This rubric helps one measure 1. Communication (clarity and depth). 2. Openness (breadth & fairness). 3. Self-Awareness (ability to describe one's own academic engagement & personal growth). 

This assessment measures reflections in journals or blogs using five categories of data: culture shock, communication challenge, cultural appreciation, cross-cultural comparison, and (self-reported) adaptive behavior.  If you find that your learners' reflections don't yield much evidence of empathy, self-awareness or openness; this is a good rubric to use for amassing evidence of intercultural learning. (It's also a possible indication that you need to change your reflection prompts.)

This link leads to all the Group B instruments mentioned on the worksheet for intentional intercultural learning, plus some extras to support more & better qualitative assessment and research.

This rubric helps you codify observed behaviors that align with the AAC&U definition of the aspects of intercultural competence, including those of communication, openness/respect, and empathy. In addition, it addresses tolerance of ambiguity and orientation towards knowledge. 

This automated online tool lets one compare the values systems of up to three different countries.

This inventory tool, which comes with a lesson plan and reflection plans, helps the individual think about their own cultural values and worldview frameworks. When done in tandem with a person from another culture or as part of a group of persons from varied backgrounds, it can be particularly rewarding and informative.

This instrument gives the learner a picture of their preferred way of verbally and non-verbally interacting across differences of opinion. It helps raise both self-awareness and other-awareness.

This instrument is designed to help an individual reflect on their positionality and privilege, and the ways in which moving away from their comfort zone, such as during study abroad, will impact them. In other words, it is tool for facilitating greater self-awareness.

This assessment measures four facets of empathy: perspective-taking, empathic concern, personal distress, and fantasy (ability to imagine oneself in another's situation).

This survey instrument, first published in 2003 by a multinational, multi-ethic team of researchers, measures four different aspects of empathy, including perspective-taking.

Expressed in first-person format, these statements state what the learner is able to do with a non-native language. For example: " I can participate in spontaneous spoken, written, or signed conversations on familiar topics, creating sentences and series of sentences to ask and answer a variety of questions."  The resource offers examples of communication proficiency from beginner/novice to advanced levels.

The non-verbal aspects of communication are a very often overlooked aspect of how to connect across difference. This inventory is designed to help the learner recognize that there are multiple styles of listening --and to reflect on his/her/their own preferences. Listening style, like conflict style and other personality traits is unlikely to shift greatly during a short-term period, but understanding listening style as an important communication skill can boost intercultural and career effectiveness.

This tool comes in two versions: one which explores one's discomfort about communicating across cultural difference and one which explores discomfort when talking about race or ethnicity.

This collection gathers together links to and notes about the 17 formative instruments designated as aligning to the 6 aspects of the AAC&U intercultural competence rubric, on the worksheet for intentional intercultural planning (above).  A formative assessment tool is one that helps a learner identify a specific skill, attitude or behavior that they need to work on, in order to attain the level of mastery required.  For example, a practice round of kicking or throwing balls in the direction of the goal (or hoop), is an assessment that will often tell you that you need to practice your corner kick or your jumpshot before the playoffs!

This instrument measures willingness to listen to speakers who disagree with one's views and the ability to see lively exchange of differing views as a positive thing; e.g. openness. It is a fifteen question Likert-style instrument.

This 5-question instrument has been used in some of the largest-scale US studies to explore college students' openness to diversity and disagreement.

According the researcher, food attitudes and behaviors are closely related to the personality trait of openness, one of the "big five" personality traits which have been the object of much social science research and theorizing.  During study abroad, attitudes towards the local foods and food customs can be the source of great connected-ness as well as of significant disgruntlement.  Use of this formative tool can lead to great group reflections and greater self-awareness.

This short survey, created, validated and published by Kashdan et al in 2009, measures two dimensions of curiosity: appetite for novelty, and "absorption," e.g. the desire to want to "dig deeper" and learn more about a topic, person, activity, etc. Depending on which version you wish to use, it has either 7 questions or 10 questions.

Introduced in 2009 as part of an effort to create instruments for Valid Assessment of Learning in Undergraduate Education, this rubric was designed by a panel of intercultural competence experts from multiple US universities. It was adopted by the Purdue University Senate as a valid way of measuring intercultural competence (a core curriculum learning outcome) in 2014.

This worksheet asks the potential ICL program leader or curriculum designer to, by using the AAC&U intercultural knowledge and competence rubric, (a) identify one specific intercultural outcome which they intend to nurture in their learners & then leads that person towards a research-validated assessment tool which measures that type of learning. Originally designed as a worksheet for Purdue leaders of short-term study abroad programs (as part of their required program proposal process), where it has been required since 2015, it has been re-designed as of 2023 for adaptation by non-Purdue program leaders.

This activity works to "eliminate stereotypes and to recognize the uniqueness of each individual" (AFS; PennState Extension).

Created by Jen Stanchfield, this is a reflection activity in which a group is asked to depict their experience together in a visual format. 

In this activity, participants will be asked to look at a picture and indicate whether they think it is a duck or a rabbit. They will then be invited to switch between perspectives. 

This activity asks participants to each draw a tree and then reflect on the elements included or not included in their drawing.