Learning Outcomes and Assessment

The tremendous growth in international education exchange has been accompanied by an increased demand for accountability and assessment. Whether assessing individuals, instructors, or programs, it is critical first to identify the learning outcomes which are to be assessed. An education abroad outcome can be any type of end result, effect, impact, or consequence of education abroad.

• Assessing Education Abroad Outcomes. Michigan State University.
• VALUE: Valid Assessment of Learning in Undergraduate Education. The rubrics articulate fundamental criteria for each learning outcome, with performance descriptors demonstrating progressively more sophisticated levels of attainment. The rubrics are intended for institutional-level use in evaluating and discussing student learning, not for grading. The core expectations articulated in all 16 of the VALUE rubrics can and should be translated into the language of individual campuses, disciplines, and even courses.
  • Intercultural Knowledge and Competence VALUE Rubric
• Assessing Language Acquisition and Intercultural Sensitivity Development in Relation to Study Abroad Program Design. (Fall 2004). Engle and Engle.
• Growth and transformation outcomes in international education. (2008). Hoff, J.G. In V. Savicki (Ed.), Developing Intercultural Competence and Transformation: theory, research, and application in international education (pp. 13-31). Sterling, VA: Stylus.
• Culture and language learning (Maximizing Study Abroad) from the University of Minnesota’s Center for Advanced Research on Language Acquisition (CARLA)