Measuring What Matters in Global Learning

As international education continues to expand beyond traditional study abroad into virtual exchange, Collaborative Online International Learning (COIL), and institution-wide global learning initiatives, educators and administrators are being asked to show impact in clearer, more concrete ways. But what exactly should be assessed, and how, remains an open question.

"Assessment is about student learning and changes in students' knowledge, skills, and attitudes," says Darla Deardorff, UNESCO chair on intercultural competence at Stellenbosch University. "That means assessment is about the stated learning outcomes of international education programs. Evaluation, on the other hand, is about the program itself, and those two are often conflated."

That confusion, she cautions, often leads institutions to start in the wrong place. "Rather than start with assessment tools, it is best to start with what changes we want to see in students, and what changes students want to see in themselves," she argues. "That leads to stated learning outcomes, ideally cocreated with students, so that assessment is not something done to them."

A Tailored Approach

Across institutions, international education leaders describe moving away from one-size-fits-all assessment and toward approaches shaped by purpose, context, and institutional priorities.

At Indiana University-Indianapolis (IU-Indianapolis), Professor and former Vice Provost for International Affairs Hilary Kahn describes a portfolio approach. "We've used a variety of tools, from the [National Survey of Student Engagement] Global Learning module to homegrown instruments. We're beginning to assess the student impact of COIL through an instrument developed on campus by faculty and staff," Kahn shares.

At the University