5 2 assignment website evaluation

• Research Guides
• A-Z Database List
• Library Home

Evaluating Websites: Evaluating Websites: Criteria and Exercises

The capps criteria.

Before you use a website as a resource, evaluate it with the five CAPPS Criteria :

• C urrency: Publication date or updated date.  The age of the content.
• Authority : What qualifies the content creator or author to produce information about the topic?
• Publisher / Publication : What is the reputation of the publisher, publication, or organization hosting the content?
• Point of View : The way the information is presented.
• Sources :  Amount of evidence provided.

Download the documents below for specific evaluation criteria and practice evaluating.

• CAPPS Criteria for Evaluating Resources
• Practical Tips for Evaluating Websites
• Worksheet for Evaluating Websites

The Importance of Evaluating Websites

Putting information on the Internet is fast, cheap, and can be done by anyone with an Internet connection.

If you are using a website as a source in your paper or project, you need to think critically about where that information is coming from.  You don't want to base your paper off a biased opinion or cite a website that's simply a mask for advertising.

Instead, you want to find credible, up-to-date, relevant information that's written by an expert or an authority on the topic, whose claims are based in fact and supported by evidence.

To learn how to separate the good information from the not-so-good or downright bad information that you might come across online, start with the CAPPS Criteria outlined on the left.  Download the linked documents for specific criteria and practice using each principle.

Once you've read about the CAPPS Criteria , test your knowledge by comparing the pairs of websites in the exercises below.

Note: The following examples were borrowed from Castleton College.

Instructions for Exercises Below

As you compare the pairs of sites below, consider these questions:

• What kind of site are you looking at?  Informational? Sales? Personal? Advocating for a cause?
• Who is responsible for the information?  Look for an ABOUT page.
• Which one is more appropriate for college assignments?
• Which is more credible?
• What factors helped you decide?

Compare the following sites.  Use the questions in the Instructions box above to guide your analysis.

• Center for Consumer Freedom
• Consumer Reports
• The Effects of Pesticides from the Global Healing Center
• About Pesticides
• Factcheck.org
• JustFacts.com
• The Use of Drugs in Farm Animals: Benefits and Risks
• The Dangers of Antibiotics in Foods
• Antibiotics Used in Meat Pose a Threat to Public Health, Admits FDA
• Antibiotics in Meat Could Be Damaging Our Guts
• Community Supported Agriculture: A Secure Market, A Local Food Supply
• Community Supported Agriculture for Meat and Eggs

Compare the following sites.  Use the questions in the Instructions box above to guide your analysis

• Greener Pastures: How Grass-Fed Beef and Milk Contribute to Healthy Eating
• The Health Benefits of Grass Fed Beef
• About Antimicrobial Resistance: A Brief Overview
• Antibiotic Resistance
• Last Updated: May 1, 2024 10:42 PM
• URL: https://hennepintech.libguides.com/evaluatingwebsites

• Research Skills

How To Evaluate Websites: A Guide For Teachers And Students (Free Poster)

Last updated April 26, 2019

Do you have students who need more guidance on finding useful information online?

Earlier in the year, I published a popular post called 5 Tips For Teaching Students How To Research Online . This is a comprehensive guide to teaching students of all ages how to research.

Let’s zoom in on a particular part of the research process — evaluating websites .

I don’t know about you, but I’ve found helping students to evaluate websites to be particularly tricky.

There are lots of guidelines out there but I wanted to create a resource that reflects an effective and natural  process , no matter what you’re researching or how old you are.

Scroll down to find a printable flowchart for your classroom.

Research Beyond The Classroom

Let’s remember that researching doesn’t just take place in schools and other educational institutions. You don’t just have to research for a project or essay. It’s something we all need to be good at to thrive in everyday life.

This is called information literacy which is defined by  Common Sense Education as,

 the ability to identify, find, evaluate, and use information effectively.

You’re probably always researching yourself? I know I am.

Just in the last week, here are some examples of where I’ve been looking for answers online:

• At the nursery, I was looking for some plants for my patio area. I did some quick googling on my phone before buying to find out which plants would be most suitable.
• A cafe I was going to visit with my family was closed. I pulled out my phone to find some nearby kid-friendly options that matched everyone’s requirement.
• Research doesn’t have to be something you do on the fly either — during the week I’ve been researching different approaches to teaching global studies.

These sorts of everyday scenarios would be great to explain to students. Help them realise that research happens everywhere — not just in the classroom.

Bouncing Off Sites Is A Natural Thing To Do

Students need to know that the best site for them is not going to appear at the top of their search results.  Google’s  PageRank  algorithm is complex, and many websites use Search Engine Optimisation (SEO) to improve the visibility of their pages in search results.

Students also need to know how effective searchers behave.

Some statistics that bloggers or website owners like to look at are ‘time on site’ or ‘bounce rates’. A ‘bounce’ is when a person visits a website and quickly leaves:

• Google keeps track of this information and website owners can view it in Google Analytics.
• It helps them produce better content that will make people want to stick around.
• And it helps Google know which search results are popular and should be displayed higher up the rankings.

Why does this all matter?

Students should know that it’s natural to bounce off sites. People often skim sites and quickly leave if it doesn’t offer them what they want.

In 2017, Brafton found that the average bounce rate for the sites they surveyed was around 58%. So more than half the time, people will leave a site almost immediately.

Bouncing away from sites is a natural part of researching. You don’t want to just settle for the first result you come across.

A Flowchart For Your Classroom

I’ve seen lots of resources and acronyms that are designed to help students evaluate websites, however, I haven’t seen something that describes an effective process . Furthermore, I think the first step is often neglected — if a student can’t read or understand a website then it is not useful for them.

Feel free to download a copy of the flowchart and share it with your colleagues. I’ll elaborate on the key sequence below.

How To Evaluate A Website

1) open the site.

The first thing students need to do is open the site.

When looking through your Google search results, you may want to teach students to open sites in new tabs , leaving their search results in a tab for easy access later (e.g. right-click on the title and click “Open link in new tab”).

It can also be worthwhile to explain the anatomy of a Google Search result and the benefits of looking past the first few results. I go over this in more detail in my guide to teaching students how to research. 

2) Skim read

Next, skim read the site and determine whether you can read and understand the text. If it’s too complicated or difficult to understand, find another website.

Decide whether this is the sort of site that might provide you with the information you’re looking for. If the site is difficult to navigate, cluttered with ads, or has other red flags like poor spelling or inappropriate content you might want to leave straight away.

Skimming and scanning is the default way most people now consume new content so this now holds an important role in literacy education. A regularly quoted study from Nielsen Norman tells us that 79% of users always scan a new page they come across. Only 16% read word for word.

Scanning and skim reading can be worth practicing in the classroom. E.g. give students one minute to look at a text and then share what they think it’s all about. This is something that could be tried with emerging readers right up to higher level students.

3) Look for the answer to your question

If you think the site might prove useful, you now need to find out if the information on the site actually answers your question . You could use a search box, navigation menu, or pull up your own search box by pressing Control/Command F. Type in the keywords you’re looking for.

Stop skimming, and read more closely to see if this information is useful to you.

4) Consider the credibility of the author or website

If the information is there, you need to consider the credibility of the author or website. Can you rely on the information?

Here are some things you can look for on the website:

• Domain — sometimes domains that include .gov or .edu come from more trustworthy education or government sources.
• Author information — look at at the author bio or About page. How qualified is this person?
• Design — we can’t judge a book (or website!) by its cover but sites that are cluttered, difficult to navigate, or look amateurish may be worth avoiding.
• Sources — trustworthy articles usually link to other sources or cite where their facts come from.

5) Consider the purpose of the site

The next step is to think about the purpose of the site and whether it meets your needs.

• Is the author trying to make you think a certain way? Are they biased or one-sided?
• Are they trying to sell you something? Sometimes ads might not be so obvious, for example, blog posts can be written to promote a product.
• Is the author’s tone calm and balanced? Articles fueled by anger or extreme opinions are not going to be the best source of information.
• Do the headlines match the article?  Or are they simply designed to hook readers?
• Is the author trying to educate the audience and present a balanced and factual picture? This is what you usually want.

6) Look for the date

Finally, it’s important to consider whether the information is current enough for your topic. You can look for when the article was written or it might tell you when it was last updated. Sometimes URLs include dates as well.

Does it matter how old an article is? Well, that might depend on your topic. For example, if you’re looking for the latest research on nutrition or a medical condition, the date might be very important. If you’re looking for some facts about World War One, it might not matter if the information hasn’t been updated in a few years.

If the site is no good, bounce back…

As the flowchart demonstrates, if you’re ever in doubt, just head back to your search results and try again. You might want to alter your search terms based on the results you’re provided with. Sometimes you need to change your keywords or be more specific.

When you overcome all these hurdles and find some information that looks useful and reliable, it can be a good idea to crosscheck the information. So, have a look at a few other websites to see if they corroborate the information you’ve found.

It’s important to remember that you can’t believe everything you read and it’s essential to consider multiple perspectives.

Studies have shown that students find it difficult to discriminate between fake news and factual information. This is very important to address but not the only aspect of website evaluation.

Like so many skills, website evaluation is something that people can become fluent at with practice. An important part of the process is thinking critically — not believing everything you read, not settling for any source of information, and always questioning.

Students need to know that anyone can be an author and publish online nowadays (hopefully they’re already publishing online themselves through a blog or similar!).

Like all aspects of teaching students how to research, classroom integration is key. You don’t need to spend large chunks of time on one-off lessons. Model your own searches explicitly and talk out loud as you evaluate websites. As you model, you could evaluate any old website or sometimes show a ‘fake site’ (check out Eric Curt’s examples of fake sites ).

When students can evaluate websites quickly, intuitively, and effectively, they’ll be on a path to thriving in and out of the classroom.

Want to learn more about the topic of media literacy? Gail Desler has curated some great resources on her site  Media Literacy in an Age of “misinformation”.

Leave a Comment

What tips or ideas can you add to the topic of website evaluation? Is this something your students have struggled with?

I’d love to hear from you! Scroll down to find the comment box.

Want A Free eBook On Teaching Students How To Research?

I’ve turned my popular post on researching  and my 50 mini-lessons into an easy-to-read eBook. You can download it, print it, share with a friend, and read at your leisure.

If you’d like this free guide, add your details here to sign up for my email newsletter and I’ll send it to you instantly!

I send out a newsletter throughout the year to share my articles, resources, and other interesting tips and tools I’ve come across. Of course, you can unsubscribe at any time.

You Might Also Enjoy

50 Mini-Lessons For Teaching Students Research Skills

Teaching Digital Citizenship: 10 Internet Safety Tips for Students

8 Ways Teachers And Schools Can Communicate With Parents

A Simple Guide To Free Images, Copyright, And Creative Commons For Students And Teachers

11 Replies to “How To Evaluate Websites: A Guide For Teachers And Students (Free Poster)”

Thank you so much! 🙂

Hope it helps, Tara! 🙂

Kathleen, Here is a giant thanks coming to you from Michigan, USA, where I teach at a homeschool co-op each Monday, once a week. My 11-14 year-olds will be evaluating websites this week, and I can’t wait to hear their thoughts on the fake website links. This should really be fun and useful to them. I gave my email in order to gather more of your excellent material for and anticipate even more success with next year’s group, once September rolls around. Really appreciate people like you and the sharing that you do.

Jayne Kozal Koinonia Homeschool Belding, Michigan

How nice to hear from you and thanks so much for your kind words!

I really hope your students find the resources helpful. Evaluating websites sure is a crucial skill.

So great to have you as part of my email community too. I email with a new post twice a month. The next one will be next week.

Thanks again for your lovely comment, Jayne. You made my day!

This really helped me!

From Paris Region, Rich content! I really appreciate your work, well done! Yahia

Thank you so much, Yahia. Stay well!

Thank you so much Kathleen. These resources helped me so much. The students are engaged and enjoying the class.

So glad it’s helpful, Safinaz. All the best!

Leave a Reply Cancel reply

Save my name, email, and website in this browser for the next time I comment.

Evaluating Websites & Internet Sources

• Criteria for Website Evaluation
• Evaluate Social Media, Images, and Digital Content
• Website examples
• Website Fact Checkers
• Information Timeline

Domain Names

DOMAINS/URLs

Domain name types and looking at the URL (or the DOI) for the page or site can provide insight as to the type of materials found there. Those most frequently encountered are: 

• com – commercial business (the most common TLD)
• org – organizations (typically, nonprofit)
• gov – government agencies.
• edu – educational institutions.
• net – network organizations.
• mil – military

Criteria for Evaluating Information

Consider the following concepts as you navigate information for your classes.  these criteria  can be applied to print sources, internet, and media.  ,  authority.

What are the author’s qualifications/credentials for writing on this subject? 

Is the author's expertise well established or easy to find?

How reputable is the publisher or sponsoring organization  .

• To determine the authorship and qualifications, try a quick Google or Wikipedia search for the name or organization

OBJECTIVITY/BIAS

• I s there bias?  Check for tone, use of dramatic or inflamatory language, and particular points of view so you know what you are dealing with.

Are the goals or aims of the individual or group clearly stated or transparent? 

Is the content up-to-date? Is the coverage outdated?

• Check to see if publication dates are omitted or if information hasn't been consistently updated. A big difference between the date information was placed on the web and when it was last revised can be a clue as to it's credibility.

COVERAGE / SCOPE

What topics are covered and to what depth? 

• Coverage may vary. Sources will provide a small amount of information on a subject or a great deal. Be aware of the needs of the research or assignment criteria, scope, and topic.

AFFILIATION

Is there a corporate entity (i.e. company, government, organization, university) that supports this site? 

Is there a link to information about the organization? 

Is there a transparent way to contact them , how might this affiliation affect objectivity.

Can you identify what audience the material is intended for? Is it directed to students in elementary school?  Middle school?  High school?  Is it for adults? Is it aimed at other experts in the field, or professionals?

How complex is the material?

Is the language or data used detailed and specific, or simplified, stability of information.

• It’s here today but will it be available tomorrow? 

Can you cite it with some assurance that it will be found again?

• Look for permanent links to the resources you find, often located under the "share" option.

PRIVILEGE / ACCESS

• Are there limitations or gatekeeping as to who has access to the research, or who is able to publish the work?
• Do you need special permission or do you have to pay to access the information? (Never pay, ask a librarian for help first)
• Limitations as to who can access certain information can be impactful. Consider voices or perspectives that might be missing, left-out, or not prioritized in the work.  
• Has the information been removed or extracted from the original source?
• It's harder to tell if the information is reliable if it has been taken out of it's original context.

Web site evaluation video

From  Hartness Library CC/ Creative Commons Attribution license (reuse allowed)

CRAP Checklist for Evaluating Sources

• You can use this list as a quick checklist for evaluating your sources, whether they are websites or from SVC resources.
• You don't need to be able to answer all the questions but use the list as a general evaluating tool.

Check a Source

Additional help with evaluation

Some additional information on verifying websites:

• How to Find If a Website is Legitimate
• Google Safe Browsing site status
• SIFT Website evaluation starter course: Check, Please!
• SVC Misinformation Guide
• << Previous: Home
• Next: Evaluate Social Media, Images, and Digital Content >>
• Last Updated: Oct 12, 2023 12:41 PM
• URL: https://subjectguides.library.skagit.edu/websites

Looking for something?

Assignment 101: Evaluating Web Sites Using CAPOW

How many times has a student submitted an assignment using a random, obscure or, even worse, a plagiarized Web site as a source? It probably happens more frequently than realized. An easy way to help students navigate through the myriad of Web sites is to use CAPOW. For an excellent critical thinking assignment, ask students to take a sample Web page and put CAPOW to the test.

CAPOW  stands for:

• Currency : Direct students to check for the date the Web site may have been last updated (often at the bottom of the Web page). Last revision date more than three years ago? Check another resource.
• Authorship : Students should ask the following questions about the Web site: Who wrote the Web page or Web site? What makes that individual or organization qualified to write it? Who sponsors the Web page’s information?
• Purpose : This is tricky for most students. Is the Web site informational, entertaining, factual, and does it promote a product or service? Who is the intended audience? Does the information seem credible? If so, can you check the information against another resource (i.e. book, journal article, newspaper, etc.) for credibility?
• Objectivity : Students should critically evaluate whether or not the information on the Web site is biased or factual. Are opinions balanced or does the author have an agenda? How do you tell? Check the information against another credible source (i.e. book, journal article, newspaper, etc.).
• Writing Style : Students should check to verify if the Web site contains a bibliography of references or a comprehensive list to other sources supporting its theme, topic, or agenda. If some of those other sources are Web sites, do the links work? If facts or statistics are noted, ask students to check the validity of those facts or statistics against another credible source.

If steering your students to any Web resources still makes you quiver, contact your campus librarian for suggested subscription databases supporting your subject discipline. Not only can students access these databases 24/7/365 from their computers, but you can be assured that qualified editorial teams from well-known higher education publishers have reviewed these sources. An additional benefit of using subscription databases is that most have built-in MLA, APA, and Turabian citation tools for students.

Lesson 2: Developing a Website Evaluation Tool

The purpose of this assignment is to challenge, test and ultimately come to general agreement on evaluation criteria for websites. This exercise is student driven, but don't be surprised if your teacher offers some guidance along the way.

Learner Outcomes

At the completion of this exercise:

• you will demonstrate your ability to critically examine the quality of a web site by developing a web site evaluation tool.
• you will be able to communicate to others your ideas about what makes a high quality web site and explain how you would evaluate a site.

Develop a website evaluation tool. Use the knowledge and perspective gained in Lesson 1 to develop a rubric for measuring the quality of websites. Follow these steps:

• Pair up and take five minutes to share and discuss the merits and problems of the "good" and "bad" websites chosen in the activity of the previous lesson . One site should be a clear example of good design and one an example of poor design. Discuss specific traits that could be used to evaluate sites.
• Join another pair and now, in a group of four, review your lists of traits that were generated in step one. Synthesize the lists to no fewer than four but no more than seven general traits that could be used to evaluate most any web site. As much as possible, make each trait discrete and clear. Combine similar traits. Eliminate redundant, obtuse, or invalid traits.
• Once you reach consensus on the traits, decide on a numeric scale to use for judging how well a website rates for each of the traits.
• Brainstorm a list of descriptors that define major point values on the numeric scale. What does a high score, a low score look like?
• Now that you have all the components for the evaluation rubric, sketch the complete evaluation rubric with a marker on butcher paper. Write boldly and large enough for others to read from a distance. Your poster (evaluation tool) will be displayed on a wall.
• Your instructor will now assign you a specific website to evaluate. After receiving the assignment, each person in your group will individually use this evaluation rubric to evaluate the assigned site. It is important that you evaluate the site without collaboration or discussion.
• After all members have had enough time to evaluate, compare how your group members rated the assigned site on each major trait.
• If someone in the group rated a trait radically differently from the rest of the group, ask them to explain why. Can the group persuade the radical, or the radical persuade the group? Is a compromise necessary? Try to reach a consensus score for each trait. Does the tool need to be changed somehow to make it more useful?
• Decide on a reporter or spokesperson. Display your poster. Have the spokesperson share with the rest of the class how well your group's evaluation tool worked when applied to the assigned website.
• As a class, synthesize the various evaluation tools into a single rubric. Find what traits are most commonly used. Sometimes groups refer to the same trait using different terminology, so the class must agree on what term to use (a groups' shared understanding of a term is called nomenclature ).

Great! Proceed to Module 2 .

Green Valley Elementary School Library: Website Evaluation Lessons

• Online Audiobooks and eBooks
• Citing Your Sources/Bibliography
• Kindergarten
• Pioneer Research
• Extreme Weather Resources
• American Revolution
• American Civil War
• Website Evaluation Lessons
• 5th-Research & Debate
• Digital Citizenship
• Writing Mentor Texts
• Virtual Field Trips
• Fun and Games
• Make & Create
• Biographies
• Graphic Novels and Comics
• READING OLYMPICS

Evaluating Online Sources - BrainPOP video

Want to research something on the Web? In this BrainPOP movie, Tim and Moby join the digital revolution by introducing you to online sources. Learn how the Internet can be a one-stop destination for all of your research needs. Discover some of the different types of websites that can help you in your search for information. And learn how to evaluate the trustworthiness of an online source in six easy steps! Save your back--you don’t need to haul a stack of encyclopedias around anymore. It’s online or bust!

5 W's of Website Evaluation - According to Kathy Schrock

These resources were created and curated by Kathy Schrock

at the Kathy Schrock's Guide to Everything: Information Literacy.

http://www.schrockguide.net/information-literacy.html

Evaluating a News Article - Is it Fake News? Infographic

How to do an internet search.

Be a Detective

From Common Sense Education

Grade 5 - Website Evaluations - Lesson 1

Website Evaluation Links - Real or Fake?

Use your Evaluation Checklist to determine if these websites are real or fake.

Grade 5 - Website Evaluations - Lesson 2

Website Evaluation - Rate Your Resource?

When we search online for information, we need to think critically about the websites we find.

Ask questions.  Dig deeper.  Cross-check.  

How do we know that the resources we find are not just real , but also high-quality ?

In your teams, choose one of the sites below.  Evaluate the website using your Website Evaluation Rubric.  Determine if the site is real, reliable, and high-quality.

http://burmesemountaindog.info/

http://www.akc.org/dog-breeds/

For Future Lessons:

https://www.nps.gov/havo/index.htm

http://www.animalfactguide.com/animal-facts/siberian-tiger/

http://www.metmuseum.org/blogs/metkids/2016/time-machine

http:// www.navy.mil

http://www.bioexpedition.com/hawksbill-sea-turtle/

http:// www.heart.org

http:// www.mayoclinic.org

http://extension.uga.edu

http://cincinnatizoo.org

Grade 5 - Website Evaluations - Lesson 3

Thinking about Purpose and Looking for Bias

Website authors have a purpose, just like any author does.

Remember PIES?

P = persuade

E = entertain

An author's purpose will influence the way they present the information to the reader. 

When an author wants to persuade you to think or feel the way they do about a topic, their website shows their bias. 

Definition of Bias - from Merriam-Webster online dictionary -

an attitude that always favors one way of feeling or acting over any other

So, the information on that website may be the author's opinion and not just facts.  The author may leave out facts that go against his/her opinion.  

When you use a website, always be thinking about the author's purpose and if the information is an opinion or a fact.  

Use these websites to think about the creator's purpose and to look for bias.

Subject Guide

Wilson Library Passwords - GV

Image from Pixabay

Forgot a Password?

  Click the image above to see the list of usernames/passwords for the GV Library Resources.  

In order to view the document, a student will need to sign in with their school username/password.

Print a copy to keep near your computer at home.

Green Valley Library Resource Username/Password List  - for Students

Wilson Library Resources Handout for Teachers

• << Previous: 5th Grade
• Next: 5th-Research & Debate >>
• Last Updated: Jun 16, 2022 12:15 PM
• URL: https://wilsonsd.libguides.com/GVLibrary

Please log in to save materials. Log in

• Resource Library
• Evaluating Websites

https://docs.google.com/document/d/1nmLT61NRoqPLolfsSbX9Iza1ECANkPopqMljeTQcQPM/edit?usp=sharing

Website evaluation worksheet.

This is a worksheet that helps students consider the websites that they are viewing.

Students learn to: 

• Coverage 
• Objectivity
• Compare websites for accuracy and value

Website Evaluation

WRT 101 - East (Gousseva) Writing I: Website Evaluation

• Books on Careers
• Annotated Bibliography
• Career Information
• Streaming Video
• Website Evaluation
• Write & Cite This link opens in a new window

What's wrong with this website?

Domain names.

The URL for a website can tell you a lot about the purpose of a webpage. 

.com = commercial site

.net =network provider

.org =organization

.edu =education - school or university

.mil = military website

.gov = government website

.com, .net, and .org sites are less regulated, meaning anyone can register for a website with that domain.  .edu, .mil, and .gov sites are MORE REGULATED, and tend to be more reliable. 

Evaluating Websites Exercise

Get some practice at evaluating websites using the criteria in the left-side column.  Which is these sites do you think would be useful for academic research?

• American Medical Association
• Boilerplate: History of a Victorian Era Robot
• Felines Reactions to Bearded Men
• Library of Congress
• Martin Luther King
• Martin Luther King, Jr. Research and Education Institute
• RYT Hospital - Dwayne Medical Center / Clyven
• RYT Hospital / Dwayne Medical Center / Male Pregnancy
• Save the Pacific Northwest Tree Octopus
• The King Center
• The Mayo Clinic
• World Trade Organization
• World Trade Organization (2)

Why evaluate websites?

When searching for information on the "free web", you need to be critical.  Here are a few reasons:

• On the "free web" , anyone can post information, which can be unreliable and inaccurate
• The amount of information online can be overwhelming; there are currently more than 124 million websites in existence
• When searching the web, you get A LOT of results, many of which may not be relevant
• Many websites may have an agenda, or may be trying to sell you something
• Search results bring varying results, only some of which may be relevant for your research
• Scholarly sources are usually not available on the "free web." They are located primarily in library databases

Click on the "Evaluating Websites" tab for strategies to help you evaluate websites.

The CRAAP Test: Guidelines for Evaluating Websites

When evaluating websites or any other information sources, use the following CRAAP test to help evaluate the information you find.  This checklist applies to any resource you may use for a school assignment, but keep in mind that some items are specific to websites.

Currency : The timeliness of the information.  

• When was the information published or posted?
• Has the information been revised or updated?
• Does your topic require current information, or will older sources work as well?
• Are the links functional?

R elevance : The importance of the information for your needs.

• Does the information relate to your topic or answer your question?
• Who is the intended audience?
• Is the information at an appropriate level (i.e. not too elementary or advanced for your needs)?
• Have you looked at a variety of sources before determining this is one you will use?
• Would you be comfortable citing this source in your research paper?

A uthority : The source of the information.

• Who is the author/publisher/source/sponsor?
• What are the author's credentials or organizational affiliations?
• Is the author qualified to write on the topic?
• Is there contact information, such as a publisher or email address?
• .com - commercial site
• .edu - school or university site
• .gov - government website
• .org - for-profit or non-profit organization site

A ccuracy : The reliability, truthfulness and correctness of the content.

• Where does the information come from?
• Is the information supported by evidence?
• Has the information been reviewed or refereed?
• Can you verify any of the information in another source or from personal knowledge?
• Does the language or tone seem unbiased and free of emotion?
• Are there spelling, grammar or typographical errors?

  P urpose : The reason the information exists.

• What is the purpose of the information? Is it to inform, teach, sell, entertain or persuade?
• Do the authors/sponsors make their intentions or purpose clear?
• Is the information fact, opinion or propaganda?
• Does the point of view appear objective and impartial?
• Are there political, ideological, cultural, religious, institutional or personal biases?

The CRAAP test is provided by the Meriam Library California State University, Chico.

Scholarly vs Non-Scholarly Resources

Your instructor may ask your to use only scholarly resources for your paper.  What's the difference between a scholarly or non-scholarly resource?

Scholarly (peer-reviewed) sources include encyclopedias, books, and articles published in scholarly journals.  These sources are reviewed by a panel of experts in that particular field, and are often published by a professional association or a university press.  These experts ensure the information published is credible before accepting it for publication.

Non-Scholarly sources include websites , magazines, newspapers, and books that undergo no expert review prior to publishing.

Check with your instructor if you plan to use non-scholarly sources and use the CRAAP test to evaluate them.

What about Wikipedia?

Wikipedia is a free, online encyclopedia that contains articles about nearly any topic.  It may be tempting to use it as a resource for an assignment, but keep in mind that most instructors WILL NOT accept wikipedia as an acceptable source.  Why?  Wikipedia entries can be edited by anyone that has access to a computer and creates a wikipedia account.  This often compromises the quality of information that may appear in Wikipedia entries. The last thing you want to do is to use false information in your assignments.

So what do you do?  Use Wikipedia as a starting point for your research, but, if you want to use information from it, try to verify it in another reputable source instead.

See the video below for more about Wikipedia:

• << Previous: Streaming Video
• Next: Write & Cite >>
• Last Updated: Jan 22, 2024 3:46 PM
• URL: https://libguides.pima.edu/wrt101Gousseva

Library Research Help

• Define Your Topic
• Finding Books
• Finding Articles
• Finding Videos

Reasons for Using Websites

Website evaluation guide, steps to evaluate websites, domain extensions, the abcd of website evaluation: what to look for.

• The ABCD of Website Evaluation Chart
• Search Tips
• Convenient 
• Fast way to find information via search engines
• Information from government agencies, corporate offices, and advocacy groups

Instructions:  To make this  Prezi  work, select the "Start  Prezi " in the middle of the screen. Use the arrows to move to the next screen or go back a screen. You may make the  Prezi  full screen, or zoom in and out with the arrows on the right, or using the scroll button on your mouse. 

Step 1: Check the URL and domain extensions

Step 2: Perform the ABCD evaluation

Step 3: After the ABCD evaluation is performed, if the website is found to be credible, decide if the website is relevant to your topic and if you should use it. 

One of the first things to do is look at the website's URL domain ending. Domains .edu, .gov, and .org are generally thought to be the best for credible information. Just remember that .org is a domain that is no longer used by only non-profit organizations and .edu webpages can be created by students from a college or university who have no real expertise in the field they are discussing. Make sure you evaluate the website further than the domain endings.

.com  commercial business or for-profit organizations

.gov   United States government agencies

.edu   educational institutions

.mil    United States military organizations

.org    non-profit organizations

Authority Who is the author? What are the author's credentials?  Does the author have expertise in the area? Is the author associated with a reputable organization? 

Bias Is the information balanced? Is it more opinion than fact? Is the page a presentation of facts or designed to sway opinion? Is a product, service, or idea being sold?

Currency When was the page last updated? Are any links dead? Is the information consistent with your knowledge in the subject?

Documentation Is information documented with references? Are the facts given supported with evidence? If statistics are provided, what is the source? Is the page free of spelling mistakes or other obvious mistakes? 

This chart will  help you walk through the evaluation. It helps you look for certain things for each letter, tells you why you should evaluate, and what you should look for when evaluating. 

• << Previous: Finding Videos
• Next: Search Tips >>
• Last Updated: Feb 27, 2024 2:48 PM
• URL: https://libguides.occc.edu/research

Quality and Safety Education for Nurses

Strategy submission, website evaluation exercise.

Assistant Clinical Professor

Elaine L. Smith RN, MSN, MBA, CNAA, QSEN Project Manager, University of North Carolina at Chapel Hill, School of Nursing, Chapel Hill, North Carolina, US

Institution:

UCSF, School of Nursing, Dept. of Physiological Nursing

[email protected]

Competency Categories:

Evidence-Based Practice, Informatics, Patient-Centered Care, Quality Improvement, Safety

Learner Level(s):

New Graduates/Transition to Practice, Pre-Licensure ADN/Diploma, Pre-Licensure BSN, RN to BSN

Learner Setting(s):

Strategy Type:

Independent Study

Learning Objectives:

Students will:

• demonstrate skill in locating and accessing electronic information
• demonstrate skills in evaluating health-related information found on the internet
• demonstrate skills at teaching patient/family strategies for evaluating web-based information
• demonstrate attitudes and behaviors that show that they are beginning to internalize responsibility of  professional nurse in ensuring patients/clients receive quality information

Strategy Overview:

Students are assigned to identify learning needs of patients/clients she/he is assigned to that day and to search for web sites that address these needs. Using either of the two resources listed below1,2, and/or other similar resources, the students evaluate the quality of the web sites and complete the Health Information on the Internet: Evaluation Criteria form . In a clinical conference, students discuss their process in finding and evaluating websites and compile a list of high quality websites that can be shared with the nurses on the unit(s). In discussion with the patient/family, students then present the information they have found and describe the evaluation criteria that should be used when searching for health information on the internet.

For an alternative classroom-based assignment, faculty can select 5-10 websites at random for students to evaluate.

• Health Summit Working Group’s policy paper, Criteria for Assessing the Quality of Health Information on the Internet http://hitiweb.mitretek.org/docs/policy.html#top (accessed 3/18/2006)
• Internet Healthcare Coalition, Tips for Healthy Surfing Online:Finding Quality Health Information on the Internet http://www.ihealthcoalition.org/content/tips.html (accessed 3/18/2006)

Submitted Materials:

Additional Materials:

Evaluation Description:

Students are evaluated on how thoroughly they address the criteria for website evaluation.

In my experience students are always eager to use the internet as a source of information but less adept at evaluating the content they find there. This assignment shows then that, as healthcare professionals, they can no longer take information at face value but must apply reasonable evaluation criteria. The students are at first frustrated but ultimately find the exercise to be eye-opening and valuable in preparing them to best serve their patients. I am tempted to make students complete a web evaluation tool each time the use a website as a reference for a paper or other assignment!

Creative Technologies

Website Evaluation Assignment Example – 5 Criteria and Checklist

Nowadays, information is not far away from the ones looking for it. Advancements in internet technology have made the world a global village. People can access any web page by sitting in any corner of the world. The only problem is how to perform website evaluation assignment. In simple words, finding knowledge is easy, but finding quality knowledge has become challenging. It requires the evaluators to check the websites based on some criteria. If you are serious about finding quality content, then you must follow some evaluation criteria. But what exactly the checklist or criteria is? Today’s article is all about answering this question.

5 Checklists

A website’s content is what makes it known to the general public. The good is the content; the more is the website’s rating. Still, many websites upload content that they are not authorised to do. Thus, the readers must be able to evaluate the website based on some website evaluation assignment criteria. Below are the five evaluation criteria.

Now the brief description of each evaluation criteria is given below;

Because of the hodge-podge of the information on the internet, it is very important to know about the accuracy of the content. Accuracy allows you to measure the factual information present on the website. It tells you that the information listed here is also listed on another credible source. The sources of the information must also be there so that you can go directly to the origin of the content. It means that there must be a list of all the references used in the content that can verify its originality  

While performing website evaluation assignment, checking for spelling and grammatical mistakes also come under accuracy. You can hire assignment writing services UK in case of any problem in developing the grammar accuracy. Mostly, the website content is free from grammatical errors, and the criteria of accuracy confirm it. If the website does not meet the standards of accuracy, the content is not authentic. Thus, you must check for the accuracy of the content first.  

Authority comes at second place in website evaluation assignments. This criterion checks for the ownership of the content. The content owner’s ownership and legitimacy are also important to know. The website evaluator looks for the answer to the questions given below;

• Who is responsible for the content on the website?
• Is there any way of verifying the legitimacy and authenticity of the organisation, individual or network?
• Is there any sign of the author’s qualifications on the website?
• Does the URL reveal anything about the publisher? (.com, .gov, .edu etc.)

The answers to these questions confirm the authority of the website. The authorised web content attracts more readers and gets high viewership. Thus, you must apply this check when evaluating the websites.

The relevance of the content to the website is also very important. Relevance means that content on the website addresses the topic properly. Sometimes websites deviate from the original topic and get too promotional. Undoubtedly, every website is out there to make some money. But along with making money, the relevance of the content must also be there. To evaluate website content effectively for relevance, you must ask yourself the following questions:

• Does the information present on the web relate to the topic?
• Does it address its intended audience?
• Is the information at the basic, intermediate, or advanced level?
• Does the information serve its purpose in an effective way?
• Would you be comfortable using the information in any of your research?

The answer to these questions is, in fact, the relevance. One must check for it while performing a website evaluation assignment.

Everything happens for a purpose. A particular is out there on the internet to serve a purpose. The purpose of the content on the website can be anything like teaching, persuading or guiding. For example, nowadays, government websites have a tab on the information of COVID-19. You can find the information on COVID-19 cases and their preventions on that page. See, the content serves the purpose of spreading awareness among the people about COVID-19. Thus, the point of purpose in website evaluation assignments holds much importance. Below are some of the questions that can assist you in this.

• What is the purpose of the information?  To inform? To teach? To persuade?
• Does the author make his clear?
• Is the basis of information a fact, opinion or propaganda?

It is the last criteria of evaluation of websites. It discusses the timeliness of the information. The currency criterion assists all other points mentioned above. In simple words, the current criterion tells you about the content and update history of the website. Below are some of the questions that may assist you in your evaluation.

• Does the web page have any date of publication of the content?
• Is there any date for the first publication of the information on the internet?
• When was the page last updated?

An answer to these questions surely helps you during website evaluation assignments. There must be an answer to all these questions on the web page.

After a detailed discussion on all the five criteria, let’s look at an example of web evaluation. I will evaluate the website based on the five points mentioned above.

Website name : poynter.org

URL :https://www.poynter.org/educators-students/2017/7-ways-to-avoid-jargon-in-your-writing/

Domain : .org (organisation)

Accuracy : the sources are present on the website. The sources directly relate to the topic. It means that this website passes the accuracy criteria.

Authority : The author’s information is on the website, i.e., Vicki Kreuger. The information about the qualifications and authenticity is also given.

Relevance : The website’s content is also very relevant to the topic. It engages the audience, and writing is of intermediate level.

Purpose : The purpose of the website is to inform the readers about the use of Jargon in different writings.

Currency : The publication date is also on the page, i.e., 14 June 2017.

All in all, by considering the 5 points mentioned above, you can perform a website evaluation assignment in a better way. Every evaluator must employ these points in their evaluation of web pages.

Related News

Top Strategies to Write Convincing Paper for College?

Some Free Tools to Analyze Your Research Data for Thesis

A .gov website belongs to an official government organization in the United States.

A lock ( ) or https:// means you've safely connected to the .gov website. Share sensitive information only on official, secure websites.

• Quality Training Standards

What to know

• CDC has set standard benchmarks for determining high-quality trainings.
• These Quality Training Standards provide guidance for creating high-quality trainings.
• A training must meet all eight standards to be considered a CDC Quality Training.

These eight training development standards serve as quality benchmark for trainings developed or funded by CDC. The standards provide guidance for developing quality training that results in learning. To learn more, see the CDC Quality Standards Introduction video.

Your training must meet all eight standards to be a CDC Quality Training.

Examples‎

1. training needs assessment informs training development.

• Ensure that training is needed to address the gap, training is not always the solution.
• Conduct a needs assessment that validates the need for training.
• Complex approaches might include collecting new data through surveys and interviews.
• Simple approaches might include looking at existing data or literature or talking to a few key informants.
• Identify and confirm the training goal with key partners.
• Assess opportunities to build trust, engage, and advance equity through training .
• Identify and describe learners (and community if appropriate).
• Identify barriers and facilitators for training delivery to ensure inclusion and accessibility (e.g., language, technology, or location).
• Select a delivery method(s), strategy(ies), or trainers appropriate for content and learners.

Some trainings may require additional attributes. Consider if the following apply to your training:

• Identify appropriate competencies (e.g., Core Competencies for Public Health Professionals ), if relevant.
• Establish and confer with a planning committee that includes diverse and relevant representatives of the learner audience (e.g., different professions, generations, race and ethnicity, and gender identity).

2. Training includes LEARNING OBJECTIVES

• Develop SMART (Specific, Measurable, Achievable, Relevant, and Time-bound) learning objectives (e.g., writing effective learning objectives ).
• Match learning objectives with goals.
• Select educational methods that support learning objectives.
• Match learning objectives with competencies (e.g., Core Competencies for Public Health Professionals ), if competencies exist.
• Describe prerequisite knowledge and skills and how they can be obtained.

3. Training content is ACCURATE AND RELEVANT

• Develop content that meets the needs of the learners and program based on the needs assessment.
• Include real-world examples that support the content.
• Ensure content aligns with learning objectives to avoid unnecessary material.
• The SME(s) should ensure that content is accurate based on best-available evidence and up-to-date.
• The SME(s) should review for bias and ensure possible biases (including commercial bias) are minimized and mitigated (e.g., content changed and conflicts of interest disclosed).
• Review may include evidence-based practice, peer review journals, best practices, or SMEs' input.
• Update or remove content in a timely manner.

S ome trainings may require additional attributes. Consider if the following apply to your training:

• Align content with at least one professional competency (e.g., Core Competencies for Public Health Professionals ), if competencies exist.
• Ensure content offered in another language is linguistically appropriate and accurate . If it was translated and not created directly in the target language, verify that it was done using standard industry translation processes and is reviewed by a bilingual SME(s).

4. Training includes opportunities for LEARNING ENGAGEMENT

• Design training that is interactive or engaging (e.g., knowledge checks, case studies, question and answer sessions, or exercises), as appropriate for learners' needs and training goals.
• Provide opportunity for learners to receive feedback.
• Facilitate engagement activities in a manner that is inclusive of all learners.
• Use adult learning principles for adult learners.
• Include experiential or practice-based learning (e.g., internship with a mentor for on-the-job learning).
• Provide opportunity for learners to share experiences and learn from others' experiences. These may include peer learning and interdisciplinary opportunities for practice.

5. Training is designed for USABILITY AND ACCESSIBILITY

• Use conversational style that is appropriate for learners (i.e., active voice, present tense, and second person).
• Use language and tone that is inclusive , familiar, and clear for learners .
• Select media, interface, and educational methods that can be used by your audience and facilitates learning (e.g., some learners may not have reliable internet access).
• Develop easy and user-friendly navigation or materials.
• Ensure that navigation or materials allow learners flexibility to access content that that they need.
• Organize concepts in logical sections.
• Make content accessible to learners (e.g., section 508 compliant and accommodations as needed).
• Use high quality (e.g., clear, clean, and crisp) audio and visual aids to clarify concepts when appropriate.
• Ensure that links are functional.
• Provide technical support.

6. Training EVALUATION informs improvement

• Develop and implement a training evaluation plan that includes the evaluation purpose, questions, and data collection methods.
• Recruit evaluation participants who reflect the diversity of your learner audience to ensure cultural, social, and contextual relevance.
• Conduct a formative evaluation as part of development. This may include peer review, quality checklist assessment (e.g., using this checklist), pilot testing, or usability testing .
• Conduct outcome evaluation that includes training effectiveness and learner assessment (Standard 7).
• Include open-ended feedback, if possible.
• Plan to use process evaluation data and learner feedback for ongoing quality improvement.
• Make recommendations for training content, delivery methods, and learning activities that fill gaps with focus on areas with greatest need, including the need to advance equity .
• Conduct a delayed or follow-up evaluation after learners have had time to apply what they learned.
• Assess if the training is inclusive and supports cultural and linguistic standards .

7. Training includes opportunity for LEARNER ASSESSMENT

• Use different question formats, such as multiple choice, matching, listing, reordering, and sorting.
• Use socially and contextually relevant assessments for learners to apply what they have learned (e.g., case scenarios are realistic and relevant to learners).
• Provide learners with feedback on their responses or skill demonstration to support learning.
• Recognize learner completion through a certificate or other notification.

8. Training includes FOLLOW-UP SUPPORT for the learner

• Provide opportunities to learners for continued learning after the training that reinforces retention and application of content delivered during training.
• Use a simple or complex approach that includes at least one resource for post training support. Simple approaches include providing contact information for help, tip sheets and other resources for more information, and access to other learners for peer support. Complex approaches include conference calls, webcasts, coaching, homework assignments, accountability partners, communities of practice, and reminders such as emails and quizzes provided some time after the training.
• For example, consider learners' availability and access to technology.
• Provide resources to management or partner organizations for follow-up support .

Tools and resources

• CDC Quality Training Standards
• Quality Training Developer Checklist
• Resource Guide: Training with Intention

Training Development

Learn how to design and develop quality training to improve public health.

Getting an Overview of the Core Terms in Margin Analysis

After completing this lesson, you will be able to:

• Get an Overview of the Core Terms in Margin Analysis

Overview of the Core Terms in Margin Analysis

https://learning.sap.com/learning-journeys/outline-cost-management-and-profitability-analysis-in-sap-s-4hana/outlining-profitability-analysis_b5b7efbb-55ea-4ff5-bc70-15d39d8a14eb

Introduction to Margin Analysis

The following video provides an overview of Margin Analysis.

Master Data

Master data in margin analysis include profitability characteristics and functional areas. Functional areas break down corporate expenditure into different functions, in line with the requirements of cost of sales accounting.

These functions can include:

• Production.
• Administration.
• Sales and Distribution.
• Research and Development.

For primary postings, the functional area is derived according to fixed rules and included in the journal entries. For secondary postings, the functional area and partner functional area are derived from the sender and receiver account assignments to reflect the flow of costs from sender to receiver.

Profitability Characteristics

Profitability characteristics represent the criteria used to analyze operating results and the sales and profit plan. Multiple profitability characteristics are combined to form profitability segments. The combination of characteristic values determines the profitability segment for which the gross margin structure can be displayed. A profitability segment corresponds to a market segment.

For example, the combination of the characteristic values North (Sales region), Electronics (Product group) and Wholesale (Customer group) determine a profitability segment for which the gross margin structure can be displayed.

True vs Attributed Account Assignments

Each activity relevant to Margin Analysis in the SAP system, such as billing, creates line items. G/L line items can carry true or attributed account assignments to profitability segments.

• Goods issue item or billing document item in a sell-from-stock scenario.
• Manual FI posting to profitability segment.
• Primary Costs or Revenue.
• Secondary Costs.
• Balance Sheet Accounts with a statistical cost element assigned.

The derivation of attributed profitability segments is based on the true account assignment object of the G/L line item. This object can be of the following types:

• Cost Center.
• Sales Order.
• Production Order (only for Engineer-to-Order process.)
• Maintenance Order.
• Service Document (service order or service contract.)

After the profitability characteristics are derived, the resulting data is mapped to the G/L line item according to specific mapping rules. An attributed profitability segment is derived to fulfill the requirement of filling as many characteristics in the item as possible to enable the maximum drilldown analysis capability.

Log in to track your progress & complete quizzes