evaluate

(redirected from evaluates)
Also found in: Dictionary, Thesaurus, Medical, Encyclopedia.

evaluate (someone or something) as (something)

To categorize or conceive of someone or something in a certain way in order to judge or grade them appropriately. Well, of course you were critiqued more harshly—she evaluated you as the professional dancer you are! We should evaluate this raw data as just that—not contextualized statistics.
See also: evaluate
Farlex Dictionary of Idioms. © 2015 Farlex, Inc, all rights reserved.

evaluate someone as something

to judge someone's performance as something. I will have to evaluate you as a new student. We must evaluate ourselves as teachers and leaders.
See also: evaluate
McGraw-Hill Dictionary of American Idioms and Phrasal Verbs. © 2002 by The McGraw-Hill Companies, Inc.
See also:
References in periodicals archive ?
Russell Banks (Grow Group): I find it's difficult to evaluate by checking off boxes as to whether someone is a contributing board member.
Directors should be able to assess the company's strategy and evaluate management's performance.
Evaluating the board: the next dimension
The fourth class is utilized to discuss and demonstrate the five criteria needed to critically evaluate information obtained from the Internet (Beck, 1997).
* Discover and critically evaluate information obtained from electronic resources
The Good, the Bad & the Ugly: or, Why It's a Good Idea to Evaluate Web Sources.
Uniting information literacy & teacher education
The Association of College and Research Libraries' (ACRL) (2003) information literacy standards for higher education define information literacy as knowing of how to look for, evaluate, and use information.
The library component of this class was designed not only to help students find information for their assigned class presentations, but also to equip them with the knowledge to find and evaluate the wide range of information available about science topics in order to make informed judgments on other science issues.
Annotations are specified in the assignment so that students do not have to simply summarize the information in the sources, but evaluate the credibility and relevance of each source for their presentations.
A learner-centered outcome-based library session of 75 minutes was designed to give students background on how to develop a research strategy, what types of sources are available, how to find, and then evaluate information.
Students also need to know how to find answers to their questions on their topics, to differentiate between popular/scholarly and primary/secondary sources, to evaluate web pages, and to prepare an annotated bibliography of their sources.
Students in their groups evaluate print books and articles related to their topics written by nonscientists, by scientists for non-scientists, and scientists for their peers and report their findings to the whole class.
The librarian, professor, and students review a research web page, created by the librarian (McCulley, 2004), which includes information about where to find and how to evaluate information in print and on the web.
Science literacy: a collaborative approach
While the Internet offers access to more information than any existing hardcopy encyclopedia, students need to do more than just gather data; they need to analyze and evaluate those data (Tuathail & McCormick, 1998).
With the huge amount of information that is now available on the World Wide Web, students need to be able to critically evaluate a Web page, and its contents, for usability, applicability, authenticity, authorship, and bias.
Teaching teachers to use online information
Idioms browser ?
Full browser ?