ANDREW K SHENTON, RETIRED EPQ MENTOR, WHITLEY BAY HIGH SCHOOL, UK
The problem
Students today are routinely urged to question the information that they access, and various checklists have been developed to encourage them to test material against individual criteria. Although the importance of source evaluation has been highlighted for decades, moves in this direction have intensified with the growing prevalence of ‘fake news’ and other untrustworthy content, much of it AI-generated. Far less attention is given to learners thinking critically, at the end of an assignment, about how the information that they chose to use was actually of help. This article presents one way forward.
The framework and its implementation
The approach advocated here was stimulated by the need to advise sixth formers studying for the Extended Project Qualification (EPQ) on how best to address assessment objective two in the specification, the highest marks for which are awarded to candidates demonstrat
Join us or sign in now to view the rest of this page
You're viewing this site as a guest, which only allows you to view a limited amount of content.
To view this page and get access to all our resources, join the Chartered College of Teaching (it's free for trainee teachers and half price for ECTs) or log in if you're already a member.
