English teaching is both instrumental and humanistic, learning a language is not only for students to learn language and cultural knowledge, but also for students to master how to use the language for cross-cultural communication, so that through the teaching of English, students can broaden their horizons, build up their cultural self-confidence, and improve their own cross-cultural communicative competence. In this study, the Rasch model in item response theory is mainly chosen as the analytical tool, on the one hand, the reliability, validity, goodness of fit and other parameters of the test item composition are analyzed for their reasonableness, so as to complete the correction and adjustment of the items and improve the overall quality. On the other hand, the ability level of the subjects and the difficulty value and correspondence of the items are presented, and the relevant conclusions are finally drawn. Through the measurement of intercultural communicative competence, it helps teachers or students clearly understand the final teaching effect, and then adjust the teaching method or content and other elements to improve the quality of English teaching and cultivate learners’ intercultural communicative competence.