Bias Evaluation Instrument

April 2001
Bias Evaluation Instrument
April 2001
 Cataloguing-in-Publication Data

Main entry under title.

Bias evaluation instrument / Nova Scotia. Department of

Education. Student Services.

ISBN: 0-88871-677-X

1. Educational evaluation -- Nova Scotia. 2.

Education assessment -- Nova Scotia. 3. Multicultural
education -- Nova Scotia. I. Nova Scotia. Department of
Education.
370.115--dc21 2001
The Department of Education wishes to acknowledge the use of The Bias Assessor, 1998,
from Curriculum Services Canada and its affiliate Ontario Curriculum Centre as a primary source
document in the development of this Bias Evaluation Instrument.
 Contents

Preamble ......................................................................................................................................... 1

Principles of Learning ..................................................................................................................... 2

Assessing Learning Resources ...................................................................................................... 4

Learning Resource Assessment Process .......................................................................... 6

Assessment Criteria for Evaluating Resources for Bias ................................................................ 7

Appearance ........................................................................................................................ 9

Belief System ..................................................................................................................... 10

Ability/Disability .................................................................................................................. 11

Family Structures ............................................................................................................... 12

Gender ............................................................................................................................... 13

Race and Ethnocultural ...................................................................................................... 14

Socio-Economic Status ...................................................................................................... 15

Summary ........................................................................................................................................ 17

Bias Evaluation Instrument iii

Preamble

The following document provides educators, consultants, teachers, administrators,

librarians, curriculum writers and publishers with an instrument that will enable them to
review learning resources for use in the public school system.

It is important to acknowledge a number of considerations that the reviewer must keep in mind.
• Everyone is biased. An individual’s views and interpretations of the world are inevitably
influenced by personal and social identities, values, and experiences, which in turn influence
how the individual assesses and uses resources. By acknowledging and understanding this,
learning resources are more likely to be selected that contain fewer biases and are more
inclusive of the broad diversity in our society.
• While no materials are bias-free or without a specific frame of reference, taken together the
range of resources that are used as part of the public school program should reflect a balanced
perspective.
• The structures and expressions used in language are often inadequate to accurately express or
explain terms that reflect a specific culture. Consideration must always be given to the author’s
background and experience.
• It may be necessary to check the accuracy of information or validity of assumptions with other
sources.

Bias Evaluation Instrument 1

The following principles of learning provide contextual reference for educators
as they evaluate resources.

Principles of Learning

The public school program is based on • recognize, value, and use the great diversity
principles of learning that teachers and of experiences and information students
administrators should use as the basis of the bring to school.
experiences they plan for their students. These • provide learning opportunities that respect
principles include the following: and support students’ racial, cultural, and
social identities.
Learning is a process of actively • ensure that students are invited or
constructing knowledge. challenged to build on prior knowledge,
Therefore, teachers and administrators have a integrating new understandings with existing
responsibility to understandings.

• create environments and plan experiences

that foster investigating, questioning, Learning is enhanced when it takes place in
predicting, exploring, collecting, a social and collaborative environment.
participating in educational play, and Therefore, teachers and administrators have a
communicating. responsibility to
• engage learners in experiences that • ensure that talk, group work, and
encourage their personal construction of collaborative ventures are central to class
knowledge, for example, hands-on, minds- activities.
on science and math; drama; creative
movement; artistic representation; writing • see that learners have frequent
and talking to learn. opportunities to learn from and with others.
• provide learners with experiences that • structure opportunities for learners to
actively involve them and are personally engage in diverse social interactions with
meaningful. peers and adults.
• help students to see themselves as
members of a community of learners.
Students construct knowledge and make it
meaningful in terms of their prior knowledge
and experiences. Students need to continue to view learning
Therefore, teachers and administrators have a as an integrated whole.
responsibility to Therefore, teachers and administrators have a
• find out what students already know and responsibility to
can do. • plan opportunities to help students make
• create learning environments and plan connections across the curriculum and with
experiences that build on learners’ prior the world outside and to structure activities
knowledge. that require students to reflect on those
connections.
• ensure that learners are able to see
themselves reflected in the learning • invite students to apply strategies from
materials used in the school. across the curriculum to solve problems in
real situations.

2 Bias Evaluation Instrument

Learners must see themselves as capable Reflection is an integral part of learning.
and successful. Therefore, teachers and administrators have a
Therefore, teachers and administrators have a responsibility to
responsibility to • challenge their own beliefs and their
• provide activities, resources, and challenges practices based on continuous reflection.
that are developmentally appropriate to the • reflect on their own learning processes and
learner. experiences.
• communicate high expectations for • encourage students to reflect on their
achievement to all students. learning processes and experiences.
• encourage risk-taking in learning. • encourage students to acknowledge and
• ensure that all students experience genuine articulate their learnings.
success on a regular basis. • help students use their reflections to
• value experimentation and treat understand themselves as learners, make
approximation as signs of growth. connections with other learnings, and
• provide frequent opportunities for students proceed with learning.
to reflect on and describe what they know
and can do.
• provide learning experiences and resources
that reflect the diversity of the local and
global community.
• provide learning opportunities that develop
self esteem.

Learners have different ways of knowing

and representing knowledge.
Therefore, teachers and administrators have a
responsibility to
• recognize each learners preferred ways of
constructing meaning and provide
opportunities for exploring alternative ways.
• plan a wide variety of open-ended
experiences and assessment strategies.
• recognize, acknowledge, and build on
students’ diverse ways of knowing and
representing their knowledge.
• structure frequent opportunities for students
to use various art forms - music, drama,
visual arts, dance, movement, crafts - as a
means of exploring, formulating, and
expressing ideas.

Bias Evaluation Instrument 3

Assessing Learning Resources

To support the goals of public education and to advance the principles of learning, it is necessary to
assess learning materials for bias. In being able to clearly name and define various types of bias,
we can provide opportunities for teaching and learning.

Learning Resources should

• be responsive to the diversity in schools, classrooms, and society.
• provide information and opportunities for students to think critically so they can counter
prejudice and bias.
• provide students with opportunities to demonstrate respect for themselves, other individuals,
and groups while helping them develop the skills that foster co-operation and teamwork,
responsible citizenship, respect for human rights, social justice, and building healthy inclusive
relationships.
• help students understand that all peoples and cultures are interrelated and interdependent.
• play an important role in helping students acquire a positive self-image and ensuring that the
identities of all peoples are valued.
• contribute positively to the students’ perspectives on the world, their values, and their attitudes
toward others as they recognize and internalize the implicit and explicit messages they receive
about themselves and others.

This document addresses the following types of bias:

Appearance
Belief System
Ability/Disability
Family Structure
Gender
Race and Ethnocultural
Socio-economic Status

4 Bias Evaluation Instrument

Learning Resource Assessment Process

The process...

• Read and/or view the learning resources in their entirety to get an overall sense of the content
and approach.
• Check for specific biases, using the information and rating on the individual bias sheets.
• Rate the learning resources.
• Make recommendations and decisions for suitability.

Keep in mind that...

• You may find training in detecting bias worthwhile.

• In order to increase your understanding, it is useful to work with colleagues and communities
who are more versed in a particular area.
• It is necessary to check the accuracy of the information or the validity of the assumptions with
other sources.
• Technology may inappropriately represent data as being original.

What to look for...

• subtle and overt biases such as distortions, inaccuracies, omissions, stereotyping, undue
emphasis
• representations that are fragmented, emphasizing only parts while excluding the whole
• tokenism as an attempt to address inclusion

Bias Evaluation Instrument 5

 Assessment Criteria
for Evaluating Resources for Bias
Appearance

Making judgements about others based on external appearances such as physical attributes and
age can lead to assumptions about a person’s character and abilities.

Learning materials should

• portray all age groups and races with a full range of human traits, attributes, and capabilities.
• reinforce that a person’s ability to lead a productive life and contribute to society includes many
factors.
• present people with a variety of body images.
• provide opportunities to counter prejudice and stereotyping with regard to body image.

Rate the learning resources according to the following Analytical Questions:

(Please check appropriate box) Yes No N/A

1. Are people from different races, ethnicities, age groups, and social
classes portrayed with a variety of physical attributes, range of
abilities, and accepted in society?
2. Are people of all shapes, sizes, and appearances portrayed as
having a wide range of abilities and being accepted in society?
3. Are children and youth represented in roles that portray them as
capable of assuming home and community responsibilities
appropriate to their ages?
4. Are elderly people proportionally involved in a full range of
activities?
5. Does the resource take into consideration that certain
mannerisms, body language, and speech patterns have different
connotations in various cultures?
6. Are members of all groups shown to be capable of independently
making decisions and solving their own problems?

RATING Check Here

Recommended
Needs revision
Unacceptable
Notes:

Bias Evaluation Instrument 9

Belief System

Belief systems are organized sets of doctrines, attitudes, values or ideas about some philosophy,
being, or phenomenon that influence how people live.

Learning materials should

• recognize and validate the diversity of belief systems in Canadian society and acknowledge
their commonalities and differences.
• describe the characteristics of a specific belief system accurately.
• present the visual symbols of a specific belief system clearly and accurately.
• avoid language that evaluates or subjectively compares the diversity of belief systems.
• reflect the positive contributions and influences of diverse attitudes, values, and behaviours on
Canadian society.
• acknowledge the differences in interpretation and in the practices within a particular belief
system.

Rate the learning resources according to the following Analytical Questions:

(Please check appropriate box) Yes No N/A

1. Are diverse belief systems and practices presented sensitively and

respectfully?
2. Are the contexts for the references to belief systems clear, for
example, the time period, social setting, geographical location?
Are individuals shown as having the right to hold whatever religious
or political beliefs they choose?
3. Does the writer’s tone avoid bias toward the belief system(s)
described, i.e. use of verb tense, language?
4. Are the visual portrayals and symbols of the belief systems
presented with respect and in appropriate contexts?
5. Are the learning resources free of implied or overt messages of
hate or intolerance?
6. Are there subtle or overt influences directed toward materialism,
consumerism or specific businesses or brands?

RATING Check Here

Recommended
Needs revision
Unacceptable
Notes:

10 Bias Evaluation Instrument

Ability/Disability

Ability is the capacity to perform or accomplish something.

A disability is a condition which provides challenges to a person’s capacity to perform or accomplish
something.
Learning materials should
• reinforce that a person’s ability to lead a personally productive life and contribute to society is
not limited to physical and cognitive abilities but involves many factors.
• depict individuals in roles unrelated to their disabilities and as people who lead active,
productive lives in a wide range of occupations.
• represent people with disabilities as individuals who have the knowledge and expertise to help
other people.
• reinforce that people with disabilities are capable of making decisions about how they live and
what they need.

Rate the learning resources according to the following Analytical Questions:

(Please check appropriate box) Yes No

1. Are people with a variety of abilities/disabilities portrayed in positive
contexts as being capable, self-reliant, intelligent, creative, and independent
individuals?
2. Are accommodations for people with physical disabilities included as a
natural part of the environment depicted?
3. Are individuals seen in roles and situations unrelated to their disabilities?
4. Are people with disabilities included throughout the resource rather than
only included to give token recognition?

RATING Check Here

Recommended
Needs revision
Unacceptable
Notes:

Bias Evaluation Instrument 11

Family Structures

A family is an extended group of related people. There are a variety of family structures such as
single parent, two parent, extended families, blended families, families with no children, biologically
unrelated families, families with same sex parents, families with interracial and interfaith parents.

Learning Materials should

• show how various cultures meet the needs of children and family members inside and outside
the home environment—in the extended family, through community activities, and through
family relationships.

Rate the learning resources according to the following Analytical Questions:

(Please check appropriate box) Yes No N/A

1. Do the learning materials portray a variety of family structures?
2. Are the various kinds of family structures portrayed positively?
3. Does the material show various ways families demonstrate love
and provide security to family members?
4. Do the learning materials show family members assuming a
variety of roles and responsibilities?
5. Do the learning materials recognize that the roles and
responsibilities of family members differ within cultures?
6. Do the learning materials portray families involved in various forms
of conflict resolution and problem solving?

RATING Check Here

Recommended
Needs revision
Unacceptable
Notes:

12 Bias Evaluation Instrument

Gender

Both genders must have equitable opportunities for personal achievement and success without the
constraints of gender-role stereotyping. Both genders need information and opportunities to think
critically to be able to counter prejudice based on gender.

Learning materials should

• contain equitable representation of both women and men as important figures who deserve
recognition and respect.
• present authentic role models in a variety of careers, demonstrating that successes are
achievable by both genders in all racial groups.
• show female and males confronting and solving problems with equal skill and resourcefulness.
• represent the potential of girls and boys, women and men accurately, and apply attributes such as
confidence, decisiveness, willingness to take risks, empathy, kindness, generosity, and courage
equally to both genders.
• include the historic and social contributions and achievements of both women and men.
• acknowledge that an individual’s sexual orientation does not reflect his or her ability to lead a
satisfying, productive life.

Rate the learning resources according to the following Analytical Questions:

(Please check appropriate box) Yes No N/A

1. Do the learning resources emphasize gender-inclusive examples and
activities such as girls and boys playing a variety of sports or engaged in
a variety of activities with both genders?
2. Do family scenes and the range of occupations, inside and outside of the
home, show both women and men fulfilling a wide range of roles and
functions?
3. Do the learning resources equitably acknowledge the contributions and
achievements of both women and men in society, and acknowledge the
broad range of occupational and life pursuits for all?
4. In historical material, are both women and men portrayed in ways that
accurately reflect society at the time?
5. Does the language avoid making judgements about female and male
behaviour (e.g. oversensitive women, assertive men) and use gender
neutral terms (e.g. firefighters, fishers, postal carriers)? Is the language
gender inclusive? (e.g. both genders are represented in the text).

Notes: RATING Check Here

Recommended
Needs revision
Unacceptable

Bias Evaluation Instrument 13

Race and Ethnocultural

Race is a classification of groups of people of common ancestry distinguished by physical

characteristics such as skin colour, shape of eyes, hair texture, or facial features. An ethnocultural
group is a group of people who share a particular cultural heritage or background. Every Canadian
belongs to one, or more, ethnocultural group.

Learning materials should

• portray Aboriginal cultures as a living and dynamic part of Canadian life and clearly present
Aboriginal peoples as descendants of the original inhabitants of the Americas.
• distinguish between facts and value judgements when presenting information.
• ensure that the history of racism and exclusion is presented honestly and with a balanced
perspective.
• use primary sources so that people describe themselves using their own words and images.
• reflect the positive, creative contributions that diverse racial and ethnocultural groups make to
Canadian life - economics, arts, politics, community life.

Rate the learning resources according to the following Analytical Questions:

(Please check appropriate box) Yes No N/A

1. Are a variety of ways of life, beliefs, occupations, economic, and geographical

situations shown for the racial and ethnocultural groups portrayed?
2. Are racial and ethnocultural groups described accurately with reference to
language, national or geographical origin, customs, and belief systems?
3. Are people’s physical characteristics such as skin tone, facial features, hair
colour, texture, and style presented authentically?
4. Are people from all races and cultures portrayed in positive contexts as being
equally capable, resourceful, intelligent, creative, and independent?
5. Does the resource portray the diversity and uniqueness of Aboriginal peoples
and cultures, and contribute to a deeper understanding and appreciation of
Aboriginal peoples in both past and present contexts?
6. Are experiences and/or historical events presented, analysed, and/or
represented from more than one point of view?
7. Does the learning material use examples from a variety of cultures to
illustrate basic concepts, i.e., geometric form and pattern found in art forms
from around the world, the use of poetic language?
8. Does the material authentically represent the multi-racial and multi-ethnic
groups present in Canadian society?

Notes: RATING Check Here

Recommended
Needs revision
Unacceptable

14 Bias Evaluation Instrument

Socio-economic Status

Indicators such as education, wealth, inheritance, and occupation establish a person’s socio-
economic status.

Learning materials should

• reflect the broad range in standards of living, expectations, and achievements of people in
Canada and throughout the world.
• depict people from all socio-economic groups as making valid contributions to Canadian life.
• sensitively include the perspective and situations of both advantaged and disadvantaged
populations.
• include the perspective of people from a broad range of geographic regions in Canada and
throughout the world.

Rate the learning resources according to the following Analytical Questions:

(Please check appropriate box) Yes No N/A

1. Is there an acknowledgement that the basic needs of people
(shelter, privacy, food, rest, recreation, ...) exist in relation to all
areas of diversity?
2. Does the material recognize the achievements and contributions of
people from a range of socio-economic groups in different regions of
Canada and throughout the world?
3. Are there examples and references to rural as well as urban life and
are they accurate?
4. Is success presented as dependent on many factors, not limited to
just a few such as formal schooling and material wealth?
5. Are a variety of homes, clothing styles, food, and leisure activities in
evidence?
6. Are a variety of types of employment and careers, including full-time
work in the home, valued?
7. Do the learning resources include role models that reflect all socio-
economic groups in Canadian society?
8. Is individual worth/value portrayed as independent from material
acquisition?

Notes: RATING Check Here

Recommended
Needs revision
Unacceptable

Bias Evaluation Instrument 15

Summary

Title & Author of Resource, ISBN #:

Name of Evaluator(s):
____________________________________________________________________
Date: ___________________________________

Bias Strengths Weaknesses

Ways to Address Weakness (If Appropriate)

Appearance

Belief System

Ability/Disability

Family Structures

Gender

Race and Ethnocultural

Socio-economic Status

Recommended for use: Yes No

Comments:

Evaluator(s) Initials: _______________________

Principal’s/Supervisor’s Signature: _________________________________________

Bias Evaluation Instrument 17