Teacher cognition and action in the design and implementation of intercultural group assessment in higher education
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The relatively unplanned growth in international student numbers in Western higher-education systems where English is the medium of instruction has been accompanied by a construal of the full-fee-paying international student as both 'customer' and sojourner (Ward, Bochner, and Furnham, 2001; Zhou, JindalSnape, Topping, and Todman, 2008). Australian universities in particular have experienced a fourfold increase in international student enrolments over the last two decades (Australian Education International, 2013), and several national programmes aimed at internationalising the higher-education experience for all students have emerged (e.g., Leask, 2009). As a bounded micro-system of intercultural contact, intercultural group assessment tasks provide a unique insight into what happens when teachers and students of culturally and linguistically diverse backgrounds interact in a high-stakes (credit-bearing) environment (Moore and Hampton, 2015). Whereas several studies have rightly investigated the student experience of intercultural group assessment, this chapter reports on intercultural group assessment from the teacher's perspective; specifically with regard to teacher cognitions about, and their strategies and practices in implementing, intercultural group assessment.