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. 

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

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