One of the most relevant and complex issue for researchers and teachers is how to measure the intercultural competences. Most scientists point out that there is no single tool is sufficient adequately assess intercultural learning. According to D. K. Deardorff, the assessment of intercultural competence multimeasure, multimethod, multiperspective approach must be used.
In accordance with this approach to the assessment of intercultural competence must include many evaluation methods: self- reported assessment, reflection paper, critical incident analysis, interviews, and observation of behave specific situations, contexts, simulation and longitudinal studies. It is very important in assessing the competence to see how a person interacts with others, what kind of behavior is demonstrated in real life situations.
In assessing intercultural competence, it is important to define the intercultural structural elements of the intercultural competence. D. K. Deardorff provides the following components of intercultural competence that are relevant to the assessment:
- Attitudes: respect, openness, curiosity and discovery (tolerating ambiguity).
- Knowledge and comprehension. Cultural self-awareness, deep cultural knowledge; skills: to listen, observe and evaluate, to analyze, interpret and relate
- Desired external outcome: effective and appropriate communication and behavior in an intercultural situation
- Desired internal outcome: informed frame of references shift (adaptability, flexibility, ethno relative view, empathy).
There are several manners to assess the intercultural competence: formative and summative assessment, direct and indirect assessment.