Intercultural Competence Assessment Formats: Reliability and Validity Formats

Globalization has encouraged a demand for increased intercultural competence (ICC) in higher education. Although in the modern world, the assessments and concepts of ICC have been given a wide attention, few assessments have designed to meet the standards in areas of innovative item types and reliability and validity evidence. This study seeks to discuss the possible item types and their strengths and weaknesses within the category of selected response items. In addition, this paper aims to discuss the reliability evidence for the previously designed ICC assessments and then discuss the validity evidence concerning the internal structure, the relationship with conceptually related constructs, and the relationship with criteria. To summarize, the researcher found that the reliability evidence of existing assessments includes no major issue with reliability at the total test level. Regarding validity, it was found that for most assessments, insufficient validity exists, particularly criterion-related validity.