PSYC FPX 2002 Assessment 2 CRAAP Test & Library Worksheet

PSYC FPX 2002 Assessment 2 CRAAP Test & Library Worksheet

Student Name

Capella University

PSYC-FPX2002 The Skillful Psychology Student

Prof. Name

Date

PART 1: A Source from the Internet — CRAAP Test

CRAAP Test Evaluation

The CRAAP Test (Currency, Relevance, Authority, Accuracy, and Purpose) is a structured approach used to evaluate the credibility and reliability of online sources. For this assessment, a psychology-related online article was chosen and analyzed using the CRAAP framework to determine whether it is appropriate for academic use. The questions below were addressed, and each category was rated on a scale from 1 (unreliable) to 10 (excellent).

Currency: The Timeliness of the Information

The first aspect of the CRAAP test evaluates whether the information is up to date and relevant to current discussions in the field of psychology.

Questions	Evaluation	Score
1. Is the information current enough (in psychology, usually within 5 years)?	The article was published over five years ago, which limits its timeliness for current psychological discussions.
2. Has the information or website been revised or updated in the past 6 months?	The page shows no recent updates or revisions.
3. Are the links functional?	Some of the external links were broken or outdated.	5

Analysis:
The article’s timeliness is moderate. While some information remains relevant, it lacks recent updates, reducing its value for scholarly research. A score of 5 reflects this limitation.

Relevance: The Importance of the Information for Your Needs

Relevance measures whether the content aligns with the researcher’s goals and the topic under consideration.

Questions	Evaluation	Score
1. Does the information relate to your topic or answer your question?	Yes, the content partially aligns with the research focus.
2. Is the information at an appropriate level (i.e., not too elementary or too advanced for your needs)?	The article offers intermediate-level content appropriate for undergraduate study.
3. Have you looked at a variety of sources before choosing this one?	Yes, other sources were reviewed before selecting this one.	7

Analysis:
The article provides moderately relevant insights without being overly technical. Its readability and subject alignment make it suitable for introductory academic discussions.

Authority: The Source of the Information

This category assesses the expertise and credibility of the author or publisher.

Questions	Evaluation	Score
1. Are you able to determine who is the author and publisher of the information?	Yes, both author and publisher details are clearly identified.
2. Can you verify the author or publisher’s credentials as a respected expert on the topics?	The author holds recognized academic qualifications and has published in peer-reviewed outlets.
3. Does the URL help you determine the source? (.edu; .com; .gov; .org)	The website ends with “.edu,” indicating an educational institution.	10

Analysis:
The article’s authorship and publication by an educational institution significantly enhance its credibility. A perfect score of 10 demonstrates high authority and trustworthiness.

Accuracy: The Reliability, Truthfulness, and Correctness of the Content

Questions	Evaluation	Score
1. Did the author back up their statements with credible evidence and list/link to verifiable sources?	The article includes some references, but not all sources are verifiable.
2. Is the information free of spelling, grammar, or other typographical errors?	Minor typographical issues are present.
3. Does the language or tone seem unbiased and free of emotion?	The tone remains neutral, though occasional opinion-based statements appear.	5

Analysis:
While the article demonstrates reasonable accuracy, missing citations and small editorial oversights lower its scholarly reliability.

Purpose: The Reason the Information Exists

Questions	Evaluation	Score
1. Is the purpose to inform (and not to sell, entertain, or persuade)?	The article partially aims to inform but also promotes certain ideas.
2. Is the information fact (and not opinion or propaganda)?	The content blends factual statements with opinion-based commentary.
3. Is the source free of ideological, cultural, religious, institutional, or personal biases?	Some bias is detectable in tone and perspective.	2

Analysis:
The author’s purpose leans toward persuasion rather than objectivity, which affects the credibility of the article. A low score of 2 was therefore assigned.

Overall Scoring

Category	Score
Currency	5
Relevance	7
Authority	10
Accuracy	5
Purpose	2
Total Score	29

Scoring Interpretation:

• 45–50 = Excellent

• 40–44 = Good

• 35–39 = Average

• 30–34 = Borderline Acceptable

• Below 30 = Not an acceptable source

Conclusion:
With a total score of 29, the article is not considered a reliable academic source. It lacks recent updates and objectivity, suggesting it should not be used for university-level coursework (California State University, Chico, n.d.).

PART 2: A Source from the Library — Library Worksheet

Locating the Article

The scholarly article authored by Drs. W. Lin, J. Wang, and H. Yueh (2022) was retrieved from the Capella University Library using the Summon database. The article focuses on the application of simulation games to enhance students’ ethical decision-making regarding information use.

Article Information

Question	Response
1. Full Title of the Article	Learning Information Ethical Decision Making With a Simulation Game
2. Journal Name	Frontiers in Psychology
3. Volume Number	Volume 13
4. DOI	https://doi.org/10.3389/fpsyg.2022.933298
5. Type of Article	[] Scientific Research Article  [ ] Editorial/Commentary

Summary of the Article’s Purpose

The article explores how simulation-based learning can improve students’ understanding of ethical decision-making concerning information management. Lin, Wang, and Yueh (2022) designed an educational simulation where participants engaged in virtual ethical dilemmas involving privacy, information accuracy, and data sharing. The study found that experiential learning through games significantly enhances comprehension and engagement, suggesting that simulation-based tools can be a powerful medium for teaching information ethics.

Summary of the Authors’ Conclusions

According to Lin et al. (2022), students who participated in the simulation demonstrated stronger ethical reasoning and decision-making abilities. The researchers concluded that integrating interactive simulations into educational curricula helps learners experience real-world challenges in a controlled setting. This hands-on approach encourages critical thinking and responsible information handling, ultimately supporting ethical awareness and behavior among students.

APA Citation

In-text Citation:
(Lin, Wang, & Yueh, 2022)

Full Reference (APA 7th Edition):
Lin, W., Wang, J., & Yueh, H. (2022). Learning information ethical decision making with a simulation game. Frontiers in Psychology, 13, 933298. https://doi.org/10.3389/fpsyg.2022.933298

Time Management Reflection

Question	Response
11. How much time did it take you to complete this exercise and worksheet?	[] More time than I planned or expected
12. What changes will you make to improve future time management?	To manage my study time better, I will allocate an additional hour each evening specifically for reading and reviewing research materials. This adjustment will reduce time spent searching for answers and allow for deeper understanding of the assigned content before beginning the written work.

References

California State University, Chico. (n.d.). The CRAAP test: Evaluating sources. Meriam Library. Retrieved from https://library.csuchico.edu/

PSYC FPX 2002 Assessment 2 CRAAP Test & Library Worksheet

Lin, W., Wang, J., & Yueh, H. (2022). Learning information ethical decision making with a simulation game. Frontiers in Psychology, 13, 933298. https://doi.org/10.3389/fpsyg.2022.933298