3. Determine which qualitative evaluation applications
are especially appropriate given the evaluation’s purpose and
priorities.
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| Below are evaluation issues for which qualitative
methods can be especially appropriate. This is not an exhaustive list,
but is meant to suggest possibilities. The point is to assure the appropriateness
of qualitative methods for an evaluation. |
- Checklist of standard qualitative evaluation applications—determine
how important it is to:
- Evaluate individualized outcomes—qualitative data are
especially useful where different participants are expected to
manifest varying outcomes based on their own individual needs
and circumstances.
- Document the program’s processes—process evaluations
examine how the program unfolds and how participants move through
the program.
- Conduct an implementation evaluation, that is, look at the extent
to which actual implementation matches the original program design
and capture implementation variations.
- Evaluate program quality, for example, quality assurance based
on case studies.
- Document development over time.
- Investigate system and context changes.
- Look for unanticipated outcomes, side effects, and unexpected
consequences in relation to primary program processes, outcomes,
and impacts.
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- Checklist of qualitative applications that serve special
evaluation purposes—determine how important it is to:
- Personalize and humanize evaluation—to put faces on numbers
or make findings easier to relate to for certain audiences.
- Harmonize program and evaluation values; for example, programs
that emphasize individualization lend themselves to case studies.
- Capture and communicate stories—in certain program settings
a focus on “stories” is less threatening and more friendly
than conducting case studies.
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- Evaluation models: The following evaluation models
are especially amenable to qualitative methods—determine which
you will use.
- Participatory and collaborative evaluations—actively involving
program participants and/or staff in the evaluation; qualitative
methods are accessible and understandable to nonresearchers.
- Goal-free evaluation—finding out the extent to which program
participants’ real needs are being met instead of focusing
on whether the official stated program goals are being attained.
- Responsive evaluation, constructivist evaluation, and “Fourth
Generation Evaluation” (see checklist
on constructivist evaluation, a.k.a. Fourth Generation Evaluation).
- Developmental applications: Action research, action learning,
reflective practice, and building learning organizations—these
are organizational and program development approaches that are
especially amenable to qualitative methods.
- Utilization focused evaluation—qualitative evaluations
are one option among many (see checklist
on utilization-focused
evaluation).
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