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Volume 5, Issue 2

Tackling the Unique Challenges and Affordances of Assessment for ICC

Hello, InterCom subscribers! This week, we begin a dive into assessment for intercultural and pragmatic competence.

Today’s issue discusses why it can be challenging to assess (or self-assess) one's intercultural communicative competence (ICC). Language use and cultures are multifaceted, diverse, constantly evolving, and any given individual brings their unique lens and preferences to a conversation. In concert, these factors complicate the articulation of assessment instruments.

So join us in this issue and the next (out November 9th) to think through how best to help learners build meaningful ICC skills, all while fitting assessments of these skills into your curricular needs!

Challenges in Assessing for ICC

Develop and improve assessments for intercultural and pragmatics competencies!

Ideas for Implementation

Unsure of where to start with accessing for ICC? Follow the prompts below to tap into your creativity!
Get Over Your Walls: Three Steps for Building Ladders, Tunnels, or Busting Right on Though

Set Goals: Identify one area of your current curriculum where you could include more ICC content. For example, what non-verbal communication norms (e.g., gesture, use of memes or emoji, etc.) could you have your learners observe in context? Or, how could you extend a lesson with pragmatics content? Check out ideas at the following sites:
Plan: Think through an assessment. Will you have your learners self-assess using a Can-Do Statement? Will you create a rubric? Something else?
Be Proactive: What challenges do you perceive in administering the assessment? How can you address those challenges? What strengths do you perceive in your assessment? How could you replicate them in other contexts?

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Center for Applied Second Language Studies (CASLS)
University of Oregon
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