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 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 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 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 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 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.

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.

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.

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.

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. 

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

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 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.

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 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.

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