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Conducting IDI Debriefs with Students You are Grading

This article is intended for licensed IDI Qualified Administrators. If you are not a licensed IDI Qualified Administrator and are interested in being licensed to use the Intercultural Development Inventory, visit this article: Should I become an IDI Qualified Administrator (QA)?


If you planning to administer the IDI and conduct debriefs with students that you are grading, you should establish a policy and make it clear up front that students' grades are not based on their IDI results in any way. If you are in a situation where there are multiple QAs working with students, you may wish to trade IDI debriefs with another educator(s), so that each QA is debriefing students from another class. However, if you are including any assignments around the process of giving the IDI to students, you will likely be aware of their IDI results anyway, and may actually find it convenient to have debriefed the students you are working with. As long as a culture of trust is built, it can be a very positive experience for students to work with an educator who is also their QA.

You may offer assignments around the IDI, and these can be graded, but should not be graded on their IDI orientation or any comparison of pre-post results (if the IDI is administered twice).

Here are some examples of assignments that have been used by educator QAs, following conducting IDI debriefs with students:

  • Students are expected to synthesize what they learned from the process of taking the IDI and then reflect on it in an intercultural growth paper. They are not assessed on their growth in intercultural competence, but in their depth of their understanding of what the data is telling them regarding their own development.

  • Students can write about implications of their IDI results for future development as it relates to their own career paths.

  • Students can complete reflections on completing the IDP (or parts of it). Students should not be rated on the content (i.e. their thoughts, beliefs, experiences, etc.) but rather on the thoroughness with which they complete the assignment.

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