A significant challenge faced by COIL practitioners is how COIL, as a means by which participants can acquire or develop a range of skills and abilities, might be formally assessed and evaluated. While practitioners of COIL may seek to promote the use of a variety of learning modalities by way of technologically- mediated intercultural interactions, it can be difficult to ascertain what (if any) intercultural knowledge, skills, and abilities are gained from COIL experiences. This underpins the importance of methods by which COIL experiences can be evaluated; for example, measures that might enable the determination that COIL participants actually do acquire generic or specific intercultural competencies.
Undertaking COIL by itself does not automatically confer improvements to student learning; any approach to teaching and learning requires careful attention to course design, delivery, and evaluation.
Tools such as the BEVI (Beliefs, Events, and Values Inventory) can provide a valuable means by which COIL undertakings can be evaluated and compared to other approaches and strategies to international learning.
For a brief introduction to BEVI use for COIL, check out our video:
For a brief case analysis of COIL Evaluation through BEVI, check out our March 2020 I-Paper (download link below):