The effects of using collaborative assessment with students going abroad: intercultural competence development, self-understanding, self-confidence and stages of change

Abstract

For this study we examined collaborative assessment in counseling 820 German students who were going abroad and who were exposed to the Test to Measure Intercultural Competence (TMIC). A randomized pretest-posttest control group design was used. The control group did not get any test feedback. The remaining groups received written feedback or written plus oral collaborative test feedback. Repeated measures linear mixed effects modeling showed that collaborative test feedback positively influenced students' self-appraisal of their intercultural competence (TMIC-SA); their values on three stages of change; as well as their self-understanding, self-confidence, and perceived benefit from test participation. It is concluded that collaborative assessment and feedback can enhance self-appraised intercultural competence, thereby showing its potential in intercultural training.