What is Critical Evaluation?
Critical evaluation is a process of assessing the relative merit of a piece of work, which may have been presented as a journal article, in a text book, on the internet, in a radio or television article, or in just about any other format (for academic purposes, this will usually be written, but could include seminar presentations). You are being asked to decide and discuss what is good, and what is bad, about the arguments being presented to you. Critical evaluation is not about picking fault, it is about deciding how useful and worthwhile the work, methodology and the arguments presented are; deciding how much the work has contributed to your understanding, or the world’s understanding, of a topic. The crucial word is “evaluate”––to measure the value of something. To see good examples of critical evaluation, try reading the introductions of some published articles in Psychology journals.
Remember to Ask Questions
A major part of critical evaluation is learning to ask questions of the text you are reading. At first, students tend to assume that just because something has been published, it must be true. This is understandable, but it is not the case, and is not a helpful way to approach your reading. Authors of papers and books are human, they make mistakes, they sometimes misunderstand or draw incorrect conclusions, and they often have their own agenda, which biases their opinions and thus the arguments they are making. To do well in academic work, you need to learn to spot problems like these. This gets easier with practice, and also if you read several texts on the same subject, as this will help you to notice inconsistencies and contradictions.
Critical Evaluation Summary
The 5 w's (who, what, where, when, and why) are the questions that journalists use to quickly gather the facts to understand a complete story.
Use these same questions to get the whole story on your sources- if you are unsure about the answers to these questions when applied to your sources, then you should consider searching again.
Who created the information?
-Do they have the education, experience, expertise to write about this topic effectively?
Whom was this information created for- children, general audiences, scholars, professionals in the field, etc?
-Is this an appropriate level for the your research?
What is the content of the information?
-Are the conclusions of the author supported by evidence in the form of citations, footnotes, a bibliography or other references?
What do other authors say about the same topic?
Where is the information published or available?
-Does the publisher have any political or financial affiliations that may impact the way authors report their research?
-Where does the money for research originate?
When was the information created?
-Have any significant events occurred that impact the conclusions of the information?
-Were new studies conducted on the same topic since this information was published, how do the conclusions compare?
For web content: when was the information last updated?
Why was the information created?
-Is the purpose of the information to inform, entertain, convince, or sell something to the reader?
-Do the authors appear to have any biases or other motivations for creating the information?
In your groups, focus on evaluating the assigned source based on the criteria we've discussed. Work together to determine if the assigned source is appropriate for college level research and also determine whether or not it is a good source to use to research the sample question. Record your answers in the chart and be prepared to share your findings with the rest of the class.
Sample Research Question:
Have social media sites led to an increase in bullying among young adults?