This instructors' resource blog post, from 2018, gives concrete and specific examples of using a rubric to give objective and actionable feedback to a student about a piece of writing.  Since rubrics work similarly no matter what type of learning  is being assessed, this resource may also prove helpful to individuals using the rubrics in this collection.  Instructors who use rubrics may also benefit by watching, and sharing with their students, this video on how, as a student, to use the rubric provided by the instructor to get a better grade!

This six-dimension rubric, based in part on the AAC&U Intercultural Competence Rubric, was created by team of experts to assess an institutional learning outcome which stated that "...[our] graduates will be able to analyze topics and human experiences using categories such as race, ethnicity, gender, social status and ability."

This four-quadrant framework with self-reflection questions can help an evaluator or an evaluation team critically self-examine whether they are, in fact, providing "helpful help" to marginalized groups.  This work comes from Dr. Hazel Symonette, a Black American educator & qualified IDI administrator who has served on the board of the American Evaluators Association, and helped craft the very definition of a culturally competent evaluator.

This 37-item survey instrument, created by a multi-ethnic research team, is designed to measure the level of student awareness about issues of culture, intergroup interaction, social justice, and the degree to which these issues are presented in the college classroom.

This 15-question survey, created by a  renowned US scholar of race and ethnicity, asks specifically about one's reactions to and interactions with persons of another race. It measures: 1. Diversity of contact (AAC&U curiosity), relativistic appreciation for differing others (AAC&U empathy), and comfort with difference (AAC&U openness).

This well-known assessment measures: 1. Participants' implicit attitudes, stereotypes, and biases related to cultural identity markers such as religion, race, gender, and sexuality.  The HubICL curation pulls together articles and resources providing context about this fascinating, groundbreaking and also controversial instrument.

This survey instrument, created by a profoundly multi-ethnic and global panel of 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.

This survey, by Yamada, Marsella & Yamada, measures: 1. The individual's degree of involvement with a specific, self-identified ethnic peer group. 2. Connections between behavior and cultural identity.

This 31-question survey, created by a multi-ethnic research team, measures one's degree of empathetic perspective-taking ability towards persons of other races or ethnicities. It has been used in educational contexts around the world, and translated into many languages. (This is the english version.) We note that some users feel it "centers whiteness" and therefore we suggest that caution be used when considering it for use with persons or groups of marginalized identity. Its most effective use is probably for gauging degree of privilege in non-marginalized groups.

This framework or checklist is intended to help the instructor or institution gauge the extent to a course aligns on diversity and inclusion across a wide variety of factors: from purpose and goals through pedagogy, participants, assessment methods and content.

This study, by Purdue scholar Horane Diatta-Holgate, describes the creation and validation of a survey which asks the student to evaluate whether the instructor uses culturally inclusive language, pedagogy and behavior in the post-secondary classroom, and to define the degree to which that student feels included. While culturally relevant and culturally competent pedagogy is important to inclusion, this is the first known tool to ask for feedback from the students, as opposed to probing teacher attitudes.

This rubric, created by the American Association of Colleges & Universities in 2010, and endorsed by the Purdue Faculty Senate in 2011, forms the foundational definition and sorting method for the activities & materials in this digital toolbox.  the rubric measures: cultural self-awareness, knowledge of others' cultural worldview frameworks, empathy, communication, curiosity & openness.

In today's world, it is vital to understand teamwork as a frequent source of intercultural conflict and to work intentionally on intercultural teamwork skills! This assessment measures: 1. Participants' level of supportive communication, and the abilities to enact (a) civil conflict resolution, and (b) a group-oriented work ethic.

This assessment measures: 1. 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.

Originally Published in Italian in December, 2019. English translation published in February 2021 (see Links tab).

This assessment measures: 1. The extent to which participants are "advancing just, fair, and conscientious global exchange, learning, and service partnerships" (Hartman, 2015). Downloadable pdf.

This Critical Reflection Rubric draws heavily on Patti Clayton's "Describe, Evaluate & Analyze Learning" (DEAL) model for deepening experiential and service learning outcomes. In this version, Clayton's rubric is mapped onto elements of the AAC&U Intercultural Competence Rubric.  Comes with a lesson plan. 

Scholars have shown a correlation between time spent living and working abroad & creativity.  Of pertinence to successfully negotiating cultural difference, the creativity rubric measures: willingness to take risks, innovative thinking, the ability to embrace contradictions and to synthesize knowledge.

This rubric was adapted primarily from the 2014 article on assessing intercultural content in travel journals, published by Malleus and Slattery. It measures the writer's comments in five categories of data: culture shock, communication challenges, cultural appreciation, cultural comparisons & reports of adaptative behavior.

This rubric was developed primarily from the 1976 Inventory of the same name by Dr. Brent D. Ruben, of Rutgers School of Communication (retired), filtered through the lens of the Developmental Model of Intercultural Sensitivity (Bennett, 1986). It allows an observer to categorize or "grade" behavior that indicates: respect, openness, empathy, tolerance of ambiguity & posture towards authority. This HubICL tool comes with a lesson plan.