Evaluating qualitative research
In: Series in understanding statistics
In: Series in understanding measurement
In: Series in understanding qualitative research
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In: Series in understanding statistics
In: Series in understanding measurement
In: Series in understanding qualitative research
In: Qualitative report: an online journal dedicated to qualitative research and critical inquiry
ISSN: 1052-0147
In the context of a newly adopted statewide assessment system, PAWS (Proficiency Assessment for Wyoming Students), this paper describes intended instructional changes and unintended outcomes in classrooms and schools as a result of an assessment policy involving an innovative online portion of the test. An elementary school was selected and prolonged qualitative fieldwork with in - depth and focus group interviews were conducted for 1½ years. A constant comparative data analysis and interpretation from grounded theory methodology led to the following themes: adaptive implementation policy, teachers' dilemmas, instructional change, and school culture change. While observing an elusive role for teachers that involved external accountability factors, researchers also found a practical hope for future PAWS tests, foreshadowing the need for promptly delivered test results for realistic instructional improvement.
In: Qualitative research, Band 6, Heft 3, S. 319-340
ISSN: 1741-3109
Concerns with the issues of validity in qualitative research have dramatically increased. Traditionally, validity in qualitative research involved determining the degree to which researchers' claims about knowledge corresponded to the reality (or research participants' construction of reality) being studied. The authors note that recent trends have shown the emergence of two quite different approaches to the validity question within the literature on qualitative research. The authors categorize and label these 'transactional' validity and 'transformational' validity. While useful, the authors assert that neither approach is sufficient to meet the current needs of the field. The authors propose a recursive, process-oriented view of validity as an alternative framework.