Intercultural Professional Community of Practice

Abstract

A methodological proposal is presented for improving the assessment in Intercultural Professional Communities of Practices (IPCP). It is based on the results obtained in a previous social action and learning experience, based on the conformation of a IPCP integrated by teachers, NGO educators, teacher students and professors. Despite the improvements found in the development of intercultural competence of IPLC participants, the weaknesses in the assessment within the community encouraged a shared and reflective dialogue among the team of IPLC coordinators to (re)construct and (re)think assessment from its pedagogical function, as a shared and constructive learning. A mixed assessment model was designed, integrating a formative and shared assessment (F&SA), and relying on the formative framework for intercultural education. The proposed model seeks to build a culture of learning, (self-)assessment, reflection, dialogue and interdisciplinary collaboration between professionals and future professionals in the educational field.