Qualitative Evaluation Mainly Involves the Use of Unstructured Interviewing

Chapter 6 engages in a discussion of ways of developing the right questions about the process, outcomes, and background variables, involved in a research process. Evaluation planning is a repetitive process as a researcher has to engage in consideration of several factors, including questions, methods, and data sources that continuously interact. One decision that researchers should make is whether the evaluation should be qualitative or quantitative. A quantitative assessment involves the collection of data in numerical form, which makes analysis considerably statistical and findings ae based on the existing statistical links between the different variables. It mainly involves the collection of information through the use of standardized instruments. In each case, the collection of the same information occurs through the same format, and results are presented through tables, graphs, and models along with corresponding written explanations. On the other hand, qualitative evaluation mainly involves the use of unstructured interviewing and observational methods, so that analysis and reporting occur in the form of a narrative. The collection of data usually takes place through instruments that are not standardized, such as case studies and ethnographies. Qualitative researchers depend on detailed knowledge of the processes being investigated and how they affect the research participants. Data is analyzed as the research process continues as the researchers identify recurring themes and progressively refine their insights. Questions to be involved in the evaluation process can be divided into five categories; the program process which asses what is going on the program, program outcomes which identify the value of results identified, questions about attributing outcomes to the programs, questions that assess the relationship between the process and outcomes, and explanations. Other additional decisions to be considered in the planning period include whether the study should be long-term or short-term. Another decision is whether to conduct one study or a fleet of studies. Eight possibilities exist for researchers to identify what questions they should pursue. These include the decisional timetable, preferences of the stakeholders, knowledge base uncertainties, and suitability of the questions, the various assumptions of program theory, the potential use for the findings to solve the issues identified, and the professional judgment of the evaluator. As each evaluation situation is distinctive, the possibility that is prioritized will depend on the conditions of evaluation. There are no existing rules for the kind of designs which are suitable for various types. Hence, evaluators have control over identifying the appropriate design for their research process, such as the population of the participants. Practical plans that researchers have to make is whether to set up an advisory committee to the study for a methodological or political purpose. The timing of the study also requires proper planning. When not appropriately planned, the researcher may spend too much time on the collection data and leave too little time for analysis. While conducting the evaluation, several ethical issues have to be placed into consideration. Hence, there are many principles that evaluators have to follow when interacting with research participants. These include honesty, informed consent, confidentiality and anonymity, reciprocity, and a high level of competence. Evaluability assessment involves making a decision as to whether a program is worth evaluation. It consists of the examination of the design, stability, and possible outcomes of the program. Hence, based on all the options available during this stage, the evaluator has to be selective on the decisions that are made and what these decisions are based on.