This document provides information on how to evaluate information sources for assignments and research. It discusses several models that can be used to critically assess sources, including IMRaD, PROMPT, CRAAP, and other questions to consider. The models highlight important aspects to examine, such as the research methodology, relevance, objectivity, accuracy, and timeliness of sources. Evaluating information helps develop important skills for academics and future employment, such as thinking critically about strengths and weaknesses.

1. Evaluating information
Penelope Cole
Academic Librarian

2. Why do I have to evaluate information?
• Helps you to identify the most suitable papers to use in an essay,
assignment or dissertation
• Thinking critically in this way is a skill highly valued by employers,
and it is one of the graduate attributes which Leeds Beckett students
are encouraged to develop through their studies to support
their employability.
• The key point is that reading a piece of information should be a live
process - rather than passively accepting the information, you
should be actively assessing its strengths and weaknesses, and
their practical implications.
How do I evaluate information?
The following slides will highlight some models you can use to help
you evaluate information for your assignments and development.
Others are available. They highlight questions you should ask
yourself when you are reading any type of information.

3. IMRaD
Introduction: Why has the research been undertaken? What was the purpose of the research? The aims of
the research should be clearly outlined in the introduction and should also contain any evidence of a literature
review along with any keywords used by the author when searching.
Method: When, where and how was the study conducted? Who or what was the subject of the study? Are any
ethical issues outlined? Was a pilot study conducted to identify any potential problems with the methodology?
Is the information provided detailed enough for others to replicate the research? Has the researcher chosen a
qualitative or a quantitative approach to data collection? If so, what are the strengths and weaknesses of each
approach for this specific research? Is there any evidence of triangulation - of data being obtained by more
than one method? Was data gathered from a large and diverse enough sample size? And how effective was
the response rate or other collection method? Have any potential biases or issues been acknowledged? Have
any interventions been made to eliminate any potential biases or issues which might have affected the
research's reliability?
Research: Are the results comprehensibly presented? How do they relate to the original research question?
Have the results - and the research's interpretation of them - been assessed by a peer-reviewer, or other form
of critical friend beyond the original researcher(s)?
Discussion: What are the practical, academic, professional and broader implications of the research? Is any
of it applicable to your research, daily role, or professional practice? Has the researcher included discussion of
how their study might be improved, and suggestions for further study? What is your interpretation of this
information?
Not all of the above points will apply to every paper, but at least some of them should help you assess the
strengths, weaknesses and relevance of information which you are considering.

4. PROMPT
Presentation: Is the information presented clearly (particularly any graphs and
data interpretation)? Has academic and/or professional language been used
appropriately? Are there any obvious grammatical, spelling or formatting errors
which might hint at broader questions of reliability?
Relevance: Does the content of the article or other information source actually
apply to your research question? Look at the abstract and introduction for an
overview of a paper or article.
Objectivity: Are there any obvious conflicts of interest? Or hidden interests? For
example, who sponsored or funded the research? Potential conflicts of interest are
sometimes outlined at the end of a journal article.
Method: How has the information been collected and what are the potential
problems with the research methodology?
Provenance: Are the authors identifiable and contactable?
Timeliness: Is the information current? Look at the reference list of the article and
see if the author has used up to date information to inform their research.
Produced by the Open Universtiy

5. CRAAP
Currency: When was the resource published or produced? How up to date is
it?
Relevance: Who is the intended audience for the resource? Is it relevant to
your research topic?
Accuracy: How accurate is the resource? Are there any obvious mistakes?
Authority: How credible is the resource? Has it been peer-reviewed, or come
from a reliable source?
Purpose: Why was the resource produced? Is it trying to convince you of a
particular agenda or perspective?
The answers to these questions should help you to make informed judgments
about how to use information which you have found online.
Produced by librarians at California State University.

6. Other resources
• Video tutorials on the subject guide:
• “How to read a journal article critically”
• “Evaluating Information”
• ‘Critiquing research articles and reports’ advice on the Skills for
Learning website
• Books in the library:
How to read a paper: the basics of evidence based medicine
by Greenhalgh
Critical Thinking by Chatfield
The Academic Skills Handbook
by Hopkins & Reid