RICHLY EULL C.

RAUT
12 – MCKEOUGH

ACTIVITY #1: CRAP OR CRAAP?

From your Research topic in Grade 11, select one reference (book, journals, web
articles, etc.) and evaluate the source using the CRAAP Test. Do not forget to write notes if you
recommend or reject the reference used.
Is your source CRAAP tested?
Critically analyzing sources is an important component of the research process. When
evaluating a source, there are many factors that contribute to its usefulness, reliability, and
appropriateness for your research. Use information from the source to help you determine
whether or not you should use it for your project.

What is the type of source? (Select one option by placing an X in the box.)
Book Magazine Article
Journal Article News/Newspaper Article
Government Document Web Page Site
Image Video (web or dvd) Blog
Audio / Podcast
Other, please specify: “Research Paper”

Use the questions to evaluate the source.

Currency: To determine if the date of publication of the information is suitable for your project.

What is the copyright, publication, or posting date? Why is or isn’t the date important for the
message or content of the source?

Relevance: To determine how applicable the information is for the purpose of your project. For
what audience or level is the information written (general public, experts/scholars, etc.)?
Explain why you would or would not quote/reference the information from this source in your
project.

Authority: To determine if the source author, creator, or publisher of the information is the
most knowledgeable.

Who is the author, creator, or publisher of the source or what organization is responsible for
the source? How do you know if the author is an expert on the topic (e.g. examine the author’s
credentials and/or organizational affiliation)?
Accuracy: To determine the reliability, truthfulness and correctness of the content.

What indications do you see that the information is/is not well researched or does/does not
provide sufficient evidence? What kind of language, imagery and/or tone is used (e.g.
emotional, objective, professional, etc.)?
Purpose: To determine the reason why the information exists.
Why was this source written (e.g.to inform, teach, entertain, persuade)? How might the
author's affiliation affect the point of view, slant, or potential bias of the source?
Does the source pass the CRAAP test?
YES, must be selected for each component to pass the CRAAP test.
Currency (Publication date is acceptable for the information being conveyed.) Yes No
Relevance (The information within the source is relevant to my topic.) Yes No
Authority (The author has expert credentials or affiliations and/or Yes No
the source is known, published, and reputable.)

Accuracy (The information is well researched and supported by evidence. ) Yes No

Purpose (The source's slant or bias is not a hindrance to my project's focus.) Yes No
Notes

Our last research, “The Ethical Perceptions of Grade – 11 Xavier University Senior High
School Students Who Cheat in Academic Works.”, aimed to determine the ethical perceptions
of grade 11 XUSHS who cheat in academic works. This study has proven that all data gathered
Our research, “THE ETHICAL PERCEPTIONS OF GRADE – 11
came from reliable sources and were strengthened by the proponent to create a complete series
ofXAVIER
studies. UNIVERSITY SENIOR HIGH SCHOOL STUDENTS WHO
CHEAT IN ACADEMIC WORKS
One source that I picked is, “Faculty and Student Attitudes and Perceptions of Academic
Dishonesty” and the study was to determine whether there were differences between faculty
perceptions of students engaging in academically dishonest activities and student perceptions
of engaging in academically dishonest activities; faculty and student perceptions of the
academic environment; faculty and student perceptions of how students learn about academic
dishonesty; faculty and student perceptions about the frequency of instruction about the
actions that constitute academic dishonesty; and faculty and student perceptions about the
frequency of instruction about the actions that constitute academic dishonesty.

To start off, there is a Copyright 2015 by Emily A. Ford and defended at December 2, 2015.
The date is mostly important because it helps students/learners from this generation to be
assessed throughout the whole research.

The information provided by the source itself is applicable because it helps us to understand
the student-teacher relationship on an academic environment and level and it mostly provides
greater information for the good of education in the context of academic enhancement and
development. The audience for this source would be students, teachers, parents and other
experts in this field of study. I would quote the reference of information given by the source
because it is connected to our ultimate purpose of our research which was to determine the
ethical perceptions of grade 11 XUSHS who cheat in academic works and from the objective
of the source it was clearly informative and useful in our field of study.

The author is this source’s study is Emily A. Ford, B.S., Kansas State University, 2000 and
M.L.A., Baker University, 2003. She earned her doctorate of education from Baker University
in educational leadership in 2015. Her area of research is focused on the attitudes
and perceptions of people in a substantial environment. The source was submitted to the
Graduate Department and Faculty of the School of Education of Baker University in partial
fulfillment of the requirements for the degree of Doctor of Education in Educational
Leadership. To know more of her, you can actually visit this website for reference:
https://www.cleveland.edu/employee/administration/dr-emily-ford/
 Indications show that there are over 107 sources used towards the study itself, it had given
statistical results and coherent information amongst the summary of the study. It provided
statistical evidences that were shown in the appendix and cognitive evidences shown in their
survey. The source had a formal, professional, and objective feel to it in terms of the language
and tone.

To end this test, the very purpose of the study was to give out reliable and statistical
information to the audience between faculty perceptions of students engaging in academically
dishonest activities and student perceptions of engaging in academically dishonest activities;
faculty and student perceptions of the academic environment; faculty and student perceptions
of how students learn about academic dishonesty; faculty and student perceptions about the
frequency of instruction about the actions that constitute academic dishonesty; and faculty and
student perceptions about the frequency of instruction about the actions that constitute
academic dishonesty. The author’s area of research was perception and attitudes of different
people from different fields and environment which was seemingly link upon her study. The
potential bias of the study isn’t really determinable by nature because the author was also a
student herself before she even did the study and now, she has her own profession, working as
a psychologist. Generally, the study stated that the results of their findings may help to inform
academic leaders, faculty, and students on how clear communication, concise policies, and
resources for defining academic dishonesty can help to curtail instances of academic
dishonesty within a learning community.

Sources:
Barrot, J.S., & Sipacio, P.F. (2016). Communicate today: English for academic &
professional purposes for senior high school. C&E Publishing, Inc.
Illinois State University. (2020, June 5). Determine credibility.
https://guides.library.illinoisstate.edu/evaluating
Western University. (2012, January 13). Evaluating Sources.
https://www.youtube.com/watch?v=EyMT08mD7Ds&feature=youtu.be

Process Questions:
1. How do you make sure you have valid and credible sources?
2. Why does an incorrect source affect your credibility as a writer?
3. What value/s is/are being practiced when you evaluate your sources?

Student’s responses
1. Firstly, the source must have Accuracy. Verify the information you already know
against the information found in the source. Look also for disclaimers as to the
accuracy of the content. Even though a source may use technical language, the content
may be misleading. Second, it must have Authority. Make sure the source is written by
a trustworthy author and/or institution. Make sure the author has the proper credentials
on the subject matter. Also, determine if the source is biased. Next is Currency. It must
have the updated or revised information on its date upon your basis in the study.
Lastly, Coverage. You will also want to examine the content of the source and how it
fits your information needs. Identify its relevancy to your topic and whether or not it
addresses the subject matter. Also, make sure it provides enough information if you
are looking for a source that discusses the matter in-depth. Additionally, determine if
the site provides all the data you may need.
2. Incorrect sources can affect my credibility as a writer because of all the given
information that I have received will be false and not applicable as another reliable
source, therefore, it could potentially ruin my image as a writer.

3. While “heart” stands for honesty, excellence, accountability, respect, and teamwork,

the basic idea for writing of “giving it more heart” is about touching our humanity. No
matter what situation we're writing about, we need to strive for the greatest degree of
heartfelt emotion.