Post-Test Analysis Define Invisible Minority

Pre-Test

Post-Test

I was pleased that the percentage of students that answered correctly jumped from 18% on the pre-test to 62% on the post-test. 46% of the students answered this incorrectly on the pre-test. No one answered incorrectly on the post-test. I was really looking for the concept of being ignored or left out. What is Assimilation in terms of minority groups?

Pre-Test

Post-Test

I am disappointed with the fact that half of the students answered this question leaving out the concept of this being a forced thing from the majority culture. Some of the answers said things like the minorities trying to fit in or blend in. I want the students to know this was a forced thing out of abuse and mistreatment. I am disappointed that didnt come across to half of the students. Although, 82% of the class got it incorrect on the pre-test, so it is a slight improvement. What kind of treatment does history show of minority groups language and culture?

Pre-Test

Post-Test

I am extremely pleased with this one. All of the students got the answer correct on this question. Only 27% got it correct on the pre-test. Name one historical minority figure in Deaf Culture, what he/she was known for, and which minority group he/she identified with?

Pre-Test

Post-Test

I am disappointed with this one as well. I wanted the students to answer the question with a minority other than white. Most of the partial answers came from listing women as a minority, and their women in the answer happened to be white. Although, 91% got this answer incorrect on the pre-test, only 13% got it incorrect on the post-test. Name one present day minority figure in Deaf Culture, what he/she is known for, and which minority group he/she identifies with?

Pre-Test

Post-Test

The student presentations focused a lot on present day minority figures (because that is where more information is available), so it looks like the students paid attention. Only 27% got a correct answer to this on the pre-test. 87% got it correct on the post-test. After analyzing the Post-Test, there were some positive changes from the Pre-Test to the Post-Test. I think overall, the students gained knowledge about the topic. It seems the students got the concept of the treatment of the language and culture completely (3rd question). The answer to that question was covered in Module 1. It must have clicked with the students. I used stories of Native American children and Deaf children who were forbidden from using their language, and often that was done through abuse. I also used my personal story to emphasize this point. This may relate back to relevance and real-world experiences in the Project-Based Learning section. The next highest scoring answer on the Pre-Test was the question of a modern day invisible minority. Most of the class got this answer correct. I think this was related to the student presentations. I would call this a success. The one answer I gave partial credit for was because it was a white minority (woman). I think the change I would want to make in the curriculum is to emphasize that the white women still get more attention and recognition than the other women from other minority groups. When defining the concept of invisible minorities, only 62% of the class answered with words strong enough for me to count it correct. They needed to add that this group was ignored or left out. No one got it wrong, but it is definitely something I have to emphasize more in my teachings. Maybe I need to develop an activity where the students name groups of people ignored, and why they were ignored. Instead of simply asking what groups would be considered invisible minorities. The historical figure question was disappointing, but I realize I need to find and expand on more examples of Deaf historic invisible minorities. I hesitated to do this, because examples are scarce and I didnt want to use up a figure that a student could find and research for themselves. I might just have to though. The concept of assimilation was a hard one. No one got it correct on the pre-test, and in the post-test, it was 50/50. Again I wanted to see the strong language of a forced or abusive situation. Most of the incorrect answers were that minorities were trying to fit into the majority cultures. The opposite is what this answer is about. It is the majority cultures forcing the minorities to conform to look and behave like them. I would need to use some better examples so that the concept will click like it did with the question about the language and culture treatment. Overall, it seemed the project was worthwhile, and the students learned about the topic. I say based on the pilot study, this curriculum would be ready to be tweaked (as stated above) and used in the classroom.