Information exists on many levels of quality or reliability. It ranges from very good to very bad and includes every shade in between. Not all sources are equally valuable or reliable and unfortunately very little is of high quality. Therefore, users of Internet resources need to have the skills to evaluate and analyze the content and the information of Web resources.

Unlike traditional print resources, which employ a system of editorial review and external referees to ensure the caliber of materials distributed, information can be spread over the Internet by anyone, without regard to accuracy, validity, or bias. Due to the Internet’s global structure, which encompasses a variety of legal systems and cultures, it is unlikely any one individual or nation will be able to significantly influence, regulate, or change the chaotic state of flux that characterizes the World Wide Web.A need exists for criteria and procedures that will assist students, teachers, and other users in evaluating the quality of Internet information.

The following are criteria to help you evaluate Web resources.

Pre-Evaluation
Authority of Web Documents
Accuracy of Web Documents
Relevance and Completeness of Web Documents
Bias and Objectivity of Web Documents
Currency of Web Documents
Organization of Web Documents
Quality of the Links
Other Web Evaluation Sources

Pre-Evaluation
One important consideration when evaluating web sites is determining what you need. Before you look, decide what you are looking for. What are your information needs? Do you need facts, statistics, opinions or arguments? Are you using the web for academic work, hobbies or vocational interests? Entertainment? Once you decide this, you will be able to screen your sources more effectively.

Once you access the site, see who the intended audience is. Do your needs fit that criterion? Does the purpose of the site mesh with your needs? How does the information in the web site compare with print resources? Does it fit your needs?
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Authority of Web Documents
The quality of information within a document is often related to the qualifications of the author(s), i.e., how qualified is he/she to present information on or opinions about the topic? Training, personal experience, institutional or organizational affiliations, or publishing record of the author(s) are factors that relate to the substance of the document.

Consider:

  • Who is the author of the web page?
  • Is the author qualified? Are the qualifications clearly stated?
  • What are the author's credentials--educational background, past writings, or experience--in this area?
  • If there is a sponsoring organization, is it clear who that is?
  • Is the sponsor reputable?
  • If the page does not indicate a signature or sponsor, is there any other way to determine the origin?
  • Look for Header or Footer showing Affiliation
  • Look at the URL. What type of organization produced the site?
  • Look at the domain: .edu; .com; ac. uk; .org; .net ~name-may mean that there is no official sanction.
  • Does a university, governmental agency, or other reputable organization maintain the site?
  • Does the author provide a bibliography or cite references to confirm the accuracy of the information and to state from where the information was obtained?
  • Does the author provide verifiable statistics to support conclusions?
  • Has this site won any awards?
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Accuracy of Web Documents
Since almost anyone can publish a web site and no standards for checking accuracy have been fully developed, it is important that each user (YOU) learn to evaluate whether the documents you access are accurate. Determine if the information on this page is correct. Is it up-to-date? Factual? Does it pay attention to details? If the document has obvious errors such as these, that would indicate that the other information may be inaccurate. Evidence of inaccuracy includes obvious hasty preparation and inconsistent quality. Compare the accuracy of what you know versus what you are learning. If there is something you know in the document and it is inaccurate in the document, then other information may also be inaccurate.

Consider:

  • Select sources likely to be reliable and error-free.
  • Can the sources be verified?
  • Does the page contain cited references to sources used?
  • Is the information free of grammatical, spelling and typing errors?
  • Is the information based on scientific research or personal testimony?
  • Are there links to other credible web pages?
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Relevance and Completeness of Web Documents
Relevance and Completeness is related to whether the information in the document meets the user's needs in terms of type and depth of the material provided. Consider whether the information complements other information available, or leaves gaps, and whether it fits into the broader field of knowledge.

Consider:

  • What topics are covered? Are they appropriate to your search?
  • Are the topics explored extensively or marginally?
  • Is the information current or timely enough to meet your needs?
  • How comprehensive is the information on the site?
  • Does this information contradict or confirm the information from other sources?
  • Does the document provide any new information on the topic?
  • Are there any obvious gaps or omissions in the coverage of the topic?
  • Is the document integrated within a broader context or field of knowledge?
  • Are you informed of improper or controversial materials (e.g., adult language, sexually explicit material, gratuitous violence, etc.) within the document?
  • Has the page been completed or is it under construction?
  • What does it contribute to other literature in the field?
  • Are additional print and /or electronic sources provided to complement the information provided?
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Bias and Objectivity of Web Documents
How objective is the document? Evidence of bias includes things such as obviously misleading statements or outrageous, unsupported claims made by the author(s), sponsorship by individuals or groups with vested interest in the topic, or one-sided arguments about controversial issues. However, please keep in mind that just because an organization with a known perspective is sponsoring the page, that does not necessarily invalidate all the information on that page. There may still be some good information; just analyze it well! If the sponsoring organization stands to make some money from the information on this page, analyze it even more critically!

Consider:

  • Is the site sponsored or cosponsored by an individual or group that has an established position regarding the issues discussed in the document?
  • If the document deals with controversial issues, is the bias of the author clearly identified?
  • Who is providing the information and what is their known bias?
  • Does the author or the sponsor of the site have a vested or commercial interest in the topic?
  • Are both sides of the issue discussed, or is it necessary to seek alternative views?
  • Is the page designed to sway opinion?
  • Is the purpose of the information to inform, persuade, or promote?
  • Are there any obvious errors or misleading omissions in the document?
  • Is the information presented of consistent quality?
  • Are there indications of gender or racial biases and stereotyping in text or graphics?
  • Are there indications of careless or hasty preparation, such as spelling or grammatical errors?

Following are samples from Widener University of web pages with different purposes or biases.

Currency of Web Documents
Is the source current or out-of-date for your topic? Topic areas of continuing and rapid development, such as the sciences, demand more current information. On the other hand, topics in the humanities often require material that was written many years ago. At the other extreme, some news sources on the web now note the hour and minute that articles are posted on their site.

Consider:

  • Is the page dated?
  • When was the web page produced? Mounted?
  • When was the last update?
  • Do links to other sites work?
  • Is there a description of the pattern for updates (e.g., weekly, annually, etc.)?
  • If the resource is to be removed, does the site state where it will be available?
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Organization of Web Documents
How well is the document organized? A higher quality document considers not only the quality of information within the document, but also the usability and interactivity of the documents. Organization of Web Documents deals with how easily documents are explored and is concerned with organizational structures, menu design, indexes, tables of content, search functions, and online "help."

Consider:

  • Is it usually possible to reach the site, or is it frequently overloaded or shut down?
  • Is the web page organized in a logical way?
  • Is there an index or table of contents that can be used to navigate within the document?
  • Is there a built-in search function within the document?
  • Is there a system of "help" for those requiring it? How helpful is it?
  • Is there good graphic design?
  • Are the charts / graphs clearly labeled and easy to read? Do they take long to load?
  • Are there links to move you to different parts of the page? Do these links work?
  • Is it a commercial site that requires payment for full access?
  • Is it secure when necessary?
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Quality of the Links
One of the characteristics that is distinctive about Internet resources is its hypertext ability, which is the ability to link to other documents. This aspect is important enough that it is to be evaluated separately from other organizational characteristics. Quality of the Links deals with how useful links are and how clearly they are marked or annotated.

Consider:

  • Is there a link to information about the author or sponsor (address. phone number, e-mail address)?
  • Is this source cited on other web pages or journals in the field?
  • How current are the links?
  • Are they reliable?
  • Have they moved or expired?
  • Do the links complement the document's theme?
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Other Web Evaluation Sources
The information on this page was compiled from some excellent sources on Web site evaluations. Those sites and others are listed.

Cornell University Olin Kroch Uris Libraries Evaluating Web Sites
http://www.library.cornell.edu/olinuris/ref/research/skill26.htm
Includes links and bibliography.

E.W. King Library King College Evaluating Internet Sites
http://www.king.edu/library/evalweb.asp

Grassian, E. Thinking Critically About World Wide Web Resources
http://www.library.ucla.edu/libraries/college/help/critical/index.htm

Hutchins Library Berea College Criteria for Evaluating WWW Sites
http://chemistry.berea.edu/lobo2/evaluate/websites/

Ithaca College ICYSee: T is for Thinking
http://www.ithaca.edu/library/training/think.html

New Mexico State University The Good, The Bad, & The Ugly: or, Why It’s a Good Idea to Evaluate Web Sources: Evaluation Criteria
http://lib.nmsu.edu/instruction/evalcrit.html

North Carolina State University Evaluating Science WWW Resources
http://www.ncsu.edu/imse/3/evalweb.htm

Widener University Wolfgram Memorial Library Information Gateway Evaluating Web Resources http://www3.widener.edu/Academics/Libraries/Wolfgram_Memorial_Library/Evaluate_Web_Pages/659/

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Created by: Kathleen Christy, Reference Librarian at Blount County Public Library
Last Update: January 3, 2008