Running head: PRETEST REFLECTION

Pretest Reflection
Shareese Daniel
Georgia State University

PRETESTEST REFLECTION

Introduction
Social work requires cultural competency in order to productively assist clients. A social
worker may work with people of different ethnicities, age groups, religious backgrounds, sexual
preferences, and even social standings within a community throughout the course of their career.
This is due to the inevitable diversity of individuals, as well as groups and organizations found
throughout the world, and their needs. It is necessary to have cultural competence and awareness.
Use of a Likert-type scale pretest measures the current level of cultural competency. The first
Likert-type scale test measures self and cultural awareness. The second measures cultural
competency by questioning knowledge of culturally diverse groups and social and economic
justice. Reflecting on the test results allows understanding of what will be required in order for
improvement of cultural competence.
Scoring
A score of 84 was made on the first test concerning self and cultural awareness. Having a
score ranging between 70 and 94 is considered level two of competency. According to Lum
(2011) Level two indicates that there is not very likely cultural competence (p. 38). The second
test, measuring cultural competence of culturally diverse groups and social justice, resulted in a
score of 204. This score, according to Lum (2011), is in the Level two scoring range (p. 47). A
level two indicates cultural competence of diverse groups is not very likely. A goal should be to
have cultural competence. A posttest, containing the exact questions as the pretest, allows a
comparison of initial and final cultural competence. The scores, as well as level of competence,
should increase because information of diverse groups is taught.
Feelings
Not scoring at a high level of cultural competence lead to feelings of the scores received,
on both test, to be an inaccurate form of measurement. Had the pretest contained a broader range
of questions, the accuracy would have seemed to be more accurate. Reflecting and considering
how the test scores are calculated, there was a realization that more questions might would have
resulted in an even lower level of competency. Questions that concerned previously known
information would be desirable because the scores on the tests would have been higher.
Although, desirable, questions concerning known information does not allow recognition of what
information should be focused on in order to become competent. The results influenced
aspirations to become a great social worker. It was understood, from the results of the score, that
improvement, rather than wanting to change the content of the test, is necessary. Researching
different cultures will result in better scores and an increase in cultural competence.
Improvement
The pretest brought about strong emotions. There is an inclination for improvement and
excitement to see the difference of the pretest and posttest scores. While taking the test, there
was an ability to distinguish which areas and culturally diverse groups required more knowledge.
A lack of competency was evident in the areas of Muslim and Asian American. In order to
improve the score in those areas, taking advantage of research opportunities to focus on those
groups will be necessary. Engaging with persons of Muslim American and Asian Americans will
also be necessary. Taking this approach will allow for the learning experience to be natural, while
effective.
Surprises

PRETESTEST REFLECTION

As defined by Merriam-Webster online dictionary (n.d), a pretest normally measure

information you have prior to learning a subject. During the first pretest, the self-assessment,
there were a few questions that were unexpected. The pretest has been given at a point in time
where collecting knowledge and gaining skills in order to achieve the status of a social worker is
important. Surprising questions were ones that referred to individuals who have already
established a position in the social work field. Such questions were ones regarding staffing
experiences, working within different agency settings and experiences with clients.
From the second pretest, which covered questions related to culturally diverse groups,
there were more surprises. Before beginning the pretest, the title indicated that the test would
cover diverse groups such as African, European and Latino American. Containing questions
pertaining to gay, lesbian, bisexual and transgender persons, women, persons with disability and
even older adults was unpredicted. Concepts that foreshadowed information to be learned such as
micro, mezzo and macro approach, were surprising. Other questions refer to ability to distinguish
between relationships. An example is a question that asks of one's ability to distinguish between
Asians and Pacific Islanders amongst different groups of Asian Americans, immigrants and
refugees. At the time of taking the test, there was belief of being advanced in cultural awareness
and competency. The results, as well as the content of the pretest, showed differently.
Life Events
Each life experience shapes the way an individual thinks and reacts. Each individual's life
experience plays a huge role in acquired knowledge as well as areas in which there is a lack of
knowledge. Living in a neighborhood with families of different racial background, such as
African Americans, Europeans and Latinos, cultural diversity seems evident. Close relations to
the adults and children of a diverse neighborhood allows ability to learn about the diversity of the
foods, religions and behaviors. Participating on sports for many years and being able to travel
and interact with diverse individuals provides an extent of cultural competence. Attending a
diverse college university as well as a diverse high school contributes to experiences and
competence of diverse cultures. These experiences allow awareness of certain aspects of
different cultures diversity which assisted in the scores received on the pretest. Although being
in environments with different races and cultures, an opportunity to engage with people of Asian
and Muslim Americans has not yet been presented. Not having exposure to Asian and Muslim
Americans influenced the pretest scores. Reading newspapers also provided cultural competence.
According to Asprays and Ocepek (2015), the principal channels through which residents
become knowledgeable about the world beyond their community is through the newspaper.
Conclusion
Taking the Social Work Cultural Competencies Self-Assessments and the Culturally
Diverse Groups and Social and Economic Justice test measured competence. Prior life
experiences have contributed to current competence of diverse groups. Understanding different
aspects of social context and forces, as well as determining appropriate strategies are issues
social workers must conquer in order to gain cultural competence (Lum, 2011, p. 47). From the
results of the pretest, cultural competency needs improvement. Engaging more often with diverse
cultures, researching and learning social factors of different cultures will assist in the
improvement of cultural competency.

PRETESTEST REFLECTION

4
References

Lum, D. (2011). Culturally competent practice: A framework for understanding diverse groups
and justice issues (4th ed.). Belmont, CA: Brooks/Cole.
Ocepek, M. G., & Aspray, W. (2015). A Perspective on the Larger World: Newspaper Coverage
of National and International Events in Three Small US Cities, 18701920. Information
& Culture: A Journal of History, (3), 417.
Pretest [Def. 1]. (n.d.). Merriam-Webster Online. In Merriam-Webster. Retrieved October 18,
2015, from http://www.merriam-webster.com/dictionary/pretest