Bibliographic Details
| Title: |
Assessing intercultural learning in study abroad: An authentic, aligned approach for better outcomes. |
| Authors: |
Mora, Eva Infante1 eva@sevilla.casa.edu, Ivanchikova, Melina2 |
| Source: |
Frontiers: The Interdisciplinary Journal of Study Abroad. Apr2026, Vol. 38 Issue 1, p67-100. 34p. |
| Subject Terms: |
*Foreign study, *Authentic learning, *Scoring rubrics, *Multicultural education, *Educational evaluation, *Educational outcomes, *Evaluation methodology, Mentoring |
| Abstract (English): |
In this article, we describe how instructors in a semester-long study abroad program for U.S.-based undergraduates assess students' intercultural learning using an authentic place-based approach, intercultural mentoring and feedback, and two rubrics. We use one student's assignments as a way to describe our assessment practices. The goal is to encourage study abroad staff and instructors to explore the possibility of adopting and adapting our framework for better alignment between program-level intercultural learning outcome goals and students' learning experiences. [ABSTRACT FROM AUTHOR] |
| Abstract (Spanish): |
En este artículo describimos cómo los profesores de un programa de estudio semestral en el extranjero para estudiantes universitarios de grado en los Estados Unidos asesoran el aprendizaje de destrezas y conocimiento intercultural usando un método auténtico, anclado in situ, usando mentorías y consejos interculturales, más dos rúbricas. Como ejemplo, usamos las tareas de una estudiante para describir nuestro proceso de asesoramiento a nivel práctico. La meta es animar a los empleados y profesores del estudio en el extranjero a considerar adoptar o reformular nuestro marco pedagógico para mejor alineamiento entre las metas de aprendizaje a nivel del programa con las experiencias de aprendizaje de los estudiantes. [ABSTRACT FROM AUTHOR] |
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Copyright of Frontiers: The Interdisciplinary Journal of Study Abroad is the property of Frontiers Journal, Inc and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.) |
| Database: |
Education Research Complete |
