An updated version of this rubric with a more legible font can be downloaded through the website of the American Association of Colleges and Universities.

This webinar, presented on 11/06/2024 by Dr. Leslie Bozeman and Dr. Aletha Stahl, addresses understandings of knowledge of cultural worldview frameworks, provides recommendations for activities that develop this knowledge, and proposes relevant assessments. 

This tool measures the following constructs. CQ Knowledge aligns with knowledge of cultural worldview frameworks. The tool costs money, but there is a link to an article with some questions here, and you may also find shorter, adapted versions on the Internet. 

• CQ Drive (Motivational CQ): the level of a person’s interest, persistence, and confidence to function in culturally diverse settings.
• CQ Knowledge (Cognitive CQ): the level of a person’s understanding about how cultures are similar and how they are different.
• CQ Strategy (Meta-cognitive CQ): the degree to which a person plans for, remains aware during, and checks after multicultural interactions.
• CQ Action (Behavioral CQ): the extent of a person’s flexibility and appropriate use of a broad repertoire of behaviors and skills during multicultural encounters.

This tool was built from a combination of the AAC&U Global Learning VALUE Rubric and the former IUPUI International Learning Goals. It's an excellent example of bringing knowledge of cultural worldview frameworks into a tool that can be leveraged for specific institutional context. 

This proprietary self-report tool is a validated instrument that measures several dimensions that intersect with knowledge of cultural worldview frameworks: exploration, global mindset, and relationship interest. It can be used both formatively (comes with a development plan) and summatively, including as a pre-/post-test. 

This short matching quiz can serve as a formative assessment to help learners consider how behaviors align with values in different worldviews.

This may seem like an unusual inclusion for assessing knowledge of cultural worldview frameworks, but this self-study rubric is designed to help organizations, institutions, and individuals advance just, fair, and conscientious global exchange, learning, and service partnerships. In so doing, they must necessarily take stock of multiple worldviews. 

This simulation works well as long as there is an option for a few participants to play the role of observer. We suggest that you read Notes. 

This activity is short and can also be used as an icebreaker for small groups.

To include users of all abilities, this activity could be done by asking learners to jot down their idea of a house and to include all senses. Debriefing questions could be adjusted accordingly.

This is an excellent self-assessment tool for preparing people for an immersion experience in a new cultural context. 

This is an excellent formative assessment and a go-to for developing both knowledge of cultural worldview frameworks and cultural self-awareness. Although designed for students on cultural immersion programs, it has proven useful for adult learners in multiple settings.

If you wish to shorten this activity, summarize the podcast for learners.

This activity can be done as either a discussion (see Lesson Plan) or a simulation (see Downloads). It may be particularly useful in generating discussions of cultural humility when learners desire to help or aid cultural groups different from their own. 

The scenarios in this activity can be re-imagined to target different audiences.