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Критериальное оценивание в процессе формирования межкультурной компетенции студентов
The authors of this study use the concept of “intercultural competence” (IC) as a complex and generalizing one, without reducing the object of study to foreign language communication with representatives of other cultures. Due to the artificial narrowing of the field of IC formation to linguodidactics, diagnostic methods do not consider the cognitive and metacognitive elements of IC. Existing methods have a number of limitations and shortcomings, including: organization based on self-assessment, toolkits in a foreign language, focus on the goals and values of non-formal education, lack of use and implementation recommendations. The authors of the study are convinced that in order to fill the existing gaps, it is necessary to develop accessible and transparent assessment criteria. This study was aimed at developing a relevant system for assessing the level of IC formation in formal higher education (Russia). To achieve the goal, we turned to the methods of survey and modeling. A survey of applicants (N = 178) was conducted to assess the potential for the development of international education and to correlate the content of future criteria with their intercultural profile. The authors have developed diagnostic criteria, a scale and an assessment procedure. The proposed system for assessing the formation of IC was tested in 2021-2023 at Siberian Institute of Management - a branch of the RANEPA, this article presents the results of several control groups (N = 96). The results of approbation confirm the methodological potential of the criteria-based assessment of IC. Criteria-based assessment indirectly increases the level of awareness of students, allows to track both individual and group progress. The interdisciplinary nature of the criteria and the easy-to-understand speech formulas guarantee: 1) the possibility for students to evaluate each other in the framework of training educational practices; 2) long-term observation of the development of IC by teachers of different disciplines according to a single template; 3) a common understanding of goal-setting in the formation of IC by all participants of the educational process.