The One-Minute Paper helps participants to give quick feedback to a facilitator and demonstrate their understanding of a lesson.

This assessment helps the participant to understand more about how to learn effectively.  Also validated in a South African secondary school context with a sample of 238 students. Bosman, A., & Schulze, S. (2018). Learning style preferences and Mathematics achievement of secondary school learners. South African Journal of Education, 38(1).

This assessment measures the ability to value diverse others, capacity to appreciate change or novelty, tolerance for challenging perspectives and capacity for comfort with unfamiliarity.

This assessment allows participants to reflect on the degree to which they have adapted to a new sociocultural environment. Suitable for use with learners as young as 10 years of age.

Participants can use this assessment to reflect on their empathetic abilities. Has been used in validated research with learners as young as 13. If working with younger learners, consider Bryant's 1982 Empathy Index for Children and Adolescents (Psychological Reports, 2004) --not yet curated into the HubICL.

This assessment instrument helps individuals identify the quality that is commonly called "charisma." Additionally, it helps them reflect upon whether their nonverbal expressiveness is appropriate and effective to a given audience or in a cross-cultural situation. 

The Big Five-2 is based on decades of psychology research into personality traits. It has been repeatedly validated as measuring personality tendencies that are both stable and predictive. It measures Openness, Agreeableness, Extraversion, Conscientiousness & Negative Emotionality. 

This assessment measures four scales that each represent a facet of empathy: perspective-taking, empathic concern, personal distress, and fantasy (ability to imagine oneself in another's situation). This instrument has been widely used at the secondary school level (roughly ages 12-18) and a simplified version exists which has been used with learners as young as seven years old. (For more information on this simplified version, consult: Hawk, S. T., Keijsers, L., Branje, S. J., Graaff, J. V. D., Wied, M. D., & Meeus, W. (2013). Examining the interpersonal reactivity index (IRI) among early and late adolescents and their mothers. Journal of personality assessment, 95(1), 96-106.)

This is a seven-question instrument, which uses a seven-point Likert scale to measure two dimensions of curiosity: appetite for novelty, and "absorbtion," e.g. the desire to want to "dig deeper" and learn more about a topic, person, activity, etc.  Absorption is also sometimes known in the literature, particularly in technology-related fields,  as "flow."

The instrument, a short checklist, was created for use in clinical professional assessment of athletic trainers and/or health-care professionals or for self-assessment by the health professional. It covers "bedside manner," tone of voice, facial expression, posture, zone of proximity, and distracting or negative body language. Although created primarily for use in clinical health-related professions, it may also have some value for use in STEM lab partnerships, shared office spaces and/or conflict resolution situations.

This is a 15 question version of a longer instrument which measures Diversity of Contact (AACU curiosity), relativistic appreciation for differing others (AACU Empathy) , and comfort with difference (Openness). If used as a formative assessment, e.g. for group discussion or individualized feedback, it can also increase the learners self-awareness. Validated for use with students at least as young as twelve years of age.

This is a formative assessment, generally for personal use only. It is as appropriate for the leader of a cross-cultural program as for the learners. If completed anonymously and turned in to the leader, it can also be a useful device to gauge whether one's group of learners is being too challenged and is in need of additional support. It can also be useful for helping a group of students release frustration about "ineffective" and "non-timely" cultural phenomena, as well as prepare them to plan for intentional but productive stress release.

This is a twenty-question survey which measures the four factors which contribute to the construct of cultural intelligence: motivation (drive), metacognition (strategy), cognition (knowledge), and behavior (action). 

This survey instrument poses 14 short communication scenarios. The survey-taker is asked to rank, on a five-point Likert scale, whether the communicative response portrayed in each scenario is "Not at all like me" or "Exactly like me." According to the authors it can be used as either as a self-report instrument or as a diagnostic tool for the instructor. 

This tool can be used as a formative assessment to set the tone for appropriate and effective behavior in any group of culture-crossers. It can also be used by an observer or instructor to grade behavior(s) of an individual or a group. Triangulation of observed behavior with expressed self-assessment can, in the hands of a good debriefer or coach, lead to strong "a-ha" moments.

This assessment increases participants' cultural self-understanding and cultural other-standing, as well as better manage stress and anxiety during conflict and use culturally responsive strategies while communicating. 

This summative instrument will enable the instructor to make sense of qualitative data from students journals or blogs. It categorizes the writer's reflections into one of five categories of data: Culture Shock, Communication Challenge, Cultural Appreciation, Cross-Cultural Comparison, Adaptive Behavior.

The BEVI is a complex instrument with 185 items plus demographics and qualitative items, 17 scales, and numerous subgroup analysis options. Respondents to the BEVI receive an individual narrative report by email after completing the instrument. Among the facets of intercultural competence which it measures are: tolerance of disequilibrium, critical thinking, self access (self-awareness), sociocultural openness & ecological resonance. As of early 2023, it was available in both English & Japanese.

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.