Cultural
Sensitivity Self-Test
A Needs Assessment
Audit
Rating Scale
for Multicultural Sensitivity in Instructional Products
Name: Cultural Sensitivity Self-Test
Author(s): Gary C. Powell
Date: 1997
Instrument Description: This quiz contains 16 statements pertaining to instructing multicultural learning audiences. Participants answer 'yes' or 'no' to indicate whether or not they are aware of the statement, and also whether or not they are influences by it. The test is designed to help educators realize their potential to be culturally sensitive. It is cautioned, however, that a high score does not mean the educator actually views situations from a cross-cultural perspective, but rather that a potential is there to do so. Being culturally sensitive is actually a mind set that must be worked towards. It is a mind-set that leads an educator to value the diversity presented by the students. A high score indicates a high number of 'yes' answers, which reflects a higher potential for cultural sensitivity.
Where Available: literature
Literature Reference: Powell, Gary C. (1997). On being a culturally sensitive instructional designed and educator. Educational Technology, 37(2), p.6-14.
Cost: N/A
Intended Audience: educators
Subtests: none
Psychometrics: not measured
Advantages/Disadvantages: Because this is a self-report, there is a potential bias. Also, it does not contain a scale by which to compare scores.
Name: A Needs Assessment Audit
Author(s): Roger Kaufman
Date: February 1994
Instrument Description: This needs assessment is a practical application audit used to identify the essential elements of a useful needs assessment, and provides specific criteria used to identify what might be missing from the current process. It is designed to provide a process for defining the gaps between current and desired results as well as justification for identifying and choosing strategies to close the gaps. Using included definitions, participants use the audit as a checklist, rating each item on a 'yes' or 'no' basis. Each question requires participants to apply their own situation to the audit, and it is very applicable to use in cultural diversity situation. Following the audit, it includes a rating of the process in order to judge the urgency of inclusion of particular characteristics.
Where Available: literature
Literature Reference: Kauffman R. (1994, Feb.). A needs assessment audit. Performance & Instruction, 14-16.
Cost: N/A
Intended Audience: program planners, administrators, educators
Subtests: none
Psychometrics: not measured
Advantages/Disadvantages: This also is a self-report, which gives it a potential bias. This audit requires the participant to determine specific definitions and goals for the desired end product. It is designed to be specific and accurate, which in turn makes it time-consuming.
Name: Rating Scale for Multicultural Sensitivity in Instructional Products
Author(s): Thomas C. Reeves
Date: 1997
Instrument Description: This rating system contains ten statements of evidence of bias, and ten statements of evidence of sensitivity in instructional materials. Participants are to thoroughly review an instructional product and rate it according to a 1-5 and n/a response. The number should match the multicultural sensitivity of the instructional content and media. Some items on the scale are not relevant to the product being reviewed.
Where Available: literature
Literature Reference: Reeves, Thomas C. 91997). An evaluation looks at cultural diversity. Educational Technology, 37(2), p.27-31.
Cost: N/A
Intended Audience: instructional designers, evaluators, program planners, educators
Subtests: none
Psychometrics: not measured
Advantages/Disadvantages: Using rating scales to evaluate instructional products identifies only glaring examples of cultural insensitivity. To identify more subtle yet still negative implications, the author recommends using the collaboration of representatives of each target culture.
Evaluation Tools Page
ENTRY DATE:: December 1998