Typically, the instructor uses the rubric to assess critical thinking skills of the learner(s).   If the model is given to the learners after an intercultural learning experience, the instructor will generally find that learners reflect more deeply rather than merely reporting what happened and how they did or didn't like it.

This assessment allows users to discover their strengths and learn how to use them in various contexts. Can be useful for a gentle introduction to difference as a positive thing, so it is particularly effective for learners in polarization.

While the original instrument was created for use with college-age learners and above, a simplified instrument called "Strength Explorers" is available for learners as young as ten years of age.

This assessment tool assesses the culturally-responsive classroom primarily in terms of instructor behavior on four factors: diverse language, diverse pedagogy, inclusion and cultural inclusion. Secondarily, it assesses the effect of instructor behavior on the test-taker. 

The creativity rubric can be used to help learners work on tolerance of ambiguity ("risk-taking") or ability to shift perspectives ("embracing contradictions"), especially in situations where they are otherwise hesitant to engage with folks from other cultures.

This inventory enables participants to identify their preferred strategies for learning about another culture and recognize that additional options may exist and be worth trying.

This assessment can be used formatively (assessment for learning) to inform curriculum design, summatively, in a pre/posttest format (assessment of learning) to measure growth as the result of a learning intervention, or as part of the learning process (assessment as learning) in which results are debriefed and discussed with learners as a group.

This assessment will enable participants to become more aware of how they compare to others in terms of three types of curiosity and gain a language for better understanding their own curiosity and its benefits in the workplace.

The Culture Compass, created by Hofstede Insights, helps participants to understand how their cultural values impact the way they interact with individuals from other cultures.

This is a 30-question instrument, designed to measure intellectual empathy, empathetic emotions and the communication between the two. As such, it addresses four factors: Empathetic Feelings and Expression; Empathetic Perspective-Taking; Acceptance of Cultural Differences; and Empathetic Awareness.

This is a self-scoring 18-question instrument, which measures four modes of receiving verbal information: Receptive Listening, Consensus-based Listening, Exploratory Listening, & Action Listening.

Given its self-scoring nature, this assessment will help individuals or teams develop greater awareness of the components of active and empathic listening.  Used in tandem with a debrief or as a discussion starter, it may also create awareness of others' listening skills or help trigger empathy.

This assessment will enable participants to reflect on the extent to which they are "advancing just, fair, and conscientious global exchange, learning, and service partnerships" (Hartman). 

This 19-question survey instrument measures the individual's degree of involvement with a specific, self-identified ethnic peer group. It was developed and validated with a group of Asian-American & Pacific Islander informants, and is thus particularly apt for individuals who so identify. However, it is also culture-general enough for wider use.

This tool helps foreign language learners set goals and track their progress as they learn a new language.

This is a 29-item survey instrument, using a 5-point Likert scale. This assessment instrument is perhaps best used as a discussion starter; since some food preferences are linked to medical or religious values and are thus unlikely to change. 

This 12-question survey instrument is an adaptation of the AAC&U Global Learning Rubric. As such it measures the same foundational components of Intercultural Competence which are defined in the rubric:Global Self-Awareness, Perspective-Taking, Cultural Diversity, Personal and Social Responsibility, Understanding Global Systems, and Applying Knowledge to Contemporary Global Contexts.  

This is "a multi-institutional assessment tool that employs quantitative and qualitative methods to better understand relationships among program variables and student learning, in respect to global learning goals identified by the Association of American Colleges and Universities (AAC&U, 2014), with adaptations particularly relevant to community-engaged global learning. The GES therefore considers global learning in respect to the three components of global citizenship, cultural humility, and critical reflection" (GLOBALSL).

Intercultural Communication Edge (icEdge) is a self-assessment and interactive tool to teach you about your own communication style and how to be more effective communicators and leaders across diverse multicultural and/or multinational interaction styles. It is currently available in English, Spanish and Mandarin.

As a result of taking this assessment, participants will be able to: 1. Identify the six factors of personality as defined by the HEXACO model (Honesty-Humility, Emotionality, Extraversion, Agreeability, Conscientiousness, Openness). 2. Improve their awareness of their own combination of personality traits. 

Note: this instrument has been translated into 28 languages & used in studies with learners as young as 10 years old.

The main purpose of this exercise is to allow learners to acknowledge possible stress points, to discuss productive and socially appropriate stress reduction techniques, and to think about emotional hot buttons (including loss of power and recognition).

As a result of taking this assessment, participants will: 1. Become aware of how their own personal biases (in terms of dress, communication, personal behavior, etc.) may affect how they view a potential job candidate.

LaFever's Medicine Wheel is a non-hierarchical framework for understanding levels of affective engagement and community-based co-creation of knowledge, and using it to create learning outcomes. Assessors or potential assessors who use LaFever's Medicine Wheel (p. 417) as an assessment tool or framework will begin to understand how to operationalize "decolonized" and equitable assessment. 

This rubric, originally only available in Italian, was developed as part of a large research project on outcomes of mobility exchanges in Italian schools. (In other words, it's normed on pre-college adolescents.) It measures participants' level of intercultural competence in the following areas: Curiosity, Respect for Diversity, Cultural Self-Awareness, Knowledge of Host-Country Language, Knowledge of Host-Country Context, Critical Thinking, Adaptability, and Conflict Resolution.  Link to the English version is now available within the tool curation site, above.

The instrument calibrates a series of statements about one's past behavior (during an immersion experience) to each of the six stages of the Developmental Model of Intercultural Competence. The instrument presents 16 situations commonly experienced during a semester abroad experience and asks the learner to choose one of six statements which most closely represents their behavioral or thought response to each situation. 

This assessment measures the use of effective visual communication, as well as openness, curiosity, self-awareness, empathy, and knowledge of worldview frameworks. 

Instructors who use this rubric will be better able to offer supportive feedback (formative assessment) or to justify grading decisions (summative assessment).

This assessment measures participants' level of emotional regulation, openness, flexibility, and creativity. It also helps them to become more aware of their ability to adapt in intercultural situations.