The development and validation of an intercultural competence evaluation instrument for upper secondary foreign language teaching

Intercultural competence is a crucial element of foreign language education. It is argued that the multi-faceted nature of intercultural competence implies that assessment of its construct is a complex process; as a consequence, its progress is difficult to measure. Although several tools for evaluating intercultural competence currently exist, research on their use in secondary school settings is scarce. This study reports on the development and validation of an instrument intended specifically