Teaching use
Core inquiry lesson for English, social studies, science, and cross-curricular research tasks where students need a shared way to judge evidence.
English / Social Sciences / Science • Years 9-11 • Ready to teach
Evidence Evaluation Frameworks
Help ākonga test whether a source is trustworthy by examining claim quality, evidence strength, perspective, and impact instead of accepting information at face value.
Use this lesson as the evidence anchor
This lesson is free to teach as-is. If you want a different text set, a local issue, or a stronger scaffold for senior learners, Te Wānanga can adapt the sequence while keeping curriculum and Aotearoa context clear.
- Swap in an article set about local environmental, social, or media issues that matter to your ākonga.
- Generate differentiated question frames for students who need more support distinguishing claim from evidence.
- Save your class version in My Kete, then keep refining it in Creation Studio.
Teacher planning snapshot
- Time: 1 lesson of 50-60 minutes, or 2 shorter lessons if students complete a comparative written response.
- Grouping: Whole-class modelling, pairs for source comparison, then small-group or individual recommendation writing.
- Prior knowledge: Basic understanding of source types helps, but the lesson can introduce the vocabulary from scratch.
- Kaiako focus: Teach students that reliability is not one single score. They need to weigh evidence, expertise, context, and perspective together.
What to prepare
- Choose two or three contrasting sources about the same topic so students have a real basis for comparison.
- Decide whether learners will speak, annotate, or write a recommendation at the end.
- Print or project the evaluation framework and source-analysis scaffold below.
- Prepare to model a source that sounds confident but uses weak evidence.
Resources provided here
- Evidence-evaluation question set for source comparison.
- Linked scaffold handouts for source analysis and research moves.
- Suggested support and extension pathways.
- Explicit curriculum companion for planning and moderation.
Ngā Whāinga Ako / Learning Intentions
- Understand that not all evidence is equally strong, even when sources sound persuasive.
- Use a clear framework to judge reliability, relevance, perspective, and missing information.
- Explain which source or evidence set is more useful for a task and why.
Paearu Angitu / Success Criteria
- I can identify what evidence a source uses and how strong that evidence is.
- I can explain at least one limitation, bias, or gap in a source.
- I can justify which source is more useful for a question, using reasons rather than preference.
Curriculum integration is explicit
Use the linked curriculum companion to show how this lesson supports Te Mataiaho expectations around making meaning, evaluating information, and responding with evidence in English and inquiry-rich learning areas.
Evidence in an Aotearoa context
Evaluating evidence in Aotearoa means more than checking statistics or polished formatting. Students should ask whose voices are represented, what mātauranga Māori or community knowledge is present or absent, and how power shapes what counts as “credible” in the first place.
This lesson treats evidence evaluation as both rigorous and relational. Learners are not just judging truth claims; they are noticing perspective, context, and consequence.
Evidence evaluation framework
1. What is the source trying to convince us of?
Name the central claim clearly. If students cannot state it in one sentence, the source may already be muddy or overloaded.
2. What kind of evidence is being used?
Students identify whether the source uses data, expert opinion, case studies, lived experience, image selection, anecdote, or emotional appeal.
3. How reliable and relevant is that evidence?
Ask whether the evidence is current, attributable, specific, and actually useful for the question being answered.
4. What is missing?
Students identify missing voices, counter-evidence, context, or long-term implications before they decide how much trust to place in the source.
Suggested lesson sequence
- Hook: Show two contrasting sources on the same issue and ask which one seems more trustworthy at first glance.
- Model the framework: Work through one source aloud so students hear the language of claim, evidence, relevance, and missing information.
- Source comparison: Pairs use the framework on the second source and note where it is stronger, weaker, or differently framed.
- Collaborative decision: Groups recommend which source would be safer to use in a report, speech, or debate and explain why.
- Independent response: Students write a short paragraph or complete a comparison chart justifying their judgement.
All key resources are provided
Support and extension
- Support: Give one source per pair and sentence starters for “This source is stronger because…”
- Extension: Ask students to rank three sources and defend their ranking using criteria weights.
- Adaptation: Turn the final response into a short oral justification, panel discussion, or source-ranking wall.
What to print, share, or open
- Print the evaluation framework or project it during modelling.
- Share the comparison source set in print or digitally before pair work begins.
- Open the primary-source or inquiry handout if students need extra scaffold for deeper analysis.
Decide this before you teach
- Which issue or text set best fits your class and local context.
- Whether students will speak, annotate, or write independently at the end.
- How much modelling your class needs before they judge sources on their own.
Good progress by the end of lesson one
- Students can separate a source’s main claim from the evidence used to support it.
- Students can name at least one reason a source is stronger or weaker than another.
- Students are beginning to notice missing voices, perspective, and context rather than only surface polish.
🌍 Inclusion & Accessibility
ELL / ESOL support: Pre-teach key vocabulary before the lesson. Provide bilingual glossaries where available. Allow responses in home language as a first step.
Neurodiverse learners: Chunk instructions clearly. Offer choice in how students demonstrate understanding. Use visual supports and structured templates.
Scaffold & extension: Offer scaffold tasks and entry-level supports for students who need them. Extend capable learners with open-ended extension challenges.
Curriculum alignment
- Te Mātaiaho (2025) · English · Phase 4 (Years 9–10) · Language Studies (Practices): “Checking the credibility, relevance, and potential bias of information, selecting sources that support communication across varied contexts.”
- Social Sciences: Understand how people participate individually and collectively in response to community challenges.