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the Stanford History Education Group has prototyped.804 student responses. we provide an overview of what we learned and sketch paths our future work might take. which focused on open web searches. were administered online at six different universities that ranged from Stanford. Between January 2015 and June 2016. we collected and analyzed 7. field tested. We end by providing samples of our assessments of civic online reasoning. In what follows. and computers. to large state universities that admit the majority of students who apply. Our sites for field- testing included under-resourced. an institution that rejects 94% of its applicants. and validated a bank of assessments that tap civic online reasoning—the ability to judge the credibility of information that floods young people’s smartphones. . Our college assessments. In total. inner-city schools in Los Angeles and well-resourced schools in suburbs outside of Minneapolis.Over the last year and a half. we administered 56 tasks to students across 12 states. tablets.

consistency. a level of performance we hoped was who studies technological change. But on the unregulated Internet. Overall. distinguish an ad from a news story. Rather. young people’s ability to who spend hours each day online. and college students. school. But when it comes to For every challenge facing this nation. we sought to establish a reasonable all bets are off. they are easily duped. For URL and ask who’s behind a site can be summed up in one word: bleak. simultaneously uploading a selfie to Instagram and texting a friend. high that the Internet is “both the world’s best fact- school. something they are not. and subject a grade or make hairsplitting distinctions matter experts to vet the information they between a “good” and a “better” answer. we would hope that students reading However. Michael Lynch. at each level—middle school. observed within reach of most middle school. there evaluating information that flows through are scores of websites pretending to be social media channels. 2016 THE BIG PICTURE When thousands of students respond to would hope that middle school students could dozens of tasks there are endless variations. consumed. Ordinary people once We did not design our exercises to shake out relied on publishers. that presents only one side of a contentious issue. we checker and the world’s best bias confirmer— . But in every case and at every level. would look reason about the information on the Internet beyond a . and college—these variations paled from a gun owners’ political action committee. a philosopher bar. we would hope college students. in 2016. editors.EXECUTIVE SUMMARY Evaluating Information: The Cornerstone of Civic Online Reasoning November 22. high about gun laws would notice that a chart came school. Our “digital natives” may be able to flit we were taken aback by students’ lack of between Facebook and Twitter while preparation. By high That was certainly the case in our experience. in comparison to a stunning and dismaying And.

MinimumWage. we collected thousands do. We drew on our extensive continuous improvement.”1 Never have we Firm Poses as Think Tank. At the middle that it was a front group for a D. only nine percent of high school students in an Advanced Placement We designed. “Industry PR its infancy. and better informed or more ignorant and The simple act of Googling “Employment narrow-minded will depend on our awareness Policies Institute” and the word “funding” of this problem and our educational turns up the Salon article along with a host response to it. lobbyist. With help from teachers in L. In open OVERVIEW OF THE EXERCISES web searches. we directly in the U. as it Stanford History Education Group’s online is impossible to know whether an exercise Reading Like a Historian curriculum6 is designed by adults will be interpreted similarly used all over the country and has been by a group of 13-year-olds.”3 Among college had so much information at our fingertips. adopted by Los Angeles Unified School District. this process is crucial. and validated fifteen history course were able to see through assessments. ostensibly a fair broker Together with the findings from the cognitive for information on the relationship between validity interviews. For example. The site links to reputable sources like students should possess. five each at middle school. we designed paper-and-pencil 5 STANFORD HISTORY EDUCATION GROUP EXECUTIVE SUMMARY . and revision in a cycle of Field Testing. user testing. Our development cognitive validity. we Our work went through three phases during asked groups of students to verbalize their the 18 months of this project. The development. At present. To ensure that our exercises tapped what they were supposed to (rather than measuring reading level or test taking ability). we worry that of other exposés.7 the second largest school district In designing our assessments.’s language to determine high school.often at the same time. where online assessment is in or as Salon’s headline put it. we engaged in extensive piloting.C. in which a what it actually does. school level. the relationship between process borrows elements of “design thinking” what an assessment seeks to measure and from the world of product design. a non- profit organization that describes itself as sponsoring nonpartisan research.5 new idea follows a sequence of prototyping. we are confident that our minimum wage policy and employment assessments reflect key competencies that rates.S. This allowed us to consider what is known as Prototyping assessments. the New York Times and calls itself a project of the Employment Policies Institute. piloted. SEQUENCE OF ACTIVITIES sometimes tweaking and revising our exercises up to a half-dozen Validation. and college levels. one of our tasks sent high of responses and consulted with teachers school and college students to about the appropriateness of the exercises.A. students the results were actually worse: Whether this bounty will make us smarter Ninety-three percent of students were snared. thinking as they completed our tasks. Most students never moved democracy is threatened by the ease at which beyond the site itself.2 For assessment teacher networks for field-testing. Furthermore.4 disinformation about civic issues is allowed to spread and flourish. measured what students could and could not and elsewhere.

students’ ability to distinguish between a news item and an ad. sources can be measured offline. the blue checkmark that distinguishes a resourced schools where online assessment verified Facebook account from a fake one. was the hope 2) News on Facebook: Students identify that our assessments would be used in under. trustworthy. At the 1) Argument Analysis: Students compare and same time. and advertisements on a news website. or the whether a news story or a sponsored post college exercises from being used with high is more reliable. 4) Social Media Video: Students watch an 2) Article Analysis: Students read a sponsored online video and identify its strengths and post and explain why it might not be weaknesses. we designed more complex tasks that asked students to reason about multiple 4) Evaluating Evidence: Students decide sources. a reproduction of CNN’s website in crafting other exercises. there is nothing to prevent the high school exercises from 5) Comparing Articles: Students determine being used with middle school students. students decide if a website can be trusted. pages. school students. When students are a photo-sharing website. 1) News on Twitter: Students consider 3) Website Reliability: Students determine tweets and determine which is the most whether a partisan site is trustworthy. however. working at advanced levels. Similarly. We used 4) News Search: Students distinguish between screen shots of Slate’s landing page to assess a news article and an opinion column. we used 5) Home Page Analysis: Students identify screen shots of tweets. 2) Research a Claim: Students search online to Middle School verify a claim about a controversial topic. at the college level. Facebook posts. reliable. College Summaries of each of our exercises are below. Our middle school assessments provide easy-to-use 3) Facebook Argument: Students consider the measures that teachers and others can use relative strength of evidence that two users to gauge students’ basic skills.8 Even more crucial in our decision. The exercises in bold appear in the following 1) Article Evaluation: In an open web search. school level. and explain whether they would use it in a research report. At the high present in a Facebook exchange. 5) Claims on Social Media: Students read a 3) Comment Section: Students examine a tweet and explain why it might or might post from a newspaper comment section not be a useful source of information. there is evidence from the OECD evaluate two posts from a newspaper’s that important abilities for evaluating online comment section. often remains a remote possibility. 6 STANFORD HISTORY EDUCATION GROUP EXECUTIVE SUMMARY .measures using digital content. We are mindful of the criticism High School of using paper-and-pencil measures to assess students’ ability to judge online sources. the exercises whether to trust a photograph posted on were administered online.

Although our tasks could be used in a variety of ways. policymakers. Drawing on opinionator. By drawing attention to this We envision several next steps that build on connection. Teachers also need curriculum focused on developing 1 Michael P. and others to address this threat to democracy. problem. no. 2001). We can say with some our work we had little sense of the depth of the assurance that the issue here was not one of running out of time. Many assume that because 6 http://sheg. demonstrate the link between digital literacy NEXT STEPS and citizenship. ideas for tasks because we thought they would 5 Knowing What Students Know: The Science and Design of Educational be too easy.nytimes. These include: mobilize educators. or what are known as “formative assessments. We hope to 8 Organisation for Economic Cooperation and Development.lausd.stanford. Pellegrino. (Washington: National Academies Press. We even found ourselves rejecting James W. they can also be assessments for learning. November 2013. 3 Lisa Graves.” New York Times. us into reality. Firm we will be working closely with teachers to Poses as Think Tank!” Salon. as the exercise was” Teachers can use our tasks to track student understanding and to adjust instruction accordingly. Retrieved from http:// refine these materials and to implement them www. and Robert Glaser. teachers can use these exercises as the basis for broader lessons about the skills these tasks measure. When we began task. Assessment for Learning. We also hope to create accompanying materials that help teachers incorporate these tasks into the flow of classroom instruction. 4 We recommended that students spend about ten minutes on this Awareness of the Problem.” Harvard Business Review 86. we think they are powerful tools for classroom instruction. “Corporate America’s New Scam: Industry P. produce a series of high-quality web videos to Computers and Learning: Making the Connection (Paris: OECD showcase the depth of the problem revealed Publishing. by students’ performance on our tasks and 7 STANFORD HISTORY EDUCATION GROUP EXECUTIVE SUMMARY . Similarly. Our first round of piloting shocked Assessment. Rather than simply serving as assessments of learning. Curriculum development. with our assessments. 7 achieve.blogs. 2015).edu young people are fluent in social media they are equally savvy about what they find our experience in developing the Reading Like trumping-the-informed-citizen/ a Historian curriculum. Lynch. 2016.. eds. Retrieved from http:// students’ civic online reasoning. “Googling is Believing: Trumping the Informed Citizen. Students. 6 lesson plans that can be used in conjunction (2008): 84-95. a series of videos could help to what we have accomplished. but there was nothing that prevented them from spending more.R. “Design Thinking. In the coming months. we have begun to pilot 2 Tim Our work shows the opposite. March 9. Naomi industry_p_r_firm_poses_as_think_tank/ in classrooms.


This is / is not (circle one) an Here is the home page of Slate.L.JORDAN WEISSMAN . ____________________________ and others are advertisements.M. This is / is not (circle one) an Slate advertisement because_________ MOST RECENT SEE ALL > ____________________________ 24M AGO . LINDEMANN . This is / is not (circle one) an Birthday? Problem That Quickly Spread Around the World. Some of the H STORY advertisement because_________ EDUCATION GROUP things that appear on Slate.2M TO READ Cheryl’s When is Cheryl’s Birthday? Solving a Logic 3. A simple chart that advertisement because_________ explains the logic SPONSORED CONTENT ____________________________ problem that spread ____________________________ The Real Reasons around the world.1. ____________________________ ____________________________ ____________________________ ____________________________ ____________________________ 2.BEN MATHIS-LILLEY ____________________________ Buckingham Palace Guard Falls Over (Video) ____________________________ When Is 45M AGO .1M TO READ ____________________________ Forget Steak and Seafood: Here’s How Welfare ____________________________ Recipients Actually Spend Their Money ____________________________ 30M AGO .com are news BRADLEY & A. ____________________________ Women Don’t Go ____________________________ Into Tech By Laura Bradley and ____________________________ Marie Lindemann ____________________________ .

This suggests that many students have no idea what “sponsored content” means and that this is something that must be explicitly taught as early as elementary school. native advertising tries to sell or promote a product in the guise of a news story.” was a real news story. identified by the words “sponsored content. Native advertising makes it difficult for unsuspecting readers to know if and when there is an ulterior motive behind the information they encounter. Some students even mentioned that it was sponsored content but still believed that it was a news article. In this assessment. students are presented with the home page of Slate magazine’s website. native advertising proved vexing for the vast majority of students. and a native advertisement—and determine the nature of each. Results indicated that students were able to identify traditional news stories and traditional advertisements: more than three-quarters of the students correctly identified the traditional advertisement and the news story. 10 STANFORD HISTORY EDUCATION GROUP HOME PAGE ANALYSIS . Unfortunately. We completed final piloting with 203 middle school students. More than 80% of students believed that the native advertisement. OVERV IEW Many news organizations have turned to native advertising as a source of revenue. Successful students understand the different forms that advertising can take and identify both traditional and native advertising. We piloted several drafts of this task with 350 middle school students. Students must evaluate three different sections of the web page—a traditional advertisement. a news story. They are also able to explain the features that distinguish a news story from an ad. which includes both news items and advertisements. The task assesses students’ ability to distinguish between an article and an advertisement. By definition.

11 STANFORD HISTORY EDUCATION GROUP HOME PAGE ANALYSIS . and usuallymoneyis involved if people are selling something . a big company logo . BEGINNING Student incorrectly identifies the item as an ad or non-ad. RUBRIC Student correctly identifies the item as an ad or non-ad and provides MASTERY coherent reasoning. It has the ”Ad Choices ” and ”Stop Seeing this Ad ” buttons n i the top right corner.” In the left side there is something that say s save $20. It has a coupon code . SAMPLE RESPONSES TRADITIONAL AD: GOTHAM WRITERS M AST E RY These students correctly categorized this as an ad based on several of its features. and has the words ” l i mi ted time offer. Student correctly identifies the item as an ad or non-ad but provides EMERGING limited or incoherent reasoning.

NEWS ARTICLE: CALIFORNIA ALMONDS M A ST E RY Student correctly identifies this story as an article and identifies several features of the article that helped her categorize it as an article. It is an advertisement because it advertises something . 12 STANFORD HISTORY EDUCATION GROUP HOME PAGE ANALYSIS . It is not an advertisement because it does not have a blue button on top. it has an author of the article. This student chooses an irrelevant factor: how “useful” the content seems as a reason it is an advertisement. EMERGING Student identifies a feature that may or may not indicate its status as an ad. •It is an advertisement because there’s no ”really useful” thing on it. There is no little blue X. and it doesn’t say it is sponsored content.EMERGING This student engages in circular reasoning.

EMERGING This student correctly identifies the story but offers an inaccurate idea about what being “sponsored” means. It is being sponsored by the website to promote their company. it is an ad as it states ”Sponsored Content.BE G I N N I N G This student argues that the story is an advertisement. Despite that the advertisement takes the form of an article. It is an advertisement because they are trying to persuade people that almonds aren’t bad and that you should buy them . N AT I V E A D : W O M E N I N T E C H M AST E RY This student explains that the words “sponsored content” signify that the story is an advertisement. 13 STANFORD HISTORY EDUCATION GROUP HOME PAGE ANALYSIS .” meaning the content is created by a company who paid money to the publication.

It is another article . This student notices the words “sponsored content” but still argues that it is an article.” it is another article.It sounds like an article. Even if it’s marked ”sponsored content. No money.BE G I N N I N G This student argues that this story must be an article because it lacks traditional features of an ad. There is nothing to suggest that something is sold. 14 STANFORD HISTORY EDUCATION GROUP HOME PAGE ANALYSIS .


Fukushima Nuclear Flowers by pleasegoogleShakerAamerpleasegoogleDavidKelly • a month ago Not much more to say. a photo sharing website. 2011. this is what happens when flowers get nuclear birth defects Does this post provide strong evidence about the conditions near the Fukushima Daiichi Power Plant? Explain your reasoning. H STORY EDUCATION GROUP On March 11. This image was posted on Imgur. in July 2015. there was a large nuclear disaster at the Fukushima Daiichi Nuclear Power Plant in Japan. .

but only because it showed flowers and not other plants or animals that may have been affected by the nuclear radiation. Various drafts of this task were piloted with 454 high school students. On the other hand. A quarter of the students argued that the post did not provide strong evidence. They ignored key details. OV ERV IEW Given the vast amount of information available online. students need to be able to distinguish between legitimate and dubious sources. a photo sharing website. students may point out that the post provides no proof that the picture was taken near the power plant or that nuclear radiation caused the daisies’ unusual growth. 17 STANFORD HISTORY EDUCATION GROUP EVALUATING EVIDENCE . Although the image is compelling and tempting to accept at face value. Alternatively. students across grade levels were captivated by the photograph and relied on it to evaluate the trustworthiness of the post. arguing that we know nothing about the credentials of the person who posted this photo (especially since it appears on a site where anyone can upload a photo). Less than 20% of students constructed “Mastery” responses. or responses that questioned the source of the post or the source of the photo. which includes a picture of daisies along with the claim that the flowers have “nuclear birth defects” from Japan’s Fukushima Daiichi nuclear disaster. Students are presented with a post from Imgur. The final version was given to 170 high school students. Students need to ask a basic question: Where did this document I’m looking at come from? This task assesses whether students will stop to ask this question when confronted with a vivid photograph. successful students will argue that the photograph does not provide strong evidence about conditions near the nuclear power plant. Students may question the source of the post. such as the source of the photo. nearly 40% of students argued that the post provided strong evidence because it presented pictorial evidence about conditions near the power plant. By and large.

T h e r e a l s o i sn’t e vi d enc e that th is is n ear th e Fuk us h im a D aiic h i p o w er p l ant . A photo posted by a stranger on l ine has little cred ibility. it does not provide str o n g e v i d e n c e a b o u t t h e c o n d i t i o n s n e a r the F ukushima Daiic h i power p l an t .g. we don’t know anything about the author MASTERY of the post) and/or the source of the photograph (e. RUBRIC Student argues the post does not provide strong evidence and questions the source of the post (e. SAMPLE RESPONSES MASTERY This student questions the source of the photo. or the explanation is incomplete. Student argues that the post provides strong evidence or uses incorrect BEGINNING or incoherent reasoning. itdoes not really provide strong evidence .g..This photo could very easily be Photoshopped or stolen from another completelydifferent source. we have no dea i given this information. arguing that we know nothing about the poster’s credentials or whether the evidence was doctored. which makes it an unreliable source. arguing that there is no way to know whether the photo was actually taken near the plant or if the mutations were a result of nuclear radiation. No. but the EMERGING explanation does not consider the source of the post or the source of the photograph. This student questions the source of the post. No. 18 STANFORD HISTORY EDUCATION GROUP EVALUATING EVIDENCE . I t d o e s n o t p r o v i d e s t r o n g e v i d e nce b ec au se it c ou l d ju st be a m utatio n in th e pl an t.. Student argues that the post does not provide strong evidence. we don’t know where the photo was taken).

that theylook and grow completelydifferent than theyare supposed to . This student critiques the evidence by arguing that it could have been digitally altered but does not offer any further explanation or critique of the evidence. They just put a picture of a flower. No. This post does provide strong evidence because it shows how the small and beautiful things were affected greatly . B EGI N N I N G This student accepts the evidence at face value. Plus the poster has a strange username. Additionally . she still accepts the photo as evidence and simply wants more evidence about other damage caused by the radiation. This post does not provide strong evidence about conditions near the power plant. 19 STANFORD HISTORY EDUCATION GROUP EVALUATING EVIDENCE . Although this student argues that the post does not provide strong evidence. it suggests what such a disaster could do to humans . because this picture could be Photoshopped. arguing that it provides visual proof of the effects of the nuclear disaster. No. this photo does not provide strong evidence because it only shows a small portion of the damage and effects caused by the nuclear disaster. E M ERGI N G This student begins to question both the photo and the source of the post but does not fully explain his thinking.



The assessment directs students to this webpage: .

We piloted this task with 44 undergraduate students at three universities. Specifically. students need to be able to weigh the relative strengths and weaknesses of tweets as sources of information. Students are asked why this tweet might and might not be a useful source of information. another liberal advocacy organization. Results indicated that students struggled to evaluate tweets.” The tweet contains a link to a press release by the poll’s Only a few students noted that the tweet was based on a poll conducted by a professional polling firm and explained why this would make the tweet a stronger source of information. Many students made broad statements about the limitations of polling or the dangers of social media content instead of investigating the particulars of the organizations involved in this tweet. the Center for American Progress. less than a third of students fully explained how the political agendas of MoveOn. At the same and the Center for American Progress might influence the content of the tweet. Both the news release and the tweet indicate that Public Policy Polling conducted the poll in November 2015. both of which support stronger gun control measures.” The tweet includes a graphic that asserts. Similarly. Strong responses will note that the tweet may provide useful information given that it is based on a poll conducted by a professional polling firm. This task presents students with a tweet from the liberal advocacy organization that reads: “New polling shows the @NRA is out of touch with gun owners and their own members. In order to navigate this sea of information. OVERV IEW Twitter is filled with individuals and groups seeking to further their agendas. students must acknowledge how the political motivations of the Center for American Progress and MoveOn. may have shaped the structure of the poll and how its results were publicized. 23 STANFORD HISTORY EDUCATION GROUP CLAIMS ON SOCIAL MEDIA . students need to consider the sources of tweets and the information contained in them. “Two out of three gun owners say they would be more likely to vote for a candidate who supported background checks.

searches for “CAP” (the Center for American Progress’s acronym. RUBRIC Question 1: Why might this tweet be a useful source? Student fully explains that the tweet may be useful because it includes MASTERY data from a poll conducted by a polling firm. which is included in the tweet’s graphic) did not produce useful information. Student addresses the polling data and/or the source of the polling EMERGING data but does not fully explain how those elements may make the tweet useful. However.An interesting trend that emerged from our think-aloud interviews was that more than half of students failed to click on the link provided within the tweet. Student does not address the polling data or the source of the polling BEGINNING data as a reason the tweet may be useful. particularly when that content comes from a source with a clear political agenda. Together these results suggest that students need further instruction in how best to navigate social media content. Some of these students did not click on any links and simply scrolled up and down within the tweet. Other students tried to do outside web searches. 24 STANFORD HISTORY EDUCATION GROUP CLAIMS ON SOCIAL MEDIA .

Wall Street Journal article: http://www. This student equates Twitter followers with trustworthiness. which appears to have a fairly strong accuracy record.g. The polling information which the tweet references was collected by Public Policy EME RGI N G This student references the poll but does not explain why that makes the tweet a useful source of information. The photo used in this tweet was compiled from a public policy polling survey.. MoveOn. It could be useful because a graphic with a strong message can be enlightening or more likely thought provoking. SAMPLE RESPONSES M ASTE RY This student identifies the polling firm and provides evidence of the firm’s reliability. 25 STANFORD HISTORY EDUCATION GROUP CLAIMS ON SOCIAL MEDIA . BEGINNING This student focuses on the tweet’s appearance rather than its has a large following on Twitter. though with a Democratic bent (e.wsj.

I would seek a different source to know NRA members’ opinions on background checks. SAMPLE RESPONSES MASTERY This student explains how MoveOn. The criticisms section of the Wikipedia page cited more than one instance of MoveOn. MoveOn. Student addresses the source of the tweet or the source of the news release EMERGING but does not fully explain how those elements may make the tweet less Wikipedia distorting the truth and even attempting to alter Google searches for their own benefit. which may make the tweet less useful. Student does not address the source of the tweet or the source of the news BEGINNING release as reasons the tweet may be less’s work as a political advocacy organization might influence the tweet’s contents. According to the is a “progressive public policy” group and thus will most likely be against most any media or information distributed by the NRA. 26 STANFORD HISTORY EDUCATION GROUP CLAIMS ON SOCIAL MEDIA . Question 2: Why might this tweet not be a useful source? Student fully explains how the political motivations of the organizations MASTERY involved may have influenced the content of the tweet and/or poll.

Twitter is a social platform built for sharing claims to be independent. and though there are plenty of news organizations sharing facts on Twitter. 27 STANFORD HISTORY EDUCATION GROUP CLAIMS ON SOCIAL MEDIA . B EGI N N I N G This student focuses on the nature of Twitter rather than the source of the tweet. and the NRA members tend to be Republicans (http://front. Although MoveOn. I’d be more likely to trust an article than a tweet. they also were paid to work on Obama’s campaign so are clearly Democrat-oriented. E M ERGI N G The student suggests that the tweet is politically motivated but does not explain how this might influence the content of the tweet.V0NYK5MrLBI).moveon.