Teaching Evaluation

Reasons to Teach

Due to the areas previously discussed in this paper it is necessary to teach students to critically analyze the information found on the Internet. In light of the vast amount of information found on the Internet, students tend to take Internet information at face value and are not innately aware of the need to question the information they are exposed to. In other words, students are being allowed to use the Internet without actually knowing how to use and evaluate the information they are finding. A study from the Stanford University Persuasive Technology Lab has resulted in the findings that the majority of people do not use "rigorous criteria" to assess reliability and credibility of web sites. (Stanford Persuasive Technology Lab, 2002) From the study, "the data showed that the average consumer paid more attention to the superficial aspects of a site, such as visual cues, than to its content." (Stanford Persuasive Technology Lab, 2002) Teachers may be spending time teaching students to use various search engines, but are they teaching students to analyze the information they are finding? Teachers need to be spending almost 10 times more time teaching students how to interpret the information they have found. ( November, A. ) Are teachers exposing students to the many factors associated with web information found on the Internet? Based on the information presented in this paper there are many issues to discuss with students before they become independent navigators of Internet information. Our job as teachers is to teach the user synthesis, finding the useful out of a plethora of what is available. (Jones, D. )

The International Society for Technology in Education (ISTE) has identified National Educational Technology Standards (NETS) for students and teachers, guidelines for establishing curriculum supported by technology. The following is standard #5 for students (isteNETS, 2005):

Technology research tools

• Students use technology to locate, evaluate, and collect information from a variety of sources.
• Students use technology tools to process data and report results.
• Students evaluate and select new information resources and technological innovations based on the appropriateness for specific tasks.

As part of the development of NETS, ISTE also developed the Profiles for Technology that provides performance indicators in four grade ranges. These performance indicators identify skills to be introduced, reinforced, and finally mastered for the different grade ranges. One of the Performance Indicators to be achieved prior to completion of Grade 2 is “#10    Gather information and communicate with others using telecommunications, with support from teachers, family members, or student partners.”(isteNETS, 2005) As the students are learning to gather information, they should be introduced to the topic of web site credibility. The Performance Indicators for grades 3-5 specifically include that prior to the completion of Grade 5 students will “#10    Evaluate the accuracy, relevance, appropriateness, comprehensiveness, and bias of electronic information sources.” (isteNETS, 2005) Thus at upper elementary grades we need to specifically introduce the criteria for evaluation and give the students authentic practice. Grades 6 – 8 similarly have a Performance Indicator that states students prior to the completion of Grade 8 will “#10    Research and evaluate the accuracy, relevance, appropriateness, comprehensiveness, and bias of electronic information sources concerning real-world problems.” (isteNETS, 2005) While these are excellent guidelines, most schools are not at the point of incorporating into the curriculum the lessons for educating students toward achieving these levels at the grades indicated.

There are several suggestions that you may follow in order to determine what type of curriculum would be appropriate for your classroom. In order to begin the process of teaching web evaluation, it is a good idea to decide what subject area would be best to cover the majority of the instruction. Preferably, the instruction should take place within the subject area where the majority of research is being conducted. For example, if the majority of Internet research will be conducted in social studies, then the social studies teacher should address the major issues related to web evaluation. Additionally, it would be advisable to have the other curricular teachers reinforce the material that has previously been covered. Also, it is necessary to address this curriculum in conjunction with the district's acceptable use plan. This plan will give students a clear idea of the type of information they are allowed to access while using the school's equipment. By reinforcing these concepts in all curricular areas and educating students about the acceptable use plan, they will begin to get a sense of the need to evaluate.

Another issue that will need to be determined is the age at which students should begin to learn how to analyze and evaluate the information they are finding. The answer to this question will vary. The basic rule of thumb would be to begin to educate students about web evaluation issues as they have the need to become independent navigators of the Internet. Before students are allowed to search for Internet information without using previously book marked sites they should be well aware of the need to evaluate the information they are likely to find. For example, if students are expected to conduct research using the Internet for the first time in junior high, then part of the junior high curriculum should include instruction that would allow students to properly consider and use the information they locate via the Internet. This is not to say Internet use should be limited to these grades only.

Awareness of the Internet issues should be a gradual process, developing from the very early grades to the point of independent navigation. Students in the elementary grades can be using the Internet through the use of book marked sites. Students should start becoming familiar with the uses of the Internet as early as possible. Developing a comfort in the use of this tool will make future uses easier. Also students can begin to become aware of the need to evaluate as soon as they appear ready to understand the basic concepts of critical thinking.

Methods of Instruction

In order to address web evaluation in the classroom it is necessary to develop a plan of instruction. This plan should incorporate four areas that would be helpful in allowing students to become critical thinkers about web information. The first part would be to inform the students of the necessity to evaluate the information. This step would include educating students about the many issues related to web evaluation. The second step would be to teach techniques students can use to evaluate information. This would include educating students about the indicators and methods which they can use when evaluating Internet information. The third step would be to practice the evaluation techniques that were taught. Students can practice these evaluation techniques at several websites and through classroom assignments. Finally, students should be assessed on the evaluation skills. This will allow the educator to be certain that the students understand how to use the information that they have uncovered. Once students have been through a curriculum similar to this, they should have the skills they need to become defensive users of the Internet. However, as teachers, it is still our job to carefully monitor the information students are obtaining. Teachers should also remind students of the need to evaluate by periodically reviewing the skills necessary to evaluate Internet information.

Lesson Plans

There are four areas that are key to teaching about web credibility: 1. Need to Evaluate 2. Evaluation Techniques 3. Evaluation Practice 4. Assessment of Web Evaluation Skills.

The following lesson plans are divided into two separate levels:

Level 1: Upper Elementary/Middle School (grades 4-8)

Level 2: High School (grades 9-12)

These lesson plans may need to be adapted to better fit a certain age group. The plans for each level focus on similar objectives; however, different web sites have been used in order to meet the interests and intellectual abilities of different age groups. Teachers in any curricular area can use these lesson plans to reach the goal of exposing students to the process and importance of evaluating web sites. The plans are provided in Microsoft Word format so teachers may easily make changes to fit their needs.

Level 1 (Grades 4-8)

• Lesson 1: Need to Evaluate
• Lesson 2: Evaluation Techniques
• Lesson 3: Evaluation Practice
• Lesson 4: Assessment of Web Evaluation Skills

Web Evaluation Worksheet Level 1 (used in several lesson plans)

Level 2 (Grades 9-12)

• Lesson 1: Need to Evaluate
• Lesson 2: Evaluation Techniques
• Lesson 3: Evaluation Practice
• Lesson 4: Assessment of Web Evaluation Skills

Web Evaluation Worksheet Level 2 (used in several lesson plans)