ABSTRACT
This chapter begins by discussing the complex nature of interculturality and the components commonly associated with intercultural competence. It describes several models of intercultural competence development that are influencing the ways in which intercultural assessment plans are conceived and implemented. The chapter offers definitions of terms and concepts that dominate the literature on assessment and evaluation, and review assessment tools, methods, and strategies that are currently being employed to assess the intercultural learning and engagement of sojourners in a range of study abroad programmes and contexts. It explains the importance of systematically evaluating study abroad programmes and their components. The chapter focuses to the measurement of intercultural competence, especially in relation to study abroad. Before engaging in the assessment of intercultural competence, assessment scholars maintain that it is important to begin by defining this construct as one's conception will or should provide direction for the ways in which intercultural learning is perceived and measured.
