Abstract
The shift from the knowledge - based to the competence - based educational model became one of the urgent issues in educational systems worldwide. As the intercultural communicative competence (ICC) is considered as one of the main goals in foreign language acquisition, the learning process should also embody intercultural learning. Therefore it is important for the teacher to track his\her students’ progress in becoming interculturally competent: how effective and appropriate they can communicate. The aim of this paper is to present a brief overview of research on diagnostics and assessment of intercultural communicative competence.