ORGANISING YOUR RESEARCH
ACTIVITY
How to get to work – Blooms
Identification of higher order levels of thinking
WEEK 2 Evaluation
of Sources
EVALUATION
Definition ‘Make an appraisal of the worth of something, an argument or a set beliefs, in the light of their truth or usefulness. This does involve making your own value judgments, but not just naked opinion: they must be backed up by argument and justification’ (Greetham p57)
HOW TO PROCEED WITH EVALUATION OF SOURCES Identify all your sources used for the presentation.  ( This should be a combination of all members of the group and so you should have at least 15 sources. 1.
2.
Decide how you are going to categorise them. Discuss
QUESTIONS THAT NEED TO BE ASKED 3. How do I start:
Possible categories? 4. What do I do now?
POSSIBLE CATEGORIES Intended audience Currency Reliability Coverage Accuracy Objectivity
INVOLVES THE FOLLOWING: Comparing Contrasting Evaluating the significance (do the similarities or differences matter?) Making a judgment – which side is preferable, give reasons for your opinion based on analysis of the evidence. Show your criteria – what criteria did you use to arrive at the conclusion
TIPS:
One of the main skills of higher levels of thinking is to see shape and form and trends and patterns and different clusters of information/data. The brain can be trained to do this processing.
See the chapter Different Ways to learning in Learning to learn from experience by Edward Cell (1984) for a comprehensive view of higher order thinking skills.
EMPLOYABILITY SKILLS Self management Team working Business & customer awareness Problem solving Communication & literacy Application of numeracy Positive attitude Enterprise/ entrepreneurship http://www.nusconnect.org.uk/pageassets/campaign s/highereducation/educationinformation/EI0913.p df
READING: BASS, B.S., 1956. Taxonomy of Education: The Classification of Educational Goals. London: Longman. CELL, E .,1984. Learning to learn from experience .New York State University Press.