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The Culture Fair Intelligence Test (CFIT) was created by Raymond Cattell in 1949 as an attempt to measure cognitive abilities devoid of sociocultural and environmental influences. [1] Scholars have subsequently concluded that the attempt to construct measures of cognitive abilities devoid of the influences of experiential and cultural ...
White students performed more poorly on this test than blacks, suggesting that there are important dissimilarities in the cultural backgrounds of blacks and whites. The results of these tests and examination of the BITCH-100 confirmed Robert Williams' belief that his intelligence test dealt with content material that was familiar to blacks.
A culturagram is a family assessment tool that provides a graphical representation of various aspects of an individual and family's culture. It can be helpful in assessment and intervention planning for culturally diverse families.
Students for Free Culture began as a loose confederation of student groups on different campuses, but it has been moving towards becoming an official tax-exempt non-profit. With the passage of official bylaws, Students for Free Culture now has a clear governance structure which makes it accountable to its chapters.
The Purnell Model for Cultural Competence is a broadly utilized model for teaching and studying intercultural competence, especially within the nursing profession. Employing a method of the model incorporates ideas about cultures, persons, healthcare and health professional into a distinct and extensive evaluation instrument used to establish and evaluate cultural competence in healthcare.
A common form of formative assessment is diagnostic assessment. Diagnostic assessment measures a student's current knowledge and skills for the purpose of identifying a suitable program of learning. Self-assessment is a form of diagnostic assessment which involves students assessing themselves.
Empowering School Culture: Grouping and labeling practices, sports participation, disproportionality in achievement, and the interaction of the staff and the students across ethnic and racial lines must be examined to create a school culture that empowers students from diverse racial, ethnic, and gender groups.
On psychological aspects, the command of cultural agility resources may be facilitated by personality traits like extraversion, openness, and predisposition to novelty seeking, but also by appropriate learning. [16] Self-assessment has been pointed out as a practical approach to evaluate the level of competence reached by cultural agility trainees.