Ideas for internationalising assessment practices

Successfully internationalized assessment strategies measure the skills, knowledge and values associated with global perspectives and cultural capabilities. Assessment strategies also need to be reviewed to identify cultural bias and should reflect the programme’s philosophy and pedagogical style.

Assessment practices within an internationalised curriculum can:

  • include tasks requiring students to compare local and international standards in the professional area/discipline;
  • be conducted in simulated international professional environments;
  • require students to present information to, and get feedback from, an ‘international’ or cross-cultural audience;
  • include a range of group and individual projects so that students are assessed for their ability to work with others, consider the perspectives of others and compare them with their own perspectives;
  • require students to reflect on their own culture as well as engage with other cultures;
  • make assessment criteria related to cross-cultural communication skills explicit to students;
  • explain the relationship of assessment criteria to international standards;
  • make assessment requirements and criteria in relation to GQ7 explicit and concise;. involve students in setting their own assessment criteria in assessment activities linking the criteria to the course objectives especially the international objectives;
  • include the use of peer evaluation.

Useful references

De Vita, G. (2002). Cultural equivalence in the assessment of home and international business management students: a UK exploratory study. Studies in Higher Education, 27 (2), 221-230.

De Vita, G. (2002). Does assessed multicultural group work really pull UK students’ average down? Assessment and Evaluation in Higher Education, 27 (2),