The Intercultura organization, a non-profit research institute based in Italy, has developed a rubric, logbook and teacher's observation guide, which taken together provide an authentic multi-methods way of making sense of student learning from study abroad.  Perhaps even more important, it was developed specifically for use in secondary school contexts.  The rubric itself was influenced deeply by the AAC&U rubric, retaining curiosity & self-awareness from that conceptualization of intercultural competence. Additional constructs it measures are: adaptability, conflict resolution, critical reflection, respect for diversity and knowledge of the local context and language. Everything in the toolkit was originally developed in Italian, but is now also available in English.

This unusual (and brilliant, in our opinion) survey was developed as a post-only instrument for use with returnees from semester or year-long study abroad.  It is based on Bennett's original six-stage developmental model of intercultural sensitivity & it's available in its entirety as an appendix to an open-source scholarly article. As such, it measures presence or absence of ethnocentricity according to a multi-stage model, much like the better-known IDI. Again, we define ethnocentricity as the lack of openness and intercultural empathy.

This free tool was created to investigate student development at a higher ed institution with a public affairs mission.  It measures community engagement, ethical leadership and cultural competency.  As such, it may be a particularly good fit for overseas and domestic service learning endeavors. It considers cultural competence as a single factor, but the questions which measure this construct probe communication, openness and willingness to engage with difference.

This assessment measures six factors of personality as defined by the HEXACO model: Honesty-Humility, Emotionality, Extraversion, Agreeability, Conscientiousness, Openness. It is available for free to educators and researchers and has been translated into 22 languages!

This proprietary assessment instrument measures: 1. Continuous learning disposition (self-awareness & explorativeness --similar to curiosity). 2. Interpersonal engagement (world orientation & relationship development --related to empathy). 3. Hardiness (positive regard & emotional resilience). Results can be sent to the learner automatically (e.g. without the need for a debrief by a qualified facilitator) and include an action plan feature.

Also worth considering is a sister instrument by the same instrument development team, the Inclusion Competencies Scale, which measures attentiveness to power, as well as self-awareness and intercultural empathy.

One of the most-widely used & cited intercultural competence assessment instruments, the IDI measure one's stage of ethnocentricity or ethno-relativism (lack of ethnocentrism). For purposes of this collection, we define ethnocentrism as the lack of openness and intercultural empathy. Though proprietary, the cost-per-individual is (as of December 2023) lower than a number of other proprietary instruments in the global/intercultural/inclusion domain, particularly for educators.

The GENE, which is available for free, can be said to measure lack of empathy and lack of openness towards persons of another ethnicity, culture or race; also known as ethnocentricity. 

The original 20-question, 4-factor cultural intelligence scale, created by a multinational and multi-ethnic research team, still has a lot to offer and is one of the very few ICL instruments out there which measures motivation.  It also measures communication behavior  and meta-cognition, which (according to some scholars) is a form of self-awareness. The 20-question version is free if one has access to an academic library and can download the referenced article.

in this collection, we have gathered notes on and links to eight validated surveys, curated here in the HubICL, that align to one or more of the aspects of intercultural competence as defined in the AAC&U Intercultural Knowledge and Competence rubric.  Of these eight instruments, five are free or offer a valid and reliable free version; while two offer an immediate free feedback report to the learner. 

This is a proprietary instrument developed from the supportive mindset of a clinical psychologist interested in transformational learning.  Among the 17 things it measures are Openness, Empathy and Self-Awareness. Because this instrument collects a great deal of demographic data, and because it offers site license pricing, Purdue has found it particularly useful for large scale and institutional level assessment (it also works just fine on small n programs).

This collection archives readings which address the more inclusive nature of qualitative research, the aptness of qualitative methods for institutional research and at least one focus group protocol (question set) for returning study abroad participants.

Developed by a team of award-winning Purdue graduate students (who have since all gone on to tenure-track positions around the world) this coding scheme helps make one make sense of writing about identity.  Examples are given.

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.