Can Students Evaluate Online Sources? Learning from Assessments of Civic Online Reasoning

Autor/inn/en	McGrew, Sarah; Breakstone, Joel; Ortega, Teresa; Smith, Mark; Wineburg, Sam
Titel	Can Students Evaluate Online Sources? Learning from Assessments of Civic Online Reasoning
Quelle	In: Theory and Research in Social Education, 46 (2018) 2, S.165-193 (29 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (McGrew, Sarah) ORCID (Breakstone, Joel) ORCID (Smith, Mark) ORCID (Wineburg, Sam)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0093-3104
DOI	10.1080/00933104.2017.1416320
Schlagwörter	Information Sources; Internet; Computer Software; Student Attitudes; Politics; Civics; Middle School Students; High School Students; College Students; Decision Making; Reading Comprehension; Information Seeking; Task Analysis; Protocol Analysis; Technological Literacy; Student Evaluation; Critical Literacy + Suchen Sie Ihr Suchwort? Information source; Informationsquelle; Schülerverhalten; Politik; Staatsbürgerkunde; Middle school; Middle schools; Student; Students; Mittelschule; Mittelstufenschule; Schüler; Schülerin; High school; High schools; Oberschule; Studentin; Collegestudent; Decision-making; Entscheidungsfindung; Leseverstehen; Informationserschließung; Aufgabenanalyse; Technisches Wissen; Schulnote; Studentische Bewertung; Kritisches Lesen
Abstract	To be an informed citizen in today's information-rich environment, individuals must be able to evaluate information they encounter on the Internet. However, teachers currently have limited options if they want to assess students' evaluations of digital content. In response, we created a range of short tasks that assess students' "civic online reasoning"--the ability to effectively search for, evaluate, and verify social and political information online. Assessments ranged from paper-and-pencil tasks to open Internet search tasks delivered via Google Forms. We outline a process of assessment development in which middle school, high school, and college students in 12 states completed tasks. We present a series of representative tasks and analyses of trends in student performance. Across tasks and grade levels, students struggled to effectively evaluate online claims, sources, and evidence. These results point to a need for curriculum materials that support students' development of civic online reasoning competencies. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01