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Assessing Children's Intercultural Competence

Submitted in fulfillment of MA requirements for the SIT Graduate Innstitute
by

Gina Difino

on 26 May 2010

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Transcript of Assessing Children's Intercultural Competence

Assessing Intercultural Competence in Children Gina Difino - PIM 68
SIT Graduate Institute
Advisor - Linda Gobbo

Capstone Seminar May 2010 International Educator Support for International Educators Program Development and Implementation for International Educators Objectives
Share international education context at the K-5 level
Learn from former primary students
Share current intercultural competence landscape
Further explore the need and value of tools examining intercultural competence in children Background Process Participants Findings Implications
all of the activities which teach students knowledge about the rest of the world, skills associated with thinking about global issues and people of the world, and attitudes towards people of the rest of the world (based on Asia Society n.d.)



learning attitudes of openness, respect, and acceptance of the practices of the people of the world, and the skills of understanding the perspectives of and communicating with people of the world (based on Deardorff 2006) International education intercultural learning What was your experience with international education and intercultural learning in primary school? Is intercultural competence being measured in children and if not, should it be? How do we know if children are developing the attitudes necessary to develop intercultural competence?
Are international educators concerned with measuring the development of intercultural skills in children?
Would a standardized way of measuring intercultural development be helpful to determine which programs are more effective than others?
Would such an instrument help us better understand the way children develop attitudes that underpin intercultural communication? Pre-tertiary International Education Intercultural Competence Assessing Intercultural Competence in Children State Initiatives Program Support World Languages and International Schools Individual schools and practical realities
International Baccalaureate Organization
The "foreign exchange student"
Wisconsin
mullticultural education
Curricula
International Baccalaureate Organization
International Primary Curriculum
Asia Society
Partnership for 21st Century Skills Resources
Center for International Business Education and Research (CIBER)
University Foreign Language and Area Studies Outreach (e.g. Choices, WorldView, Duke APSI) Accreditation
Council for International Schools US Schools
Diversity and inclusivity of multicultural US Americans (Gay 2010, Banks 2010)
cultural competence (Gay 2010)
Teaching tolerance (Spring 2010) Synthesized Model of Intercultural competence
Deardorff (2006) Assessment trends in public education
NCLB and a loss of power (Heath, Burge, Heath, & Driscoll 2007)
International benchmarking - TIMSS, PISA
Assessing interpersonal skills in primary schools (Zins, Elias, & Greenberg 2007)
Assessing Intercultural Competence

Fantini's comprehensive list (2009)
linguistic, cultural, personality, etc.

Global Business assessment
Mostly proprietary, often culture-specific and targeted to individual

Intercultural educational models
tied to study abroad Two instances using IDI with children (Cushner & Mahon 2009)
Pedersen 1998 modified version with sixth-graders (10-11 years old)
Straffon 2003 with high school students in an international school (14-18 years old)
Groups of Participants
intercultural professionals working in outreach programs
educators and administrators in globally-themed schools and districts
teacher educators Identification of participants http://www.flickr.com/photos/ooohoooh/1350774613/ Distribution of surveys
Current assessment of international and intercultural education
beliefs about assessing children's intercultural development
perceived utility of children's intercultural assessment tool What do you think? In the context of international education, should we assess the development of intercultural skills and attitudes? Do you think we should asssess the intercultural skills of children? How do you feel a children's asssessment of intercultural development could benefit teachers, researchers, and promoters of international education? 1 2 3 Beliefs about Intercultural Education Uses for Intercultural Assessment Children can develop transferrable intercultural skills (95%, n=19)
chilldren should be evaluated on thier development of intercultural skills (85%, n=17)
general lack of formal assessment of intercultural skills in children (65%, n=13)
a standardized intercultural assessment would be helpful in their work (80%, n=16) As education professionals For researchers How might it help you? How might you use the tool/results? Assessment of children's intercultural skills

exposure = good start!

focus on accountability

formal assessments necessary
We believe in the value of international education Assessed subjects hold valuable real estate in the curriculum We should assess intercultural skills in children A standardized assessment tool for measuring children's intercultural competence would help us:
improve instruction
validate that we are teaching these skills
prove the value of international education More research needed! http://www.wordle.net/create
develop and pilot an instrument
wider group of participants through more aggressive recruitment
wider education community and their use of such an instrument
incorporation of child development and child psychology Limitations

Size of sample
participants' reactions to the term "standardized assessment"
so few educators with any international experience
fear of complexity


difino@alumni.grinnell.edu
Twitter: @GinaDifino
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