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dBias | Expert Validation

Thank you for being part of this survey and for your valuable contribution. Your answers will help us validate the situations presented as relevant/not relevant to learning settings. This will support our work on dBias project which aims to improve teacher-learner communication process using cognitive tests on commonly occurring learning situations.
After filling some basic info about yourself, please read each situation carefully. Consider those situations as examples - in your practice you may have faced a SIMILAR situation, not necessarily an EXACT MATCH. When indicating the relevance, think about these examples as templates of sorts which can be replaced with other specific situational examples of the same TYPE.

We would appreciate if you put In the COMMENT boxes under each example what is your experience with these bias situations, how they influence the learning/teaching communication according to your practice, and any other comment which you consider relevant.
Please provide some information about yourself and your teaching experience.
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How many years of teaching experience do you have?
If you wish to add a line or two specifying your experience - such as type of institution(s) or the subject area(s) - this would helps us better interpret the results from the validation process. 
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Which country are you from?
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Do you want your name to be listed on dBias platform as a consultant/contributor?
We will never publish your email address or any data other than your name and country.
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Do you want to be informed when the dBias platform is ready so that you can be among the first to try it?
If your answer is yes, make sure you have provided us with an email address you regularly check!

Do you evaluate the following situations (same or of similar type) as RELEVANT to learning context (learner-teacher communication, informal learning environment, school life etc.)? Is the example situation something you immediately recognise (HIGHLY RELEVANT), something that happens, but probably not that often (RELEVANT), or something that you do not see or hear at all (IRRELEVANT)?

We would appreciate if you put In the COMMENT boxes under each example what is your experience with these bias situations, how they influence the learning/teaching communication according to your practice, and any other comment which you consider relevant.

You received a performance review at school that was quite positive overall and noted your strong performance and achievements. A few constructive comments pointed out areas where you could improve, and you find yourself fixating on those remarks. Rather than feeling good about the positive aspects of your review, you feel upset and angry about the few critical comments. They seem totally unjustified and unfair.
There is a dicussion in class about what constitutes a healthy diet. The teacher presents the current scientific consesus and health authorities guidelines. A group of students follows a teen social influencer with tens of millions of followers who has recently weighed in on the subject with contradictory statements. That group of students voice their disagreement with the teacher and point to the influencer's position as a basis for their strong disagreement and dismissal of the official recommendations and guidelines.

There's this one girl in my class who is so warm and friendly with everyone - always trying to help and be supportive. I feel she deserves to be doing good in school, and so do my colleagues. She's not a top student, true, but she gets a little booster when I mark her tests in recognition of her kindness and of everything she has done for the school. It just feels right.

A girl comes home and tells her mother that she lost her favourite pen. Unfortunately this happened just before the lesson in maths, and the teacher gave the class a test quite unexpectedly. The child explained that it all happened as a result of bad fortune, caused by the missing pen, which was believed to bring a good luck.

- I want you to buy me the Harry Potter's magic wand!

- Have you read the book?

- No, I haven't, but I want the wand.

- I don't understand - what do you need it for since you never read the book?

- But all the cool kids in class have a wand and so I need one as well!

The language test of a student features several grammar mistakes. A parent reviews the results and realises that in one of the cases the teacher has mistakenly noted a verb form as wrong. The parent says that the teacher made a mistake, but the child rejects the statement as impossible (as the teacher can not be wrong!).
A group of students move to their next year in University, and they are about to have 8 new disciplines with a slate of new professors whom they have not seen before. The first lecture is a total success - the professor seems fun and easy to get along with, the narrative is interesting and thought-provoking, suggested reading does not look boring at all. The lecture is full of masterful use of high-tech gadgets, uses live simulations and augmented reality. After the lecture, students get together and discuss how great the new year is starting and that this style of teaching would be super cool - they can't wait for their next professor to step in! Oops. Slight disappointment. Then another one. It turns out that the really cool professor was actually the only one with such presentation style and level of preparedness. Pity, he inadvertently did set a high bar of expectations for all of his colleagues.
This whole week is just falling apart - it started Monday with these 150 tests for grading, a colleague fell ill on Tuesday and I had to take her classes on top of mine, and now the Director wants me to prepare a new set of worksheets for a lesson that's not even mine! I knew this would happen the moment I read my weekly horoscope. I just need this week to end once and for all.
I remember a professor of mine at the University. He was unlike any faculty member I've ever seen. He was about 75, had white hair flying in every direction, wore suspenders which were always too high and his trousers were always too short. Way too short.
A student makes a great video with examples of social media and digital communication slang words and expressions. All other students vote it the best video and him - the best choice to present their class at an important teachers' conference. The student finds this second audience strangely lukewarm and distant, and wonders why people can't relate what he's talking about to their daily experience in apps and chats. As it turned out later, most of them had never seen or used the featured apps!

There's this colleague of mine with whom I get along really well. She has a nice and warm personality and we often sit in the cafeteria discussing everything - from work to hobbies. I find her very smart and I value her opinion on everything work-related. I always support her ideas and proposals at faculty meetings - even if some of them seem a bit odd. I do like her a lot.


A small group of students labelled as "high-achievers" have been invited to join a prestigious academic research project. They are highly touted by the faculty and receive a lot of praise for their work, though the work itself is not of some extraordinary complexity and does not require special skills. Still, the students from this group start receiving significantly higher marks on their written assessments and thesis papers compared to other students.


A student has an upcoming exam on Monday, but is unexpectedly invited by friends to a wild party on Sunday evening - even though Sunday evening was initially planned for revision and final preparations for the exam. That might be a problem, and he know is. Yet he goes to the party and has much fun. After failing the exam, he tells his friends there was nothing he could do about it, really, because he simply did not have enough time to study, as the party stood in the way.


At a faculty meeting at school the director puts forward a proposal and swiftly moves on by saying: "Colleagues, shall we all agree that we support the proposal and get to the other business we have?" There's short moment of silence, and then one teacher, Dave Tennet, objects: "Sorry, but I don't think we're in agreement here, can we..." The director is shocked: "Are you serious, Dave? What's wrong with you today? Everyone elsе is happy, but not you?" After a few awkward seconds, most of the faculty step in the conversation and also voice their objection to the proposal. The director is confused - it was apparent to him there was a strong consensus, what has just happened?

The student who has consistently low grades comes up with a proposal for a learning activity in IT/STEM class. The teacher seems to listen, but actually never considers the proposal as they think the student cannot come up with a good idea.

The University's football team plays against a rival team. The game is very competitive, and immediately after the inconclusive 3:3 result small groups of opposing fans get into a brawl. The situation quickly becomes ugly and police has to step in, making several arrests. CCTV footage shows that there were people on both sides engaging in violent acts, but the images are blurred and it is difficult to identify the perpetrators. The police shows the footage to students around the campus and asks for suggestions as to who might be on the tape. The students readily point out that the violent perpetrators must be members of the visiting team's fan club. They also indicate, with great confidence, that victims appear to be fans of their own home team and that they were targeted unfairly and were there peacefully and without any provocation whatsoever.


The first person in the class to get a tattoo is always accepted with some reservation. But it does not take long for the students to gather around in curiosity. They talk about it for a couple of weeks. Then someone else follows suite. They compare inks and talk about the next one they'll be getting. But it is less of a novelty by then. And then we get to the point where almost everyone has a tatoo and nobody cares anymore.


There is a very popular cafe right behind the corner of the campus. It's always crowded there and you can be certain you'd see a lot of fellow professors there. It's a hype. Nobody knows why, though. It just seems that everyone chooses to go there every time. No particular reason - coffee is just the same there as in the other 3 cafes next to it. Yet they are mostly empty. And every time there's a new colleague or a visiting professor, they also go there!


As a teacher, I am very clear and transparent in what I say and how I talk to my students. I deliver clear and impeccable explanations. I don't see why students sometimes don't understand what I'm saying. I have spent years in research and know that matter perfectly well!


You are a university professor. For several years now you have been teaching based on a set of 2 books with a whole lot of auxilliary teaching materials which you have developed yourself and mastered. The Dean invites you for a meeting at her office and asks that you change the set of books on which the course is based and produce new teaching materials and introduce new teaching routine. Now, the Dean says this is not a mandatory request and leaves it to you to make the final decision. Your inner drive is to keep things as they are, why change since they have worked well so far.

A professor opens his history lecture with a quote in Latin, and repeatedly returns to the quote, seemingly basing an important argument on it. His students never had a class in Latin, and he never provides a translation. He also never shows the quote on a slide and students do not know how to spell it and look for it. The otherwise brilliant lecture fails to reach the students and they leave confused and uninterested.
A student comes to school without a face mask during the COVID-19 pandemics, with precautions and various measures being taken by the school to keep students safe. When approached by the school nurse, the student says his parents think masks are useless and it is all a big hoax to control people's lives.
Newly apointed English language teacher gives the class an assignment to tell about their family. One of the students has prepared a nice presentation (short video with subtitles and attractive switching of frames), demonstrating high level of digital skills. The teacher is impressed and expects the same or similar from the next to come.

Summer holidays are quickly approaching. The class has an assignment they really need to focus on. As their professor, you notice that while the task at hand - deciding on a product around which to design an advertising campaign - suggests an incredble variety of choices, almost all teams debate and ultimately choose to work with holiday-themed products and services: all-inclusive holiday packages, hotel specials, souvenir shops, surfing and diving, mointain hiking equipment, etc.


A professor has a keen interest in and enjoys talking about early Roman empire. A student owes three assignments throughout the term, only one of which is about Roman history. The student turns in two well-done assignments, but the one on Rome is obviously rushed and incomplete. The professor focuses his attention on the poor quality of the submitted paper simply because it is of special interest to him, ignoring the high quality of the other two.

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