Program Outcomes for Youth
		Social Competencies Valuing Diversity Measures Name: Cultural Sensitivity Self-Test Author: 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 influenced by it. The test is designed to help educators realize their potential to be culturally sensitive. It is cautioned, however, that a high score doesn't mean the educator actually views situations from a cross-cultural perspective, but rather that the potential is there to do so. Being culturally sensitive actually is a mind-set that must be worked towards. It is this mind-set that leads the 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 designer and educator. Educational Technology, 37(2), p. 6-14. Cost: Not available Intended Audience: Educators Subtests: None Psychometrics: Not measured Advantages/Disadvantages Because this is a self-report, there is potential for bias. Also, it does not contain a scale by which to compare scores. Name: A Needs Assessment Audit Author: 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 those gaps. Using included definitions, participants use the audit as a checklist, rating each item on a 'yes' or 'no' basis. Each question requires participant to apply their own situation to the audit, and it is very applicable to use in cultural diversity situations. 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: Kaufman, 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: Thomas C. Reeves Date: 1997 Instrument Description: This rating scale 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. (1997). An evaluator 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. Resources Measures Bibliographies | Social Competencies | | Program Outcomes for Youth | | NOWG Home |