A Framework for the Assessing of Intercultural Communicative Competence: A Mixed Approach PROCEEDINGS
Chao-I Wang, Hsinyi Peng, Institute of Education, National Chiao Tung University, Taiwan ; Wei-Hsin Lu, School of Information Sciences and Learning Technologies, University of Missouri-Columbia, United States
World Conference on Educational Multimedia, Hypermedia and Telecommunications, ISBN 978-1-880094-60-0 Publisher: Association for the Advancement of Computing in Education (AACE), Chesapeake, VA
The purposes of this study are (1) to identify the essential dimensions of intercultural communicative competence (or ICC, for short) and (2) to establish a mixed-approach framework that helps researchers assess the ICC of high school students and that includes a self-reporting questionnaire and a portfolio assessment. We also modify an instrument in such a way as to assess the ICC of high school students in Taiwan and the United States. A total of 472 high school students completed the Intercultural Communicative Competence Inventory (ICCI), which is a shortened version of Your Objectives, Guidelines, and Assessment form (YOGA) (Fantini, 2001). The ICCI shows sound reliability (Cronbach's £\ = .95) and construct validity, which appears similar to those of college students or of adult learners. We then discuss the process of question modification and of question validation, and their benefits for instructors and researchers. Lastly, we provide guides to, and examples of, alternative portfolio assessment and rubrics that help researchers to assess ICC-themed meta-awareness.
Wang, C.I., Peng, H. & Lu, W.H. (2006). A Framework for the Assessing of Intercultural Communicative Competence: A Mixed Approach. In E. Pearson & P. Bohman (Eds.), Proceedings of World Conference on Educational Multimedia, Hypermedia and Telecommunications 2006 (pp. 2977-2984). Chesapeake, VA: AACE.
© 2006 AACE