This qualitative assessment method measures friendship patterns, as well as degree of comfort in seeking out relationships with individuals from different backgrounds.

This assessment measures interpersonal communication, academic and work performance, community involvement, ecological adaptation, and language proficiency. 

Instructors or learners who use the instrument will become more aware of their ability to adapt to a new culture, and possibly also more attuned to the emotional cost of doing so.

This assessment measures self-efficacy, technical coordination, knowledge of professional ethics and standards, and knowledge of engineering cultures.

Individuals who use this assessment will become more aware of the elements of engineering competency in a globalized world.

This assessment measures interaction engagement, respect for cultural differences, interaction confidence, interaction enjoyment, and interaction attentiveness. Validated for use with learners as young as twelve.

This assessment measures: 1. Behaviors as well as attitudes which are supportive of environmental or social sustainability (recycling, consumer behavior, energy, efficiency, etc.). 2. Shared responsibility. 3. Orientation towards equality of human beings. 4. Mutual dependency values.

Individuals who take or use the instrument will develop a better understanding of the connection between sustainability values and individual behaviors.

This assessment measures several aspects of intercultural competence: motivation; language proficiency; communication style; perceived efficacy (post-program); intercultural knowledge, skills, and attitudes.

This assessment measures the five facets of global-mindedness (responsibility, cultural pluralism, efficacy, global-centrism, interconnectedness). 

Instructors or learners who access the instrument will be better able to differentiate between the commonly confused concepts of "Intercultural Competence" and "Global Citizenship.

This assessment measures the seven aspects of global engagement: pluralism, interconnectedness, global mindedness, ambiguity tolerance (flexibility), ambiguity tolerance (new situation preference), diversity openness, host site knowledge.

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. 

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).

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 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.

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. 

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.

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 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.

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.

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).

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

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 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 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 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.

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 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.

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

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 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. 

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.

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.

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.

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.

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 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 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 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 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 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.

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 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."

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.)

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 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. 

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 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.

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 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).

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

This assessment identifies the similar and different values of participants in a team. 

This quiz examines how participants express values through their behavior. 

This 20-question survey measures community engagement, ethical leadership and cultural competency. 

The Language Learning Strategies Inventory should make the participant more aware of his/her preferred ways of language learning. 

This quiz identifies how bias can be a barrier to experiences or decision-making. 

The IES measures: continuous learning disposition, interpersonal engagement and hardiness. Note: while primary usage seems to be with college-age and adult learners, the IES is validated for use with upper secondary (high school) age learners (approximately 15-18 years of age).

This assessment investigates how the participant likes to learn new material and have new experiences. 

This 14-question survey adapts the AAC&U Intercultural Competence Rubric. 

The LSI assesses learning preferences and teaches how to expand learning flexibility. While most widely used among college-age and adult populations, the Kolb instrument has been used in research with students down to grade five (in Dubai, sample of over 700, see Abosalem, 2013: https://bspace.buid.ac.ae/handle/1234/511).  A modified version has been used in Thailand with students as young as first grade (Buaraphan, Asian Social Sciencee; Vol. 11, no. 10, 2015). 

The IDI teaches participants about where they fall on the intercultural development continuum.

  This assessment measures a participant's general sense of belongingness.

This assessment measures participants' general sense of belongingness and loneliness.

This assessment measures diversity awareness about issues of value and appreciation, learning and knowledge, intercultural interaction, social justice, and discipline practice. 

This assessment measures participants' sense of belongingness --and it has been validated for use with learners as young as nine years old!

This assessment measures participants' sense of loneliness.

This assessment measures participants' level of good communication, civil conflict resolution, and a strong but group-oriented work ethic.

This assessment measures participants' sense of social connectedness.

This assessment measures teamwork competencies.

The AEM-Cube® is a three-dimensional development instrument that maps the talents and challenges of individuals, teams, and organizations. It is available in multiple languages and has been implemented by more than 2500 organizations worldwide for various purposes, including recruitment, career coaching, team building, leadership, and innovation programs. 

The AEM-Cube® examines three key dimensions of adaptation: Attachment, Exploration and Managing Complexity.

Created by one of the world's foremost social psychology theorists, Dr. Mark Leary, this validated 10 question open-source survey instrument measures the degree to which an individual adheres to a belief that ".. everything that exists is part of some fundamental entity,substance, or process." Sense of oneness is related to universalism (see also the Miville-Guzman Universality-Diversity Scale) , to many religious belief systems and, often, to openness to mystical and/or transformative experiences.

Included as a link from an article published in Inside Higher Education, this 4 question open-text assessment,intended to be used anonymously can yield rich qualitative data about inclusivity in the classroom, from the students' perspectives.  The article itself is also thick with good self-education suggestions from the group Learned Scientists for Racial Justice.  We highly recommend both resources!

Created by Dr. Chien-tsung Lu, of Purdue's School of Aviation and Transportation Technology, in response to an Intercultural Pedagogy challenge, this instrument assesses the learner's self-described stance on Hofstede's cultural value dimensions, such as Power Distance, Uncertainty Avoidance, etc. Instructions for how to facilitate learning from this formative tool are also provided.

This assessment measures: 1. The extent to which the following elements of a course foster diversity and inclusion: purpose/goals, content, foundations/perspectives, learners, instructors, pedagogy, environment, assessment/evaluation, and adjustment.

This free assessment, created by a diverse global team of over 100 experts, measures: 1. The current state of diversity, equity, and inclusion within an organization. 2. Progress in managing diversity, equity, and inclusion efforts. 3. Feelings of trust, acceptance, and physical/psychological safety. 4. Short and long-term goals for an organization.  As such, it is not so much a measure of learning as a measure of the climate for learning. As of this writing (in late 2021), the instrument is available in English, French, Spanish & Portuguese.

Each individual online assessment measures the participant's implicit attitudes, stereotypes, and biases related to a specific phenomenon or identity characteristic.  Test options include attitudes/biases as regards skin tone, disability/ability, mental health status, transgender status, sexuality, race, ethnicity, weight, age & religion.  There are 15 tests available.

This assessment measures: 1. How participants feel about the pace & focus of a learning activity. 2. Other possibilities participants imagine that might feel more comfortable.

This 15-question, free & research-validated instrument measures feeling of social interaction anxiety, as opposed to patterns of behavior that might arise from social anxiety.

Many of the methods suggested for becoming more interculturally competent rely heavily on the idea that there must be direct person-to-person interaction (whether physical or virtual), in order for skills to improve.  This can be anxiety-causing for some individuals; thus using this instrument paired with a debrief may be helpful for more introverted learners. 

This free, research-validated 10 question survey instrument measures the intensity of a person's social need to belong.

This cross-culturally validated, free, 14-question survey instrument "... was developed to measure individual differences in a stable sense of interdependence and connectedness with nature."  As such, it relates to capacity for mindfulness and emotional resilience.

This assessment measures: 1. Emotions as possible barriers to effective language learning. 2. Emotional baggage that is brought to language learning situations. 

Created by Skillify, an online service created by social entrepreneurs at the University of Southern California, to help students transform into young professionals, the myGiide is a free cultural agility assessment, which features action planning for personal improvement. "Cultural Agility" is defined as encompassing the following: tolerance of ambiguity, cultural curiosity, perspective taking, cultural humility, emotional resilience and relationship building.

These two, free research validated instruments measure the degree to which the individual has apprehension about conversational interactions with a person from another ethnicity or another race. Each is about 14 questions long.

Originally created and validated in 1997 by noted social psychologist James McCrosky, this instrument measures generalized ethnocentricity, e.g. the idea that your group or culture is better than all other groups or cultures.  There are several versions of this instrument, including one that is specific to US culture.

Created by the Transcultural Pedagogical Research Group, a team of Purdue doctoral students who have all gone on to tenure-track glory, this coding system, which includes examples, stands as a shining way to make sense of qualitative data as revealed in students' efforts to become better writers.

This research-validated tool measures willingness to listen to others even if they are "boring" or their views do not agree with one's own views. There are 24 questions.

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. It is a fifteen question Likert-style instrument.

Individuals who use this assessment may learn how much they or their survey respondents: value instruction about implicit bias, are aware that they have bias, & recognize that being able to identify implicit bias is an important professional skill.

As a result of this reflection tool as a formative assessment, students will be able to: 1. "Reflect upon their own and their home cultural value." 2. "Name, define, and discuss value differences within and across cultures." 3. "Begin hypothesizing about the host culture’s values" (p. 63).

This proprietary instrument measures individuals' work styles in order to compare with other cultures, colleagues, and team members, and offer professional development coaching. As a result of this assessment, participants will be able to:  Improve productivity when working with others who have different styles & develop strategies for improved collaboration. 

Individuals who use this instrument may learn more about their openness, self-awareness, lack of ego, supportiveness and capacity for self-critique. This research-validated survey instrument has 15 questions.

This seven-question survey instrument measures the degree to which a participant is comfortable with being challenged by difference.  See also the Tolerance for Disagreement Scale: https://hubicl.org/toolbox/tools/914

The Inclusion Competencies Inventory is a proprietary, online, research-validated survey instrument which measures: Openness to Change, Adaptability, Connecting with Others, Reading Others, Valuing Different Perspectives and Power Sensitivity.

The Schutte Self-Report Emotional Intelligence Scale measures mood regulation, social skills and strategic use of emotions.  It has been used around the world, translated into multiple languages and is considered one of the best and most reliable of the open-source instruments which address Emotional Intelligence.

This comprehensive qualitative toolkit includes a focus group protocol for measuring student satisfaction with the virtual exchange program as well as probing learning outcomes and behavioral change. It also includes a question protocol for understanding one's collaborative partner's perspective(s) and a checklist for activity observation by an outside observer.

Created by the Stevens Institute, a non-profit entity that supports exchange between the US and Middle Eastern nations, this survey instrument measures: Knowledge of Other Country or Culture, Perspective-Taking & Empathy, Cross-cultural Communication & Collaboration, Self-Other Overlap & Feelings Thermometer, and Satisfaction with the Virtual Exchange Experience.

This focus group protocol (question set) was developed to probe the learning outcomes of students who have completed junior year abroad programs; it asks open-ended questions about language skills, intercultural skills, engineering skills and professional skills. Questions can be found in the appendix of the article, between the conclusion and the references.

The Cross-Cultural Adaptability Inventory is one of oldest existing formative assessment tools for predicting ability to do well in another culture.  It is a 50 item self-scoring instrument which measures: emotional resilience, flexibility/openness, perceptual acuity, and personal autonomy.

This handy down-loadable reference sheet lists all of the HubICL assessment tools alphabetically by type (survey, qualitative method, rubric, etc), as well as indicating whether the instrument in question is: (a) cost-free, proprietary, or behind a paywall, (b) suitable for learners under 18, and/or (c) available in languages other than English.