Assessing Intercultural Competence Using Situational Judgement Tests: Reports from an EMI Course in Japan

Intercultural competence has become a central feature of intercultural communication education as means assessing students’ development. Like other university courses, teachers and stakeholders need to find ways account for development achievement in learning. Previous research shown that there is not one single way student’s competence; instead employing variety measures such quizzes, interaction activities, interviews, surveys advocated determining classroom setting. As result, this study, participants’ (n = 48) responses situational judgement tests are analysed explored. Specifically, participants responded three cross-cultural workplace videos depicted various incidents misperception time, unawareness appropriate language communicative behaviours the workplace, cultural differences non-verbal communication. Overall, results showed can articulate an awareness concepts prompted by videos. Furthermore, were able demonstrate facets observing reflecting on issues workplace. However, analysis revealed reports often inconsistent varied terms complexity. In addition, grading assessment time-consuming additional rubrics raters may be required evaluate student accurately consistently. Despite these challenges, study shows effective knowledge, skills, attitudes. Using authentic materials also beneficial tool, particularly culturally homogenous EMI classrooms.