Grade by Grade
Reading and Literature Studies · Reading Informational and Graphic Texts

Evaluating Evidence: Research Claims, Statistics and Credible Sources

1.7About 70 minutes
Learning goals
  • I can rank kinds of evidence by how well they support a claim about causes, and explain the limits of that ranking.
  • I can explain the difference between relative and absolute risk and recalculate a misleading statistic.
  • I can identify confounding variables, unrepresentative samples and conflicts of interest in reports of research.
  • I can use the SIFT moves to check a claim, and judge whether a source has relevant expertise.
  • I can write an evaluation of an informational text's evidence, supported by details from the text.

Words to know

observational study
A study that observes groups as they are, without assigning who gets what; it can show links but struggles to prove causes.
randomized controlled trial
An experiment that randomly assigns participants to groups, so other differences tend to even out.
confounding variable
A third factor that is linked to both the supposed cause and the effect, creating a misleading connection.
relative risk
How many times larger one group's risk is than another's (for example 1.5 times, or 50% higher).
absolute risk
The actual chance of the outcome in a group (for example 3 in 100).
representative sample
A sample whose members resemble the larger population the claim is about.
SIFT
A four-move method for checking information: Stop; Investigate the source; Find better coverage; Trace claims to the original.

Hook: 50% sounds terrifying

A headline says a habit makes something 50% more likely. That sounds alarming. But 50% more of what? If the risk goes from 2 in 100 to 3 in 100, that is indeed 50% higher, and it is also one extra person in a hundred. Both statements are true. Which one a writer chooses tells you something about the writer.

Evaluating an informational text means judging how good its evidence is for the claim it makes. This lesson gives you the questions researchers, journalists and university instructors ask.

Remember from Grade 11

In ENG3U you evaluated texts with criteria, fact-checked an online biography with lateral reading, and questioned data graphics for misleading axes, small samples and correlation presented as causation. This lesson goes further into research evidence: study design, relative versus absolute numbers, confounders and conflicts of interest.

A text to practise on

Winter Cyclists Face 50% Higher Injury Risk, Study Finds

(An invented news article written for this lesson; the study and numbers are not real.)

(1) Cyclists who keep riding through the winter are 50% more likely to be injured in a fall than those who stop in November, according to a new study.

(2) Researchers surveyed 600 members of three cycling clubs in two Ontario cities. Over one season, 3 in every 100 winter riders reported a fall injury, compared with 2 in every 100 riders who stored their bikes for the winter and walked or took transit instead.

(3) "These results are a wake-up call," said a spokesperson for a company that sells car-share memberships, which helped fund the survey.

(4) Local cyclist Dana Ferreira, who has ridden year-round for twelve years, disagreed. "I've never been hurt once," she said.

(5) The researchers noted that winter riders in the study were, on average, younger and rode longer distances than the comparison group.

Same data, two framings (invented numbers, per 100 riders per season)Stopped riding: 2 in 100Winter riders: 3 in 100Relative:3 ÷ 2 = 1.5"50% higher"Absolute:+1 per 100
Relative versus absolute risk. Both grids show the article's invented numbers. 50% higher is the relative change (3 ÷ 2 = 1.5); the absolute change is one more injured rider per 100 per season.

Five questions to ask about research evidence

  1. What kind of study is it? An observational survey can show that two things go together; it cannot easily show that one causes the other. A randomized experiment can, because random assignment evens out other differences.
  2. Are the numbers relative or absolute? Always look for the base rate: 50% of what?
  3. Could something else explain the link? A confounding variable is linked to both the supposed cause and the effect.
  4. Who was studied, and do they represent the people the claim is about? Three cycling clubs are not all cyclists.
  5. Who paid, and who is speaking? A funder with a stake in the result is a reason for extra checking, not automatic rejection.
A rough guide to how strongly evidence can support a claim about causessystematic reviews of many studiescontrolled experiments (randomized trials)observational studies (surveys, comparisons)expert opinion, case reportssingle anecdotesHigher = stronger for cause-and-effect claims, IF the study is well done and fits the question.
A rough ranking of evidence for cause-and-effect claims. It is a guide, not a rule: a careful observational study can beat a sloppy experiment, and an anecdote can still be powerful evidence of what an experience is like.
Worked example

Let's evaluate the article's evidence

Evaluate how well the evidence in Winter Cyclists Face 50% Higher Injury Risk supports its headline.

  1. Study type: a survey of club members (observational). It can show a link between winter riding and reported falls, not that winter riding causes them.
  2. Relative versus absolute: 2 in 100 → 3 in 100. The headline uses the relative figure (50% higher) and leaves the absolute change, 1 in 100, for paragraph 2.
  3. Confounders: paragraph 5 says winter riders were younger and rode longer distances. More riding means more chances to fall in any season, so distance may explain part of the difference. Also, the comparison group did not ride in winter but walked, and walkers can fall on ice too, so the groups are doing different activities.
  4. Sample: members of three clubs in two cities. Club members may ride more, or more skilfully, than casual riders, so the sample may not represent all cyclists. Injuries were self-reported.
  5. Sources quoted: the only reaction praising the results comes from a funder that sells car-share memberships, a possible conflict of interest. The counter-voice is a single anecdote (I've never been hurt once), which proves nothing either way.
  6. Verdict: the evidence supports a modest link, not the alarming causal headline. A fairer headline: Winter riders in cycling-club survey reported slightly more falls; distance ridden may explain part of the gap.

The evaluation uses specific details from the text for every judgment. Notice that it criticizes both the alarming headline and the weak anecdote that disagrees with it.

Checking a source: SIFT

The researcher Mike Caulfield's SIFT method gives four quick moves for checking a claim online:

  • Stop: notice your reaction. A claim that makes you angry or delighted deserves a pause.
  • Investigate the source: leave the page and find out who is behind it (this is the lateral reading you practised in Grade 11).
  • Find better coverage: look for other reliable reports of the same claim.
  • Trace claims, quotes and media to the original context: find the actual study, the full quotation, the original photo.

Expertise must be relevant. A cardiologist is an expert on hearts, not on traffic engineering. Ask whether a source's expertise matches this claim.

Worked example

Let's trace a claim to its source

A friend shares a post: Scientists say winter cycling is deadly!, linking to the article above. Use SIFT.

  1. Stop: deadly is an emotional word. The article says nothing about deaths; it reports fall injuries.
  2. Investigate: who posted it? An account with no information about itself, and a history of posts promoting car-share services.
  3. Find better coverage: search for the study; see whether other outlets reported it and how.
  4. Trace: the article says 3 in 100 riders reported a fall injury in one season, in a survey partly funded by a car-share company. The post's deadly is an exaggeration of an already overstated headline.

Each step in a chain of retelling can distort a claim. Tracing to the original is the only way to know what was actually found.

Just for fun

A well-known statistics example: across many places, ice cream sales and drowning rates rise and fall together. Ice cream is not the danger. Summer is the confounding variable, and it is very hard to put in handcuffs.

Hands-on activity

Base-rate detective

You need: a news website or newspaper, a calculator, and about 30 minutes.

  1. Find two articles that report a percentage change in risk or a study finding (search for study finds or more likely).
  2. For each, find or calculate the absolute numbers. If the article does not give them, note that as a weakness.
  3. Identify the study type, the sample, any possible confounders, and any funder mentioned.
  4. Use SIFT to find the original study or a better report of it.
  5. Write a fairer headline for each and a three-sentence evaluation of its evidence.

What to look for: absolute numbers stated; at least one specific confounder suggested; an evaluation that cites details from the article.

Your turn

1

In the article, what are the absolute risks for the two groups?

2

Show why 50% higher is mathematically correct.

3

What is the absolute difference in risk?

4

Name one confounding variable mentioned in the article and explain how it could affect the result.

5

Why is the spokesperson's quotation a weak source of support?

6

Why does Dana Ferreira's quotation not disprove the study?

7

What do the letters in SIFT stand for?

More practice: warm-up

1

Is a survey of club members observational or experimental?

2

How many people were surveyed?

3

If a risk goes from 10 in 100 to 20 in 100, what is the relative increase?

4

What is a representative sample?

5

Name the kind of study that randomly assigns people to groups.

More practice: on your own

1

A headline says a new medicine cuts the risk of a rare illness in half. The risk falls from 2 in 10,000 to 1 in 10,000. Express both the relative and absolute change.

2

Design a better study of winter cycling injuries, changing two things.

3

Why might self-reported injuries be unreliable?

4

A sports-drink company funds a study showing its drink improves performance. Should you reject the study? Explain.

5

Explain when an anecdote is good evidence.

Challenge

1

Write a 5-sentence evaluation of the article's evidence for a reader who is a city councillor deciding on winter bike-lane clearing.

2

Explain why the evidence ranking in this lesson's diagram is called a rough guide, not a rule. Give two examples.

3

A reader says: Statistics can be made to say anything, so I ignore them all. Evaluate this position.

Check your understanding

Quiz

1.

A risk rises from 2 in 100 to 3 in 100. The absolute increase is...

2.

Why can't an observational survey easily prove that winter riding causes injuries?

3.

A confounding variable is...

4.

The car-share spokesperson's quotation should be read with caution because...

5.

In SIFT, the T means...

6.

A single person's experience is strongest as evidence for...

For parents and teachers

What this lesson teaches: ENG4U Reading and Literature Studies 1.7: evaluating the effectiveness of informational texts, here by judging the quality of their evidence (study design, statistics, sampling, sources).

How to help at home:

  • When you hear X% more likely, ask together: Of what? What are the actual numbers?
  • Ask who funded a study or who is quoted, and whether they benefit.
  • Practise SIFT on a post someone in the family shares.

Common difficulties:

  • Confusing relative and absolute numbers. Have your teen calculate both.
  • Rejecting all statistics or trusting all statistics. Both skip the evaluation.
  • Treating funding as automatic disproof. It is a reason to check, not proof of error.

Facts used: the article and numbers are invented. SIFT is a method developed by Mike Caulfield. The ice-cream-and-drowning example is a standard illustration of a confounding variable (warm weather).