ABSTRACT
A clear notion of intercultural communicative competence (ICC) and its components is fundamental not only for the design and implementation of educational exchange programs but also to ensure a comprehensive approach to monitor and measure ICC development throughout the exchange experience and beyond. Formative assessment processes are examined in this chapter and distinguished from traditional evaluative tasks (summative assessment), given that the former is oriented toward fomenting ongoing and continuing ICC development. For this purpose, various modes of assessment are presented and discussed (e.g., global, discrete, direct, and indirect), in addition to specific strategies that reflect each mode. Analysis of existing assessment instruments follows with presentations of select instruments to assess language proficiency and assess ICC. Assessment and research challenges are discussed, followed by suggestions for a comprehensive assessment approach that is reflected in the assessment tools (the AIC and AICC survey forms) used in the two research projects discussed in the next two chapters.
