ABSTRACT
Assessment in international education, particularly within education abroad, is a recent phenomenon, driven largely by the trends in greater assessment and accountability within higher education in the United States. When we take a closer look at outcomes assessment eff orts in
the fi eld of international education, there is some progress being made. For example, a survey conducted in 2003-2004 indicated that 38% of responding schools were assessing intercultural competence (Deardorff , 2004), a key component to global citizenship. A follow-up survey in 2006-2007 showed an increase to 47% of schools assessing students’ intercultural competence (Deardorff , 2007). According to the American Council on Education’s report on Mapping Internationalization (Green, Luu, & Burris, 2008), 45% of the over 2000 institutions in the study had articulated global student learning outcomes, and 30% were formally assessing progress on internationalization.
