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Evaluation

Evaluation is the ability to judge the quality, reliability, or effectiveness of something. You use it when deciding whether information can be trusted, whether an argument is convincing, or whether a plan is likely to work. It involves weighing evidence, comparing options, and making informed decisions.

Where can I find this in the skills language?

Collection > Collect information and data > Data and evidence evaluation

Cognition > Analyse context, information, data and evidence > Evaluation of analysis

Cognition > Use methods, techniques and processes > Evaluation of methods, techniques and processes

Cognition > Use concepts, theories and models > Evaluation of concepts, theories and models

Cognition > Solve problems and make decisions > Evaluation of solutions and decisions

Why does this skill matter?

Evaluation helps you make better decisions and spot potential problems early. At university, it lets you check sources, test ideas, and improve your work. In student life and beyond, it helps you assess options, manage risks, and make informed choices. Employers value people who can evaluate information and plans carefully and act on evidence.

Where will you use this skill at university and beyond?

… as part of your degree
You practise evaluation when reviewing sources for essays, comparing arguments, analysing experimental results, or assessing the success of a project.

… as part of the wider student experience
Students involved in student newspapers, blogs, or media societies often evaluate the quality and reliability of information before publishing. They may also review audience engagement to decide what content works best.

… as a professional in the future
At work, evaluation helps you check the quality of reports, assess risks, review processes, and make evidence-based decisions. It ensures projects succeed and problems are spotted before they escalate.

Student insight

“Within my coursework I have taken some modules which encouraged me to critique the quality and reliability of sources or use them to support my arguments. This has benefited me not only academically but in my personal life such as identifying biases and checking for legitimate sources when I read news online on social media or written by journalists particularly as misinformation and AI generated content is becoming more prominent.”

~ Student from the School of Critical Studies

How can you evidence this skill?

You might be able to evidence this skill through:

• Assessing sources or literature in essays, projects, or research
• Reviewing experimental or fieldwork results and drawing conclusions
• Conducting peer review of classmates’ work and providing constructive feedback
• Assessing risks when planning a society event, trip, or activity and putting mitigation measures in place
• Testing different approaches in a project or assignment and deciding which method produced the best results
• Keeping a reflective log showing how you made decisions based on evidence

How else might employers describe this skill?

You might also hear this skill described as…

• Critical thinking
• Decision-making
• Judgement
• Validating or assessing information
• Due diligence

What are some example interview questions that feature this skill?

1. Can you describe a time when you had to decide whether a source of information was reliable? What criteria did you use?
2. Tell us about a situation where you had to compare several options before making a decision. How did you decide which one was best?
3. Describe a time when you reviewed the results of a project or piece of work. What did you learn from evaluating the outcome?
4. Can you give an example of when you identified a risk or potential problem in a plan or project? What did you do about it?

What does a good response look like?

Question

Describe a time when you reviewed the results of a project or piece of work. What did you learn from evaluating the outcome?

Response

Situation: After receiving 14/22 on one of my essays, this made me quite sad as I felt I wrote a very strong essay.

Task: However, to improve my grade I knew needed to review its feedback critically, even if I was annoyed over the grade. My assessor’s feedback suggested that although the core argument was strong, I relied too heavily on modern scholarship. The assessor also pointed out that I had significantly under‑used the word count, which meant some of my points weren’t fully developed.

Action: For my next essay, I made a conscious effort to use more primary sources from the period I was writing about, and I planned my structure so I could use the full word count effectively. I also spent more time selecting quotes that directly strengthened my argument rather than relying on secondary commentary.

Result: As a result, my next essay received a higher grade, and the process taught me how important it is to evaluate my work honestly and apply feedback strategically to improve my academic writing.