BIAS

The Problem of Bias in Monitoring
Pupil/ Student Growth

Week 3 Reporters:
Hernandez, Alvin J.
Puno, John Joseph L.
Supan, Maricel M.
What is bias?
prejudice in favor of or against one thing, person, or

group compared with another, usually in a way
considered to be unfair.
Educational settings have several factors that
naturally lend themselves to opportunities for bias -
intentional or not.
A. Intellectual Development
B. Spiritual Development
C. Social Development
D. Psycho-motor Development
Intellectual Development
 A cognitive bias is a systematic error in thinking that affects the
decisions and judgments that people make. Some of these
biases are related to memory. The way you remember an
event may be biased for a number of reasons and that in turn
can lead to biased thinking and decision-making.
 The human brain is powerful but subject to limitations.

Social Develoment
 Social bias, also known as attributional error, occurs when we
unwittingly or deliberately give preference to (or
alternatively, to look negatively upon) certain individuals,
groups, races, sexes etc., due systemic errors that arise when
people try to develop a reason for the behaviour of certain
social groups (or what we believe is that groups behaviour).
 The Dunning-Kruger effect occurs when incompetent and
unqualified people believe themselves to have expertise on a
topic greater than those with appropriate qualifications and
in positions of expertise.
Spiritual Development
 Spiritual Diversity. To many people, the term “spiritual
diversity” is about having respect for and displaying loving
kindness towards the unique spiritual experiences and
expressions of each person.
Psychomotor Development
 Psychomotor development and learning difficulties in
preschool children with probable attention deficit
hyperactivity disorder.
 Parental separation
 Sex Differences
Monitoring, Evaluation and Learning
 The purpose of monitoring, evaluation and learning practices is to apply
knowledge gained from evidence and analysis to improve development
outcomes and ensure accountability for the resources used to achieve
them (ADS 201.3.5).
 When investing in monitoring and evaluation, USAID staff and

implementing partners realize the return on this investment by tying it
to learning priorities. In this sense, learning from M&E means using
M&E data/information as evidence for accountability and informing
decision-making for management purposes, course adjustments, and
future designs. For example, monitoring data are used to track the
progress of a mechanism in achieving set objectives. Evaluation is used
to determine how and why results are being achieved, or not, as well as
discovering unintended, unexpected, or emerging results.
Monitoring and Evaluation Tools Today
 Is your monitoring and evaluation system working for you?
 Are you able to provide impact reports or grant reports to your

funders on time?
 Do you have data sitting across multiple systems that increase your
time to build impact reports?
 While there are many tools available for monitoring and

evaluation, data collection, and reporting, without a well-designed
impact strategy, funder reporting often becomes chaos.
 Today, we’re diving into the biggest challenges of collecting
data and impact reports. Our goal is to turn this challenge
into the most critical opportunity that most organizations
ignore - raising grants or impact capital. While many
nonprofits and social enterprises collect data, most of it isn't
utilized, let alone actionable. A well-designed data strategy
can yield proper accountability, making it easier for
continuous learning, improvement, and reporting specific to
each funder. Keep in mind, most monitoring and evaluation
systems fail to provide scalable solutions to aggregate results
regularly. If they do, it may require significant customization
and are expensive.
 National Achievement Test
(Grade 6 NAT scores at ‘low mastery’ level) Manila Times . Sept
2019
THE performance of Grade 6 students in the National Achievement
Test (NAT) has been steadily declining in the last three years, placing
them at the “low mastery” descriptive level of the Department of
Education (DepEd).
The 2018 NAT results showed that for the third straight year, the
national average mean percentage score (MPS) in the Grade 6 NAT
continued its downward trajectory at 37.44, the weakest
performance in the history of the standardized examination of the
DepEd.

National Career Assessment
Examination
 It is an aptitude test geared toward providing information
through test results for self-assessment, career awareness and
career guidance of junior high school students of the K to 12
Basic Education Program (BEP).
 Test-taking is mandatory.
 Test results are recommendatory.
 For K to 12 Program: career guidance for choosing the tracks
in Senior High School
College Entrance Examinations
 A college entrance exam is a standardized aptitude test that
measures your aptitude in various areas such as verbal, math,
analytical and writing skills. These tests are not designed to
measure what you have learned in school; rather, they
measure your potential to perform well in the future.

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The Problem of Bias in Monitoring

Pupil/ Student Growth

prejudice in favor of or against one thing, person, or

 The human brain is powerful but subject to limitations.

 When investing in monitoring and evaluation, USAID staff and

 Is your monitoring and evaluation system working for you?

 Are you able to provide impact reports or grant reports to your

 While there are many tools available for monitoring and

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