INTERNATIONAL FRAMEWORKS AND DIAGNOSTIC APPROACHES FOR ASSESSING UNIVERSITY STUDENTS’ INTERCULTURAL COMMUNICATION COMPETENCE.

the article examines international frameworks and diagnostic approaches that can be used to assess the level of development of university students’ intercultural communication competence. Based on a comparative analysis of Byram’s intercultural communicative competence model, Deardorff’s process-oriented assessment perspective, the Council of Europe frameworks, UNESCO Global Citizenship Education and the OECD PISA Global Competence Framework, the study identifies the diagnostic domains that recur across international approaches. Particular attention is given to the limitations of knowledge-only testing and to the need to combine cognitive, motivational- value, communicative-activity and reflective evidence. The article systematizes self- assessment, situational judgement, portfolio, performance-based and observation methods and proposes their coordinated use in higher education. The resulting diagnostic architecture makes it possible to evaluate not only what students know about other cultures, but also how they interpret differences, communicate in culturally complex situations, display openness and empathy, and reflect on their own assumptions. The approach provides a methodological basis for adapting international diagnostic standards to national higher education without r

maqolada oliy ta’lim muassasalari talabalarida madaniyatlararo muloqot kompetensiyasining rivojlanganlik darajasini baholashda foydalanish mumkin bo‘lgan xalqaro mezonlar va diagnostik yondashuvlar tahlil qilinadi. Byramning madaniyatlararo kommunikativ kompetensiya modeli, Deardorffning jarayonli baholash yondashuvi, Yevropa Kengashi hujjatlari, UNESCO Global Citizenship Education konsepsiyasi hamda OECD PISA Global Competence Framework qiyosiy tahlili asosida xalqaro yondashuvlarda takrorlanuvchi diagnostik yo‘nalishlar aniqlanadi. Bilimni alohida o‘lchashga asoslangan an’anaviy testlarning cheklanganligi va kognitiv, motivatsion- qadriyatli, kommunikativ-faoliyatli hamda refleksiv dalillarni birgalikda baholash zarurati asoslanadi. O‘z-o‘zini baholash, situatsion topshiriqlar, portfolio, faoliyatga asoslangan baholash va pedagogik kuzatish metodlari tizimlashtiriladi. Taklif etilgan diagnostik tuzilma talabalar boshqa madaniyatlar haqida nimalarni bilishini emas, balki madaniy tafovutlarni qanday talqin qilishi, murakkab vaziyatlarda qanday muloqot qilishi, ochiqlik va empatiyani qay darajada namoyon etishi hamda o‘z qarashlarini refleksiv tahlil qila olishini ham baholash imkonini beradi.