多元文化素养的测量与评价——基于美国HEIghten模型的启示

Assessing Intercultural Competency: the ETS HEIghten Model

是否具备多元文化素养已成为衡量复合型人才的一个重要标准。目前关于多元文化素养的研究尚处于起步阶段,对其定义缺乏统一标准,测量工具虽然很多,但在测试设计、开发和研究支持上还有一定缺陷。美国ETS耗时5年设计研发的HEIghten多元文化素养测评模型提出在多元文化环境下能够有效交流需要具备态度、分析和行为3个要素,并进行了测试研发,经过原型题试测、前测以及实测3个阶段,得到测试的统计学测量结果,通过收集多方证据对测试效度进行了验证。根据研究结果,得出多元文化素养可以通过学习和交流加以提高。随着中国国际化程度的提高,亟需加强对学生进行多元文化素养的培养。

Intercultural competency is increasingly recognized as a key competency expected of modern talents. Current research on intercultural competency is still at its fledgling stage, characterized by the lack of a standard definition and many assessment tools challenged in assessment design, item development, or validation. With the aim to advance the research and assessment of intercultural competency, the Educational Testing Service embarked on the HEighten initiative five years ago, and proposed a three-step integrated model for intercultural competency： Approach （attitudes and self-efficacy）, Analyze （analytical abilities）, and Act （behavioral and emotional regulation）. After rigorous prototype testing, pilot testing, and field testing, the research team concluded that the psychometric evidence supports the use of the HEighten Intercultural Competency ＆ Diversity Assessment. Research also suggests that intercultural competency is malleable and can be augmented through purposeful learning and training. With China＇ s rapid internationalization, it is essential for Chinese higher education institutions to help promote college students＇ intercultural competency.