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.

This activity challenges participants to analyze and discuss culture based on objects of cultural significance. All participants will bring in an object that has some sort of cultural significance to them. Upon arriving, they will place that object on a table. Then, everyone in the group will choose an object that interests them and discuss why. Finally, the owner of each object will reveal themselves and explain its significance to the group.

This activity challenges participants to recognize the importance of observation and to step back and describe something before interpreting or evaluating it. They will learn the framework description (D), interpretation (I), and evaluation (E) and apply it to various examples.

In this activity, participants experience music and cultural discourses from global cultures by listening to live radio stations all over the world. 

This activity uses VisualsSpeak (Martell & Tiernan, 2005), a method that uses images to help participants develop team-building skills and discover other participants’ values. VisualsSpeak can be used for many different purposes including icebreakers, team building, leadership development, conflict resolution, and intercultural awareness, among others.

Martell, C., & Tiernan, T. (2005). VisualsSpeak. https://www.visualsspeak.com/

From Jen Stanchfield: "This carefully selected collection of unique postcard images captures a group’s attention and inspires meaningful reflection and conversation. The postcard collection is popular with teachers, counselors, trainers and group facilitators looking to start off a class, training session or team-building program with style, or as a way to reflect or celebrate the strengths and achievements of individuals or the group. The postcards are an impactful tool for vision setting, helping participants resolve conflict or establish group norms, or as a dialogue prompt in restorative justice circles. Postcards inspire creative writing and can be used as journaling prompts for self-reflection. The Pick-a- Postcard Kit is a compelling and engaging tool for practicing the use of metaphor and figurative language."

Stanchfield, J. (n.d.). Pick-a-postcard kit. Experiential Tools. https://experientialtools.com/collections/teaching-facilitation-tools/products/pick-a-postcard

In this activity, participants explore micro-fiction, which differs from longer form narrative pieces in relying wholly on the perspective of the reader to interpret what is happening. Participants will practice active reader engagement to gain an immersive exploration of perspective taking and the creation of their own narrative worlds. This activity centers around developing critical interpretation skills in perspective taking.

This activity uses figural charms to spark reflection and dialogue. 

This activity challenges participants to identify how culture plays into what we deem important and how we sort and categorize the world around us. Participants will be divided into pairs and each pair will receive an envelope with various objects within it. The pairs will take turns silently sorting the objects, and they will attempt to guess the rationale behind their partner’s categories.

"'A Christmas Carol' is an excellent activity for setting context, sharing historical events, and building a vision of the future."

Hughes, G., & Thiagarajan, S. [SMARTasHellVideo]. (2013, May 16). Photo jolts activities: A Christmas carol. [Vieo]. YouTube. https://www.youtube.com/watch?v=KmVigkKY6xU

This activity challenges participants to be open to unfamiliar experiences and reflect on how they might react to cultural difference. They will participate in a scene acted out by a simulated culture, the Albatrossians, and then discuss their feelings and reactions after the performance.

This blog includes important tips, frameworks, and activities to create opportunities for meaningful debriefings.

This document outlines the key elements of effective debriefing.

This activity challenges participants to build empathy and a sense of team identity by listening and sharing in response to "five nosy questions."

This activity (not open access) encourages participants to discuss their values in a group and examine how values are determined by experience and culture.