Goal 3: To inculcate a sense of personal and social responsibility that is anchored
through active involvement with diverse communities and real world challenges.
Domain 3.2 Intercultural Knowledge and Competence
Intercultural Knowledge and Competence
Definition: Intercultural knowledge and competence is "a set of cognitive, affective, and behavioral skills
and characteristics that support effective and appropriate interaction in a variety of cultural
contexts."
Instructors may use any or all of the behavioral achievements appearing in the list under each
performance level using the provided here (4, 3, 2, 1).
4
Behavioral
Achievement
and/or Quality
of Work
Raw number of
students
achieving at this
level.
Performance Levels
3
2
1
• Articulates insights • Recognizes new
• Identifies one’s
• Shows minimal
about one’s own
perspectives about
own cultural rules
awareness of one’s
cultural rules and
one’s own cultural
and biases
own cultural rules
biases
rules and biases
and biases
• Demonstrates
• Demonstrates
• Demonstrates
• Demonstrates little
partial
sophisticated
adequate
understanding of
understanding of
understanding of
understanding of
the complexity of
the complexity of
the complexity of
the complexity of
elements
elements
elements
elements
important to
important to
important to
important to
members of
members of
members of
members of
another culture in
another culture in
another culture in
another culture in
relation to its
relation to its
relation to its
relation to its
history, values,
history, values,
history, values,
history, values,
politics, interaction
politics, interaction
politics, interaction
politics, interaction
styles, economy, or
styles, economy, or
styles, economy, or
styles, economy, or
beliefs and
beliefs and
beliefs and
beliefs and
practices
practices
practices
practices
• Views the
• Identifies
experience of
components of
• Interprets
• Identifies
intercultural
components of
others through
other cultural
experience from
other cultural
one’s own
perspectives, but
more than one
perspectives, but
worldview
responds in all
worldview.
responds in some
situations with
situations with
one’s own
one’s own
worldview
worldview
Number of students who participated in this assessment
but failed to meet Performance Level 1.
This template is adapted from the VALUE (Valid Assessment of Undergraduate Education) rubric of the Association of American Colleges and
Universities.
Page 2 of Reporting Template
Department/Program:
Semester, Year of Assessment:
Assessment Method: Course(s) Number (not section), student work product that was evaluated, brief
description of the rubric or evaluation instrument used (a copy would be appreciated.)
Executive Summary: Please briefly describe your findings, and your interpretations of the findings.
Recommendations: Please provide any suggestions you have for improvement (e.g., from minor
adjustments to the course, to changes to the assessment method, to major changes in KU’s approach to
the learning goal)