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This chapter begins by discussing two broad criticisms of engineering ethics education (EEE) assessment and then suggests ways to improve it. The criticisms focus on whether (1) measures used in EEE effectively assess behavior change and (2) they should be used across different national and cultural groups. To address these criticisms, the authors argue that educators and researchers should draw on insights and methods from moral and cultural psychology, using more globally representative participant samples. Measures of EEE assessment have been developed primarily by scholars working in the United States, with participants from US universities. However, it is unclear whether moral reasoning, sensitivity, attitudes, or values result in more ethical behaviors – presumably, the goal of EEE – or if these measures assess what they should. It also remains unclear whether these measures are reliable across global populations. Engineering is a global profession, but measures of EEE have been developed by researchers in and with sample groups primarily drawn from the United States. The United States is culturally WEIRD (Western, educated, industrialized, rich, and democratic), and relative to global populations, individuals from WEIRD cultures are outliers on various psychological and social measures. This chapter provides food for thought about behavior and culture related to ethics.