Pplus_short_TA3_INTL

Resources, Glossary

Mind Map

Case Studies

Assessment of International and Intercultural Competences

General Principles of Student Assessment

Discipline-specific Assessment

Final Quiz - Survey - Badge

Preliminary Assessment

Sum up Infographic

Introduction of Module

Unit 3.2

Index

Supporting materials

Unit 3.1

Learning materials

Unit 3.3

Keywords: International assessment practices, Discipline-specific assessment, International and Intercultural competence evaluation, Assessment for Global Employability

Learning Outcomes of the Module By using the course material, completing the exercises, and consulting the provided sources, you will achieve the following learning outcomes:

The module Internationalisation of Student Learning Assessment has been developed with the aim to enhance your awareness of discipline-specific European and international assessment practices, as well as the assessment methods of student international and intercultural competences. The module will equip you with the knowledge, skills, and resources needed for facilitating the internationalisation of learning and teaching while implementing the relevant assessment methodology.

DESIGNING AN internationalized COURSE

Self-reflection is a valuable tool when developing your course. It helps you identify your strengths and areas for improvement. Our course supports you in strengthening your weaknesses and designing a better learning experience for your students.

Assess yourself along the PROFFORMANCE Assessment tool statements INTL TA3 - Competences on innovative teaching and learning

Assess your competence in IInternationalisation of Student Learning Assessment by the PROFFORMANCE Assessment Tool.

What is your experience?

Statements

Assessment Tool

Self-reflection

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Question

Question

Question

Question

Question

Question

Question

Question

Self-reflection questions about...

Assessment of Student Competences Required for a Professional Career in an International Environment

Asssessment of Students Considering Their International and Intercultural Experiences

Discipline-Specific Assessment Practices

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While assessing student achievements, I consider their international and intercultural experiences.

I align the discipline-specific assessment forms and methods to good European and other international practices.

I assess student competences required for a professional career in an international environment.

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Hint

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Assess yourself

Assess yourself

Assess yourself

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This unit will equip you with the conceptual tools and pedagogical awareness needed to critically evaluate and implement effective assessment strategies in your own teaching practice. At the end of the Unit 3.1, you will find the matching exercise and reflective question for further thinking.

Introduction

In the Unit 3.1, you will explore the foundational principles that underpin assessment practices across European and international higher education systems. You will learn how these principles aim to ensure fairness, transparency, inclusivity, and alignment with real-world competences. Through an overview of key assessment concepts, you will:

UNIT 3.1

The European and international assessment practices are grounded in the principles that give priority to fairness, transparency, and a holistic approach to learning. By balancing formative and summative assessments, integrating technology, fostering inclusivity, and aligning assessments to the real-world competences, these practices aim to support the academic success of students, as well as their personal development and readiness for the global workforce.

Common principles of European and International assessment practices

Key principles of students’ assessment

UNIT 3.1

Feedback for Institutional and Curriculum Development

Ethical Considerations and Academic Integrity

Use of Technology and Innovation

Reflective and Self-Regulated Learning

Lifelong Learning and Skills Development

Validity and Reliability

Key principles of students’ assessment

Student-Centered Learning

Diverse Assessment Methods

Transparency and Feedback

UNIT 3.1

Formative and Summative Balance

Fairness and Equity

Alignment with Learning Outcomes

EXCELLENT

Summative Assessment

Validity

Transparency

Verification

Authenticity

Solutions

Reliability

Equity in Assessment

Fairness

UNIT 3.1

The principle that assessments should be free from bias and ensure that all students are treated equally, regardless of their backgrounds or circumstances. _______________________

Assessments must reflect real-world tasks and situations, ensuring that students are tested on skills that they can apply in practical contexts. ______________________

The final evaluation at the end of a learning period, which aims to measure and summarise the students’ achievement of learning objectives. ____________________

Assessments are clear and understandable to students, providing them with a complete picture of the evaluation expectations, criteria, and purposes. ____________________

Formative Assessment

Ensuring that all students, regardless of background, have equal opportunities to demonstrate their learning and are not disadvantaged by irrelevant factors. ______________________

The extent to which assessment results are consistent and reproducible over time and across different assessors or testing conditions. ____________________

An assessment approach that provides feedback during the learning process to improve and guide students' ongoing learning. ______________________

UNIT 2

The degree to which an assessment measures what it is intended to measure, ensuring accuracy in evaluating the intended skill or knowledge. ______________________

Match the following concepts with their corresponding definitions. Each concept is paired with one correct definition.

UNIT 3.1

UNIT 3.1

While internationalising the process of student assessment, different technological resources and digital tools, along with the principles of inclusive education, can be used. If you would like to enhance your digital skills and inclusive education competences, there are many resources available. You may also take the PROFFORMANCE short courses DIGITALIZATION and INCLUSION.

Reference to other PROFFORMANCE course

You are now better prepared to apply these principles in your own teaching context, contribute to quality assurance efforts, and support your students’ academic and professional growth in an internationalised learning environment.

Considered the ethical dimensions of assessment, including academic integrity and equity;

Understood how feedback loops and assessment data inform curriculum and institutional development.

Examined the interplay between formative and summative assessments and their respective roles in supporting student learning;

UNIT 3.1

Conclusions

By completing the Unit 3.1, you have gained a deeper understanding of the shared values and standards that shape European and international assessment practices in higher education. You have:

Explored the benefits of diverse, authentic, and student-centered assessment methods;

Familiarized yourself with the principles that ensure assessment is fair, transparent, and inclusive;

You will also engage with two case studies and cloze activity - three interactive, missing word exercises that allow you to reflect on your current practice and envision improvements that promote student engagement and success across disciplinary and cultural boundaries.

Introduction

In the Unit 3.2, you will explore how assessment methods in higher education vary across academic disciplines and how they can be adapted to support internationalised teaching and learning. As assessment is a critical tool for both measuring learning outcomes and supporting student development, it is essential for higher education teachers to understand not only general assessment principles, but also how to implement discipline-specific, inclusive, and globally relevant practices. By the end of this unit, you will:

UNIT 3.2

UNIT 2

Assesment forms ans methods

Discipline-specific assessment forms and methods vary across academic fields to effectively evaluate learning outcomes, skills, and competencies relevant to each discipline. Below are examples of widely used assessment methods across various disciplines. However, it is important to note that these methods are not strictly confined to the listed domains. Many assessment forms can be applied across multiple disciplines, depending on the context and learning objectives.

Which are the discipline-specific assessment forms and methods?

UNIT 3.2

UNIT 2

Discipline-specific assessment

More

Natural Sciences (e.g., Biology, Chemistry, Physics)

Engineering

Mathematics and Statistics

Social Sciences (e.g., Sociology, Psychology, Political Science)

Humanities (e.g., Literature, History, Philosophy)

UNIT 3.2

UNIT 2

Law

Computer Science

Education

Arts and Design (e.g., Visual Arts, Architecture, Music)

Business and Management

Health Sciences (e.g., Medicine, Nursing, Public Health)

UNIT 3.2

UNIT 2

EXCELLENT

Practical Assessment

Peer Assessment

Case Study

Verification

Simulation

Solutions

Portfolio

Self-Assessment

Rubric

UNIT 3.2

Oral Examination

In fields like medicine and engineering, assessments often include ____________________________ to test hands-on skills in real-life settings. Another commonly used method is the ____________________________ where students demonstrate their abilities by solving real-world problems based on scenarios specific to their discipline. To evaluate the development of skills over time, a ____________________________ is often used, requiring students to collect and reflect on their work. In law and public speaking disciplines, an ____________________________ is frequently employed to assess a student's ability to argue or explain ideas verbally. In addition to instructor assessments, many disciplines use ____________________________ to encourage students to evaluate their own performance, while ____________________________ involves students assessing each other’s work. For structured grading, a ____________________________ is often applied to ensure that assessments are fair and consistent. Finally, in fields requiring decision-making under pressure, a ____________________________ might be used to simulate real-world environments and test students' responses to complex, time-sensitive situations.

UNIT 2

Fill in the blanks using the words provided below. Each word can only be used once.

Education

Arts and Design

Business and Management

Engineering

Humanities and Social Sciences

Health Sciences

Law

Computer Science and IT

Mathematics and Statistics

Natural Sciences

Good European and International Practices of students discipline-based assessment

UNIT 3.2

UNIT 2

Here are some strategies to support this development

Developing the competences of higher education teachers in using discipline-specific assessment forms and methods for the internationalisation of learning and teaching is crucial in preparing students for a globalised world.

How can you develop your competences to use discipline-specific assessment practices for the internationalisation of learning and teaching?

Tips for development of teachers competencies in using discipline-specific assessment forms and methods

UNIT 3.2

UNIT 2

Incorporating International Accreditation Standards

Participation in Global Learning Communities

Incorporating Global Competences in Assessment

Leveraging Technology for International Collaboration

Encouraging Multilingual and Multicultural Approaches

Reflecting Internationalisation in Feedback and Continuous Improvement

Encouraging Student Mobility and Global Learning Experiences

Mentorship and Collaboration with International Partners

Professional Development in International Pedagogy

UNIT 3.2

UNIT 2

EXCELLENT

familiarity

breakdown

clarity

Verification

expectations

Solutions

breakdown

misinterpreting

misinterpretation

UNIT 3.2

critical essays

Language barriers and different attitudes of knowledge, learning and assessment can result in __________________ causing communication __________________ or failure between a teacher and student. While this can be negotiated in class activities, it may not be as easy for a student to ask for __________________ during an assessment process. A lack of __________________ with assessment methods can cause further problems. For instance, some students may only be familiar with writing __________________ while others may only be familiar with multiple-choice questions. Even if they are familiar with these types of assignments or exams, they may have different __________________ and experiences with them. What is more, the teacher may not realise that they are __________________ the students’ intentions. Therefore, in order to minimise communication __________________ from the start, it is a good idea to...

UNIT 2

Fill in the blanks using the words provided below. Each word can only be used once.

EXCELLENT

process

communication

examples

Verification

Solutions

criteria

verbal

UNIT 3.2

misunderstandings

...it is a good idea to communicate details of assignments or exam requirements in multiple __________________ methods. For example, you could provide both written and __________________ explanations. Try to provide as many resources as is appropriate and consider providing __________________ of grading __________________ , past papers, or of best practice, so students understand what is required of them. You could also allow students some extra time to clarify with you anything that is unclear to them. Another option is to organise student mentors or ‘buddies’ who have already taken your course to support your new students in navigating their way through the material and curriculum. Providing feedback mid-way through a project or paper-writing __________________ can steer students onto the correct path if they go astray, and holding inspection hours after you have published grades will give your students the opportunity to clarify any __________________ so they can learn from their mistakes.

UNIT 2

Fill in the blanks using the words provided below. Each word can only be used once.

Background:

Assessing Student International and Intercultural Competences through Various Assessment Forms and Methods

The challenge faced by the faculty is to design assessments that not only test students' theoretical knowledge, but also assess practical skills in real-world multicultural settings. The university seeks to implement a variety of assessment methods to capture the complexity of these competences. Faculty members are deliberating on the best approaches to evaluate these competences fairly and inclusively while considering the international and intercultural diversity of their student population.

At Global University, the Faculty of Social Sciences is aiming to evaluate students’ international and intercultural competences as part of their undergraduate programme. These competences include understanding cultural diversity, collaborating in multicultural environments, and demonstrating global awareness. The faculty has a diverse student body from over 30 countries, and the curriculum incorporates courses on intercultural communication, international relations, and global citizenship.

Case Study I.

TASK

This approach ensures a comprehensive and inclusive evaluation of international and intercultural competences, supporting student development both academically and personally.

Fairness and Inclusivity

Feedback and Improvement

Assessment methods

Possible Case Study I. Outcome

Assessment methods

Feedback and Improvement

Fairness and Inclusivity

As an educational consultant, you have been tasked with designing an assessment strategy for the faculty to assess students’ international and intercultural competences. The assessment forms must balance both individual and group-based evaluations and include both formative and summative approaches.Here are some key aspects to address:

Assessing Student International and Intercultural Competences through Various Assessment Forms and Methods

Case Study I.

Scenario:

Problem-Solving Exercise on Assessing Student International and Intercultural Competences through Various Assessment Forms and Methods

Additionally, some students reported that they felt uncomfortable asking questions about assignments, particularly during exams, because they were worried they might be seen as not understanding the material or as unprepared. This led to misinterpretations of the assessment requirements and communication breakdowns between Professor Lee and her students. Professor Lee wants to ensure that all of her students, regardless of their cultural or linguistic background, are able to perform their best and understand the assessment requirements clearly. She is looking for solutions to improve communication and ensure that assessments are fair and accessible to all students.

Professor Lee teaches a course on Cultural Studies at an international university with a diverse student population. Her students come from a range of linguistic, cultural, and educational backgrounds. Throughout the semester, students are assessed using a variety of methods which includes critical essays, multiple-choice exams, and group projects. However, after the first round of assessments, several students expressed confusion about the requirements and were unhappy with their grades. Many of the international students mentioned that they were unfamiliar with the critical essay format, while others said they were unsure of how they were being evaluated.

Case Study II.

TASK

By implementing these strategies...

Preventing Communication Breakdown

Encouraging Student Confidence in Seeking Clarity

Supporting Students with Different Educational Backgrounds

Encouraging Student Confidence in Seeking Clarity

Possible Case Study II. Outcome

Supporting Students with Different Educational Backgrounds

Preventing Communication Breakdown

As an educational consultant, you have been invitedto support Professor Lee address these issues. Propose a comprehensive strategy that covers the following points:

Problem-Solving Exercise on Assessing Student International and Intercultural Competences through Various Assessment Forms and Methods

Case Study II.

Practiced applying your learning through case studies, gap-fill tasks, and reflective questions, helping you translate theory into practical improvement;

You are now better equipped to evaluate and enhance your own assessment methods, ensuring they are not only valid and reliable within your discipline, but also inclusive, globally informed, and supportive of student development in international learning environments.

Reflected on strategies to develop your own assessment competences, such as participating in global teaching networks, aligning with international standards, and incorporating digital tools for cross-border collaboration.

Explored how assessment can support the development and evaluation of international and intercultural competences, aligning with global trends in higher education;

Examined European and international best practices in assessment, including project-based learning, simulation, research-led assignments, and reflective tasks;

Conclusions

Throughout this unit, you have developed a deeper understanding of how student assessment must be responsive to both disciplinary requirements and the diverse needs of international learners. You have:

Analysed the importance of clarity, communication, and cultural sensitivity in ensuring that assessments are accessible and meaningful to students from diverse educational and linguistic backgrounds;

Identified discipline-specific assessment forms and methods and how they support the development of field-specific skills, from clinical simulations in medicine to programming challenges in computer science;

UNIT 3.2

This unit will help you design assessments that are inclusive, discipline-relevant, and aligned with the demands of a globalised academic and professional environment. At the end of the Unit 3.3, you will find the problem-solving project activity,

Introduction

In the Unit 3.3, you will learn how to assess the international and intercultural competences of students, as well as their preparedness for professional careers in international environments. As globalisation reshapes the expectations placed on higher education graduates, it is crucial that teachers develop assessment strategies that recognize and evaluate students' global mindsets, cultural adaptability, and readiness for professional engagement in diverse contexts. Through this unit, you will:

UNIT 3.3

Here are effective strategies to do this

Assessing students' achievements in higher education while considering their international experiences, multicultural mindset, and diverse intercultural backgrounds requires a thoughtful and inclusive approach. Teachers must employ assessment strategies which recognise these varied experiences and perspectives, ensuring that the cultural differences of students are valued and used as a resource for learning.

How can you assess student achievements while considering their international and intercultural experiences, their multicultural mindset and different intercultural backgrounds?

Tips for assessment of students international and intercultural competences

UNIT 3.3

UNIT 2

12

Group Projects with Diverse Teams

Feedback that Fosters Growth in Intercultural Competence

Assessing Cultural Adaptability and Flexibility

11

Assessment of Multicultural Mindset

Encouraging International and Local Comparisons

Use of Culturally Relevant Rubrics

10

Assessment through Peer Interaction

Reflective Journals and Self-Assessments

Portfolio-Based Assessment

Global and Local Contexts in Discipline-Specific Assessments

Culturally Responsive Assessment Design

Incorporating International Frameworks

UNIT 3.3

UNIT 2

Here are the strategies for assessing such competences:

Assessing the competences required for a professional career in an international environment is crucial for preparing students for the global workforce. Higher education teachers can implement various assessment strategies to evaluate students' abilities to work effectively across cultures, communicate in diverse environments, and adapt to global challenges.

How can you assess student competences required for a professional career in an international environment?

Tips for assessment of students competences required for a professional carreer in an international environment

UNIT 3.3

UNIT 2

Using Global Competence Frameworks

Peer and Self-Assessment on Global Competence

International Internships and Fieldwork

Ethical Decision-Making in Global Contexts

Cross-Cultural Problem-Solving

Simulations and Role-Playing

Clearly Defined Global Competences

International Group Projects

Intercultural Communication Skills

Global Portfolios

Mentorship and Feedback from Global Professionals

Capstone Projects with International Relevance

Real-World Global Case Studies

UNIT 3.3

UNIT 2

Steps and Timeline

The objective of this project is to assess students’ competences in key areas necessary for thriving in an international career, such as cross-cultural communication, problem-solving, adaptability, teamwork, and international business acumen. Project Overview: Students will work in diverse teams to develop a business expansion strategy for a fictional company seeking to enter new international markets. Each team will be assigned a different country or region and will be required to consider the cultural, economic, legal, and business environment in that location. They must present a comprehensive plan that includes market entry strategies, operational challenges, potential cultural conflicts, and risk mitigation measures.

UNIT 3.3

Global Business Expansion Challenge

Assessing Student Competences for a Professional Career in an International Environment

Problem-Solving Project Activity

UNIT 3.3

Steps and Timeline

Post-Project Reflection (Week 7)

Presentation and Defense (Week 6)

Strategy Development (Weeks 4-5)

Assessment Criteria

Research and Market Analysis (Weeks 2-3)

Team Formation and Country Assignment (Week 1)

Benefits of the Activity

Presentation Skills: The clarity, persuasiveness, and ability to answer questions during the presentation.

Teamwork and Communication: The ability of the team to work together across cultural lines and to communicate their strategy effectively.

Problem-Solving and Adaptability: How well the team addresses potential challenges in the new market, such as supply chain issues or legal constraints.

Cultural Awareness: The ability to identify and propose strategies for managing cultural differences and conflicts.

Research Depth: The quality of research on the assigned country’s business environment, culture, and regulations.

UNIT 3.3

Assessment Criteria

This problem-solving project immerses students in real-world international challenges, sharpening their cultural intelligence, strategic thinking, and collaboration skills. By navigating market entry complexities, they gain practical experience essential for global careers, preparing them to thrive in diverse, dynamic environments.

Conclusion

Benefits of the Activity

Real-World Application of International Competences

Development of Problem-Solving Skills

Enhancement of Cultural Intelligence (CQ)

Improved Teamwork and Collaboration

Adaptability and Flexibility

Communication and Presentation Skills

Business Acumen and Strategic Thinking

UNIT 3.3

Reflected on your own role as an educator in fostering inclusive, respectful, and professionally oriented assessment environments, preparing students not only for academic success but for effective participation in a multicultural and interconnected world.

Engaged with internationally recognised frameworks and rubrics that offer structured and transparent approaches to evaluating global learning outcomes;

You are now equipped to enhance your own assessment practices in ways that empower students to thrive in both local and global contexts.

Recognised the importance of culturally sensitive and formative feedback that supports continuous improvement and personal growth in intercultural awareness;

Explored assessment practices that align with global professional standards and prepare students for international careers through simulations, multilingual communication tasks, mentorship, and real-world projects;

Conclusions

By completing the Unit 3.3, you have developed the knowledge and tools necessary to design and implement meaningful, inclusive, and globally relevant assessments that recognize the diverse experiences and competences of students in internationalised learning environments. You have:

Identified effective strategies for assessing intercultural and international competences, including culturally responsive assessment design, reflective journals, peer evaluation, and comparative case studies;

UNIT 3.3

Final Quiz of the module

10

https://www.wma.net/what-we-do/education/the-world-federation-for-medical-education/

https://www.ama.org/

https://www.ieee.org/

https://www.aacsb.edu/

https://www.accaglobal.com/gb/en/learning-provider/why-partner-with-acca/university-accreditation.html

https://www.associationofmbas.com/

https://www.abet.org/

http://www.qaa.ac.uk/quality-code/subject-benchmark-statements

https://www.aacu.org/initiatives/value-initiative/value-rubrics/value-rubrics-global-learning

https://www.idiinventory.com/

http://www.unideusto.org/tuningeu/

For the Development of Discipline-Specific Learning, Teaching, and Assessment Methodologies:

https://www.unesco.org/en/global-citizenship-peace-education

https://www.unesco.org/en/global-citizenship-peace-education/need-know

For the Development and Assessment of Students' International and Intercultural Competencies:

Resources

Summative Assessment

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Constructive Alignment

Formative Assessment

GLOSSARY

Ongoing assessments intended to monitor student learning, provide feedback, and support improvement throughout a course.

An approach that aligns learning outcomes, teaching methods, and assessment tasks to ensure coherence in educational design.

Final evaluations of student learning at the end of an instructional unit, often used for grading purposes.

Reliability

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Fairness

Validity

GLOSSARY

The extent to which an assessment accurately measures what it is intended to measure.

The principle that all students should have equal opportunities to demonstrate their learning, without bias or disadvantage.

The consistency of an assessment, meaning it produces stable and consistent results over time and across evaluators.

Authentic Assessment

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Inclusive Assessment

Transparency

GLOSSARY

Clear communication of assessment criteria, methods, and expectations to students.

Strategies that account for diverse learning styles, linguistic backgrounds, and educational needs.

Assessment tasks that reflect real-world challenges or professional activities, enhancing relevance and transferability of skills.

Discipline-Specific Assessment

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Portfolio Assessment

Feedback Loop

GLOSSARY

A system where assessment results are used to inform and improve teaching, learning, and curriculum development.

A collection of student work that demonstrates learning progress, achievements, and reflections over time.

Tailored assessment strategies aligned with the knowledge, skills, and competences required in a specific academic or professional field.

Case Study

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Peer Assessment

Lab Report

GLOSSARY

A structured document presenting the method, results, and analysis of a scientific experiment or practical activity.

A process where students assess each other’s work, promoting reflection, feedback skills, and collaborative learning.

A detailed analysis of a real or hypothetical situation used to develop problem-solving and critical thinking skills.

Capstone Project

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Simulation

Self-Assessment

GLOSSARY

A reflective activity in which students evaluate their own learning, performance, and progress.

An assessment method that replicates real-life scenarios, allowing students to demonstrate decision-making and professional competences.

A comprehensive final project that integrates and applies knowledge from across a program, often discipline-specific and practice-oriented.

Global Competence

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Culturally Responsive Assessment

Intercultural Competence

GLOSSARY

The ability to communicate and interact effectively and respectfully with people from different cultural backgrounds.

Assessment practices that respect and reflect the cultural identities, experiences, and expressions of students.

The capacity to understand and act on issues of global significance, often including cross-cultural communication, critical thinking, and ethical awareness.

International Frameworks

Reference tools such as UNESCO’s Global Citizenship Education or the AAC&U Global Learning VALUE Rubric, which guide the assessment of international and intercultural competences.

Reflective Journal

Peer Interaction Assessment

Multicultural Mindset

GLOSSARY

An attitude of openness, curiosity, and sensitivity toward cultural differences and diverse worldviews.

Evaluation of how students engage with and respond to peers from different backgrounds in collaborative tasks.

A personal written record where students analyse and reflect on their learning experiences, often in intercultural or global contexts.

Acknowledgements

Course completed!

Reflective and Self-Regulated Learning

Encouraging Reflection: Students are often encouraged to engage in reflective practices, such as writing journals or reflective essays. This helps students self-assess their learning and personal development. Self-Assessment and Peer Assessment: Allowing students to assess their own or peer work promotes their critical thinking, self-regulation, and the ability to engage constructively with feedback.

Mentorship and Collaboration with International Partners

International Teaching Partnerships: Develop partnerships with educators in other countries. Teachers can collaborate to design assessments that reflect international standards and include inputs from different educational and cultural contexts.Mentorship from International Experts: Try to have access to mentorship or coaching from educators with experience in international education. This mentorship can help you design and implement globally relevant assessment strategies.

Objective Structured Clinical Examinations (OSCEs)

Public health programmes often include interdisciplinary case studies, focusing on the intersection of social factors, healthcare policy, and medical treatment, also encouraging comprehensive, systems-based assessments.

Using actors or digital simulations, medical and nursing students practise diagnostics and patient interaction in the real-time settings. The European universities are known for integrating high-tech simulation labs into healthcare training.

Common in medical schools worldwide, OSCEs are a best practice where students rotate through stations to perform clinical tasks in simulated environments..

Health Sciences

Simulated Patient Interactions

Interdisciplinary Case Studies

Etc.

Case Study Analysis: The in-depth analysis of real or hypothetical business problems. Simulations: Virtual business environments in which students make managerial decisions. Presentations: Students present business proposals or strategies in order to evaluate communication and business acumen. Group Projects: Teams tackle strategic or operational challenges in a business context. Consultancy Reports: Students prepare reports based on the analysis of business operations or strategies.

Business and Management

Encouraging International and Local Comparisons

Comparative Analysis: Ask students to compare and contrast how different cultures or countries approach the issues relevant to their discipline. This could involve the comparisons of business practices, healthcare systems, education policies, or environmental strategies across countries. Assessing Cultural Context in Problem Solving: Assign projects in which students analyse how a particular issue would be addressed in both local and international contexts, requiring them to demonstrate their understanding of the cultural, social, and political factors which shape decision-making.

Culturally Responsive Assessment Design

Inclusive Assessment Methods: Design assessments that allow students from diverse cultural backgrounds to demonstrate their knowledge in ways that are meaningful to them. This could include a range of assessment formats (e.g., oral presentations, written essays, group projects, or creative outputs) to account for the different cultural expressions of learning. Choice in Assignments: Offer students options to show how they demonstrate their learning, allowing them to choose topics or formats that resonate with their international or intercultural experiences. For example, a student with study-abroad experience could write a reflective essay, while another may prefer to create a project related to their home country’s context.

Consultancy Projects

In the MBA programmes across Europe, there is a trend towards the inclusion of reflective writing and personal leadership development, allowing students to assess their growth in soft skills.

Many institutions use simulations (e.g., business war games) to assess students on their decision-making, strategy, and market response under time constraints.

At the top European business schools students often complete consultancy projects in which they solve the real problems for partner organisations. This offers hands-on assessment throughout practical problem-solving.

Business and Management

Simulated Business Environments

Reflective Essays and Leadership Journals

Validity and Reliability

Validity of Assessment: The assessments should accurately measure what they are intended for, ensuring that they truly evaluate the knowledge, skills, and competences outlined in the course objectives. This principle is fundamental in the Bologna Process, which seeks to harmonise the education quality across Europe. Reliability of Assessment: The assessment results should be consistent and fair, regardless of when or by whom the assessment is conducted. Multiple markers or double grading, as used in universities in the some European countries , help teachers ensure the reliability and fairness of grades.

Professional International Portfolio

Evaluate the portfolio based on the breadth of international exposure, the depth of understanding of global contexts, and the student ability to apply professional knowledge in diverse settings.

Ask students to create portfolios that showcase their competences in international settings. These can include: - Evidence of global experiences (e.g., study abroad, internships, virtual exchange); - Projects, papers, or case studies related to global issues; - Reflections on cross-cultural experiences or professional growth in an international context.

Global Portfolios

Portfolio Assessment

Encouraging Student Mobility and Global Learning Experiences

Assessing Study Abroad and International Experiences: Develop assessment tools that evaluate the learning outcomes of students who take part in study programmes abroad or in international internships. These assessments should capture how students apply their disciplinary knowledge in a global setting. Virtual Exchange Projects: In cases where physical mobility is not feasible, develop assessments around virtual exchange programmes in which students collaborate with international peers. You can assess how students use their discipline-specific knowledge in order to engage with the global issues.

Etc.

Design Projects: Students work on designing solutions to engineering problems, often with practical applications. Lab Experiments: Assessments in which students apply their theoretical knowledge to physical experiments. Prototyping: Students may be asked to build prototypes and test their functionality. Capstone Projects: Comprehensive projects that integrate the various aspects of training in engineering, often conducted in teams. Computer Simulations: The use of software to model engineering solutions or problems.

Engineering

Participation in Global Learning Communities

Global Faculty Networks: Participate in international faculty networks or communities of practice in which educators can share their assessment methods and learn from each other’s experiences in different cultural and educational contexts. Joint Research and Projects: Participate in collaborative research or teaching projects that focus on internationalisation in specific disciplines. These collaborations can provide insights into how to better assess the international competences in a meaningful way.

Hint: You consider the learning outcomes and competences (e.g. intercultural competence, global team communication, global leadership skills, etc.) needed for working in an international environment and you align the assessment methodology to the planned learning outcomes.

Reflecting Internationalisation in Feedback and Continuous Improvement

Multicultural Feedback Approaches: Provide feedback that is culturally sensitive and promotes international perspectives. Feedback should encourage students to reflect on how their discipline-specific knowledge can be applied in different global contexts. Continuous Reflection on Internationalisation Goals: Continuously reflect on how your assessment methods support internationalisation of learning. This might involve integrating the global case studies, assessing cross-cultural communication skills, or adapting your assessments in order to better reflect the international challenges.

Use of Culturally Relevant Rubrics

Intercultural Competence Rubrics: Use rubrics that assess specific intercultural skills, such as: - Awareness and understanding of cultural differences. - Ability to apply knowledge in multicultural settings. - Critical reflection on one’s own cultural biases. - Empathy and openness to different cultural perspectives. Flexibility for Cultural Contexts: Ensure that rubrics are flexible enough to account for different cultural contexts in student responses. For instance, students from different countries might interpret ethical dilemmas or societal challenges differently, based on their cultural norms.

Fairness and Inclusivity

To ensure fairness and inclusivity, students are allowed to express their intercultural competences in different formats (written reports, video presentations, group discussions). For students from non-native English backgrounds, extra time is given for written assignments, and language support is provided. Group work is carefully managed to ensure that all students, regardless of cultural background, are given equal opportunities to contribute and that their unique perspectives are valued.

Moot Court and Simulated Trials

Law programmes often rely on in-depth case analyses which mirror the real-world legal practice, such as dissecting judicial decisions or creating client reports. This method is prevalent in both undergraduate and professional legal education.

In many leading European law schools, moot court competitions are a standard assessment tool used for students to argue cases in a simulated courtroom setting, honing advocacy skills.

Law

Case-Based Learning

Hint: You follow the guidelines and recommendations on assessment methodology developed by international sectoral/professional bodies, and/or consult international peers. You use internationally wide-spread, relevant and contemporary formative and summative assessment methodology, including self- and peer-assessment. You may involve your peers from abroad to jointly assess student achievements (e.g. under a joint study programme).

Industry-Specific Global Scenarios

Evaluate students’ ability to apply their discipline-specific knowledge to global contexts, assess their decision-making process, and gauge their understanding of how international factors impact the field.

Use real-world case studies which reflect challenges faced by professionals in international environments. For example: - In business, students might analyse the expansion of a company into new international markets, addressing cultural, legal, and economic barriers. - In healthcare, students could be tasked with developing strategies to manage the global health crises in different cultural and political settings.

Real-World Global Case Studies

Assessment Focus

Assessment Methods

• Group-based Case Study Analysis with Multicultural Teams: Students are assigned to culturally diverse teams and tasked with analysing a real-world case involving intercultural challenges (e.g., managing a multinational organisation, conflict resolution in international diplomacy). They are assessed on the basis of their collaboration, communication, and ability to navigate cultural differences in problem-solving.
• Reflective Journal on Intercultural Experiences: Each student maintains a reflective journal throughout the course where they document their intercultural experiences, both within and outside the classroom. They are asked to critically reflect on the moments of intercultural misunderstanding, how they adapted to these challenges, and how they applied theoretical frameworks to real-life interactions.
• Simulation or Role-Playing Exercises: Using virtual exchange or in-class role-playing simulations, students take on roles in international scenarios (e.g., diplomatic negotiations, crisis management). The assessment focuses on how they adapt their communication styles, manage conflict, and demonstrate cultural sensitivity.

Collaborative Projects Across Cultures

Evaluate the following: - How well students integrate diverse perspectives; - Their ability to negotiate and compromise; - Communication skills in a cross-cultural setting; - The final output relevance to international professional standards.

Assign projects in which students work in diverse teams, either within the class or through virtual exchanges with students from other countries. Assess their ability to collaborate across time zones, cultural differences, and communication barriers, simulatingreal-world global teamwork.

International Group Projects

Assessment Criteria

Alignment with Learning Outcomes

Constructive Alignment: The assessment methods must be aligned to the specific learning outcomes of the course or programme. This principle, emphasised by the European Higher Education Area (EHEA), ensures that students are tested on the skills and knowledge they are expected to acquire. Clear Rubrics and Criteria: Clear and transparent rubrics, along with assessment criteria, are provided to students at the start of the course, allowing them to understand how their performance will be evaluated.

Step 4

• Teams will, ideally, present their business expansion strategy in front of a panel of faculty and industry professionals acting as "investors" or "company executives."
• The presentation should highlight the research insights, strategic decisions, and the team's approach to overcoming challenges in the international market.
• Teams must be prepared to answer questions from the panel, demonstrating their problem-solving abilities and knowledge of the international environment.

Portfolio-Based Assessment

Showcase International and Intercultural Learning: Implement portfolio assessments where students compile evidence of their international and intercultural experiences and relate these experiences to their academic work. Portfolios could include: - Reflections on study abroad or cross-cultural exchange experiences. - Projects, papers, or assignments that incorporate the global or multicultural perspectives. - Visual or creative projects that represent the intercultural insights or knowledge. Growth Over Time: Use portfolios to assess how student multicultural mindset and intercultural competence have developed throughout the course, allowing for a more holistic view of their achievements.

Assessment of Multicultural Mindset

Intercultural Awareness and Empathy: Create assessments that measure student ability to understand and respect cultural differences. For instance, you could include questions that ask students to critically analyse situations from multiple cultural perspectives or reflect on ethical dilemmas, involving cultural diversity in their discipline. Global Citizenship Projects: Design assignments that challenge students to engage with the global issues, such as sustainability, human rights, or global health, from a multicultural standpoint. These projects can assess student ability to incorporate diverse cultural perspectives in their solutions.

Teaching Portfolios and Reflective Journals

Students conduct research in educational settings (classrooms, schools), applying theory to practice, which is a method globally promoted in progressive teacher education models.

Future educators practise teaching in front of peers, to be followed by feedback sessions. This method is frequently used in teacher training programmes across Europe and the US.

In teacher education programmes, student teachers maintain portfolios with lesson plans, reflections on teaching experiences, and feedback from mentors, focusing on the continuous improvement.

Education

Peer Teaching and Microteaching

Action Research Projects

Etc.

Surveys & Questionnaires: Students design or analyse surveys to test the hypotheses about social phenomena. Case Studies: In-depth analysis of particular social issues, individuals, or events. Fieldwork & Ethnography: Direct observation or participation in social settings, followed by reports or reflections. Quantitative Data Analysis: Students analyse statistical data, using the tools like SPSS or R to test theories. Group Projects: Collaborative research on social issues, often culminating in presentations or reports.

Social Sciences (e.g., Sociology, Psychology, Political Science)

Diverse Assessment Methods

Variety of Assessment Tools: A range of assessment methods should be employed to cater for different learning styles and competences. For example, essays, portfolios, case studies, presentations, and practical exams should be used to test different types of skills. The European Union’s Tuning Educational Structures Project advocates for this diversity to meet the varied learning outcomes of each discipline. Authentic Assessment: In many European institutions there is a move towards authentic assessment, where students are evaluated based on the tasks that mirror the real-world challenges or professional activities. This is seen in project-based learning, internships, and simulations, ensuring that assessments are relevant to future careers.

Reflective Journals and Self-Assessments

Reflection on Intercultural Experiences: Use reflective journals or essays in which students can articulate how their international or intercultural experiences have influenced their learning within the course. This could involve prompts asking students to connect personal experiences to discipline-specific content, global issues, or intercultural interactions. Cultural Self-Assessment: Provide self-assessment opportunities in which students evaluate how their intercultural background or multicultural mindset has shaped their approach to problem-solving, teamwork, and academic work. This reflection helps students highlight the personal growth that comes from navigating different cultural contexts.

Constructive Alignment (European Higher Education Area - EHEA)

Encouraging students to undertake original research in projects or theses. This is particularly strong in the educational contexts, where independent research is emphasised from the undergraduate level.

Especially common in social sciences in many European institutions, students engage with the real-world problems and present solutions in the form of reports, case studies, or debates.

Assessment aligns closely to learning outcomes, using a mix of essays, peer reviews, and oral exams to develop critical thinking and argumentation skills.

Humanities and Social Sciences

Problem-Based Learning (PBL)

Research-Led Assessment (European Research Council)

Portfolio-Based Assessment

Institutions focus on studio-based learning, where students work on live design briefs with industry partners, culminating in exhibitions or presentations as the forms of assessment.

Used widely in design, architecture and fine arts schools, in them students present their work to peers and faculty for critical feedback, emphasizing the reflective learning and community-based assessment.

In art and design school assessment is often based on a portfolio that shows a student's creative and technical development over time.

Arts and Design

Peer Critique Sessions

Studio-Based Projects

Etc.

Problem Solving Exams: Timed tests in which students must solve complex mathematical problems. Proof-based Assessments: Students are asked to write mathematical proofs and explain them. Data Analysis Projects: In statistics, students may analyse the real-world data sets and produce reports. Formative Quizzes: Frequent quizzes to assess the acquisition of foundational concepts.

Mathematics and Statistics

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Peer Review with an International Focus

Incorporate self-assessment tools in which students reflect on their international experiences and how they have developed key skills for a global career, such as cultural adaptability, language proficiency, and global awareness.

In group projects or intercultural exchanges, use peer assessment to evaluate students' contributions, focusing on how well they integrate global perspectives and collaborate with team members from different cultural backgrounds.

Peer and Self-Assessment on Global Competence

Self-Assessment of Global Skills

Capstone Projects and Industry Partnerships:

The use of computer simulations to assess engineering design and processes. Some Universities employ advanced simulation tools in order to test engineering concepts before physical prototyping.

Widely practiced in universities across Europe, where students work on multidisciplinary projects with a focus on innovation and real-world problem-solving.

In some countries engineering students work directly with companies, applying their theoretical knowledge to the real-world projects. These serve as comprehensive assessments, fostering innovation and practical experience.

Engineering

Project-Based Learning (PBL)

Simulation-Based Assessment

Incorporating International Frameworks

Global Competence Frameworks: Use the international frameworks, such as the UNESCO Global Citizenship Education or the Intercultural Development Inventory (IDI), as a basis for assessment. These frameworks can guide the design of assessments that measure the student multicultural mindset, global citizenship, and intercultural communication skills. AAC&U VALUE Rubric for Global Learning: Adopt the AAC&U Global Learning VALUE Rubric, which is specifically designed to assess the global and intercultural competences. This rubric evaluates the knowledge of global systems, intercultural communication, and understanding of diverse perspectives.

Proof-Based Assessments

Students analyse the real-world data sets, using statistical software (e.g., R, Python), and present their findings in written reports or presentations, combining their practical skills with their theoretical knowledge.

In some institutions students are assessed on their ability to construct and explain mathematical proofs, emphasising logical rigour and theoretical understanding.

Mathematics and Statistics

Project-Based Statistical Analysis

Supporting Students with Different Educational Backgrounds

Students from various educational systems may have different levels of familiarity with certain assessment formats. To address this, Professor Lee can:

• Offer instructional workshops: Organise optional workshops or provide online resources on how to write a critical essay, answer multiple-choice questions effectively, or collaborate in group projects. These workshops can help students gain confidence in unfamiliar formats.
• Use a blended approach to assessments: To accommodate diverse student experiences, Professor Lee can incorporate a variety of assessment methods, blending formative assessments like reflective journals or short quizzes with more traditional summative assessments like essays or exams. This way, students get a chance to demonstrate their learning in multiple ways.
• Student mentorship programmes: Establish a system of student mentors or ‘buddies’ who have already taken the course. These mentors can guide new students on how to approach assignments and share tips on navigating the curriculum.

Incorporating International Accreditation Standards

Align to International Standards: Consider international accreditation standards or frameworks, such as those used by global education bodies. These often emphasise cross-border competences and can help you guide the development of assessments which meet the international benchmarks. Global Rubrics and Evaluation Criteria: Develop rubrics that reflect the global competences and criteria. For example, assessments could evaluate students’ ability to address issues like sustainability, human rights, or global economic trends within their specific discipline.

Step 3

Based on their research, teams will create a market entry strategy. This includes: - Mode of entry (e.g., joint ventures, franchising, exporting). - Marketing and branding approach to resonate with local consumers. - Cultural adaptation strategies to address potential conflicts in work culture or communication. - Operational Plan outlining logistics, supply chain, and human resources management in the target country. - Risk Assessment to address economic, political, and cultural risks.

Assessing Multilingual Competence

Provide workshops or assignments that are focused on communication styles in different cultures (e.g., direct vs. indirect communication). Assess how well students understand these differences and how effectively they adjust their communication strategies to professional interactions.

If applicable, evaluate student ability to communicate in multiple languages, particularly those relevant to their career field. Even in monolingual courses, students can be assessed on their ability to understand and adapt to linguistic diversity in professional settings.

Intercultural Communication Skills

Cross-Cultural Communication Workshops

International Mentorship Programs

Incorporate feedback from global professionals, either through organising guest lectures, project evaluations, or industry partnerships. Assess students on how well they incorporate this real-world, international perspective into their academic and professional development.

Connect students with mentors from international industries or global organizations. Students can be assessed according to their engagement with the mentor, their ability to understand the mentor’s feedback, and how they apply that feedback to their career development.

Mentorship and Feedback from Global Professionals

Feedback from Industry Experts

Fairness and Equity

Equal Opportunities for Success: The assessments should provide all students with the opportunity to demonstrate their own knowledge and skills, regardless of their background or personal circumstances. In line with the European Standards and Guidelines (ESG) for quality assurance, this includes accommodating students with disabilities and promoting equity across all demographics. Culturally and Linguistically Inclusive Assessment: Assessment practices should consider the diverse cultural and linguistic backgrounds of students, ensuring that they are both culturally appropriate and fair. E. g. in an EMI (English as a Medium of Instruction) setting, variations in language proficiency can impact students' performance and grading. Therefore, assessments should be designed to evaluate subject knowledge without disadvantaging students who may not have the same level of English proficiency as their peers.

Feedback that Fosters Growth in Intercultural Competence

Culturally Sensitive Feedback: Provide feedback that recognises and respects students’ cultural backgrounds, offering constructive suggestions on how they can further develop their intercultural competences. Encourage students to reflect on how their cultural experiences influence their academic work. Continuous Formative Feedback: Offer formative assessments throughout the course, allowing students to improve their intercultural skills incrementally. This could involve providing feedback on how well students integrate the international perspectives into their work, followed by opportunities to revise or expand their initial submissions.

Feedback for Institutional and Curriculum Development

Closing the Feedback Loop: Assessment results and feedback are not only used to improve individual student learning, but also to enhance the curriculum, teaching methods, and the overall program quality. Some continuous improvement via assessment results is a hallmark of the quality assurance systems in many European universities, as endorsed by the European Association for Quality Assurance in Higher Education (ENQA).

Transparency and Feedback

Transparent Assessment Processes: Students should have a clear understanding of how they will be assessed, including the complexity of different assessment components, the grading criteria, and the expectations from each task.Constructive Feedback: Timely-given and meaningful feedback is essential for student learning. The feedback should be constructive and various (written and oral), guiding students towards the ways of improving their performance and achieving their learning goals. This is emphasised in many European countries, where feedback loops are built into the assessment process.

Group Projects with Diverse Teams

International Collaboration Skills: Assign group work that brings together students from different cultural or national backgrounds. Assess their ability to collaborate effectively across cultures, including how well they communicate, navigate cultural differences, and integrate multiple perspectives in their final product. Peer Evaluation in Multicultural Teams: Incorporate peer assessment in which students evaluate each other’s contributions to the group project, with a focus on intercultural teamwork, communication, and collaboration. This allows students to reflect on their own and their peers' abilities to work in diverse teams.

Etc.

Portfolios: The compilation of artworks, design projects or musical compositions, showcasing a student’s work over time. Critiques: In-class evaluations at which students present their work for gaining some feedback from peers and instructors. Performance Assessments: For music or theater, students are assessed on live or recorded performances. Sketchbooks or Process Journals: Artists may submit these to show their creative process. Design Prototypes: In architecture, students may present the scale models or digital simulations of their designs.

Arts and Design (e.g., Visual Arts, Architecture, Music)

Global Professional Simulations

Use role-playing scenarios in which students are required to navigate cultural nuances in business or professional settings. Assess their ability to communicate effectively, demonstrate cultural sensitivity, and make decisions that consider global perspectives.

Conduct simulations in which students take on roles that mimic real-world international careers. These can include mock negotiations, trade agreements, or crisis management situations across borders. For instance: - In international relations, students might simulate diplomatic negotiations between countries with conflicting interests. - In law, students could participate in a mock trial, involving international law or human rights issues.

Simulations and Role-Playing

Intercultural Role-Playing

Formative and Summative Balance

Formative Assessment for Continuous Improvement: The formative assessments (e.g., quizzes, peer reviews, feedback sessions) are used regularly to provide students with some ongoing feedback which supports learning and development throughout the course. These are often low-stake assessments that help students get improved before they reach a summative assessment. Summative Assessment for Final Evaluation: The summative assessments, such as final exams, major projects, or dissertations, evaluate student performance at the end of a learning cycle. Both types of assessment should be used for the purpose of giving a comprehensive overview of student learning.

Step 5

After the presentations, students will write individual reflection reports, assessing their personal performance and the team’s dynamics. They should address how they applied international business knowledge, how they overcame cultural or communication barriers, and what the areas are in which they could improve for their future careers.

Student-Centered Learning

Student Participation in Assessment: The best practices include involving students in the assessment process, whether due to self-assessment, peer assessment, or co-creating evaluation criteria. This promotes a deeper engagement with their learning process and fosters their critical reflection. It is also a core principle in some European countries, where students are often involved in reflective learning activities.Personalised Assessment: The opportunities for students to demonstrate their learning in the ways that suit their strengths are increasingly valued. For example, allowing students to choose between presenting a project, writing a paper, or giving an oral defense can provide more personalised and effective ways of demonstrating knowledge.

Encouraging Multilingual and Multicultural Approaches

Assessment Adaptations for Language Diversity: participate in training on how to adapt assessments for students who are non-native speakers of a language of instruction. This might involve alternative methods like oral exams, project-based assessments, or other forms of evaluation which may allow students to express their understanding without language barriers. Intercultural Competence in Assessment: Implement assessment strategies that promote and evaluate intercultural competence. For instance, group projects could involve students from different cultural backgrounds, with the assessment focusing on their ability to collaborate and integrate diverse perspectives into their work.

Encouraging Student Confidence in Seeking Clarity

Many students may hesitate to ask for clarification during the assessment process, fearing that they might appear unprepared. To create an environment where students feel comfortable to seek help:

• Create a culture of openness: At the beginning of the course, Professor Lee should emphasise that asking questions is encouraged and an essential part of the learning process. She can remind students that clarity is important for success and that their questions are valid.
• Anonymous Q&A: Introduce a system in which students can submit anonymous questions about assignments or exams. This can be done through an online platform or a suggestion box, reducing the fear of embarrassment.
• Hold regular feedback sessions: Provide mid-project feedback for larger assignments. This gives students the opportunity to get guidance and correct any mistakes before the final submission. After grades are published, holding consultation hours when students can discuss their grades and ask for clarification on feedback will help them learn from their mistakes.

Global Capstone Projects

Evaluate the student’s ability to conduct research on global issues, apply discipline-specific knowledge in international contexts, and propose innovative solutions that reflect global trends and challenges.

Require students to complete a capstone project that addresses a global issue relevant to their field. For example: - Engineering students could design a solution for clean water access in developing countries. - Marketing students could develop a strategy for entering new international markets.

Capstone Projects with International Relevance

Assessment Criteria

Global Professional Experiences

Collect feedback from supervisors or mentors in the international setting, evaluating students on their professionalism, cross-cultural adaptability, and work ethic in a global context.

Invite students to complete reflective reports or presentations on their international experiences, focusing on what they have learned about working in a global environment and how they have adapted to different cultural and professional norms.

Where possible, integrate internships, fieldwork, or service learning in international settings (either physically or virtually). Students can be assessed on their ability to adapt to new cultural environments, work with international colleagues, and apply their professional skills in a global context.

International Internships and Fieldwork

Reflection on Experience

Mentor Feedback

Lifelong Learning and Skills Development

Fostering Lifelong Learning: The assessments should focus on developing critical thinking, problem-solving, and independent learning skills. Many European institutions emphasise competences that students will use beyond their academic careers. Competence-Based Assessment: The competence-based assessments, which measure a student’s ability to apply knowledge and skills in practical contexts, are becoming common across disciplines. This ensures that students are prepared for their professional environments and life-long learning.

Hackathons and Coding Challenges

Some Universities use automated systems like CodinGame or CodeSignal in order to test coding skills in real-time, immediately providing feedback to students on their performance.

Students are assessed on the basis of their contributions to the real-world open-source projects, particularly in collaborative coding environments.

Increasingly popular, hackathons allow students to engage in intense coding or problem-solving sessions over short periods. It is a practical assessment method used at some top technical universities.

Computer Science and IT

Open-Source Project Contributions

Automated Coding Assessments

Use of Technology and Innovation

Technology-Enhanced Assessment: Digital tools and platforms are used widely for both formative and summative assessments. Online quizzes, e-portfolios, and virtual simulations are the examples of how technology is integrated in order to create flexible, accessible, and innovative assessments. This principle is crucial at many European universities, where digital literacy is a key graduate attribute. Remote and Online Assessment: With the increase in online and blended learning, online assessments have become more common, following the principle of inclusivity and accessibility. These assessments require clear guidelines to maintain academic integrity and fairness.

Etc.

Clinical Simulations: Students are placed in simulated patient care scenarios to assess their clinical skills. Objective Structured Clinical Examinations (OSCEs): A hands-on exam at which students interact with the standardised patients or models. Case Study Analysis: The analysis of patient cases to diagnose and suggest treatment plans. Reflection Papers: In public health, students may be asked to reflect on the community engagement or health interventions. Practical Exams: Hands-on skills are tested, such as suturing, taking vitals, or administering medications.

Health Sciences (e.g., Medicine, Nursing,Public Health)

Professional coordinators, advisers Vilmos Vass Szilvia Besze Adviser Daliborka Luketic Designer Szabina Gyurisán Horváthné

Authors Irine Darchia Branka Milenkovic Renata Samo Reviewers Veronika Kupriyanova Angeliki Psychogyiou Anca Greere

Acknowledgements

Global Ethical Case Studies

Evaluate students’ understanding of ethical issues and their ability to make decisions which establish a balance between cultural differences, legal standards, and ethical principles in a globalized world.

Use case studies that present ethical dilemmas in international business, law, healthcare, or other professional settings. These could involve issues, such as labour practices in developing countries, environmental sustainability, or corporate social responsibility.

Ethical Decision-Making in Global Contexts

Assessment Focus

Etc.

Essays & Papers: Students critically analyse texts, historical events, or philosophical arguments. Textual Analysis: Close reading and interpretation of primary sources, such as literature or historical documents. Oral Exams: Especially common in philosophy or history, students may have to defend a thesis or respond to specific questions orally. Portfolio Assessment: Students compile their written work over a course or programme to show the growth and mastery of skills. Peer Review: Students evaluate each other’s writing or presentations, fostering a critical engagement with the discipline.

Humanities (e.g., Literature, History, Philosophy)

Ethical Considerations and Academic Integrity

Promoting Academic Integrity: Best practices emphasise the need to assess students ethically, discouraging plagiarism and promoting originality in student work. Clear guidelines on citation and collaboration, also use of external resources, are essential for maintaining academic honesty. Plagiarism detection softwares are commonly used to support the given principle. Ethical Assessment Practices: This includes ensuring confidentiality, avoiding biases, and respecting student rights during the assessment process. Fairness and transparency in how assessments are administered and graded represent key ethical concerns.

Etc.

Lab Reports: Written summaries of experimental procedures, results, and analyses. Practical Lab Exams: Students demonstrate skills in conducting experiments and using scientific instruments. Problem Sets: Homework assignments or assessments in which students solve quantitative or conceptual problems. Research Projects: Independent or group projects that involve designing and carrying out experiments. Objective Tests: Multiple-choice, short answer, or matching questions that are focused on specific content knowledge.

Natural Sciences (e.g., Biology, Chemistry, Physics)

Etc.

Programming Assignments: Students write a code to solve specific problems or create applications. Software Development Projects: Group or individual projects in which students develop software or applications. Algorithm Design: Assignments that focus on creating and optimising algorithms. Code Reviews: Peer or instructor reviews of written codes to assess functionality and efficiency. Hackathons or Competitions: Students participate in competitive coding or design challenges.

Computer Science

Establish Global Learning Outcomes

Ensure that all assessments are aligned to these global learning outcomes, allowing students to demonstrate their readiness for international careers.

Identify specific global competences that are critical for the future careers of students, such as: - Cross-cultural communication and teamwork; - Adaptability in diverse environments; - Global problem-solving and critical thinking; - Ethical decision-making in international contexts; - Understanding of global markets, regulations, or systems (specific to their discipline).

Clearly Defined Global Competences

Integrate Competences into Assessments

Global Challenges as Assessment

Encourage students to work with multiple disciplines (e.g., economics, law, technology) in order to solve global problems, reflecting the interdisciplinary nature of professional work in an international context.

Provide students with complex global challenges related to their field (e.g., climate change, global trade disputes, international human rights issues) and assess how they propose solutions. These tasks should require students to consider international regulations, cultural differences, and global ethics.

Cross-Cultural Problem-Solving

Multidisciplinary Approach

Global Competence Rubrics

Align assessments with international professional standards or certifications, such as those used in fields like finance, engineering, or healthcare, to ensure that students are well-prepared for careers which meet global expectations.

Use frameworks like the AAC&U Global Learning VALUE Rubric or the UNESCO Global Citizenship Framework to assess the international career readiness of students. These frameworks provide a structured way to evaluate competences, such as global problem-solving, intercultural communication, and ethical responsibility in international settings.

Using Global Competence Frameworks

Industry-Specific Global Standards

Professional Development in International Pedagogy

Training on the International Curriculum Design: participate in professional development events with a focus on the integration of international perspectives into the curriculum. This could involve training on how to design assessments that address global challenges, cultural diversity, and international case studies relevant to the discipline. Workshops on Culturally Responsive Assessment: attend workshops on culturally responsive assessment techniques that account for diverse learning backgrounds, educational systems, and cultural norms. Teachers can learn how to make assessments more inclusive and sensitive to the needs of international students.

Etc.

Lesson Plans: Students create detailed teaching plans that reflect pedagogical strategies. Teaching Practicums: Supervised teaching experiences due to which students demonstrate their teaching abilities in real classrooms. Reflective Journals: Students keep journals to reflect on their teaching practice and development. Action Research: Research projects in which students investigate and seek to improve their own teaching practices. Peer Observation Reports: Students observe and provide feedback on the teaching methods of their peers.

Education

Lab-Based Competence Testing

Students often work in teams to tackle scientific research projects, supporting collaboration and communication. In some countries, this is a key feature of undergraduate and postgraduate science programmes.

A strong focus on practical competences, with students being assessed on lab skills, experiment design, and data analysis rather than just on theoretical knowledge. This hands-on approach is common in the STEM courses at the European research universities.

Natural Sciences

Research Projects in Collaborative Groups

Etc.

Moot Court Competitions: Simulated court proceedings when students argue cases as attorneys. Case Briefs: Written summaries of judicial opinions and key legal principles. Legal Research Papers: In-depth papers analysing specific legal issues or legislation. Oral Arguments: Students present legal arguments verbally, often as a part of exams. Client Interview Simulations: Role-playing exercises to assess skills in client consultation and advising.

Law

Assessment through Peer Interaction

Peer Learning and Intercultural Exchange: Facilitate the structured peer learning activities, such as debates or dialogues, where students from diverse cultural backgrounds exchange ideas. Assess students on how well they engage with and respond to different cultural perspectives, showing both intellectual openness and intercultural sensitivity. Cross-Cultural Peer Review: Use peer review systems in which students assess the work of peers with different cultural backgrounds, focusing on how well their classmates incorporate the global perspectives, cultural empathy, and international experience in their work.

Step 1

• Form teams of 4-6 students, ensuring that each team has a mix of nationalities and backgrounds to simulate a real-world international work environment.
• Assign each team a country or region where the fictional company intends to expand (e.g., China, Brazil, Germany, India, or the Middle East).

Hint: You align your student formative and summative assessment with international standards in your field and you consider student multicultural mindset and different intercultural backgrounds in your assessment.

Step 2

• Students will conduct in-depth research on the country’s business environment, focusing on cultural, economic, and legal factors.
• They should identify potential challenges the company might face, such as language barriers, differences in business practices, and regulatory hurdles.
• Teams must analyse consumer behaviour in the region and determine whether the product or service offered by the fictional company will require adaptation to suit local conventions and/or preferences, i.e. whether it will need to be localised.

By implementing these strategies...

Professor Lee successfully reduces communication breakdowns and creates a supportive environment where all students can thrive. The combination of multiple communication methods, examples of best practice, and mentorship ensures that students are familiar with the assessment methods and expectations. By encouraging students to ask questions and providing regular feedback, Professor Lee helps her students feel confident in their understanding of the course material and assessments. As a result, the student performance improves, and the number of misunderstandings or concerns about grading decreases. The students become more engaged with the course content and are able to demonstrate their knowledge and skills more effectively, regardless of their cultural or educational background. This approach not only improves academic outcomes but also enhances the overall learning experience for both Professor Lee and her students.

Global and Local Contexts in Discipline-Specific Assessments

Global Case Studies: Use case studies or problem-solving tasks that require students to apply their discipline-specific knowledge to both local and global contexts. Students could compare how the same issue (e.g., a business strategy, environmental problem, or social policy) is approached in different countries or regions, considering the cultural, political, and economic variations. Multicultural Scenario-Based Assessments: Present scenarios in which cultural differences play a central role and assess students on how well they navigate these challenges. For example, in a medical programme, students could be assessed on how they handle patient care in a cross-cultural setting, considering ethical and cultural factors.

Feedback and Improvement

Formative assessments, such as peer reviews and feedback sessions, are integrated throughout the course. After group work, students receive feedback not only from the instructor but also from their peers. In the reflective journal, instructors provide personalised feedback to help students improve their self-awareness and application of intercultural theories to practice. Summative feedback includes detailed comments on how well students demonstrated the key competences, such as empathy, adaptability, and problem-solving in multicultural settings, and areas for further growth.

Leveraging Technology for International Collaboration

Digital Assessment Tools: Use technology platforms that facilitate international collaboration, such as virtual exchange projects or global teamwork simulations. You can assess students on their ability to work with peers across borders, using the digital tools that enhance communication and cooperation. International Peer Feedback Systems: Implement the peer assessment systems that allow students from different countries to evaluate each other’s work, fostering international perspectives and critical reflections on diverse viewpoints.

Incorporating Global Competences in Assessment

Global Learning Outcomes: Try to integrate global learning outcomes into your assessments. This could involve evaluating students' ability to apply discipline-specific knowledge in international contexts or collaborate effectively across cultural boundaries. Interdisciplinary and Global Case Studies: Use global case studies, simulations, and problem-solving activities that reflect international contexts. Assessments should measure students' ability to navigate these scenarios within their discipline.

Preventing Communication Breakdown

To prevent misinterpretation and ensure students understand the requirements from the start, Professor Lee can take the following steps:

• Communicate through multiple channels: Provide assignment details and exam instructions, using both written and verbal explanations. During class, she can verbally explain assignments while also distributing written guidelines, ensuring that both auditory and visual learners can follow along.
• Provide concrete examples: Share examples of past assignments, such as model essays or sample multiple-choice exams, so students have a clear idea of what is expected. Additionally, providing the grading criteria (rubrics) will help students understand how their work will be evaluated.
• Visual aids and reminders: Create visual checklists or timelines that break down the steps for completing assignments and exams, and refer to them regularly throughout the semester.

Assessing Cultural Adaptability and Flexibility

Adaptation in Cross-Cultural Settings: Include assessments that challenge students to show their adaptability in cross-cultural or international settings. For example, you might ask students to propose solutions to the real-world problems in countries where they have no prior experience, assessing their ability to research, empathise, and adapt their thinking to new cultural norms. Cultural Problem-Solving: Assign tasks that require students to solve discipline-specific problems while considering the cultural and intercultural dynamics involved. For instance, in a business course, students could be asked to develop a marketing strategy which considers cultural preferences in different regions.