Evaluation refes to the way that a writer or a speaker places value on an idea. Evaluation is an important part of writing critically.

Certain --- Cautious

A writer may simply be sure or unsure about a particular idea. In these cases, the writer may use hedging language to express certainty or uncertainty. For example, observe how the writer uses clauses of concession to express uncertainty:

The closure of Dana College was one such instance in which the facts surrounding the corporatisation of education had to be reconstituted. Though the actual events leading up to Dana’s closure are, in a sense, objectively factual, it is crucial to recognise that the truth always arises through interpretation. Because details about educational matters so often emerge in some form of media narrative, it is difficult to pin down any sort of objective “truth” regarding matters of educational integrity.

Positive --- Negative

Ideas can be positively (accepted) or negatively (rejected) evaluated. For example, see how the writer below negatively evaluates for-profit education:

The issue of for-profit higher education has long been a contentious one. As these institutions recruit more and more students, the issue of for-profit education has been met with considerable scepticism.  Many in the field of higher education question the integrity of these colleges and universities and, by extension, for-profit education in general.

Objective --- Subjective

If something is objective it means it is judged on criteria that are based on facts, whereas subjective ideas are based on feelings or personal opinions. Ideas can be evaluated on whether the writer views them as objective or subjective. For example, look at how the writer reports the subjective opinions of people involved in for profit education:

Certainly, the integration of business values into academia makes many in higher education feel uneasy. Yet, not all in higher education take such a negative view of for-profit education. Martha J. Kanter, former Under Secretary of Education under President Barack Obama, has praised for profit colleges in their efforts to reach out to nontraditional students and continuing learners with their focus on career-based learning.

All examples adapted from: Sladek, A. M. (2014). Constructing the crisis: Audience perceptions of for-profit education and institutional integrity in the closure of Dana College. International Journal of Educational Integrity, 10(20), pp. 60-70.