Intercultural competence is a complex yet vague construct entailing highly subjective notions of disposition, intention, motive and personal identity, thus making it extremely difficult to evaluate in the foreign language learning process. In this article, it is argued that a comprehensive evaluation of intercultural competence is neither necessary nor possible in the institutional school framework because the cognitive-instructive demands of the institution interfere with a genuine interest in developing highly subjective intercultural constructs. In this context, existing evaluation-instruments such as critical incidents are sufficient to fulfil the summative measurement of progress. By contrast, the social- constructivist approach suggests that instruction and evaluation should be combined in order to support subjective learning efforts. Forms of dynamic assessment try to support the learner in his/her own subjective efforts at intercultural construction by means of cultural simulation games, reflexive diaries, interviews, etc. Whereas the subjective-developmental approach is difficult to implement in schools, some of its procedures could be applied in order to stimulate the subjective development of intercultural spaces.