This is a worksheet that helps students consider the websites that they are viewing.
Students learn to:
Coverage
Objectivity
Compare websites for accuracy and value
Website Evaluation
Why do you feel that it is important to evaluate websites prior to using them?
Look through the website and answer the following questions in the space below:
What did you learn from this website?
Did you find the information on this website to be accurate? Why or why not?
What are some things you could do to evaluate a website?
The information you read on the previous page about Dog Island was completely fake! While the website looks like it might have contained legitimate information, it did not. So, how can you make sure that the information you are reading online is accurate? It is important to have a way to evaluate which websites contain accurate information.
to view the video for more information about how to find correct and appropriate information on the web.to view a website evaluation rubric that can be used to help you determine if a website is reputable and should be used to guide your thinking.
Authority
Purpose
Coverage
Accuracy
Objectivity
Currency
Appearance
Using the rubric above for a guide, click on the links below to compare the three websites:
Answer the questions below:
Which of the websites above would you use in writing a research paper? Why?
Which of the websites above would you use? Why not?
The goal of this lesson was to help you see the importance of evaluating a website before believing the claims that it makes. You were shown one rubric that can be used to help you. There are many other evaluation rubrics that can also be helpful. Read through the tutorial below to learn more. Then complete the following practice. In the end, the important thing is that you evaluate the websites that you read and visit!
Research Skills
How To Evaluate Websites: A Guide For Teachers And Students (Free Poster)
Last updated April 26, 2019
Do you have students who need more guidance on finding useful information online?
Earlier in the year, I published a popular post called 5 Tips For Teaching Students How To Research Online . This is a comprehensive guide to teaching students of all ages how to research.
Let’s zoom in on a particular part of the research process — evaluating websites .
I don’t know about you, but I’ve found helping students to evaluate websites to be particularly tricky.
There are lots of guidelines out there but I wanted to create a resource that reflects an effective and natural process , no matter what you’re researching or how old you are.
Scroll down to find a printable flowchart for your classroom.
Research Beyond The Classroom
Let’s remember that researching doesn’t just take place in schools and other educational institutions. You don’t just have to research for a project or essay. It’s something we all need to be good at to thrive in everyday life.
This is called information literacy which is defined by Common Sense Education as,
the ability to identify, find, evaluate, and use information effectively.
You’re probably always researching yourself? I know I am.
Just in the last week, here are some examples of where I’ve been looking for answers online:
At the nursery, I was looking for some plants for my patio area. I did some quick googling on my phone before buying to find out which plants would be most suitable.
A cafe I was going to visit with my family was closed. I pulled out my phone to find some nearby kid-friendly options that matched everyone’s requirement.
Research doesn’t have to be something you do on the fly either — during the week I’ve been researching different approaches to teaching global studies.
These sorts of everyday scenarios would be great to explain to students. Help them realise that research happens everywhere — not just in the classroom.
Bouncing Off Sites Is A Natural Thing To Do
Students need to know that the best site for them is not going to appear at the top of their search results. Google’s PageRank algorithm is complex, and many websites use Search Engine Optimisation (SEO) to improve the visibility of their pages in search results.
Students also need to know how effective searchers behave.
Some statistics that bloggers or website owners like to look at are ‘time on site’ or ‘bounce rates’. A ‘bounce’ is when a person visits a website and quickly leaves:
Google keeps track of this information and website owners can view it in Google Analytics.
It helps them produce better content that will make people want to stick around.
And it helps Google know which search results are popular and should be displayed higher up the rankings.
Why does this all matter?
Students should know that it’s natural to bounce off sites. People often skim sites and quickly leave if it doesn’t offer them what they want.
In 2017, Brafton found that the average bounce rate for the sites they surveyed was around 58%. So more than half the time, people will leave a site almost immediately.
Bouncing away from sites is a natural part of researching. You don’t want to just settle for the first result you come across.
A Flowchart For Your Classroom
I’ve seen lots of resources and acronyms that are designed to help students evaluate websites, however, I haven’t seen something that describes an effective process . Furthermore, I think the first step is often neglected — if a student can’t read or understand a website then it is not useful for them.
Feel free to download a copy of the flowchart and share it with your colleagues. I’ll elaborate on the key sequence below.
How To Evaluate A Website
1) open the site.
The first thing students need to do is open the site.
When looking through your Google search results, you may want to teach students to open sites in new tabs , leaving their search results in a tab for easy access later (e.g. right-click on the title and click “Open link in new tab”).
It can also be worthwhile to explain the anatomy of a Google Search result and the benefits of looking past the first few results. I go over this in more detail in my guide to teaching students how to research.
2) Skim read
Next, skim read the site and determine whether you can read and understand the text. If it’s too complicated or difficult to understand, find another website.
Decide whether this is the sort of site that might provide you with the information you’re looking for. If the site is difficult to navigate, cluttered with ads, or has other red flags like poor spelling or inappropriate content you might want to leave straight away.
Skimming and scanning is the default way most people now consume new content so this now holds an important role in literacy education. A regularly quoted study from Nielsen Norman tells us that 79% of users always scan a new page they come across. Only 16% read word for word.
Scanning and skim reading can be worth practicing in the classroom. E.g. give students one minute to look at a text and then share what they think it’s all about. This is something that could be tried with emerging readers right up to higher level students.
3) Look for the answer to your question
If you think the site might prove useful, you now need to find out if the information on the site actually answers your question . You could use a search box, navigation menu, or pull up your own search box by pressing Control/Command F. Type in the keywords you’re looking for.
Stop skimming, and read more closely to see if this information is useful to you.
4) Consider the credibility of the author or website
If the information is there, you need to consider the credibility of the author or website. Can you rely on the information?
Here are some things you can look for on the website:
Domain — sometimes domains that include .gov or .edu come from more trustworthy education or government sources.
Author information — look at at the author bio or About page. How qualified is this person?
Design — we can’t judge a book (or website!) by its cover but sites that are cluttered, difficult to navigate, or look amateurish may be worth avoiding.
Sources — trustworthy articles usually link to other sources or cite where their facts come from.
5) Consider the purpose of the site
The next step is to think about the purpose of the site and whether it meets your needs.
Is the author trying to make you think a certain way? Are they biased or one-sided?
Are they trying to sell you something? Sometimes ads might not be so obvious, for example, blog posts can be written to promote a product.
Is the author’s tone calm and balanced? Articles fueled by anger or extreme opinions are not going to be the best source of information.
Do the headlines match the article? Or are they simply designed to hook readers?
Is the author trying to educate the audience and present a balanced and factual picture? This is what you usually want.
6) Look for the date
Finally, it’s important to consider whether the information is current enough for your topic. You can look for when the article was written or it might tell you when it was last updated. Sometimes URLs include dates as well.
Does it matter how old an article is? Well, that might depend on your topic. For example, if you’re looking for the latest research on nutrition or a medical condition, the date might be very important. If you’re looking for some facts about World War One, it might not matter if the information hasn’t been updated in a few years.
If the site is no good, bounce back…
As the flowchart demonstrates, if you’re ever in doubt, just head back to your search results and try again. You might want to alter your search terms based on the results you’re provided with. Sometimes you need to change your keywords or be more specific.
When you overcome all these hurdles and find some information that looks useful and reliable, it can be a good idea to crosscheck the information. So, have a look at a few other websites to see if they corroborate the information you’ve found.
It’s important to remember that you can’t believe everything you read and it’s essential to consider multiple perspectives.
Studies have shown that students find it difficult to discriminate between fake news and factual information. This is very important to address but not the only aspect of website evaluation.
Like so many skills, website evaluation is something that people can become fluent at with practice. An important part of the process is thinking critically — not believing everything you read, not settling for any source of information, and always questioning.
Students need to know that anyone can be an author and publish online nowadays (hopefully they’re already publishing online themselves through a blog or similar!).
Like all aspects of teaching students how to research, classroom integration is key. You don’t need to spend large chunks of time on one-off lessons. Model your own searches explicitly and talk out loud as you evaluate websites. As you model, you could evaluate any old website or sometimes show a ‘fake site’ (check out Eric Curt’s examples of fake sites ).
When students can evaluate websites quickly, intuitively, and effectively, they’ll be on a path to thriving in and out of the classroom.
Want to learn more about the topic of media literacy? Gail Desler has curated some great resources on her site Media Literacy in an Age of “misinformation”.
Leave a Comment
What tips or ideas can you add to the topic of website evaluation? Is this something your students have struggled with?
I’d love to hear from you! Scroll down to find the comment box.
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11 Replies to “How To Evaluate Websites: A Guide For Teachers And Students (Free Poster)”
Thank you so much! 🙂
Hope it helps, Tara! 🙂
Kathleen, Here is a giant thanks coming to you from Michigan, USA, where I teach at a homeschool co-op each Monday, once a week. My 11-14 year-olds will be evaluating websites this week, and I can’t wait to hear their thoughts on the fake website links. This should really be fun and useful to them. I gave my email in order to gather more of your excellent material for and anticipate even more success with next year’s group, once September rolls around. Really appreciate people like you and the sharing that you do.
Jayne Kozal Koinonia Homeschool Belding, Michigan
How nice to hear from you and thanks so much for your kind words!
I really hope your students find the resources helpful. Evaluating websites sure is a crucial skill.
So great to have you as part of my email community too. I email with a new post twice a month. The next one will be next week.
Thanks again for your lovely comment, Jayne. You made my day!
This really helped me!
From Paris Region, Rich content! I really appreciate your work, well done! Yahia
Thank you so much, Yahia. Stay well!
Thank you so much Kathleen. These resources helped me so much. The students are engaged and enjoying the class.
So glad it’s helpful, Safinaz. All the best!
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Inquiry on the Internet: Evaluating Web Pages for a Class Collection
Resources & Preparation
Instructional Plan
Related Resources
In this lesson plan, students explore a class inquiry project, collecting Web-based resources that can be used for further study during the course of the class or for more in-depth projects. Students begin by brainstorming a list of kinds of information they will need to know. They then help set criteria for the lesson by thinking about characteristics of effective Web resources. Next, students use an online tool to evaluate three Websites and then locate and evaluate Websites based on the criteria they defined earlier. Finally, students discuss whether their predictions about the characteristics that would describe useful resources were effective, and revise the list as needed. This lesson can be completed individually or in groups. For demonstration purposes, this lesson plan focuses on researching a specific country or several countries; however, this activity can be completed with any inquiry topic in the classroom.
Featured Resources
Website Evaluation Process : Using this online tool, students evaluate three Websites to determine if they would be useful resources for a class project. Website Evaluation Form : Using this online tool, students evaluate whether up to three Websites they have found would be useful resources for a class project.
From Theory to Practice
In "Inquiring Minds Use Technology!" Jeff Wilhelm explains that "From the literature teacher who uses inquiry to ponder big questions like ‘What is courage?' to the science teacher who asks, ‘What is the connection between land development and ecology?' inquiry allows students not only to consider thoughtful questions, but to use Web quests and electronic scrapbooks as they research their topic" (45). One of the most important steps in any inquiry project that uses Web resources is determining whether the resources and information one finds not only address the inquiry topic but also provide high-quality information. Nancy Patterson tells us, "When research took place down the school hall, under the watchful eye of the librarian, we had the illusion, at least, that the information students were reading was reliable. Now, suddenly, it seems, we have a huge buffet of information available at the click of a mouse." As a result, Patterson urges us to help our students "become literate in the ways of the Web" by analyzing and evaluating each Web page closely, using techniques such as those explored in this lesson plan, before including it as a resource in any project. Further Reading
Common Core Standards
This resource has been aligned to the Common Core State Standards for states in which they have been adopted. If a state does not appear in the drop-down, CCSS alignments are forthcoming.
State Standards
This lesson has been aligned to standards in the following states. If a state does not appear in the drop-down, standard alignments are not currently available for that state.
NCTE/IRA National Standards for the English Language Arts
1. Students read a wide range of print and nonprint texts to build an understanding of texts, of themselves, and of the cultures of the United States and the world; to acquire new information; to respond to the needs and demands of society and the workplace; and for personal fulfillment. Among these texts are fiction and nonfiction, classic and contemporary works.
3. Students apply a wide range of strategies to comprehend, interpret, evaluate, and appreciate texts. They draw on their prior experience, their interactions with other readers and writers, their knowledge of word meaning and of other texts, their word identification strategies, and their understanding of textual features (e.g., sound-letter correspondence, sentence structure, context, graphics).
6. Students apply knowledge of language structure, language conventions (e.g., spelling and punctuation), media techniques, figurative language, and genre to create, critique, and discuss print and nonprint texts.
7. Students conduct research on issues and interests by generating ideas and questions, and by posing problems. They gather, evaluate, and synthesize data from a variety of sources (e.g., print and nonprint texts, artifacts, people) to communicate their discoveries in ways that suit their purpose and audience.
8. Students use a variety of technological and information resources (e.g., libraries, databases, computer networks, video) to gather and synthesize information and to create and communicate knowledge.
11. Students participate as knowledgeable, reflective, creative, and critical members of a variety of literacy communities.
Possible Categories for Class Web Collections
Website Evaluation Form
Preparation
Check that you have parent or guardian permission for all students to participate in Internet searches, and obtain a copy of your school or district’s acceptable use policy. If desired, make an overhead of the policy to share with students.
Familiarize yourself with the resources on the Writing Guides site from Colorado State University, and choose the demos that best fit your students’ needs.
Computer-based systems such as electronic bulletin boards or e-mail discussion lists, with category headings as subject or thread titles.
A handout, developed by creating a form with shared category headings.
A class Web page, on which you list the URLs, can be added to your school Website. Students might e-mail their recommendations to you or complete a form with shared categories.
Choose the topic for your students’ research and brainstorm a list of essential subject areas that students should cover. Keep your list for reference. For demonstration purposes, this lesson plan focuses on researching a specific country or several countries; however, this activity can be completed with any inquiry topic in the classroom and works well to supplement major units of study across the curriculum, as outlined in this list of additional collection ideas . Customize the lists as appropriate for your class. For an extended unit on science, technology, and society, for instance, you might use the complete list. For a more focused collection, you might narrow the list of categories to one area (e.g., transformations through science and technology).
If desired, make copies of the Website Evaluation Form.
For background information and information to share with students, refer to the Eduscapes resource Evaluating Internet Resources .
Test the Website Evaluation Process student interactive and the Website Evaluation Form student interactive on your computers to familiarize yourself with the tools and ensure that you have the Flash plug-in installed. You can download the plug-in from the technical support page.
Student Objectives
Students will
explore the criteria for effective Websites.
search for and evaluate Websites for a particular class collection.
evaluate the effectiveness of the collection and criteria.
Session One
Explain the project that students will be completing: generally, they will gather and evaluate Web resources individually or in small groups. At the end of their research, they should have identified at least three Web resources to share with the class. These resources will be published as a group collection for everyone to refer to as the class pursues more detailed, individual research projects. Modify the explanation to fit the project that you’ve chosen (or that students decide upon).
Remind students that their research must comply with your school’s or district’s Acceptable Use Policy.
Ask students to brainstorm a list of kinds of information they will need to know about to conduct their research project. For research about a specific country or several countries, for example, students might want to know about such things as the people, where people live, the geography of the country, and so forth. Your students’ responses may be more specific. For instance, your students may mention that they want to know about the schools and what the children in the country do for entertainment. Add all the suggestions to the brainstormed list.
Once you have gathered a preliminary list, review the items. Group similar ideas and make any revisions. This list will form the basic categories for the students’ research.
Entertainment
Review the task, explaining how the Web resources that students identify will be shared. You might post a piece of chart paper for each item on the list and ask students to write the URLs or tape printouts of the sites or the evaluation forms on the chart paper; or students could share the Web resources online, using a bulletin board system or e-mail.
Also explain whether students will work individually and whether the research will be independent or if students should choose a specific item on the list to focus on. This project can work well in small groups, with each group responsible for a particular item on the list.
Suggest the number of sites that students should identify—three sites each works well.
What can we tell about a Web resource by looking at who wrote the page?
What do connections to companies, schools, and other groups tell us about a Website?
Does it matter if the site has advertisements? Are some ads more acceptable than others?
What is the difference between a .com, a .edu, and a .net site? What about a .k12.il.us site or a .cc.tx.us site?
How can you tell what the purpose of a site it? Does the purpose matter for our project?
How do the intended readers of a site affect its effectiveness for our project? Does the audience matter?
What about the technical issues of the site? What does it mean if you find broken links?
How does the date of information on the site matter?
Allow students to share ideas freely. Explain that in the next session you’ll share a list of basic questions to use to evaluate a Web resource that will tie to their characteristics.
Session Two
Review the assignment that students will complete, including the outline of kinds of information that will form the class collection of Web resources.
Remind students of the list of characteristics that they explored at the end of the previous session.
Share the Website Evaluation Form , which provides a basic list of questions students can use to determine whether a site is appropriate for the class’s project.
Connect items on the evaluation form to the characteristics brainstormed in the previous class.
If desired, you might note that the evaluation questions could be modified slightly to help a writer planning to write a Web page.
Explain that you’ll evaluate several sites as a class in order to demonstrate how the process works, using the Website Evaluation Process Student Interactive , which asks students to imagine that each person in the class is researching a country that he or she is interested in (for instance, a country where a penpal lives, where their family came from, or where they plan to visit).
The UNICEF Website: Information by Country This site is produced by a well-known organization that is an authority in the area of children around the world. It is likely an excellent resource for the imagined project.
Flags of All Countries This site’s use of advertising and dated information is problematic. The site’s connection to a company that sells immigration software also raises questions about its usefulness. This site is probably not a good resource for the project.
The Flat Stanley Project This site includes awards and approvals from a variety of sources that indicate that it is probably a good resource; however the information may not fit well with the research project and the audience for the site is probably younger than middle school. Students might find the information useful for some parts of their project, but it’s not likely to be a major resource.
Take the opportunity to demonstrate the technical process of using the student interactive at the same time, providing pointers on how the tool works. Be sure to work all the way through to printing the responses by using the Finish button at the top of the interactive after answering all of the questions.
If your class is working on a research project on countries around the world, be sure to add the excellent sites to your class collection (e.g., add them to your chart paper, post them on the online bulletin board, or send them in an e-mail message).
Answer any questions that students have about the process. Explain that students will have the next class session to find and share resources for the class collection.
Session Three
Go over the Acceptable Use Policy for your school or district with students to remind them of the guidelines for their Internet use.
Demonstrate a search tool for students using the resources from the Writing Guides site. In this way, you can show students how to complete a basic search and simultaneously show them how to use the demos on the Writing Guides site.
Click on the “Conducting Electronic Searches” tab on the guides page.
Select one of the guides on the page, based on your students’ experience with online searches. If they have completed few online searches, for instance, choose the Conducting Simple Web Searches link. Complete additional demos from the site as appropriate.
Once you’re certain that students understand the basics of Internet searches, arrange the students in groups if desired, and divide the research categories about the groups or among individual students.
Point students to the Website Evaluation Form student interactive or distribute copies of the Website Evaluation Form (PDF) for students to use as they evaluate the sites that they find. If you use the interactive, explain that students can use the tool as many times as needed to evaluate all the resources that they find.
You might suggest a specific site for students to begin their search on (e.g., Google , Ask Jeeves for Kids , MSN ) based on the resources you’ve demoed from the Writing Demonstrations site.
Circulate among students as they work.
As appropriate, point students to the guides site for minilessons on the search tools.
Allow students the rest of the session to search for sites to add to the class collection. By the end of the session, students should have found all the sites that they will contribute.
If you are structuring a collection for the class that will include all of the links—either by creating a Web page that includes all of the links or creating a handout that lists the sites that students have identified, students must submit the sites that they’ve found before the next session begins so that you’ll have time to create the necessary resource. If students are sharing their sites using an online resource such as an electronic bulletin board or e-mail discussion list, students can continue their work for homework as long as all of their submissions have been sent or posted by the beginning of the next class.
Session Four
Distribute or point students to the class collection. Explain that it’s time to explore the sites that the class has found. You might provide a brief overview of the collection before students investigate the sites independently. For instance, if several students submitted the same site, you might ask students to hypothesize reasons that the site was particularly popular. You might also ask students to identify any patterns that are obvious in the collection—for instance, perhaps most of the sites are .com sites.
If students have handouts or a shared class Web page that lists the collection, ask them to keep notes on the sites that they visit during this session, paying attention to those that they may want to return to later and those that were particularly impressive. After students have explored the sites, conclude the session with a class discussion of project.
If students created their class collection using an online bulletin board or e-mail discussion list, ask them to visit the sites and post replies to those that they’re most interested in. Supplement the online discussion with face-to-face conversation about the sites, based on the ideas that students share online.
If students will be using the collections for a specific project (such as the alternative research paper listed in the Extensions below), you might move directly to the research project, asking students to add replies or share
At the end of the session, return to the list of characteristics that students created in the first session. Ask students to focus their comments on whether their predictions about the characteristics that would describe useful resources were effective. Make any revisions to the list to reflect students’ experience during this activity.
Follow this activity with the Picture Books as Framing Texts: Research Paper Strategies for Struggling Writers lesson plan. An ideal unit might begin with sharing the framing book from this lesson then collecting Web resources as a class before students write their own contributions to the class book.
Student Assessment / Reflections
The final session of this lesson plan allows students the opportunity to provide feedback on the collected resources. Students will see the sites they have selected being used by others in the class—this informal feedback from other students is excellent reinforcement for the project. For more structured assessment, check the evaluation forms that students submit for completeness and accuracy.
Calendar Activities
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Explore Resources by Grade
Kindergarten K
Evaluating Websites & Internet Sources
Criteria for Website Evaluation
Evaluate Social Media, Images, and Digital Content
Website examples
Website Fact Checkers
Information Timeline
Domain Names
DOMAINS/URLs
Domain name types and looking at the URL (or the DOI) for the page or site can provide insight as to the type of materials found there. Those most frequently encountered are:
com – commercial business (the most common TLD)
org – organizations (typically, nonprofit)
gov – government agencies.
edu – educational institutions.
net – network organizations.
mil – military
Criteria for Evaluating Information
Consider the following concepts as you navigate information for your classes. these criteria can be applied to print sources, internet, and media. , authority.
What are the author’s qualifications/credentials for writing on this subject?
Is the author's expertise well established or easy to find?
How reputable is the publisher or sponsoring organization .
To determine the authorship and qualifications, try a quick Google or Wikipedia search for the name or organization
OBJECTIVITY/BIAS
I s there bias? Check for tone, use of dramatic or inflamatory language, and particular points of view so you know what you are dealing with.
Are the goals or aims of the individual or group clearly stated or transparent?
Is the content up-to-date? Is the coverage outdated?
Check to see if publication dates are omitted or if information hasn't been consistently updated. A big difference between the date information was placed on the web and when it was last revised can be a clue as to it's credibility.
COVERAGE / SCOPE
What topics are covered and to what depth?
Coverage may vary. Sources will provide a small amount of information on a subject or a great deal. Be aware of the needs of the research or assignment criteria, scope, and topic.
AFFILIATION
Is there a corporate entity (i.e. company, government, organization, university) that supports this site?
Is there a link to information about the organization?
Is there a transparent way to contact them , how might this affiliation affect objectivity.
Can you identify what audience the material is intended for? Is it directed to students in elementary school? Middle school? High school? Is it for adults? Is it aimed at other experts in the field, or professionals?
How complex is the material?
Is the language or data used detailed and specific, or simplified, stability of information.
It’s here today but will it be available tomorrow?
Can you cite it with some assurance that it will be found again?
Look for permanent links to the resources you find, often located under the "share" option.
PRIVILEGE / ACCESS
Are there limitations or gatekeeping as to who has access to the research, or who is able to publish the work?
Do you need special permission or do you have to pay to access the information? (Never pay, ask a librarian for help first)
Limitations as to who can access certain information can be impactful. Consider voices or perspectives that might be missing, left-out, or not prioritized in the work.
Has the information been removed or extracted from the original source?
It's harder to tell if the information is reliable if it has been taken out of it's original context.
Web site evaluation video
From Hartness Library CC/ Creative Commons Attribution license (reuse allowed)
CRAP Checklist for Evaluating Sources
You can use this list as a quick checklist for evaluating your sources, whether they are websites or from SVC resources.
You don't need to be able to answer all the questions but use the list as a general evaluating tool.
URRENCY
ELEVANCE
UTHORITY
URPOSE / OINT OF VIEW
Check a Source
Additional help with evaluation
Some additional information on verifying websites:
Cite this source, assignments & activities, available to teachers only as part of the how to evaluate a website teacher pass, how to evaluate a website teacher pass includes:.
Assignments & Activities
Reading Quizzes
Current Events & Pop Culture articles
Discussion & Essay Questions
Challenges & Opportunities
Related Readings in Literature & History
Sample of Assignments & Activities
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Evaluating Websites
Website Evaluation Criteria
When you are evaluating websites to see if they are credible, you will want to think about several factors of the source, like the author, publisher, date, evidence, and bias. Click on each of the tabs below to learn more about each of the criteria.
The author of an article is the person or organization who created the source. A credible author should be considered an expert on a topic and have the authority to speak on that topic. To be considered an expert, an author must have a high level of education and/or significant experience related to a topic.
An author with a high level of education about a topic will typically have a Masters degree or PhD (the highest degree you can have in a subject) in a related subject to the research topic.
It is important if you are looking at an author's education to consider what their PhD is in. For example, an author with a PhD in Business would not be a credible author to write about a topic that has to do with Biology. Even though they have a PhD, it is not in a related field to Biology, so they would not be considered an expert on this topic.
Not every author you find will have a PhD on a topic. For some topics, a PhD might not be relevant to be an expert, such as for auto mechanics. A credible author should have significant experience in a topic. Experience can be:
Writing books/articles about a topic.
Giving lectures, presentations, or teaching courses about a topic.
Being a professional journalist and covering this topic for a long time.
Questions to Ask Yourself
Who is this author?
What do you know about their credentials?
Why are they a reliable source of information on this topic?
Are they an expert on this topic?
Do they have an advanced degree from a college/university?
Do they have lots of experience in this subject?
Where a source is published, and by whom, is another important factor for a source's credibility.
Who is the Publisher?
Ask yourself, is the publisher of the source:
A magazine/popular periodical?
A peer-reviewed journal?
A newspaper?
A business organization?
Or a platform where anyone can post with no criteria required (like Wikipedia )?
What do you Know About the Publisher?
Ask yourself:
Is this a well-known, well-respected publication?
Is the publishing company known for a certain type of publication?
Does this publisher have a purpose? For example, is the publication meant for education or entertainment?
Is there any indication the publisher could be biased?
Is the source peer-reviewed or fact checked?
Always check the date of the source you are using. You want to make sure your information is current and not outdated. Using outdated information will make a source less credible.
Does Date Always Matter?
Depending on the subject you are researching, the date of the source may or may not be important. The date will be very important for the following subjects:
Financial
Date will be very important for these subjects, because information in these subject areas can become outdated very quickly.
Credible sources should publish accurate, reliable, and true information. Credible sources have evidence that backs up their claims. Without evidence, a source is just an opinion piece and may not be considered credible.
Check to see if a source has a Works Cited page at the end of the article. Take a look at the author's citations to see who they are citing. Credible sources will only cite other credible sources.
Statistics are a great source of evidence, but you want to be sure the information is accurate and found through a trustworthy source and are not being used to mislead you. Statistics are often taken out of context of their original study, so it can also be helpful to try and find the original study the statistics were published in.
Other Experts/Studies, etc.
Some sources may not include a formal Works Cited page. In that case, while reading the article, pay attention to if the author mentions any other experts or studies as evidence to support their argument. Even if the author doesn't have a formal sources list, they should give you enough information that you could find more information about the expert or the study the author is referencing.
Good example of evidence: A 2021 study by Pew Research Center found almost a quarter of U.S. adults did not read a book last year.
With this information, you could find the entire study from the Pew Research Center website.
Bad example of evidence: A study found that a quarter of U.S. adults did not read a book last year.
There is no way to tell where this information came from. Who conducted the study? Who participated in the study? How did they arrive at this conclusion?
Every source has a mission, goal, or purpose. It might be to educate, entertain, sell, or persuade the reader of something. Because of this, in some way, every source is going to have a perspective or a bias.
A biased source only gives a reader a certain perspective on a topic, usually the perspective that the author wants the reader to hear. A biased source will not consider an opposing viewpoint about their topic, only their viewpoint. Biased does not always mean a bad source, it just means that the source is presenting the information from a certain point of view.
How biased is this source?
Is the author or publisher associated with a company, organization, institution, agency, etc. that would make them biased on this topic?
Is the author or publisher only telling you one side of the argument?
Are they giving objective facts or opinions?
Where is the author's information coming from (what are their sources)?
Are their sources biased?
Domain Endings
Domain endings are the end part of a URL (.com, .org, .edu, .gov, etc.). Sometimes the domain ending can give you a clue to a website's purpose.
.com stands for commercial sites, but really can be anything. Because of the variety of websites that could have a .com ending, you should pay close attention to the authors of articles and what kind of evidence they provide. Below are some examples of .com websites.
NBC - official television network with information about news and current events; not always guaranteed to be accurate, but in general a credible .com website.
Biography - a website for the television channel Biography. Often a good news source for newer public figures who have not had time to be printed in more formal publications.
.org websites should be organizations, but again, they can really be anything since anyone could purchase a .org domain ending. Below are some examples of .org websites.
American Medical Association - the main website for the American Medical Association, which is a professional organization for doctors.
NPR - the main website for NPR, a well-known, respected news organization.
.edu websites should contain credible materials, since they are attached to schools, colleges, and university websites and are good places to find academic information. However, many school websites also have webpages that feature student work. The webpages will look professional and the same as the rest of the website, so it is important to pay attention to see what kind of information you are finding. Below are some examples of a .edu website.
"Drug Shortages: The Problem of Inadequate Profits" - this is a student paper located in the Harvard digital commons. The paper looks very professional and similar to articles you can find in a library database, but since it is written by a student, it would not be considered a credible source.
"Gender Bias in Microlending: Do Opposites Attract?" - the last example is a student thesis for a master's program. There should be some oversight by the student's professors, but the authority of the information would be dependent on how you are using it.
.gov websites are websites from the U.S. government. Government websites can be great sources of information for academic purposes, especially for statistics and data, which will be published by different government agencies. Below are some examples of .gov websites.
Occupational Outlook Handbook - this website is published by the U.S. Bureau of Labor Statistics and is an excellent place to find statistics and data about different careers.
National Center for Education Statistics - this website is published by the U.S. Department of Education and provides statistics and data about K-12 and college students.
The purpose of this assignment is to challenge, test and ultimately come to general agreement on evaluation criteria for websites. This exercise is student driven, but don't be surprised if your teacher offers some guidance along the way.
Learner Outcomes
At the completion of this exercise:
you will demonstrate your ability to critically examine the quality of a web site by developing a web site evaluation tool.
you will be able to communicate to others your ideas about what makes a high quality web site and explain how you would evaluate a site.
Develop a website evaluation tool. Use the knowledge and perspective gained in Lesson 1 to develop a rubric for measuring the quality of websites. Follow these steps:
Pair up and take five minutes to share and discuss the merits and problems of the "good" and "bad" websites chosen in the activity of the previous lesson . One site should be a clear example of good design and one an example of poor design. Discuss specific traits that could be used to evaluate sites.
Join another pair and now, in a group of four, review your lists of traits that were generated in step one. Synthesize the lists to no fewer than four but no more than seven general traits that could be used to evaluate most any web site. As much as possible, make each trait discrete and clear. Combine similar traits. Eliminate redundant, obtuse, or invalid traits.
Once you reach consensus on the traits, decide on a numeric scale to use for judging how well a website rates for each of the traits.
Brainstorm a list of descriptors that define major point values on the numeric scale. What does a high score, a low score look like?
Now that you have all the components for the evaluation rubric, sketch the complete evaluation rubric with a marker on butcher paper. Write boldly and large enough for others to read from a distance. Your poster (evaluation tool) will be displayed on a wall.
Your instructor will now assign you a specific website to evaluate. After receiving the assignment, each person in your group will individually use this evaluation rubric to evaluate the assigned site. It is important that you evaluate the site without collaboration or discussion.
After all members have had enough time to evaluate, compare how your group members rated the assigned site on each major trait.
If someone in the group rated a trait radically differently from the rest of the group, ask them to explain why. Can the group persuade the radical, or the radical persuade the group? Is a compromise necessary? Try to reach a consensus score for each trait. Does the tool need to be changed somehow to make it more useful?
Decide on a reporter or spokesperson. Display your poster. Have the spokesperson share with the rest of the class how well your group's evaluation tool worked when applied to the assigned website.
As a class, synthesize the various evaluation tools into a single rubric. Find what traits are most commonly used. Sometimes groups refer to the same trait using different terminology, so the class must agree on what term to use (a groups' shared understanding of a term is called nomenclature ).
Great! Proceed to Module 2 .
WRT 101 - East (Gousseva) Writing I: Website Evaluation
Books on Careers
Annotated Bibliography
Career Information
Streaming Video
Website Evaluation
Write & Cite This link opens in a new window
What's wrong with this website?
Domain names.
The URL for a website can tell you a lot about the purpose of a webpage.
.com = commercial site
.net =network provider
.org =organization
.edu =education - school or university
.mil = military website
.gov = government website
.com, .net, and .org sites are less regulated, meaning anyone can register for a website with that domain. .edu, .mil, and .gov sites are MORE REGULATED, and tend to be more reliable.
Evaluating Websites Exercise
Get some practice at evaluating websites using the criteria in the left-side column. Which is these sites do you think would be useful for academic research?
American Medical Association
Boilerplate: History of a Victorian Era Robot
Felines Reactions to Bearded Men
Library of Congress
Martin Luther King
Martin Luther King, Jr. Research and Education Institute
RYT Hospital - Dwayne Medical Center / Clyven
RYT Hospital / Dwayne Medical Center / Male Pregnancy
Save the Pacific Northwest Tree Octopus
The King Center
The Mayo Clinic
World Trade Organization
World Trade Organization (2)
Why evaluate websites?
When searching for information on the "free web", you need to be critical. Here are a few reasons:
On the "free web" , anyone can post information, which can be unreliable and inaccurate
The amount of information online can be overwhelming; there are currently more than 124 million websites in existence
When searching the web, you get A LOT of results, many of which may not be relevant
Many websites may have an agenda, or may be trying to sell you something
Search results bring varying results, only some of which may be relevant for your research
Scholarly sources are usually not available on the "free web." They are located primarily in library databases
Click on the "Evaluating Websites" tab for strategies to help you evaluate websites.
The CRAAP Test: Guidelines for Evaluating Websites
When evaluating websites or any other information sources, use the following CRAAP test to help evaluate the information you find. This checklist applies to any resource you may use for a school assignment, but keep in mind that some items are specific to websites.
Currency : The timeliness of the information.
When was the information published or posted?
Has the information been revised or updated?
Does your topic require current information, or will older sources work as well?
Are the links functional?
R elevance : The importance of the information for your needs.
Does the information relate to your topic or answer your question?
Who is the intended audience?
Is the information at an appropriate level (i.e. not too elementary or advanced for your needs)?
Have you looked at a variety of sources before determining this is one you will use?
Would you be comfortable citing this source in your research paper?
A uthority : The source of the information.
Who is the author/publisher/source/sponsor?
What are the author's credentials or organizational affiliations?
Is the author qualified to write on the topic?
Is there contact information, such as a publisher or email address?
.com - commercial site
.edu - school or university site
.gov - government website
.org - for-profit or non-profit organization site
A ccuracy : The reliability, truthfulness and correctness of the content.
Where does the information come from?
Is the information supported by evidence?
Has the information been reviewed or refereed?
Can you verify any of the information in another source or from personal knowledge?
Does the language or tone seem unbiased and free of emotion?
Are there spelling, grammar or typographical errors?
P urpose : The reason the information exists.
What is the purpose of the information? Is it to inform, teach, sell, entertain or persuade?
Do the authors/sponsors make their intentions or purpose clear?
Is the information fact, opinion or propaganda?
Does the point of view appear objective and impartial?
Are there political, ideological, cultural, religious, institutional or personal biases?
The CRAAP test is provided by the Meriam Library California State University, Chico.
Scholarly vs Non-Scholarly Resources
Your instructor may ask your to use only scholarly resources for your paper. What's the difference between a scholarly or non-scholarly resource?
Scholarly (peer-reviewed) sources include encyclopedias, books, and articles published in scholarly journals. These sources are reviewed by a panel of experts in that particular field, and are often published by a professional association or a university press. These experts ensure the information published is credible before accepting it for publication.
Non-Scholarly sources include websites , magazines, newspapers, and books that undergo no expert review prior to publishing.
Check with your instructor if you plan to use non-scholarly sources and use the CRAAP test to evaluate them.
What about Wikipedia?
Wikipedia is a free, online encyclopedia that contains articles about nearly any topic. It may be tempting to use it as a resource for an assignment, but keep in mind that most instructors WILL NOT accept wikipedia as an acceptable source. Why? Wikipedia entries can be edited by anyone that has access to a computer and creates a wikipedia account. This often compromises the quality of information that may appear in Wikipedia entries. The last thing you want to do is to use false information in your assignments.
So what do you do? Use Wikipedia as a starting point for your research, but, if you want to use information from it, try to verify it in another reputable source instead.
See the video below for more about Wikipedia:
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Last Updated: Jan 22, 2024 3:46 PM
URL: https://libguides.pima.edu/wrt101Gousseva
Evaluating Information - STAAR Method: Website Evaluation
Website Evaluation
STAAR Evaluation Method
Information and Its Counterfeits
URL & What it can tell you
Why Evaluate?
Whether researching for an assignment or personal curiosity the internet can be a very quick and rewarding fountain of information; it can also be a quagmire of personal opinions and misinformation. All information you gather from the internet should be given scrutiny , printed materials like those collected in a library usually go through an evaluative and editorial process before they are published and collected in libraries. The Internet has removed the restrictions and editorial process typical for print materials; anyone can publish on the web.
To ensure that the Web sites you use as information sources are acceptable, you should ask questions about those sites, learn to question the information and the source. The STAAR method of web page evaluation has been created to help you find quality (or 5 STAAR) resources. This is not a definitive list of questions but rather a method to encourage researching information and where it comes from.
The Information and its counterfeits page will help you be able to distinguish real information from its three look-a-likes, or counterfeits: propaganda , misinformation , and disinformation . Understanding the counterfeits will enable you to become a much more critical consumer of information.
Reading the URL
When evaluating a website there are several things to take into consideration, one of the first things to look at is the URL including the domain suffix this can tell you several things about the website, the creator, the audience, the purpose, and sometimes even the country of origin.
Other Evaluation Methods
USC Upstate LibGuide: ABC's of Determining Credible Sources
Evaluating Sources: The CRAAP Test This LibGuide page from Benedictine University uses the CRAAP method to evaluate sources.
Determine Credibility (Evaluating) This LibGuide from Illinois State University offers the CRAAP method and has a printable worksheet included
Is your website a S.T.A.A.R.? Can you tell if a web page is worth using or not? Look at the 5 points in the S.T.A.A.R. evaluation method to see how it stacks up. Give the website your own personal rating. The S.T.A.A.R. evaluation method was created by Laura Karas and the Librarians at the University of South Carolina Upstate based on both the A.B.C. and the C.R.A.A.P. methods of evaluating websites.
Quoting, paraphrasing, summarising and generalising
Personal knowledge and common knowledge
Finding bibliographic data
Referencing styles
Harvard in-text citations
Harvard end-text citations
Examples - books with one author
Examples - books with multiple authors
Examples - journal and magazine articles
Examples - newspaper articles
Examples - online database articles
Examples - online documents
Examples - online images, graphs and tables
Examples - websites
Examples - works of art
Reference lists
Abbreviations used in citations
Referencing tools
Anyone can make information accessible on the Internet, so it's very important to be able to recognise a website that is accurate, current and reliable. It's up to you to evaluate the appropriateness of the information presented.
Points to consider when looking at the accuracy of a webpage:
Look for links that indicate credentials – ‘about us’, ‘contact’ etc.
Are the authors qualified to provide information on the subject?
Are there links to related pages?
Are the pages well organised, and complete?
Do the links work?
Does the information make sense?
Points for you to consider when checking if a website is current :
Is the information current enough for your purpose?
Does the website have a date?
Is the web page updated regularly?
Does the web page include a copyright date?
Are there recent updates or a "What's New" section?
Are the web page links current or dead?
Ask the following questions to help you determine who created the website.
Can you tell who wrote it?
Are they reputable?
Have they provided you with contact information (email address, phone number or address)?
Are there links to "About us", "FAQ", "Background" or "Biography" to find out more information about the authors?
Is it a social networking site? (e.g. Facebook, Twitter, Yammer, LinkedIn, Blogs, Forums, Instagram, Viber or Skype)
Is it a government, commercial or an organisational site?
Is the domain name appropriate for the content?
Other resources
Look at our TAFE SA study guide on evaluating resources
Try the CRAAP test to evaluate information you find on a website:
Here are some websites which provide more information about evaluating websites:
Evaluating Internet Sources - video tutorial by College of San Matteo Library
Evaluating Websites - video by SMTAFE Library Service
Evaluating Sources guide by James Cook University
Prezi has many slide shows on website evaluation .
Evaluation assignment 1 – website and stakeholders, goals and task analysis.
Design and implement a website for your topic and evaluation documents. Recall that a website is a domain of HCI and your site will be evaluated accordingly. The website does not need to be elaborate, but it should serve the purpose of the users of your website. Users of your website are me (the instructor) the undergraduate students and the scientists. We use the web site to track the evaluations of the group applications. Undergraduate students will provide design documents for you to evaluate. When I or the scientists review your evaluations, we will want to refer to the undergraduate design documents, so your website should have links to their documents on a per evaluation basis. Undergraduate students are also users of your web site. They will refer to your web site to find your evaluation of their design, which they need to refine their design. Consequently your evaluation documents must be posted timely and kept current. All documents should be linked in your website in a format readable by all web browsers. Initially, the website will include a home page with your name, topic name and contact information. The initial website will also contain the interaction design supporting documents, (described below). The documents are to be posted online by the due date. The documents do not have to be a single file, but they should be recognized as a group and easily navigated in the website.
You may use most any tool or templates that you’d like to make your website. It should be a static website, meaning made up of html, jpg and pdf documents. There should not be a database backend. Consequently, something like WordPress would NOT be appropriate. The website should not have redirection, meaning in a .htaccess file. I have two goals for the website:
A central location to store your design documents that I can zip and save for posterity.
A media for sharing your documents with your client and team.
I do not expect anything elaborate in these websites in terms of styling or design. Your design for the website should pay attention to ease of access and finding documents.
Some resources for learning and making web pages:
https://www.w3schools.com/html/
https://www.quackit.com/
In particular, you may want to use Quackit’s online editor to get started on you first web page:
https://www.quackit.com/html/online-html-editor/
Design Supporting Documents
The goals of this assignment are to assure that your undergraduate group clearly understands the stakeholders, their goals and the tasks to achieve these goals. The document should contain:
Onion model of stakeholder
Description of each stakeholder
Stakeholders’ goal-influence table
Two primary users
Two secondary user
Simplified Hierarchical Task Analysis
Your notes from the interview with the scientist
You will attend your group’s interviews with the scientist and keep your own notes. You can ask questions during the interview but let the undergraduate group conduct the interview.
Stakeholder Analysis
Onion model for stakeholders.
Read Understanding Projects Sociology by Modeling Stakeholders for a brief description of the onion model of stakeholders. The onion model only need delineate four levels: system, primary, secondary, and tertiary stakeholders. Primary stakeholders are eventual end users of your system. Secondary stakeholders directly support the primary users or use the results of the application. Tertiary stakeholders are from the greater society and have influence on the project or are affected by the project. Developers of the projects are example of tertiary stakeholders, but developers have different roles.
Stakeholders’ Goal-Influence Table
The Stakeholders’ Goal-Influence Table clarifies the role of each stakeholder by delineating their goal and potential influence on the project. Stakeholder goal represent what the stakeholder hopes to get out of the project (which can be a personal goal). Stakeholder influences are contributions or constraints that the stakeholder makes to or on the project. Stakeholders may have more than one goal or influence. Generally, stakeholder goals have corresponding influence associated with them and visa-versa. Stakeholder goals and influences can be represented in a table. Each row represents a stakeholder, and three columns represent: the stakeholder’s generic name (role in the onion diagram), stakeholder’s goals and any associated influences. The association of goals with influences may not always be obvious, but try to find them.
Personas help to make the potential application users come to life by describing a hypothetical user in detail. The designers can use the personas to test the application on paper by imagining how a specific user would perform. Your document should include four personas: two for both primary and two for secondary users. I suggest that one persona be designed to represent user that will have nominal interactions with the application and the other that will introduce errors using the application.
Persona Documentation
Documenting the person should include:
Name, a hypothetical name that you make up.
List of important attribute, for example age and residence
Relationship to other people
A complete hierarchical task analysis (HTA) diagrams the different uses of the application in a tree, where the higher level are more associated with goal, intermediate levels represent the tasks to achieve these goals, and the lower levels represent actions to perform the tasks. Links in the tree associate tasks with goals, and actions with tasks. A complete HTA can consume lots of time and paper. I suggest making a simplified HTA which dispenses with links and uses intended tabs to represent the hierarchy. The intent of the simplified HTA is to represent the views of the application by the different indentation levels. A single indentation level may represent more than one view. Try to represent all the views. In other words, the simplified HTA still represents all the uses of the applications but does not attempt to diagram the actions. You may need to use several indentation tables for application goals that have little in common. I suggest using a top-down approach to develop the simplified HTA. First list all the major goals or tasks of the application, then indent and list the sub-tasks to achieve the corresponding goal or task. Try to name the tasks and sub-tasks with words that might be used in the application view.
Document Outline and Format
Post your assignment document on your website. Do not email them to me. I will view your website after the assignment due in order review your assignments. The document will contain tables and bullet lists, but they should be supported by full sentence description. The document is not an outline or a note. I will evaluate the correctness of the document and also how well it communicates. An example outline:
Cover page identifying the document, you, and the undergraduate group
A very short description of the undergraduate system (one paragraph)
Stakeholder Onion diagram
Stakeholders’ short descriptions (one or two sentences for each stakeholder)
Stakeholder Goal Influence Table
Summary of the Stakeholder Goal Influence Table (several paragraphs describing the important goals and influences)
Simplified HTA
Summary of the simplified HTA, perhaps describing the application views.
Appendix: Your notes from the interview with the scientist
Email Me and Your Team
Email me (pastel at mtu.edu) when your website is up-to-date, so that I may view them. The subject line of the email should be
cs5760 Evaluation Assignment 1
Your email should NOT attach the documents. Rather, I will read them on your website.
Also email your team that you have posted the assignment to the website.
Quality and Safety Education for Nurses
Strategy submission, website evaluation exercise.
Assistant Clinical Professor
Elaine L. Smith RN, MSN, MBA, CNAA, QSEN Project Manager, University of North Carolina at Chapel Hill, School of Nursing, Chapel Hill, North Carolina, US
Institution:
UCSF, School of Nursing, Dept. of Physiological Nursing
Evidence-Based Practice, Informatics, Patient-Centered Care, Quality Improvement, Safety
Learner Level(s):
New Graduates/Transition to Practice, Pre-Licensure ADN/Diploma, Pre-Licensure BSN, RN to BSN
Learner Setting(s):
Strategy Type:
Independent Study
Learning Objectives:
Students will:
demonstrate skill in locating and accessing electronic information
demonstrate skills in evaluating health-related information found on the internet
demonstrate skills at teaching patient/family strategies for evaluating web-based information
demonstrate attitudes and behaviors that show that they are beginning to internalize responsibility of professional nurse in ensuring patients/clients receive quality information
Strategy Overview:
Students are assigned to identify learning needs of patients/clients she/he is assigned to that day and to search for web sites that address these needs. Using either of the two resources listed below1,2, and/or other similar resources, the students evaluate the quality of the web sites and complete the Health Information on the Internet: Evaluation Criteria form . In a clinical conference, students discuss their process in finding and evaluating websites and compile a list of high quality websites that can be shared with the nurses on the unit(s). In discussion with the patient/family, students then present the information they have found and describe the evaluation criteria that should be used when searching for health information on the internet.
For an alternative classroom-based assignment, faculty can select 5-10 websites at random for students to evaluate.
Health Summit Working Group’s policy paper, Criteria for Assessing the Quality of Health Information on the Internet http://hitiweb.mitretek.org/docs/policy.html#top (accessed 3/18/2006)
Internet Healthcare Coalition, Tips for Healthy Surfing Online:Finding Quality Health Information on the Internet http://www.ihealthcoalition.org/content/tips.html (accessed 3/18/2006)
Submitted Materials:
Additional Materials:
Evaluation Description:
Students are evaluated on how thoroughly they address the criteria for website evaluation.
In my experience students are always eager to use the internet as a source of information but less adept at evaluating the content they find there. This assignment shows then that, as healthcare professionals, they can no longer take information at face value but must apply reasonable evaluation criteria. The students are at first frustrated but ultimately find the exercise to be eye-opening and valuable in preparing them to best serve their patients. I am tempted to make students complete a web evaluation tool each time the use a website as a reference for a paper or other assignment!
Creative Technologies
Website Evaluation Assignment Example – 5 Criteria and Checklist
Nowadays, information is not far away from the ones looking for it. Advancements in internet technology have made the world a global village. People can access any web page by sitting in any corner of the world. The only problem is how to perform website evaluation assignment. In simple words, finding knowledge is easy, but finding quality knowledge has become challenging. It requires the evaluators to check the websites based on some criteria. If you are serious about finding quality content, then you must follow some evaluation criteria. But what exactly the checklist or criteria is? Today’s article is all about answering this question.
5 Checklists
A website’s content is what makes it known to the general public. The good is the content; the more is the website’s rating. Still, many websites upload content that they are not authorised to do. Thus, the readers must be able to evaluate the website based on some website evaluation assignment criteria. Below are the five evaluation criteria.
Now the brief description of each evaluation criteria is given below;
Because of the hodge-podge of the information on the internet, it is very important to know about the accuracy of the content. Accuracy allows you to measure the factual information present on the website. It tells you that the information listed here is also listed on another credible source. The sources of the information must also be there so that you can go directly to the origin of the content. It means that there must be a list of all the references used in the content that can verify its originality
While performing website evaluation assignment, checking for spelling and grammatical mistakes also come under accuracy. You can hire assignment writing services UK in case of any problem in developing the grammar accuracy. Mostly, the website content is free from grammatical errors, and the criteria of accuracy confirm it. If the website does not meet the standards of accuracy, the content is not authentic. Thus, you must check for the accuracy of the content first.
Authority comes at second place in website evaluation assignments. This criterion checks for the ownership of the content. The content owner’s ownership and legitimacy are also important to know. The website evaluator looks for the answer to the questions given below;
Who is responsible for the content on the website?
Is there any way of verifying the legitimacy and authenticity of the organisation, individual or network?
Is there any sign of the author’s qualifications on the website?
Does the URL reveal anything about the publisher? (.com, .gov, .edu etc.)
The answers to these questions confirm the authority of the website. The authorised web content attracts more readers and gets high viewership. Thus, you must apply this check when evaluating the websites.
The relevance of the content to the website is also very important. Relevance means that content on the website addresses the topic properly. Sometimes websites deviate from the original topic and get too promotional. Undoubtedly, every website is out there to make some money. But along with making money, the relevance of the content must also be there. To evaluate website content effectively for relevance, you must ask yourself the following questions:
Does the information present on the web relate to the topic?
Does it address its intended audience?
Is the information at the basic, intermediate, or advanced level?
Does the information serve its purpose in an effective way?
Would you be comfortable using the information in any of your research?
The answer to these questions is, in fact, the relevance. One must check for it while performing a website evaluation assignment.
Everything happens for a purpose. A particular is out there on the internet to serve a purpose. The purpose of the content on the website can be anything like teaching, persuading or guiding. For example, nowadays, government websites have a tab on the information of COVID-19. You can find the information on COVID-19 cases and their preventions on that page. See, the content serves the purpose of spreading awareness among the people about COVID-19. Thus, the point of purpose in website evaluation assignments holds much importance. Below are some of the questions that can assist you in this.
What is the purpose of the information? To inform? To teach? To persuade?
Does the author make his clear?
Is the basis of information a fact, opinion or propaganda?
It is the last criteria of evaluation of websites. It discusses the timeliness of the information. The currency criterion assists all other points mentioned above. In simple words, the current criterion tells you about the content and update history of the website. Below are some of the questions that may assist you in your evaluation.
Does the web page have any date of publication of the content?
Is there any date for the first publication of the information on the internet?
When was the page last updated?
An answer to these questions surely helps you during website evaluation assignments. There must be an answer to all these questions on the web page.
After a detailed discussion on all the five criteria, let’s look at an example of web evaluation. I will evaluate the website based on the five points mentioned above.
Accuracy : the sources are present on the website. The sources directly relate to the topic. It means that this website passes the accuracy criteria.
Authority : The author’s information is on the website, i.e., Vicki Kreuger. The information about the qualifications and authenticity is also given.
Relevance : The website’s content is also very relevant to the topic. It engages the audience, and writing is of intermediate level.
Purpose : The purpose of the website is to inform the readers about the use of Jargon in different writings.
Currency : The publication date is also on the page, i.e., 14 June 2017.
All in all, by considering the 5 points mentioned above, you can perform a website evaluation assignment in a better way. Every evaluator must employ these points in their evaluation of web pages.
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Expressions and operators
This chapter describes JavaScript's expressions and operators, including assignment, comparison, arithmetic, bitwise, logical, string, ternary and more.
At a high level, an expression is a valid unit of code that resolves to a value. There are two types of expressions: those that have side effects (such as assigning values) and those that purely evaluate .
The expression x = 7 is an example of the first type. This expression uses the = operator to assign the value seven to the variable x . The expression itself evaluates to 7 .
The expression 3 + 4 is an example of the second type. This expression uses the + operator to add 3 and 4 together and produces a value, 7 . However, if it's not eventually part of a bigger construct (for example, a variable declaration like const z = 3 + 4 ), its result will be immediately discarded — this is usually a programmer mistake because the evaluation doesn't produce any effects.
As the examples above also illustrate, all complex expressions are joined by operators , such as = and + . In this section, we will introduce the following operators:
These operators join operands either formed by higher-precedence operators or one of the basic expressions . A complete and detailed list of operators and expressions is also available in the reference .
The precedence of operators determines the order they are applied when evaluating an expression. For example:
Despite * and + coming in different orders, both expressions would result in 7 because * has precedence over + , so the * -joined expression will always be evaluated first. You can override operator precedence by using parentheses (which creates a grouped expression — the basic expression). To see a complete table of operator precedence as well as various caveats, see the Operator Precedence Reference page.
JavaScript has both binary and unary operators, and one special ternary operator, the conditional operator. A binary operator requires two operands, one before the operator and one after the operator:
For example, 3 + 4 or x * y . This form is called an infix binary operator, because the operator is placed between two operands. All binary operators in JavaScript are infix.
A unary operator requires a single operand, either before or after the operator:
For example, x++ or ++x . The operator operand form is called a prefix unary operator, and the operand operator form is called a postfix unary operator. ++ and -- are the only postfix operators in JavaScript — all other operators, like ! , typeof , etc. are prefix.
An assignment operator assigns a value to its left operand based on the value of its right operand. The simple assignment operator is equal ( = ), which assigns the value of its right operand to its left operand. That is, x = f() is an assignment expression that assigns the value of f() to x .
There are also compound assignment operators that are shorthand for the operations listed in the following table:
Name
Shorthand operator
Meaning
Assigning to properties
If an expression evaluates to an object , then the left-hand side of an assignment expression may make assignments to properties of that expression. For example:
For more information about objects, read Working with Objects .
If an expression does not evaluate to an object, then assignments to properties of that expression do not assign:
In strict mode , the code above throws, because one cannot assign properties to primitives.
It is an error to assign values to unmodifiable properties or to properties of an expression without properties ( null or undefined ).
Destructuring
For more complex assignments, the destructuring assignment syntax is a JavaScript expression that makes it possible to extract data from arrays or objects using a syntax that mirrors the construction of array and object literals.
Without destructuring, it takes multiple statements to extract values from arrays and objects:
With destructuring, you can extract multiple values into distinct variables using a single statement:
Evaluation and nesting
In general, assignments are used within a variable declaration (i.e., with const , let , or var ) or as standalone statements.
However, like other expressions, assignment expressions like x = f() evaluate into a result value. Although this result value is usually not used, it can then be used by another expression.
Chaining assignments or nesting assignments in other expressions can result in surprising behavior. For this reason, some JavaScript style guides discourage chaining or nesting assignments . Nevertheless, assignment chaining and nesting may occur sometimes, so it is important to be able to understand how they work.
By chaining or nesting an assignment expression, its result can itself be assigned to another variable. It can be logged, it can be put inside an array literal or function call, and so on.
The evaluation result matches the expression to the right of the = sign in the "Meaning" column of the table above. That means that x = f() evaluates into whatever f() 's result is, x += f() evaluates into the resulting sum x + f() , x **= f() evaluates into the resulting power x ** f() , and so on.
In the case of logical assignments, x &&= f() , x ||= f() , and x ??= f() , the return value is that of the logical operation without the assignment, so x && f() , x || f() , and x ?? f() , respectively.
When chaining these expressions without parentheses or other grouping operators like array literals, the assignment expressions are grouped right to left (they are right-associative ), but they are evaluated left to right .
Note that, for all assignment operators other than = itself, the resulting values are always based on the operands' values before the operation.
For example, assume that the following functions f and g and the variables x and y have been declared:
Consider these three examples:
Evaluation example 1
y = x = f() is equivalent to y = (x = f()) , because the assignment operator = is right-associative . However, it evaluates from left to right:
The y on this assignment's left-hand side evaluates into a reference to the variable named y .
The x on this assignment's left-hand side evaluates into a reference to the variable named x .
The function call f() prints "F!" to the console and then evaluates to the number 2 .
That 2 result from f() is assigned to x .
The assignment expression x = f() has now finished evaluating; its result is the new value of x , which is 2 .
That 2 result in turn is also assigned to y .
The assignment expression y = x = f() has now finished evaluating; its result is the new value of y – which happens to be 2 . x and y are assigned to 2 , and the console has printed "F!".
Evaluation example 2
y = [ f(), x = g() ] also evaluates from left to right:
The y on this assignment's left-hand evaluates into a reference to the variable named y .
The function call g() prints "G!" to the console and then evaluates to the number 3 .
That 3 result from g() is assigned to x .
The assignment expression x = g() has now finished evaluating; its result is the new value of x , which is 3 . That 3 result becomes the next element in the inner array literal (after the 2 from the f() ).
The inner array literal [ f(), x = g() ] has now finished evaluating; its result is an array with two values: [ 2, 3 ] .
That [ 2, 3 ] array is now assigned to y .
The assignment expression y = [ f(), x = g() ] has now finished evaluating; its result is the new value of y – which happens to be [ 2, 3 ] . x is now assigned to 3 , y is now assigned to [ 2, 3 ] , and the console has printed "F!" then "G!".
Evaluation example 3
x[f()] = g() also evaluates from left to right. (This example assumes that x is already assigned to some object. For more information about objects, read Working with Objects .)
The x in this property access evaluates into a reference to the variable named x .
Then the function call f() prints "F!" to the console and then evaluates to the number 2 .
The x[f()] property access on this assignment has now finished evaluating; its result is a variable property reference: x[2] .
Then the function call g() prints "G!" to the console and then evaluates to the number 3 .
That 3 is now assigned to x[2] . (This step will succeed only if x is assigned to an object .)
The assignment expression x[f()] = g() has now finished evaluating; its result is the new value of x[2] – which happens to be 3 . x[2] is now assigned to 3 , and the console has printed "F!" then "G!".
Avoid assignment chains
Chaining assignments or nesting assignments in other expressions can result in surprising behavior. For this reason, chaining assignments in the same statement is discouraged .
In particular, putting a variable chain in a const , let , or var statement often does not work. Only the outermost/leftmost variable would get declared; other variables within the assignment chain are not declared by the const / let / var statement. For example:
This statement seemingly declares the variables x , y , and z . However, it only actually declares the variable z . y and x are either invalid references to nonexistent variables (in strict mode ) or, worse, would implicitly create global variables for x and y in sloppy mode .
A comparison operator compares its operands and returns a logical value based on whether the comparison is true. The operands can be numerical, string, logical, or object values. Strings are compared based on standard lexicographical ordering, using Unicode values. In most cases, if the two operands are not of the same type, JavaScript attempts to convert them to an appropriate type for the comparison. This behavior generally results in comparing the operands numerically. The sole exceptions to type conversion within comparisons involve the === and !== operators, which perform strict equality and inequality comparisons. These operators do not attempt to convert the operands to compatible types before checking equality. The following table describes the comparison operators in terms of this sample code:
Comparison operators
Operator
Description
Examples returning true
( )
Returns if the operands are equal.
( )
Returns if the operands are not equal.
( )
Returns if the operands are equal and of the same type. See also and .
( )
Returns if the operands are of the same type but not equal, or are of different type.
( )
Returns if the left operand is greater than the right operand.
( )
Returns if the left operand is greater than or equal to the right operand.
( )
Returns if the left operand is less than the right operand.
( )
Returns if the left operand is less than or equal to the right operand.
Note: => is not a comparison operator but rather is the notation for Arrow functions .
An arithmetic operator takes numerical values (either literals or variables) as their operands and returns a single numerical value. The standard arithmetic operators are addition ( + ), subtraction ( - ), multiplication ( * ), and division ( / ). These operators work as they do in most other programming languages when used with floating point numbers (in particular, note that division by zero produces Infinity ). For example:
In addition to the standard arithmetic operations ( + , - , * , / ), JavaScript provides the arithmetic operators listed in the following table:
Arithmetic operators
Operator
Description
Example
( )
Binary operator. Returns the integer remainder of dividing the two operands.
12 % 5 returns 2.
( )
Unary operator. Adds one to its operand. If used as a prefix operator ( ), returns the value of its operand after adding one; if used as a postfix operator ( ), returns the value of its operand before adding one.
If is 3, then sets to 4 and returns 4, whereas returns 3 and, only then, sets to 4.
( )
Unary operator. Subtracts one from its operand. The return value is analogous to that for the increment operator.
If is 3, then sets to 2 and returns 2, whereas returns 3 and, only then, sets to 2.
( )
Unary operator. Returns the negation of its operand.
If is 3, then returns -3.
( )
Unary operator. Attempts to , if it is not already.
returns .
returns .
( )
Calculates the to the power, that is,
returns . returns .
A bitwise operator treats their operands as a set of 32 bits (zeros and ones), rather than as decimal, hexadecimal, or octal numbers. For example, the decimal number nine has a binary representation of 1001. Bitwise operators perform their operations on such binary representations, but they return standard JavaScript numerical values.
The following table summarizes JavaScript's bitwise operators.
Operator
Usage
Description
Returns a one in each bit position for which the corresponding bits of both operands are ones.
Returns a zero in each bit position for which the corresponding bits of both operands are zeros.
Returns a zero in each bit position for which the corresponding bits are the same. [Returns a one in each bit position for which the corresponding bits are different.]
Inverts the bits of its operand.
Shifts in binary representation bits to the left, shifting in zeros from the right.
Shifts in binary representation bits to the right, discarding bits shifted off.
Shifts in binary representation bits to the right, discarding bits shifted off, and shifting in zeros from the left.
Bitwise logical operators
Conceptually, the bitwise logical operators work as follows:
The operands are converted to thirty-two-bit integers and expressed by a series of bits (zeros and ones). Numbers with more than 32 bits get their most significant bits discarded. For example, the following integer with more than 32 bits will be converted to a 32-bit integer: Before: 1110 0110 1111 1010 0000 0000 0000 0110 0000 0000 0001 After: 1010 0000 0000 0000 0110 0000 0000 0001
Each bit in the first operand is paired with the corresponding bit in the second operand: first bit to first bit, second bit to second bit, and so on.
The operator is applied to each pair of bits, and the result is constructed bitwise.
For example, the binary representation of nine is 1001, and the binary representation of fifteen is 1111. So, when the bitwise operators are applied to these values, the results are as follows:
Expression
Result
Binary Description
Note that all 32 bits are inverted using the Bitwise NOT operator, and that values with the most significant (left-most) bit set to 1 represent negative numbers (two's-complement representation). ~x evaluates to the same value that -x - 1 evaluates to.
Bitwise shift operators
The bitwise shift operators take two operands: the first is a quantity to be shifted, and the second specifies the number of bit positions by which the first operand is to be shifted. The direction of the shift operation is controlled by the operator used.
Shift operators convert their operands to thirty-two-bit integers and return a result of either type Number or BigInt : specifically, if the type of the left operand is BigInt , they return BigInt ; otherwise, they return Number .
The shift operators are listed in the following table.
Bitwise shift operators
Operator
Description
Example
( )
This operator shifts the first operand the specified number of bits to the left. Excess bits shifted off to the left are discarded. Zero bits are shifted in from the right.
yields 36, because 1001 shifted 2 bits to the left becomes 100100, which is 36.
( )
This operator shifts the first operand the specified number of bits to the right. Excess bits shifted off to the right are discarded. Copies of the leftmost bit are shifted in from the left.
yields 2, because 1001 shifted 2 bits to the right becomes 10, which is 2. Likewise, yields -3, because the sign is preserved.
( )
This operator shifts the first operand the specified number of bits to the right. Excess bits shifted off to the right are discarded. Zero bits are shifted in from the left.
yields 4, because 10011 shifted 2 bits to the right becomes 100, which is 4. For non-negative numbers, zero-fill right shift and sign-propagating right shift yield the same result.
Logical operators are typically used with Boolean (logical) values; when they are, they return a Boolean value. However, the && and || operators actually return the value of one of the specified operands, so if these operators are used with non-Boolean values, they may return a non-Boolean value. The logical operators are described in the following table.
Logical operators
Operator
Usage
Description
( )
Returns if it can be converted to ; otherwise, returns . Thus, when used with Boolean values, returns if both operands are true; otherwise, returns .
( )
Returns if it can be converted to ; otherwise, returns . Thus, when used with Boolean values, returns if either operand is true; if both are false, returns .
( )
Returns if its single operand that can be converted to ; otherwise, returns .
Examples of expressions that can be converted to false are those that evaluate to null, 0, NaN, the empty string (""), or undefined.
The following code shows examples of the && (logical AND) operator.
The following code shows examples of the || (logical OR) operator.
The following code shows examples of the ! (logical NOT) operator.
Short-circuit evaluation
As logical expressions are evaluated left to right, they are tested for possible "short-circuit" evaluation using the following rules:
false && anything is short-circuit evaluated to false.
true || anything is short-circuit evaluated to true.
The rules of logic guarantee that these evaluations are always correct. Note that the anything part of the above expressions is not evaluated, so any side effects of doing so do not take effect.
Note that for the second case, in modern code you can use the Nullish coalescing operator ( ?? ) that works like || , but it only returns the second expression, when the first one is " nullish ", i.e. null or undefined . It is thus the better alternative to provide defaults, when values like '' or 0 are valid values for the first expression, too.
Most operators that can be used between numbers can be used between BigInt values as well.
One exception is unsigned right shift ( >>> ) , which is not defined for BigInt values. This is because a BigInt does not have a fixed width, so technically it does not have a "highest bit".
BigInts and numbers are not mutually replaceable — you cannot mix them in calculations.
This is because BigInt is neither a subset nor a superset of numbers. BigInts have higher precision than numbers when representing large integers, but cannot represent decimals, so implicit conversion on either side might lose precision. Use explicit conversion to signal whether you wish the operation to be a number operation or a BigInt one.
You can compare BigInts with numbers.
In addition to the comparison operators, which can be used on string values, the concatenation operator (+) concatenates two string values together, returning another string that is the union of the two operand strings.
For example,
The shorthand assignment operator += can also be used to concatenate strings.
The conditional operator is the only JavaScript operator that takes three operands. The operator can have one of two values based on a condition. The syntax is:
If condition is true, the operator has the value of val1 . Otherwise it has the value of val2 . You can use the conditional operator anywhere you would use a standard operator.
This statement assigns the value "adult" to the variable status if age is eighteen or more. Otherwise, it assigns the value "minor" to status .
The comma operator ( , ) evaluates both of its operands and returns the value of the last operand. This operator is primarily used inside a for loop, to allow multiple variables to be updated each time through the loop. It is regarded bad style to use it elsewhere, when it is not necessary. Often two separate statements can and should be used instead.
For example, if a is a 2-dimensional array with 10 elements on a side, the following code uses the comma operator to update two variables at once. The code prints the values of the diagonal elements in the array:
A unary operation is an operation with only one operand.
The delete operator deletes an object's property. The syntax is:
where object is the name of an object, property is an existing property, and propertyKey is a string or symbol referring to an existing property.
If the delete operator succeeds, it removes the property from the object. Trying to access it afterwards will yield undefined . The delete operator returns true if the operation is possible; it returns false if the operation is not possible.
Deleting array elements
Since arrays are just objects, it's technically possible to delete elements from them. This is, however, regarded as a bad practice — try to avoid it. When you delete an array property, the array length is not affected and other elements are not re-indexed. To achieve that behavior, it is much better to just overwrite the element with the value undefined . To actually manipulate the array, use the various array methods such as splice .
The typeof operator returns a string indicating the type of the unevaluated operand. operand is the string, variable, keyword, or object for which the type is to be returned. The parentheses are optional.
Suppose you define the following variables:
The typeof operator returns the following results for these variables:
For the keywords true and null , the typeof operator returns the following results:
For a number or string, the typeof operator returns the following results:
For property values, the typeof operator returns the type of value the property contains:
For methods and functions, the typeof operator returns results as follows:
For predefined objects, the typeof operator returns results as follows:
The void operator specifies an expression to be evaluated without returning a value. expression is a JavaScript expression to evaluate. The parentheses surrounding the expression are optional, but it is good style to use them to avoid precedence issues.
A relational operator compares its operands and returns a Boolean value based on whether the comparison is true.
The in operator returns true if the specified property is in the specified object. The syntax is:
where propNameOrNumber is a string, numeric, or symbol expression representing a property name or array index, and objectName is the name of an object.
The following examples show some uses of the in operator.
The instanceof operator returns true if the specified object is of the specified object type. The syntax is:
where objectName is the name of the object to compare to objectType , and objectType is an object type, such as Date or Array .
Use instanceof when you need to confirm the type of an object at runtime. For example, when catching exceptions, you can branch to different exception-handling code depending on the type of exception thrown.
For example, the following code uses instanceof to determine whether theDay is a Date object. Because theDay is a Date object, the statements in the if statement execute.
Basic expressions
All operators eventually operate on one or more basic expressions. These basic expressions include identifiers and literals , but there are a few other kinds as well. They are briefly introduced below, and their semantics are described in detail in their respective reference sections.
Use the this keyword to refer to the current object. In general, this refers to the calling object in a method. Use this either with the dot or the bracket notation:
Suppose a function called validate validates an object's value property, given the object and the high and low values:
You could call validate in each form element's onChange event handler, using this to pass it to the form element, as in the following example:
Grouping operator
The grouping operator ( ) controls the precedence of evaluation in expressions. For example, you can override multiplication and division first, then addition and subtraction to evaluate addition first.
You can use the new operator to create an instance of a user-defined object type or of one of the built-in object types. Use new as follows:
The super keyword is used to call functions on an object's parent. It is useful with classes to call the parent constructor, for example.
Website Evaluation: Website Evaluation Tutorial
Website Evaluation Tutorial
Directions for Website Evaluation Tutorial
Work through the Website Tutorial from top to bottom. Read the content, watch the videos, and click on the links in each section. Answer the practice poll questions to quiz yourself. For help with this tutorial, use the Ask a Librarian or Tutor link at the top of this page.
1. Read about What You Will Learn in This Tutorial
After completing this module you will be able to:
Define the Internet, the Cloud, web browser, and search engine.
Use keywords in a search engine to retrieve web pages about a specific topic.
Refine your search using search engine tools.
Evaluate the quality of a website the C.O.A.R. criteria.
2. Complete the GCFLearnFree.org Tutorial about the Internet, the Cloud, Web Browsers, and Search Engines
We often mean the same thing when we say the Internet, the Web, or Google, but they are really separate pieces of the puzzle.
The Internet is like a highway that transmits information between computer networks all over the world. The World Wide Web (Web for short) is just one service on the Internet. The web pages, videos, and images found on the Web are like destinations along the highway where the public can access this information. Web browsers, like Safari, Firefox, or Chrome, allow users to interact with content on websites. Search engines like Google or Bing are programs that comb through Web content to retrieve results for specific searches. They will locate web pages, images, videos, and audio files that are on the World Wide Web.
GCFLearnFree.org Tutorial for the Internet, the Cloud, Web Browsers, and Search Engines. Basic tutorial from GCFLearnFree.org that covers using the Internet, the Cloud, web browsers, and search engines. Do the quiz at the end to check your knowledge.
3. Quiz Yourself about the Internet, the Cloud, Web Browsers, and Search Engines
4. complete the gcflearnfree.org tutorial about better search strategies.
To get the best results when using search engines, use the tips found in this short tutorial from GCFLearnFree.org.
GCFLearnFree.org Tutorial on How to Search Better GCFLearnFree.org tips for using search engines more effectively. Take the quiz at the end to check your knowledge.
5. Watch This Video about Using Advanced Search Options
To find more specific results, use the advanced search options in Google. Watch this short video on how to do this.
6. Try a Simple and Advanced Search in Google
Type one word in the Google search box.
Use the gear tool or click this link to reach the Advanced Search options in Google. Use the site or domain limiter to change the search results.
Advanced Search in Google
7. Quiz Yourself about Web Searching
8. read about the c.o.a.r. criteria for evaluating websites and watch a short video.
To evaluate information from websites, use the tips found in this short tutorial from GCFLearnFree.org.
GCFLearnFree.org tutorial for judging online information. GCFLearnFree.org tips for judging online information: relevancy, purpose, bias, domain, reliability, currency, and reputation.
C.O.A.R. is an acronym to help you remember the criteria for evaluating and judging information:
9. Quiz Yourself about Judging Online Information and Evaluating Websites
The websites used in this presentation are for instructional purposes and do not necessarily reflect the beliefs or ideas of the presenters or Southcentral Kentucky Community and Technical College. Users should be aware that they may encounter potentially offensive material at some sites.
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Your Citrix product uses one of the license types described in this document. Some products allow you to select more than one type of license. Ensure that you are aware of the licenses that are purchased and how they are consumed. Some license types offer license overdraft and supplemental grace period as a feature.
The Citrix License Server supports any Citrix products that require Citrix licenses. For more information, see Products and license models .
User/device license
In user/device type licensing the License Server dynamically assigns a license to a user or a device based on the usage and monitors license consumption. The default assignment is a user license. The license server considers each connection and its optimization engine. It ensures that the smallest number of licenses are used based on the userID and deviceID.
The license server truncates domains by default so that [email protected] and [email protected] are treated as a same user. For more information, see Disable the domain name truncation .
Note: Domain membership doesn’t play a role in how licenses are served. A license server can host licenses for any product that can connect to it across the network. Workgroup or Domain membership primarily controls who can be configured as License Server Administrators to access the Citrix Licensing Manager.
When a license is assigned to a user. A user license allows the user to access from an unlimited number of devices. A licensed user requires a unique user ID, such as an Active Directory entry.
For example, the user can connect to their desktops and applications using multiple devices such as desktop, laptop, smartphone, or thin client. A licensed user can connect to multiple instances of Citrix Virtual Desktops concurrently.
When a license is assigned to a device. A device license is assigned to a device when two or more users connect to an exclusively shared endpoint device.
For example, single shared devices such as a kiosk or a workstation in a call center environment used by multiple users.
The following table illustrates how user/device licenses are assigned to non-shared devices and exclusively shared devices. Blue color cells display user licenses, where the devices are not shared. Green color cells display device licenses, where the devices are exclusively shared.
License assignment period
When users or devices connect to an application or desktop, they consume a license for a 90 day assignment period. The license assignment period begins when a connection is established. The period is renewed to a full 90 days during the life of the connection. The user/device lease for the license assignment will expire in 90 days after the last connected user or device disconnects.
Release licenses for users or devices
You can release a license for a user only when:
The employee is no longer associated with the company.
The employee is on an extended leave of absence.
You can release licenses for devices only when the devices are out of service.
For more information, see Display or release licenses for users or devices .
License optimization
The License Server uses the optimization process to determine how to minimize license consumption. This optimization is based on licenses in use and connections to the License Server. The License Server optimizes every five seconds until there are 5000 unique connections. Connections at 5000 and above optimization occurs every five minutes. Optimization might delay status information until the next optimization, impacting when license usage statistics are updated in various consoles.
Optimization occurs every five seconds for 1-4999 users and every five minutes for 5000 or more users.
Optimization is not consumption. The following table is the example of connections and optimization time when optimization occurs.
Device and user connection
Optimization time
700 users * 1 device each
700 (optimize every 5 seconds)
5000 users * 1 device each
5000 (optimize every five minutes)
5000 devices * 1 user each
5000 (optimize every five minutes)
2500 users * 2 devices each
5000 (optimize every five minutes)
Note: If you have a large deployment, optimization can be CPU intensive depending on the number of unique connections. We recommend using machines with multiple cores. Customers hosting many license servers or shared disk systems see high read and write operations. Even if all the license servers have less than 5000 users, each can optimize every 5 seconds and write cache data to disk. You cannot disable the optimization or change its frequency.
Concurrent license
Concurrent license is not tied to a specific userID, Active Directory account, or a domain. Concurrent licensing is based on the originating endpoint deviceID. A user or endpoint device could connect to multiple sessions and use a single license.
You start a product that requests a license and it is checked out to a unique endpoint deviceID. If you log off or disconnect from the session, the license is checked in and made available for a new user. Note, we don’t license per session.
Multiple sessions at different computers use multiple licenses. Each time you start a Citrix session from various devices, a license is checked out until you close that session. At that point, the license is checked back in.
For example, a user starts a session from one computer and then starts another from a different computer before closing the first session. Two licenses are checked out.
License Servers do not communicate with each other. If you run multiple License Servers, you might consume more than one license (for example, with load balancing). If you are using load balancing, we recommend that the product servers point to the same License Server.
Different editions consume different licenses. Two licenses are consumed, if you use the same client to connect to applications running on an Advanced edition and Premium edition each.
Same product, edition, and license model consume single license. If you make multiple connections from a single device to different product servers configured with the same edition and license model and pointing to the same License Server. Only one license is consumed.
For license sharing, pass-through connections on Citrix Virtual Apps and Desktops pass the endpoint client device ID to the product server. If you connect to a single product, edition, and license model with a shared License Server, all connections share a single license.
A user connects from a single device to two product servers that are the same edition but different versions. One or two licenses might be consumed based on the order in which the user makes the connections.
For example, the two servers are Citrix Virtual Apps and Desktops 7 1811 and Citrix Virtual Apps and Desktops 7 1903:
The user connects to Citrix Virtual Apps and Desktops 7 1811 first. Two licenses might be consumed. An older license first, for the older product, and then a newer license because version 1903 requires a newer Customer Success Services date. For more information, see Customer Success Services .
The user connects to Citrix Virtual Apps and Desktops 7 1903 first. Only one license is consumed because the Customer Success Services date required by version 1903 is compatible with all older product versions.
If the Customer Success Service date of all the installed licenses are compatible with all the product versions then a single license is required for each connecting device.
RDP connections consume a license but RDP connections to a console do not consume a license.
If the number of connections exceed the purchased and available standalone concurrent licenses, users are denied access unless the supplemental grace period is enabled. For more information, see Supplemental grace period .
Per user license
A licensed user requires a unique user ID, such as an Active Directory entry. When a license is assigned to a user, the license allows the user to connect to their desktops and applications using multiple devices. A User license is assigned to the User and not to the User’s devices.
Note: These licenses are only user licenses and are not the same as user/device licenses.
A user can connect to multiple devices such as a desktop computer, laptop, netbook, smartphone, or thin client. A licensed user can connect to multiple instances of Citrix Virtual Desktops concurrently.
When a user connects to multiple devices, a user license is consumed for the 90 day assignment period. The license assignment period begins when a connection is made. The period is renewed to the full 90 days during the life of the connection. The device lease for the license assignment will expire in 90 days after the last connected user or device disconnects.
Per device license
A licensed device requires a unique device ID and any individual can access instances of a product. It allows an unlimited number of users per device. A single Device license can support multiple users from the same device.
Note: These licenses are only device licenses and are not the same as user/device licenses.
A classroom workstation, used by many students.
A clinical workstation in a hospital, used by hospital staff.
When a single device is used by multiple users, a device license is consumed for the 90 day assignment period. The license assignment period begins when a connection is made. The device lease for the license assignment will expire in 90 days after the last connected user or device disconnects.
Per socket license
Per socket licenses are consumed based on the number of CPU sockets. Cores are not counted. For example:
If a computer with two CPU sockets has only one CPU then only one license is consumed.
If a computer with two sockets has two CPUs, each with a quad core, then two licenses are used.
Citrix Hypervisor uses per socket licenses.
Named user license (legacy)
In a product when you request a license, a named user license is checked out until a preconfigured period expires. This type of license check-out is not tied to a computer or a device. After the license is checked out, the user can run multiple sessions on different computers without checking out more licenses.
Evaluation licenses
Citrix aims to provide the best customer experience possible, many of Citrix’s products offer a demo experience. You can set up this demo experience directly through citrix.com or by contacting Citrix sales team. These demos allow for a customized experience to fit your needs, use cases and active projects; get real-time answers and advice from a Citrix expert.
IMPORTANT: The allotment is one evaluation license per product, per account, per year.
See How to obtain a Citrix Evaluation license using My Account for more information.
License overdraft
On-premises products that support user/device , user , or device license models include a license overdraft feature. This feature enables you to use an additional 10% of extra licenses beyond the purchased quantity to prevent access denial. The license overdraft count is displayed in a separate column within the License Administration Console. The installed column displays both the purchased license total plus the associated overdraft total. Overdraft usage is also visible in Studio.
The license overdraft feature is offered as a convenience, not as a license entitlement. Any overdraft licenses used must be purchased within 30 days of first use.
Concurrent licenses and server licenses do not contain the overdraft feature. Citrix reserves the right to remove any overdraft features in new product releases.
Supplemental grace period
The supplemental grace period enables unlimited connections to a product for 15 consecutive days. This feature is available to Citrix Virtual Apps and Desktops licenses. You can use this feature with a XenApp 7.6 or XenDesktop 7.6 version and above.
If all licenses are in use, including the license overdraft where applicable, the supplemental grace period gives you time to determine why you exceeded the maximum license count and to purchase more licenses without disrupting your users.
After the supplemental grace period expires, normal connection limits are enforced. Users are not disconnected during active sessions. As they disconnect, however, no new connections can occur until the license levels return to normal.
The supplemental grace period is not automatically re-enabled once it completes. To re-enable the supplemental grace period, you must install another retail license. This retail license grants a new 15-day supplemental grace period if and when you exceed the subsequent maximum installed license limit.
We recommend that you allow the supplemental grace period to run out after it starts. To clear the warning condition do not add licenses immediately. Doing so gives you time to fully assess the situation and correctly address any issues.
Note: If you install licenses while the supplemental grace period is in force, the License Server exits the supplemental grace period. Reenabling the supplemental grace period before fully determining the reason for the supplemental grace period, and how many licenses you require, might cause you to reenter the period after installing new licenses.
Supplemental grace periods are granted per product version and edition and only for retail licenses . The supplemental grace period is enabled by default when you first install the license. To disable the supplemental grace period feature, use the Citrix Licensing Manager .
There is no way to track the total number of licenses consumed while in the supplemental grace period. You can use lmstat udadmin and connection information from the product to determine how many more licenses are required.
Note: The grace period and supplemental grace period are two different features. The grace period and supplemental grace period features do not apply when licenses expire. For more information about grace periods, see Grace period .
Citrix Virtual Apps and Desktops Director displays the grace period states. For more information, see Panels on the Director Dashboard .
The supplemental grace period feature is offered as a convenience, not as a license entitlement. Citrix reserves the right to remove any such feature in new product releases.
Overdraft and Supplemental grace period examples
Example 1: Citrix Virtual Apps and Desktops user/device, user, or device licenses using the overdraft and supplemental grace period features
You initially purchase and install 1000 licenses from Citrix (I) which includes a 10% license overdraft allowance (OD). When licenses are allocated, you have 1100 licenses in total. At the time it is sufficient for the number of users connecting.
d0 At a later date (day 0) you are using 1050 licenses. When the 1001st license was used, the overdraft feature was activated. Your users can continue to connect without any disruption of service. You start evaluating your licensing needs now. Do not wait until you exceed the OD. Think about buying more licenses in addition to the 1000 you bought initially.
d10 10 days later (day 10) more users connect and 1150 licenses are being used, which exceeds the 1100 total licenses you have available (!). When the 1101st license was used, the 15 day supplemental grace period (SPG) started, to allow you time to evaluate your license needs. Your users can continue to connect without any disruption of service.
d25 15 days later after d10 (day 25) the supplemental grace period runs out because you chose not to purchase and install more licenses. Users cannot make new connections if doing so requires more than 1100 licenses to be checked out. You cannot re-enable the supplemental grace period until you purchase and install more licenses.
Example 2: Citrix Virtual Apps and Desktops concurrent licenses using supplemental grace period feature
You initially purchase and install 1000 concurrent licenses (I). There is no overdraft allowance with concurrent licenses. At the time these licenses are sufficient for the number of users connecting.
d0 At a later date (day 0) you are using 1050 licenses. When the 1001st license was used, the 15 day supplemental grace period (SPG) started, to allow you time to evaluate your license needs. Your users can continue to connect without any disruption of service. You start evaluating your licensing needs now. Do not wait until the supplemental grace period runs out. Think about buying more licenses in addition to the 1000 you bought initially.
d15 15 days later (day 15) the supplemental grace period runs out because you chose not to purchase and install more licenses. Users cannot make new connections if doing so requires more than 1000 licenses to be checked out. You cannot re-enable the supplemental grace period until you purchase and install more licenses.
Overdraft and supplemental grace period availability
The following table lists the support for license overdraft and supplemental grace period for each product. For more information, see Products and license models .
On-premises product
License type
10% Overdraft
Supplemental Grace Period (15 days)
Citrix Virtual Apps and Desktops
User/device, User, Device
Yes
Yes
Citrix Virtual Apps and Desktops
Concurrent
No
Yes
XenMobile Server
User, Device
Yes
No
Citrix on-premises subscription for annual and term-based retail licenses
On-premises subscription licensing allows customers to host a Citrix environment within their infrastructure for a set period. The on-premises subscription license is time-bound for 1-5 years and expires on a specific date. The license ceases to operate following the expiration date. The products offer everything that is available today with perpetual licenses.
Your purchase includes both an on-premises subscription license and Customer Success Services Select service. Customer Success Select service is included for the entire term of the subscription.
Note: Mixing permanent (perpetual) and subscription licenses is supported. They can be used to expand existing environments provided customers use the same product, edition, and license model. There are no performance impacts to using perpetual vs. subscription licenses. The only difference between them is one expires.
Before license expiration
Citrix notifies you at certain intervals when your existing subscription approaches expiration. These notifications alert you to extend the subscription and avoid service interruption.
When your on-premises subscription expires, as per the date listed in the Citrix Licensing Manager, no new connections are allowed. Existing users are not impacted, however, if users log off or disconnect they are not allowed to reconnect.
Extend on-premises subscription licenses
To extend your on-premises license subscription, visit https://www.citrix.com/buy/ .
Note: Licenses with a future start date are not displayed in the License Server inventory until the actual start date mentioned in the license file.
Will on-premises subscription licenses work with existing perpetual licenses on the same server?
Yes, within the guidelines of existing license server operation. Customers must add a new term license file to the license server.
Term or subscription licensing does not have a negative impact on delivering the on-premises subscription licenses to a customer’s existing environment, provided the product version (Virtual Apps / Virtual Apps and Desktops), edition (Standard, Advanced, Premium), and type (User/Device, Concurrent) are the same. For example:
Virtual Apps and Desktops Premium Concurrent perpetual + Virtual Apps and Desktops Premium Concurrent term have no issues.
Virtual Apps and Desktops Premium Concurrent perpetual + Virtual Apps and Desktops Premium User/Device term. This license combination is non-standard and requires consideration and more configuration . This combination might not be optimal for license utilization.
Virtual Apps and Desktops Premium Concurrent perpetual + Virtual Apps and Desktops Advanced User/Device term. This license combination is non-standard and not advisable. Requires customer to have multiple sites or farms to use all purchased licenses.
Will the XenApp farm, Citrix Virtual Apps, Citrix Virtual Apps & Desktops stop accepting connections?
Yes. No new connections are allowed after the license expires. Existing connections are not impacted until users disconnect, logoff, or reset.
Will there be a supplemental grace period (SGP) of 15 days or does that only apply to perpetual licenses?
No. There is no grace period for license expiration. An extra month is added into the expiration date for customers to install repurchased licenses.
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Evaluation: Digital Marketing II by Michelle Bislig
Performance Evaluation Assignment
2 Evaluation Planning Trip to Danang and Hanoi: The Process of Ordering and Feedback by Booking.com
COMMENTS
PDF FIT 100 Assignment 2: Evaluating Web Sites
The art of web site evaluation is to obtain answers to enough of your questions that IN YOUR JUDGEMENT the site has substance, merit, reliability, authenticity, etc. for your purposes-or it doesn't. In many cases it is your own knowledge or familiarity with some of the facts that may tip you off to inconsistencies in the web site content.
Website Evaluation Worksheet
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How To Evaluate Websites: A Guide For Teachers And Students
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PDF Website Evaluation Rubric
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Inquiry on the Internet: Evaluating Web Pages for a Class Collection
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Criteria for Website Evaluation
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Research Guides: CIT 105: Website Evaluation Tutorial
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How To Evaluate a Website Assignments & Activities
Get Started. Teacher's edition to teaching How To Evaluate a Website, complete with standards-based assignments and activities.
Evaluating Websites
COL 101 - Library Assignments. a guide to career research for College Skills 101. Website Evaluation Criteria. When you are evaluating websites to see if they are credible, you will want to think about several factors of the source, like the author, publisher, date, evidence, and bias. Click on each of the tabs below to learn more about each of ...
WebD2: Developing a Website Evaluation Tool
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WRT 101
The CRAAP Test: Guidelines for Evaluating Websites. When evaluating websites or any other information sources, use the following CRAAP test to help evaluate the information you find. This checklist applies to any resource you may use for a school assignment, but keep in mind that some items are specific to websites.
Evaluating Information
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Website Evaluation Exercise
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PDF FIT 100 Assignment 2: Evaluating Web Sites
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Website Evaluation Assignment Example
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faculty of information management bachelor of science information (hons) library management (im244) legal and ethical aspects of information system (ims657) individual assignment shopee website evaluation prepared for: professor madya dr. masitah binti ahmad prepared by: nur fazerra azren binti abdul majid (2018423878) group: n5im244 eka submission date: 22 nd january 2021
Website Evaluation Assignment by on Prezi
At first glance, the title of the website hosting the article, Improbable Research, does not create a sense of trustworthiness with the information on the website. After diving deeper into the website, there were more interesting items to evaluate. There was never a stated purpose on the website. From the study, there was a general ...
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Expressions and operators
Evaluation example 1. y = x = f() is equivalent to y = (x = f()), because the assignment operator = is right-associative.However, it evaluates from left to right: The assignment expression y = x = f() starts to evaluate.. The y on this assignment's left-hand side evaluates into a reference to the variable named y.; The assignment expression x = f() starts to evaluate.
Website Evaluation Tutorial
Website Evaluation: Website Evaluation Tutorial. A guide to help students with finding and evaluating information on websites. The guide is best viewed in Safari, Mozilla Firefox, or Google Chrome. ... Students need to be aware of any bias when they use information from websites in an assignment. True. False. True: 4583 votes (97.32%) False ...
Brookings
The Brookings Institution is a nonprofit public policy organization based in Washington, DC. Our mission is to conduct in-depth research that leads to new ideas for solving problems facing society ...
License types
The license assignment period begins when a connection is established. The period is renewed to a full 90 days during the life of the connection. The user/device lease for the license assignment will expire in 90 days after the last connected user or device disconnects. ... Evaluation licenses. Citrix aims to provide the best customer ...
IMAGES
VIDEO
COMMENTS
The art of web site evaluation is to obtain answers to enough of your questions that IN YOUR JUDGEMENT the site has substance, merit, reliability, authenticity, etc. for your purposes-or it doesn't. In many cases it is your own knowledge or familiarity with some of the facts that may tip you off to inconsistencies in the web site content.
STEP 5: Website Evaluation Wrap-Up: The goal of this lesson was to help you see the importance of evaluating a website before believing the claims that it makes. You were shown one rubric that can be used to help you. There are many other evaluation rubrics that can also be helpful. Read through the tutorial below to learn more.
How To Evaluate A Website 1) Open the site. The first thing students need to do is open the site. When looking through your Google search results, you may want to teach students to open sites in new tabs, leaving their search results in a tab for easy access later (e.g. right-click on the title and click "Open link in new tab").. It can also be worthwhile to explain the anatomy of a Google ...
The instruction of website evaluation went through a complete overhaul for the fall of 2015. First, to ensure more time would be given to website evaluation, all the classes were "flipped." With all of the classes flipped, active learning exercises were in place for students to find articles and books.
Website review: is based on the credibility of site; • lists URL; provides website title and if appropriate, webpage title; • lists either the author or sponsoring organization or both; •provides most appropriate for use; • includes a descriptive summary likely to find; • provides 1 idea for classroom use; includes little information on
Students begin by brainstorming a list of kinds of information they will need to know. They then help set criteria for the lesson by thinking about characteristics of effective Web resources. Next, students use an online tool to evaluate three Websites and then locate and evaluate Websites based on the criteria they defined earlier. Finally ...
Criteria for Website Evaluation; Search this Guide Search. Evaluating Websites & Internet Sources. Use this guide to help evaluate internet sources. Home; ... Be aware of the needs of the research or assignment criteria, scope, and topic. AFFILIATION. Is there a corporate entity (i.e. company, government, organization, university) that supports ...
Evaluate the quality of a website the C.O.A.R. criteria. 2. Complete the GCFLearnFree.org Tutorial about the Internet, the Cloud, Web Browsers, and Search Engines ... Students need to be aware of any bias when they use information from websites in an assignment. True. False. True: 4583 votes (97.32%) False: 126 votes (2.68%) Total Votes: 4709 ...
Website Evaluation Assignment This assignment is the first step in your Culminating Project. (See each instructor's culminating assignment for a full description of the final project.) For the Website Evaluation Assignment, working as an individual, you will locate two websites that you think will
Get Started. Teacher's edition to teaching How To Evaluate a Website, complete with standards-based assignments and activities.
COL 101 - Library Assignments. a guide to career research for College Skills 101. Website Evaluation Criteria. When you are evaluating websites to see if they are credible, you will want to think about several factors of the source, like the author, publisher, date, evidence, and bias. Click on each of the tabs below to learn more about each of ...
Lesson 2: Developing a Website Evaluation Tool Overview . The purpose of this assignment is to challenge, test and ultimately come to general agreement on evaluation criteria for websites. This exercise is student driven, but don't be surprised if your teacher offers some guidance along the way. Learner Outcomes. At the completion of this exercise:
The CRAAP Test: Guidelines for Evaluating Websites. When evaluating websites or any other information sources, use the following CRAAP test to help evaluate the information you find. This checklist applies to any resource you may use for a school assignment, but keep in mind that some items are specific to websites.
Look at the 5 points in the S.T.A.A.R. evaluation method to see how it stacks up. Give the website your own personal rating. The S.T.A.A.R. evaluation method was created by Laura Karas and the Librarians at the University of South Carolina Upstate based on both the A.B.C. and the C.R.A.A.P. methods of evaluating websites. S = Slant. T = Topical
Evaluate a website. Anyone can make information accessible on the Internet, so it's very important to be able to recognise a website that is accurate, current and reliable. It's up to you to evaluate the appropriateness of the information presented. Points to consider when looking at the accuracy of a webpage: Look for links that indicate ...
Evaluation Assignment 1 - Website and Stakeholders, Goals and Task Analysis. Website. Design and implement a website for your topic and evaluation documents. Recall that a website is a domain of HCI and your site will be evaluated accordingly. The website does not need to be elaborate, but it should serve the purpose of the users of your website.
Using either of the two resources listed below1,2, and/or other similar resources, the students evaluate the quality of the web sites and complete the Health Information on the Internet: Evaluation Criteria form . ... For an alternative classroom-based assignment, faculty can select 5-10 websites at random for students to evaluate.
Assignment 2: Evaluating Web Sites (or, Now that you've found it, how good is it?) Spring 2002 "You may have heard that 'knowledge is power,' or that information, the raw material of knowledge, is power. But the truth is that only some information is power: reliable information" ~Robert Harris~ Reading for Assignment 2:
A website's content is what makes it known to the general public. The good is the content; the more is the website's rating. Still, many websites upload content that they are not authorised to do. Thus, the readers must be able to evaluate the website based on some website evaluation assignment criteria. Below are the five evaluation criteria.
faculty of information management bachelor of science information (hons) library management (im244) legal and ethical aspects of information system (ims657) individual assignment shopee website evaluation prepared for: professor madya dr. masitah binti ahmad prepared by: nur fazerra azren binti abdul majid (2018423878) group: n5im244 eka submission date: 22 nd january 2021
At first glance, the title of the website hosting the article, Improbable Research, does not create a sense of trustworthiness with the information on the website. After diving deeper into the website, there were more interesting items to evaluate. There was never a stated purpose on the website. From the study, there was a general ...
Chamberlain College of Nursing NR-351: Transitions in Professional Nursing Website Evaluation Template Student Name: Date: February 16, 2014 Directions: 1. Carefully read the Website Evaluation Guidelines found in Doc Sharing. This provides specific details on how to complete this assignment. 2. Rename this document by clicking "Save As." Change the file name so it reads Your Last Name ...
Evaluation example 1. y = x = f() is equivalent to y = (x = f()), because the assignment operator = is right-associative.However, it evaluates from left to right: The assignment expression y = x = f() starts to evaluate.. The y on this assignment's left-hand side evaluates into a reference to the variable named y.; The assignment expression x = f() starts to evaluate.
Website Evaluation: Website Evaluation Tutorial. A guide to help students with finding and evaluating information on websites. The guide is best viewed in Safari, Mozilla Firefox, or Google Chrome. ... Students need to be aware of any bias when they use information from websites in an assignment. True. False. True: 4583 votes (97.32%) False ...
The Brookings Institution is a nonprofit public policy organization based in Washington, DC. Our mission is to conduct in-depth research that leads to new ideas for solving problems facing society ...
The license assignment period begins when a connection is established. The period is renewed to a full 90 days during the life of the connection. The user/device lease for the license assignment will expire in 90 days after the last connected user or device disconnects. ... Evaluation licenses. Citrix aims to provide the best customer ...