ICU Journal

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Assessing Intercultural Understanding (ICU)


Loyola College will assess the acquisition of intercultural understanding in our students by;

  1. Having them present evidence of their knowledge embedded in the discipline specific task,
  2. and by creating an Intercultural Understanding Journal. This will be a common element to the whole project.

Assessment tools
Teachers will set tasks to that allows students to present evidence or demonstrate their intercultural understanding. The tools for these tasks may be drawn from;
  • Documented writing folio/visual diary.
  • Written and visual, final presentation.
  • Self-assessment survey/reflection statement.

Intercultural Understanding Journal

In addition to the discipline specific work, each student will create a record of their involvement in these ICU tasks. The ICU journal will be a written and/or visual record of their work as it developed through the project. They may write notes or reflections, draw illustrations, stick in items, prints, letters or articles they have collected as they work. The emphasis on the journal is not on the finished product (this is the job of the discipline specific project) but on students documenting their process of developing ICU.

Below is show the criteria for grading each element of ICU.
Criteria for grading
 Students functioning at a high level will;
 An example of the evidence a student may produce to demonstrate this criteria
1 - Engages in new or broadened knowledge willingly and/or independently
 Demonstrate their attitude to new situations and difference by reflecting, sharing and recording elements of a project that they found new or challenging
 Students create a table that explains what they enjoyed about the project, the difficulties they encountered, how they responded, and how they felt about working inter-culturally and collaboratively.

This work would best be;
  • Located within the ICU Journal
2 - Demonstrates empathy for others including recognition of prejudice, stereotypes and/or those denied
 Demonstrate awareness and sensitivity for other cultures by explaining reasons for differences. They also identify prejudice or stereotyping in intercultural interactions/stories where appropriate
 Students present different points of view, ways of living, etc in their work. They explain factors contributing to difference/s. They also identify prejudice or stereotyping in intercultural interactions/stories where appropriate.

This work would best be;
  • Located within the ICU Journal
and/or
  • Embedded in the discipline specific project
3 - Documents ideas created or perspectives held by people other than themselves
 Research, recount or depict an event, story or issue from multiple positions in more than one culture.
 Students document story or issue from multiple positions in more than one culture.

This work would best be;
  • Embedded in the discipline specific project
4 - Works collaboratively on a task in a respectful and responsible way,
adapting to new situations as required
 Demonstrate objectivity, patience and inclusiveness in collaborative projects,
Record and reflect on change during a project – reflecting on their capacity for adaptability,
Demonstrate skills in negotiation by being able to complete a project.
 Students complete a peer assessment survey of each other's contribution to group work and skills in negotiation and leadership.

This work would best be;
  • Located within the ICU Journal
5 - Uses appropriate conventions in one or more mode of communication
 Communicate effectively by exchanging and recording ideas and views from partners in intercultural settings,
Identify, explore or explain any culture specific knowledge (CSK) that they discovered was relevant to their task,
 Students create a 'contact log' to document the method, frequency and quality of communication with intercultural partners. They also write a reflection on elements of CSK that emerged during the project.

This work would best be;
  • Located within the ICU Journal
6 - Documents identification, reflection and reasoning about factors that shape their identity (including values, attitudes and behaviors)
 Reflect and identify factors which have contributed to (their own or others’) cultural identity or perspectives. This may include the way national identity is formed.
They identify cultural traits and explain how these reflect values within the culture.
 Students write, draw, collect and annotate examples of research acquired through development of the project. They explain links between the evidence collected and the formation of cultural/national and/or personal identity.

This work would best be;
  • Located within the ICU Journal
7 - Documents critical reflection of their responses and attitudes to ICU projects and experiences
 Reflect on their own journey as they work through a project involving intercultural collaboration.
 Students complete informative annotations in their journal dealing with their responses and feelings to intercultural collaboration. They could discuss their personal growth during the project.

This work would best be;
  • Located within the ICU Journal
8 - Offers critical reflection on the impact of ICU on the world
 Record their observations and discuss the impact of/or lack of ICU on international relations. Where possible students identify interrelations between personal and social, local and global.
 Students reflect and evaluate the role of ICU in forming responses for their project. They discuss creating new and intercultural relationships. They refer to characteristics that could make a successful transcultural/global citizen. Students should make reference to various levels of interrelations.

This work would best be;
  • Located within the ICU Journal