Overview of this ICL rubric
Competency for self-development
By clicking (tapping) on each item, a pop-up window will open to confirm the details.
| Components | Definition | Milestones | ||||
|---|---|---|---|---|---|---|
| Primary Category | Specific Category | 1 | 2 | 3 | 4 | |
| Competency for self-development | Self-understanding and self-acceptance | Ability to objectively understand and accept one's own characteristics and abilities while interacting with diverse people. | ||||
| Self-training | Ability to adjust and move toward one's goals and objectives even while interacting with diverse people. | |||||
| Intercultural orientation and self-efficacy | Ability to be curious and confident in interacting with people from different cultural backgrounds. | |||||
| Cultural self-awareness | Ability to understand and interpret similarities and differences between different cultures and one's own culture (i.e., the culture in which one grew up) . | |||||
| Awareness of prejudice /stereotype | Ability to recognize one's own prejudices and stereotypes, reflect on one's own thoughts and actions, and act consciously. | |||||
Competency for dealing with objectives/issues
By clicking (tapping) on each item, a pop-up window will open to confirm the details.
| Components | Definition | Milestones | ||||
|---|---|---|---|---|---|---|
| Primary Category | Specific Category | 1 | 2 | 3 | 4 | |
| Competency for dealing with objectives/issues | Information gathering | Ability to access multiple sources of information and gather reliable information from various perspectives. | ||||
| Critical analysis of information | Ability to critically analyze multiple pieces of gathered information and construct one's own opinions and arguments. | |||||
| Identifying problems | Ability to identify and explain problems from multiple perspectives. | |||||
| Solving problems | Ability to analyze problems from multiple perspectives and then select and implement solutions. | |||||
Competency for intercultural communication
By clicking (tapping) on each item, a pop-up window will open to confirm the details.
| Components | Definition | Milestones | ||||
|---|---|---|---|---|---|---|
| Primary Category | Specific Category | 1 | 2 | 3 | 4 | |
| Competency for intercultural communication | Active listening | Ability to actively listen to others with interest and understand their opinions and intentions. | ||||
| Empathy | Ability to imagine the feelings and thoughts of others, and understand things and situations from their perspectives. | |||||
| Expression | Ability to express opinions in dialogue with people who have different ideas and values. | |||||
| Implementing communication strategies | Ability to communicate smoothly with others, utilizing both verbal and non-verbal information. | |||||
| Flexibility | Ability to choose one's own thinking and behavior depending on the situation at hand. | |||||
| Openness | Ability to suspend judgment and accept ideas and values of others. | |||||
Competency for handling group-based activities
By clicking (tapping) on each item, a pop-up window will open to confirm the details.
| Components | Definition | Milestones | ||||
|---|---|---|---|---|---|---|
| Primary Category | Specific Category | 1 | 2 | 3 | 4 | |
| Competency in group-based activities | Role responsiveness | Ability to play one's role in a group and take beneficial actions for the whole group. | ||||
| Project management | Ability to develop a project in the best possible way, with a bird's eye view of the progress and the degree of each member's contribution. | |||||
| Team relationship building | Ability to build collaborative relationships where all members can express themselves openly in a safe and supportive atmosphere. | |||||
| Facilitation | Ability to facilitate the active involvement of all members and encourage them to utilize their strengths/specialities in group work. | |||||
| Handling conflicts | Ability to recognize and respond effectively to conflicts of values and opinions in a group, understanding their causes and background. | |||||
Case example
When working in a foreign language, there are times when I can perform well and times when I cannot, but I don't think about the specific reasons.
Case example
I accept that I am not used to working in a foreign language, but I don't often think about how others evaluate me.
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Even when working in an unfamiliar foreign language, I am beginning to look for a role that only I can play to make the group work a success.
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Even when working in an unfamiliar foreign language, I recognize my unique roles, such as time management and creating a good atmosphere.
Case example
When discussing career development, learning about working practices in other countries and regions makes me question if my own plans are set in the right direction.
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Although overseas trends and opinions about career development sometimes influence my goals and plans, I act primarily on the basis of my own ideas.
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I am beginning to gather information and incorporate new ideas into my own plans, referring to overseas trends and opinions about career development.
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I take actions, such as applying for internships, based on my situation and opportunities, referring to overseas trends and opinions about career development.
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When discussing social issues such as politics or the environment, I do not care why some people do not clearly express their opinions and positions, or why some people are assertive.
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I am interested in the motivations behind those who do not clearly express their opinions and positions, or are assertive, but I have little confidence in asking them directly.
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I feel that I can promote dialogue to some extent, taking into consideration those who do not clearly express their opinions and positions, as well as those who are assertive.
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I am confident in my ability to actively promote dialogue, even on topics unfamiliar to me, with the understanding that there are individual differences in the way people express themselves.
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In group work, I do not pay much attention to the difference between those who express their emotions and those who do not.
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I find it interesting that some people have emotional facial expressions while others do not, but I rarely think about which is more acceptable in my own culture.
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I find it interesting that some people have emotional facial expressions while others do not, and I sometimes think about the characteristics of my own culture.
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I can analyze how cultural background influences the fact that some people have emotional facial expressions, while others do not, and explain the impact of my own culture's specific emotional expressions on others.
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I have negative perceptions of people from a particular country or region.
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I acknowledge holding negative perceptions of people from a particular country or region, but I seldom reflect on the reasons behind it.
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I understand that negative perceptions of people from a particular country or region are influenced and formed by media, family education, and other factors, but I have not taken any specific actions to change those perceptions.
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I critically examine negative perceptions of people from a particular country or region influenced and formed by media, family education, and other factors, and work to change my thinking and behavior.
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When doing some research, I often rely on my usual social networking services, Wikipedia, and similar sources.
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In addition to social networking services and Wikipedia, I also access academic articles, government statistics, and newspaper articles, but I still tend to gather information that is similar to my own opinions.
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I can incorporate a wide range of different national and cultural viewpoints, as well as pros and cons, from reliable sources like academic articles, government statistics, newspaper articles, and other references.
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I can select essential information gathered from multiple perspectives for class presentations and other purposes.
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When I see information indicating that the leader of a country is a dictator, I tend to believe it.
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I am aware that hostile countries often publish information indicating that the leader of a country is a dictator, but I still find it challenging to form my own stance.
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I can analyze information published by hostile countries indicating that the leader of a country is a dictator and take the opposite position, recognizing that most of the information is not based on any evidence.
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I can clearly explain to others the unreliability of the information indicating that the leader of a country is a dictator.
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I was instructed to present modern educational issues in a class on the worldwide educational situation, but I have no idea what the issues are.
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I can list some of the educational issues, but I have not considered whether they apply to countries other than my own.
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I can identify educational issues to be solved globally, but I still find it difficult to explain how I took into account the circumstances of diverse countries and regions.
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I can clearly explain global educational issues to others, taking into account the circumstances of diverse countries and regions.
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In a project aimed at promoting international exchange within the university, I havd identified the language barrier as an issue, but I lack a clear solution on how to address it.
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I have brainstormed several events where students can interact regardless of language, but I am not sure which one would be best.
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I can identify and suggest the most promising events through surveys and interviews with students.
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I can implement the plan by recruiting collaborators with a clear division of roles among team members to ensure the event is satisfactory to over 80% of the participants.
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I often just listen to what my classmates are saying and rarely think of many more questions to ask.
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I listen to my classmates and think I "get" some of it, but when it comes to unfamiliar social issues or specialized topics, I do not attempt to understand deeply.
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Even if the topic is unfamiliar to me, I can pay attention to what my classmates are saying and the situation they are in, and think about what they are trying to convey.
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I can understand what my classmates are trying to convey and how they are feeling by paying attention to their facial expressions and gestures, in addition to what they are saying and the situation they are in.
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In discussions, I try to think about why someone who does not speak much is acting the way they are, but I often feel frustrated that they are not contributing to the group.
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In discussions, I understand that some people are not good at speaking up, but I tend to think "I will do my best to express my opinion."
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I try to deal with people who are not good at speaking by thinking that they may not be used to discussion from past education or experience, and by imagining how to make it easier for them to speak.
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I can imagine the circumstances and backgrounds of people who are not good at speaking, understand what support they need, and approach them with empathy.
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In controversial discussions, I tend to align my opinions with those who express their views forcefully and clearly.
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I make an effort to express my own thoughts and ideas, but I still find it challenging to articulate opinions that significantly differ from those of the group members.
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In many cases, I can express my own opinion even if it differs from the positions or arguments of the group members.
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Even in the early stages of group work when I do not know the members well, or in discussions dealing with difficult issues, I can clearly express my own opinions even if they differ from the positions and arguments of the group members.
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During group activities in my native language or a language I am proficient in, I tend to speak freely, assuming that all members understand me.
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I make an effort to select understandable words and speak slowly for group members not familiar with the language, but there are often instances when they do not comprehend.
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In many situations, I can create a safe and comfortable environment for group members who are not familiar with the language by speaking to them in understandable words and giving them responses as they speak.
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Even in discussions on complex topics, I can exchange opinions by incorporating gestures, writing, diagrams, and other tools to facilitate communication with group members who are not familiar with the language.
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I often experience frustration when someone introduces new suggestions after the group reaches a decision.
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Even after the group reaches a decision, I may accept a good suggestion, but I find it challenging to accommodate it if it happens multiple times.
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Despite potential confusion, I accept changes in plans if they enhance the quality of the group activities.
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I am open to any suggestion that will help the team move in a positive direction, and I also contribute by generating my own ideas.
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During group work, I want to take my time to create quality content, but other members only focus on efficiency, and I honestly cannot get along with them.
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While I try to understand the members' intentions to enhance group efficiency, I still struggle to accept that this might compromise the activity's quality and completeness.
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Recognizing that members concerned about group efficiency likely have their reasons, I make an effort to confirm their intentions before passing judgment.
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I value the opinions of members who express a desire for efficient group work and aim to achieve optimal results within the limited time available.
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When collaborating on a document in a group, I sometimes have trouble figuring out how to summarize the content and sometimes cannot complete my assigned part by the deadline.
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I manage to complete my assigned part by the deadline, but I do not pay attention to the parts assigned to other group members.
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In addition to completing my assigned part, I can assist any member who needs help.
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I am willing to help members who are having trouble creating materials, even if they do not ask for my help, and to take on tasks that are not my responsibility in order to improve the completeness of our materials as a whole.
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When collaborating on research in a group, I often concentrate on completing my assigned part and may not pay sufficient attention to the work of others or the group as a whole.
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I do pay some attention to the overall progress, project completion, and members' commitment, often thinking "there's a better way to do this," but articulating it aloud is still challenging for me.
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I can observe the group as a whole and confidently suggest changes, such as altering the division of roles or the approach, if the work is lagging or a member is struggling.
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I can consistently engage in proactive communication with group members to ensure the timely completion of all tasks and continue to provide suggestions that are most beneficial to the group.
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I rarely communicate with group members in activities inside and outside of class, and I believe that as long as I can complete my individual tasks, that is enough.
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Although I recognize the importance of building a trusting relationship with members, I do not know how to approach them myself, so I remain passive in my responses.
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Recognizing the importance of building trust as a team, I make an effort to get along with other members by chatting with them and creating an environment where they can help each other.
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I can create an environment where members can work together in all aspects of the project to achieve good results for the team as a whole, while compensating each other's strengths and weaknesses.
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I occasionally find myself exchanging opinions with a few members without paying much attention to those who have little to say during the meeting.
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I aspire to encourage all members to share their opinions, but in reality, I am restricted to occasionally conversing with quiet members.
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I actively contribute when I notice support is needed, like engaging with those less likely to speak up or introducing a different perspective when the exchange of ideas has diminished.
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I always try to foster an environment where all members can freely express their opinions, and I naturally take initiative in guiding discussions to achieve the goals of the activity.
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When discussing sensitive topics like same-sex marriage, disagreements arise among team members from different cultural backgrounds, leading to an uncomfortable atmosphere, and I struggle to navigate the situation.
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I understand that the disagreement between team members is related to their religious beliefs, but I still find it difficult to make a proposal that will satisfy both sides.
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In disagreements and conflicts seemingly rooted in religious views, I can propose that both sides suspend judgment of right and wrong and focus on understanding differences and reasons, as compromise may be unlikely on either side.
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I can encourage the entire team to collectively think and address disagreements and conflicts influenced by religious views, as I believe that organizing and understanding these situations without becoming emotional is key to fostering learning.