Assessing Cross-cultural Competence in Co-curricular Programmes: A Case Study of Using ePortfolio and Institutional Rubrics

Elaine LAM
Hong Kong Baptist University, Hong Kong
10015914@life.hkbu.edu.hk

Panda WONG
Hong Kong Baptist University, Hong Kong
12205974@life.hkbu.edu.hk

Peter LAU
Hong Kong Baptist University, Hong Kong
fmlau@hkbu.edu.hk

Theresa KWONG
Hong Kong Baptist University, Hong Kong
theresa@hkbu.edu.hk

Abstract

While academic programmes help equip students with professional/discipline-specific knowledge and skills, co-curricular programmes such as exchange, internship, also play a pivotal role to develop students as whole persons. Under the trend of globalization, employers indicate their preference to recruit university graduates who have an international outlook and can work/adapt effectively in a multi-cultural environment. In this connection, many universities worldwide start putting more resources in exchange and overseas internship/leadership programmes so as to increase students' overseas exposure.

It is believed that ePortfolio can help students to re-conceptualise their key learning experiences in such co-curricular programmes. However, for students to develop effective ePortfolios, guidance for reflection is pivotal to reveal how one's own particular increment of learning takes place. As such, it is believed that the assessment criteria used in a rubric provide a clear guidance for reflection, in addition to assessing institutional learning outcomes such as cross-cultural competence.

This poster presentation will describe how student narrative in an ePortfolio and institutional rubrics can be used as outcomes assessment tools to evident students' competence in adapting effectively in cross-cultural environments, upon completion of year-long exchange/leadership co-curricular programmes.

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