assessment INSTRUCTIONS
In this assignment, you will put your evaluation skills to work. Using the criteria you learned in this lesson, select at least 2 sources you suspect may be unacceptable for a topic relevant to an academic assignment and at least 1 suspected acceptable source. You will put each source “on trial” to evaluate its criteria as an acceptable research source.
You may select from one of the following example topics, or choose your own:
Sports injuries
Genetically modified foods
Endangered species
Fill out the following questions to evaluate each of the sources. In the appropriate field, note whether the source meets the criteria or not, and why. At the conclusion of each source evaluation, record the “verdict” for each source: is it “guilty” of being unreliable, or “innocent,” and acceptable for research?
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The critical evaluation of ideas, arguments, and points of view is important for the development of students as autonomous thinkers (1, 2). It is only through this critical evaluation that students can distinguish among competing claims for truth and determine which arguments and points of views they can trust and those of which they should be skeptical. This work lays the foundation for students’ progressing to staking their own claims in an intellectually rigorous fashion. Learning how to analyze and critically evaluate arguments thus helps them to develop a sound framework to test their own arguments and advance their own points of view.
Objective 11 reflects an important component of the educational process – training students in the habits of thought in our disciplines. IDEA research has found that it is related to Objectives #6 through #10 and Objective #12, which all address activities at the upper levels of cognitive taxonomies, activities requiring application and frequent synthesis and evaluation of ideas and events (3). Active processing is critical to our students’ long-term retention of ideas and concepts and their ability to transfer those ideas and concepts to other contexts (4).
There is a link between this objective and developing deeper understandings of the self and the world. By encouraging our students to adopt a critical framework, we prepare them not only to engage in scholarly conversation and debate in our disciplines, but also to be engaged citizens in a democratic society. As Patricia King points out,
a student who appreciates why people approach controversial issues in her discipline from different perspectives is more likely to see and appreciate the reasons people approach social controversies from different perspectives. By the same token, a student who evaluates knowledge claims in
Objective 11 reflects an important component of the educational process – training students in the habits of thought in our disciplines. IDEA research has found that it is related to Objectives #6 through #10 and Objective #12, which all address activities at the upper levels of cognitive taxonomies, activities requiring application and frequent synthesis and evaluation of ideas and events (3). Active processing is critical to our students’ long-term retention of ideas and concepts and their ability to transfer those ideas and concepts to other contexts (4).
There is a link between this objective and developing deeper understandings of the self and the world. By encouraging our students to adopt a critical framework, we prepare them not only to engage in scholarly conversation and debate in our disciplines, but also to be engaged citizens in a democratic society. As Patricia King points out,
a student who appreciates why people approach controversial issues in her discipline from different perspectives is more likely to see and appreciate the reasons people approach social controversies from different perspectives. By the same token, a student who evaluates knowledge claims in
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