test and Great ShakeOut earthquake drill

To check this alert, Claude Opus 5 (an AI) read it in full 25 separate times, independently. Each read decided whether the message answers each of the six questions and gave a short reason. A final reviewer then weighed all 25 and wrote the plain-English verdict you see when you open a row. The score (for example 22/25) is how many reads agreed; the 25 individual reads are tucked underneath if you want to check them.

• Sourcepresent25/25

  Final assessment

  Present, 25 of 25. The notice identifies itself as UW's own: "The UW is testing the UW Alert emergency notification system today", citing "UW Emergency Management". No dissent.

  Who is sending the alert and who is responding. People act faster on a message from a clearly identifiable, credible sender, such as a named department, the police, or a branded alert system, than on an anonymous notice. A branded signature counts.

  See all 25 individual reads

  1. present: "The UW" and "UW Emergency Management" identify the sender of this notice.
  2. present: "The UW is testing the UW Alert emergency notification system" names the university as sender.
  3. present: "The UW" identifies itself as testing the system, and UW Emergency Management is named.
  4. present: "The UW" and "UW Emergency Management" identify the institution sending the test notice.
  5. present: "The UW" and "UW Emergency Management" identify the institution sending the notice.
  6. present: "The UW" identifies itself as sending the test, with UW Emergency Management named as a resource.
  7. present: "The UW is testing the UW Alert emergency notification system" identifies the university as sender.
  8. present: The UW and UW Emergency Management are named as running the test and the guidance.
  9. present: "The UW" and "UW Emergency Management" identify the institution sending the notice.
  10. present: "The UW is testing the UW Alert emergency notification system" carries both the institution and the branded system name.
  11. present: The message is issued in the UW's own voice: "The UW is testing the UW Alert emergency notification system".
  12. present: "The UW is testing the UW Alert emergency notification system" identifies the university as sender.
  13. present: "The UW is testing the UW Alert emergency notification system" names both institution and branded system.
  14. present: The UW and UW Emergency Management are named as sending and testing the alert.
  15. present: "The UW is testing the UW Alert emergency notification system" names the university as sender.
  16. present: "The UW" identifies itself as the sender, along with UW Alert and UW Emergency Management.
  17. present: "The UW" and the "UW Alert" system brand identify the sender of the test notice.
  18. present: "The UW" identifies itself as the sender, and UW Emergency Management is named as a resource.
  19. present: "The UW" is testing its own system and "UW Emergency Management" is cited, identifying the sender.
  20. present: "The UW is testing the UW Alert emergency notification system" names the university as sender.
  21. present: "The UW is testing the UW Alert emergency notification system" names the university and its branded alert system.
  22. present: "The UW" identifies itself as running the test, with UW Emergency Management named as a resource.
  23. present: The message is from "The UW", referencing UW Alert and UW Emergency Management as sources.
  24. present: "The UW" and "UW Emergency Management" identify the institution sending the notice.
  25. present: "The UW is testing the UW Alert emergency notification system," naming the university as sender.
• Hazardpresent25/25

  Final assessment

  Present, 25 of 25. Earthquakes are named as the hazard behind the drill, "the Great ShakeOut international earthquake drill", and the guidance addresses "an earthquake". Unanimous.

  What the threat actually is. A complete warning names the specific danger, such as a shooter, a fire, a tornado, or a gas leak, rather than a vague emergency, because people decide what to do based on what they are facing.

  See all 25 individual reads

  1. present: It names the earthquake hazard through the "Great ShakeOut international earthquake drill".
  2. present: It names earthquakes directly, telling readers what to do "In an earthquake."
  3. present: The drill names a specific hazard: "earthquake" and the shaking it brings.
  4. present: Although a drill, the text names earthquakes as the hazard it prepares readers for.
  5. present: It names an earthquake, telling readers what to do "In an earthquake" during the ShakeOut drill.
  6. present: Earthquakes are named as the hazard being drilled for, "In an earthquake, drop, cover and hold on."
  7. present: Beyond the test, it names the earthquake hazard: "In an earthquake, drop, cover and hold on".
  8. present: Earthquakes are named as the hazard behind the Great ShakeOut drill instruction.
  9. present: It names earthquakes as the hazard being drilled: "In an earthquake, drop, cover and hold on."
  10. present: It names earthquakes through the "Great ShakeOut international earthquake drill" and shaking guidance.
  11. present: It names the earthquake hazard through the ShakeOut drill and "In an earthquake, drop, cover and hold on".
  12. present: It names the earthquake hazard: "In an earthquake, drop, cover and hold on."
  13. present: Beyond the test it names the earthquake hazard through the "Great ShakeOut international earthquake drill".
  14. present: An earthquake is named as the hazard the ShakeOut drill addresses.
  15. present: It names the earthquake hazard directly through the ShakeOut drill and "In an earthquake" guidance.
  16. present: The earthquake is named as the hazard behind the Great ShakeOut drill instructions.
  17. present: It names the earthquake hazard in "the Great ShakeOut international earthquake drill" and "In an earthquake".
  18. present: The earthquake is named as the hazard the drill addresses: "In an earthquake, drop, cover and hold on".
  19. present: It names the earthquake hazard: "In an earthquake, drop, cover and hold on until the shaking stops".
  20. present: It names an earthquake as the subject of the "Great ShakeOut international earthquake drill".
  21. present: It names an earthquake, both the "Great ShakeOut international earthquake drill" and what to do "In an earthquake".
  22. present: Beyond the test itself, the message names an "earthquake" and the shaking it brings.
  23. present: It names the earthquake hazard: "In an earthquake, drop, cover and hold on".
  24. present: It names an "earthquake" and the shaking to prepare for, a specific hazard.
  25. present: Although a test, it names earthquakes as the hazard for the ShakeOut drill.
• Locationabsent0/25

  Final assessment

  Absent, 0 of 25. No place is tied to any hazard; the text references only channels and resources such as the "UW Alert X feed and Facebook page" and a state website.

  Where the threat is. Saying whether danger is in a specific building, a part of campus, or area-wide lets people judge their own proximity and choose a safe direction. Without a where, a warning is hard to act on precisely.

  See all 25 individual reads

  1. absent: No place is given for any hazard; only the alert channels and websites are mentioned.
  2. absent: No building, street, campus or area is named anywhere in the message.
  3. absent: No building, street, area or campus is named; only the alert feeds and websites are mentioned.
  4. absent: No building, street, or campus area is given; only alert channels and websites are named.
  5. absent: No building, street, area or even "campus" is named as the place involved.
  6. absent: No building, street or campus area is given; only the notification channels are described.
  7. absent: No building, street, campus or area is given; only the notification channels and websites are named.
  8. absent: No building, street or campus area is identified anywhere in the message.
  9. absent: No building, street, area or campus is named as a place the message concerns.
  10. absent: No building, street or campus area is given; only the institution and the state website are mentioned.
  11. absent: No building, street, or campus area is identified anywhere in the notice.
  12. absent: No building, street, or campus area is named; only the notification channels are listed.
  13. absent: No building, street or campus area is given; only the notification channels are described.
  14. absent: No building, street, or campus area is given, only the alert channels.
  15. absent: No building, street, area or campus is named as the place of anything.
  16. absent: No building, street, campus or area is named; only alert channels and websites are mentioned.
  17. absent: No building, street, area or even "campus" is given as a location for anything described.
  18. absent: No place is given for anything: the text names only the notification channels and web resources, not a campus, building or area.
  19. absent: No building, street, campus area or place is given for anything in the message.
  20. absent: No building, street, campus or area is given; only communication channels are mentioned.
  21. absent: No building, street or campus area is named; only the institution and web resources are referenced.
  22. absent: No building, street, campus area or other place is given anywhere in the message.
  23. absent: No building, street or campus area is given for anything in the message.
  24. absent: No building, street or campus area is given; only the notification channels are named.
  25. absent: No building, street or campus area is identified anywhere in the message.
• Guidancepresent25/25

  Final assessment

  Present, 25 of 25. A concrete protective action is given: "In an earthquake, drop, cover and hold on until the shaking stops", plus a direction to sign up for alerts.

  The protective action to take. A clear, specific instruction, such as shelter in place, evacuate, avoid the area, or run-hide-fight, drives faster and more correct protective behavior than describing the threat alone.

  See all 25 individual reads

  1. present: It instructs readers: "drop, cover and hold on until the shaking stops".
  2. present: "Drop, cover and hold on until the shaking stops" is an explicit protective action.
  3. present: It gives the protective action "drop, cover and hold on until the shaking stops".
  4. present: It instructs readers: "In an earthquake, drop, cover and hold on until the shaking stops."
  5. present: "Drop, cover and hold on until the shaking stops" is an explicit protective action.
  6. present: It gives the protective action "drop, cover and hold on until the shaking stops."
  7. present: It gives the protective action "drop, cover and hold on until the shaking stops".
  8. present: It tells readers to drop, cover and hold on until the shaking stops.
  9. present: It gives the protective action "drop, cover and hold on until the shaking stops".
  10. present: "In an earthquake, drop, cover and hold on until the shaking stops" is explicit protective action.
  11. present: It gives the protective action "drop, cover and hold on until the shaking stops".
  12. present: It gives the protective action "drop, cover and hold on until the shaking stops."
  13. present: It gives the protective action "drop, cover and hold on until the shaking stops".
  14. present: It instructs readers to drop, cover and hold on until the shaking stops.
  15. present: It tells readers to "drop, cover and hold on until the shaking stops" and to sign up for alerts.
  16. present: It gives the protective action "drop, cover and hold on until the shaking stops".
  17. present: It tells readers to "drop, cover and hold on until the shaking stops" in an earthquake.
  18. present: It gives an explicit protective action: "drop, cover and hold on until the shaking stops".
  19. present: "drop, cover and hold on until the shaking stops" is explicit protective action guidance.
  20. present: It instructs readers to "drop, cover and hold on until the shaking stops" in an earthquake.
  21. present: It instructs readers to "drop, cover and hold on until the shaking stops".
  22. present: It gives the protective action "drop, cover and hold on until the shaking stops".
  23. present: It gives the protective action "drop, cover and hold on until the shaking stops".
  24. present: "In an earthquake, drop, cover and hold on until the shaking stops" is protective action.
  25. present: "In an earthquake, drop, cover and hold on until the shaking stops" is protective action.
• Timepresent25/25

  Final assessment

  Present, 25 of 25. The timing is explicit, a test "today" sent "around 10:16 a.m.", which every read treated as anchoring the message in time.

  When the message applies. A timestamp, the word now or immediately, or a phrase like until further notice tells the reader whether the danger is current and how quickly to act.

  See all 25 individual reads

  1. present: It says the test is "today" and will go out "around 10:16 a.m.".
  2. present: "Today" and a test "around 10:16 a.m." give clear timing.
  3. present: It says the test is "today" and will be sent "around 10:16 a.m."
  4. present: It says the test message goes out "today" at "around 10:16 a.m.", a clear time cue.
  5. present: "Today" and "around 10:16 a.m." give both date and clock time.
  6. present: It is anchored to "today" with the test message "around 10:16 a.m."
  7. present: It says the test goes out "today" at "around 10:16 a.m."
  8. present: It says the test message will be sent today around 10:16 a.m.
  9. present: It says the test will be sent "today" at "around 10:16 a.m."
  10. present: "today" and "around 10:16 a.m." convey when the test occurs.
  11. present: It says the test is "today" and will be sent "around 10:16 a.m."
  12. present: It says the test comes "today" at "around 10:16 a.m."
  13. present: Timing is explicit: "today" and a message "around 10:16 a.m.".
  14. present: It says today and around 10:16 a.m. for the test message.
  15. present: It says "today" and that the test goes out "around 10:16 a.m."
  16. present: It says the test is "today" and will be sent "around 10:16 a.m."
  17. present: It says the test happens "today ... around 10:16 a.m." and "Today is also the Great ShakeOut".
  18. present: It says the test message goes out "today" at "around 10:16 a.m."
  19. present: "today" and "around 10:16 a.m." give the timing of the test.
  20. present: It says the test message goes out "today" at "around 10:16 a.m."
  21. present: It says the test message will be sent "today" at "around 10:16 a.m."
  22. present: It is anchored to "today" with a test message "around 10:16 a.m."
  23. present: "today" and "around 10:16 a.m." give the timing of the test.
  24. present: "today" and "around 10:16 a.m." state when the test message goes out.
  25. present: It says the test will be sent "today" at "around 10:16 a.m."
• Impactabsent0/25

  Final assessment

  Absent, 0 of 25. Nothing describes what an earthquake could do; the text moves straight from naming the drill to "drop, cover and hold on" with no consequence or severity stated.

  What the hazard could do to the people in its path. Beyond naming the threat, a complete warning conveys its potential consequences or severity, such as that a tornado can level buildings or that a leak could be explosive, so recipients grasp how much danger they are in. Research on warning message content finds that a concrete impact statement helps people personalize their risk and act sooner.

  See all 25 individual reads

  1. absent: Nothing states what an earthquake could do or how severe the consequences might be.
  2. absent: It describes no damage, injury or severity that an earthquake could produce.
  3. absent: Nothing describes what an earthquake could do or how damaging or dangerous it would be.
  4. absent: Nothing states what an earthquake could do or how damaging shaking might be.
  5. absent: Nothing states what an earthquake could do or how serious the consequences might be.
  6. absent: Nothing says what an earthquake could do to people or property.
  7. absent: No consequence or severity of an earthquake is described, only the drill procedure.
  8. absent: Nothing states what an earthquake could do or how severe the consequences might be.
  9. absent: Nothing states what an earthquake could do to people or property.
  10. absent: Nothing describes what an earthquake could do or how severe the consequences would be.
  11. absent: No consequence or severity of an earthquake is described, only the drill instruction.
  12. absent: Nothing describes what an earthquake could do or how severe the shaking might be.
  13. absent: Nothing states what an earthquake could do or how damaging it might be.
  14. absent: Nothing states what an earthquake could do or how severe it would be.
  15. absent: Nothing describes what an earthquake could do to people or buildings.
  16. absent: No consequence of an earthquake is stated, only where to find preparedness information.
  17. absent: Nothing says what an earthquake could do to people or property.
  18. absent: Nothing states what an earthquake could do or how severe it would be, only the action to take.
  19. absent: Nothing says what an earthquake could do or how severe the consequences might be.
  20. absent: Nothing describes what an earthquake could do or how damaging or dangerous it might be.
  21. absent: No consequence or severity of an earthquake is stated, only preparedness pointers.
  22. absent: Nothing states what an earthquake could do or how severe the consequences might be.
  23. absent: Nothing states what an earthquake could do or how severe the shaking might be.
  24. absent: Nothing states what an earthquake could do to people or buildings.
  25. absent: No consequence or severity of an earthquake is described, only the drill procedure.