Assessing intercultural learning in study abroad: An authentic, aligned approach for better outcomes
DOI:
https://doi.org/10.36366/frontiers.v38i1.985Keywords:
Assessment, intercultural learning, mentoring, rubric, study abroadAbstract
In this article, we describe how instructors in a semester-long study abroad program for U.S.-based undergraduates assess students’ intercultural learning using an authentic place-based approach, intercultural mentoring and feedback, and two rubrics. We use one student’s assignments as a way to describe our assessment practices. The goal is to encourage study abroad staff and instructors to explore the possibility of adopting and adapting our framework for better alignment between program-level intercultural learning outcome goals and students’ learning experiences.
Abstract in SpanishEn este artículo describimos cómo los profesores de un programa de estudio semestral en el extranjero para estudiantes universitarios de grado en los Estados Unidos asesoran el aprendizaje de destrezas y conocimiento intercultural usando un método auténtico, anclado in situ, usando mentorías y consejos interculturales, más dos rúbricas. Como ejemplo, usamos las tareas de una estudiante para describir nuestro proceso de asesoramiento a nivel práctico. La meta es animar a los empleados y profesores del estudio en el extranjero a considerar adoptar o reformular nuestro marco pedagógico para mejor alineamiento entre las metas de aprendizaje a nivel del programa con las experiencias de aprendizaje de los estudiantes.
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