Website Evaluation Criteria
Evaluating the reliability and usefulness of online resources is an essential role of the Teacher Librarian. Harris suggests that the first step in evaluating sources is to ask three simple questions (2018, para. 6).
- What information do I actually need?
- What types of sources will help me?
- Am I prepared to collect a range of sources that are balanced and objective?
Asking these questions helps to narrow the field of sites that need evaluating, making the task targeted and simpler.
Below is a short summary of questions that need to be considered when assessing an online source for use by teachers and students in the classroom. This list is a work in progress!
| Educational – Key criteria | Reliability | Technical |
| Does the website meet the curriculum needs of the teacher? | What is the purpose of the website? What level of bias does it contain? | Can the website be supported with current IT infrastructure? |
| Does the website meet the learning needs of the student? | Who wrote or published the website/online source? | Will students be able to access the website at home if necessary? |
| Does the website cater for a range of reading levels? | Is the author or institution able to be contacted? | Does the website load quickly? |
| Does the website cater for a range of cognitive levels? | Does the author have expertise in the subject matter? How do you know? | Is the layout of the website unlikely to distract students from the content? |
| Can the website be used to differentiate activities in the classroom? | Is there a reference list attached to the online source? | Does the website contain a range of different media? |
| Can the website be used across curriculum areas? | Is the content current? | Does the website provide needed accessibility features? |
| When was the site last updated? | Do advertisements appear on the website? | |
| Are links active? | Is the website intuitive and easy to navigate? | |
| Are the language conventions of the site precise? | Are there too many hyperlinks on the page? |
There is a plethora of website evaluation tools available and it is worthwhile taking the time to consider whether a particular tool suits the needs of the user. The Cyberguide Ratings for Content Evaluation document is a good example. This document is very specific and rather complex. While it may be suitable for use by a teacher (or a Stage 6 student), most students would find it overwhelming to use.
On the other hand, Kathleen Morris provides a simple poster that could be used by most students engaged in more sophisticated evaluation of website reliability and suitability – particularly Stage 5. For younger students, a simple scaffold that uses the CRAAP test can support critical thinking about online sources. I do find, however, that rearranging the acronym to PARCA avoids distraction!
By far the most comprehensive collection of website evaluation tools and resources has been developed by Kathy Schrock. Her Critical Evaluation post provides a vast range of resources including evaluation tools for students levels, resources for teachers and bogus sites to use in the classroom as learning activities.
Despite the number of tools available, the message is clear. The best tool is the one that suits the particular purpose of teachers and is going to be used effectively by the student in their learning.
Cath
McLachlan, K. (2002). Cyberguide Ratings for Content Evaluation. http://www.cyberbee.com/content.pdf
Morris, K. (2018, November 20). How to Evaluate Websites: A Guide for Teachers and Students (Free Poster). Primary Tech. http://www.kathleenamorris.com/2018/11/20/evaluate-websites/
Schrock, K. (2020, May 5). Critical Evaluation. Kathy Schrock’s Guide to Everything. https://www.schrockguide.net/critical-evaluation.html
QUT Library. (n.d). The CRAAP Test: Critically Evaluating Information Sources – Transcript. https://www.library.qut.edu.au/transcripts/craaptest.jsp