing Intercultural Competence Using Situational Judgement Tests: Reports from an EMI Course in Japan

Assessing Intercultural Competence in Higher Education: Existing Research and Future Directions

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