Structure of rubric

Structure of the Rubric

This ICL rubric consists of four major categories and twenty subcategories, with each competency subcategory set according to four developmental stages. In contrast to AAC&U's deliberate simplification of competency items, this rubric prioritized the enrichment of competency items that grow through ICL. Therefore, there are similar items or items that appear to overlap at first glance. The intention is to encourage users to select competency items according to their educational objectives and assemble rubrics specialized for educational practices, rather than categorizing individual subcategories into general intercultural competence categories.

Rubrics targeting intercultural competence are generally categorized into "knowledge," "skills," and "attitudes." However, this rubric does not adhere to these categories but instead categorizes major items as "self-directed abilities," "target-directed abilities," "abilities toward one's and others' cultures," and "abilities toward groups." During the development process of the rubric, it was decided to classify the framework of competency development more from the perspective of learners. As a result, instead of categorizing each subcategory into general intercultural competence categories, the rubric was structured by associating appropriate categories with each subcategory. For example, for competency subcategories where it was difficult to determine whether they should be classified as "skills" or "attitudes," the approach was taken that both elements are encompassed.

How to Use this Rubric

The utilization of this rubric demonstrates its value in various scenarios.

• Designing Classes, Programs, and Exchange Activities: By selecting competency items aligned with each objective and incorporating them into learning outcomes, instructors can design activities and tasks that allow learners to progressively enhance their learning.
• Assessment of Learning Achievements: The rubric can serve as a measure to evaluate how effectively learners deepen their understanding according to their developmental stages and to what extent they achieve the learning outcomes. It can be utilized not only by educators but also by learners themselves for self-assessment and peer evaluation.
• Reflective Learning Activities: Reflecting on the results of self-assessment and peer evaluation using the rubric enables learners to visualize their own learning, growth, and challenges. Through meta-cognitive activities, they can then connect these insights to outputs of learning such as report writing or oral presentations.