| Title | Evaluating Information: The Cornerstone of Civic Online Reasoning |
|---|---|
| Objectives | To differentiate fake news To evaluate the evidence of the news To verify the information To learn about fact-checking and trustable sources |
| Description | Over the last year and a half, the Stanford History Education Group has prototyped, field tested, and validated a bank of assessments that tap civic online reasoning—the ability to judge the credibility of information that foods young people’s smartphones, tablets, and computers. Between January 2015 and June 2016, we administered 56 tasks to students across 12 states. In total, we collected and analyzed 7,804 student responses. Our sites for field-testing included under-resourced, inner-city schools in Los Angeles and well-resourced schools in suburbs outside of Minneapolis. Our college assessments, which focused on open web searches, were administered online at six different universities that ranged from Stanford, an institution that rejects 94% of its applicants, to large state universities that admit the majority of students who apply. In what follows, we provide an overview of what we learned and sketch paths our future work might take. We end by providing samples of our assessments of civic online reasoning |
| Link to the source | https://stacks.stanford.edu/file/druid:fv751yt5934/SHEG%20Evaluating%20Information%20Online.pdf |
| Terms of use | Free without ads |
| Connectivity | Online and offline |
| Device requirements | Desktop computer |
| Mode of learning (Menu Item) |
Curriculum-aligned content |
This project has been funded with support from the European Commission. This publication [communication] reflects the views only of the author, and the Commission cannot be held responsible for any use which may be made of the information contained therein.