qualitative

assessment
 qualitative evaluation
Qualitative evaluations use qualitative and naturalistic
methods, sometimes alone, but often in combination with
quantitative data. Qualitative methods include three kinds
of data collection: (1) in-depth, open-ended interviews; (2)
direct observation; and (3) written documents.
 Qualitative Data
Information that is difficult to measure, count, or express in
numerical terms.
Qualitative Evaluation Methods

Interview Observations DOCUMENT

Open-ended questions
gather detailed
Fieldwork records S
Written or recorded
activities, behaviors, materials that provide
responses about
interactions, and
people's experiences, information, like
processes. The data
thoughts, and feelings. reports, letters, or
are detailed notes that
The data include exact photos.
include the context of
quotes with enough
what was observed.
context to make them
clear and meaningful.
 Why use Qualitative Data?
• Provides contextual data to explain complex situations

• Complements quantitative data by explaining “why” and “how” to

“get at the story” behind quantitative findings

• May be the most appropriate approach with small samples, early

formative evaluation & pilot testing - times when a quantitative
evaluation question is premature

• Provides an “insider” perspective

 HOW TO DO
QUALITATIVE EVALUATION
 Developing your questions
1.Look at your program model – do questions reflect what you
expect to happen as a result of the program?
2.Review your goals.
3.How will you use this data? If they won’t be used to improve,
defend or sustain your program, you don’t need it.
4.Will the data help you answer your evaluation question?
5.Consider – “do I really need to know the answer to this or will it
burden the Participant?”
Guidelines for choosing words and forming
questions
1.Make sure the question applies to the respondent
2.Ask one question at a time
3.Use simple and familiar words
4.Use specific and concrete words to specify the concepts clearly
5.Use as few words as possible to pose the question
6.Use complete sentences with simple sentence structures
7.Make sure “yes” means yes and “no” means no
PRINCIPLE OF CONSTRUCTIVE
FEEDBACKING
(ABCEDFG IS)
 A. Amount of the information

The amount of information in the feedback may need to be

limited. Too much of information may overload the trainees. The
feedback should be limited to the amount of information that
the recipient can use rather than the amount faculty members
would like to give.
 B. Benefit of the
trainees
Feedback should be given that serves the needs of the learner,
rather than the needs of the provider. It should not be simply a
method of providing 'release' to the giver. The motivation of
teachers and trainers should be to help and encourage learners,
not to demonstrate either how unskilled the learners or how
skilled the observer.
 C. Change behaviour, NOT personality

Telling a trainee that there are problems can be very

difficult. Giving feedback which separates the person from
their professional behaviour canbe difficult.
D. Descriptive {NOT evaluative or
NOT judgemental) language

The languages used during feedback could be descriptive or

evaluative. "I noticed that you avoided eye contact in the
clinical presentation" is a descriptive language, where as "Your
presentation skill was poor" is evaluative one.
 E. Environment

Feedback can be intimate and personal, people respond in

different ways. So environment issues may also be
important and so giving feedback in comfortable and
safeenvironment may help.
F. Focused {specific, NOT general)

Feedback should be focused, that is specific, not generalized.

"You used closed questions rather than open questions while
taking history of that patient" is specific statement, where as
"Your shouldimprove your questioning skills" is general
comment
 G. Group check
If feedback is being given in a group situation, it should
be checked with others within the group. Feedback
happens within the group, whether we want it or not. The
individual group member receivesfeedback from the group
leader and from their peers within the group.
 I. Interpretation check

During feedback the interpretations should be checked.

Feedback should be checked with the recipient, by the recipient
and with the othersin the group, if it is given in the group
situation.
 S. Sharing information

Feedback basically involves sharing

information rather than giving advice; this
encourages the learner to decide their own
course of action. By sharing information,
weleave recipients of feedback free to
decide for themselves what the most
appropriate course of action is.
CHARACTERISTIC
OF CONSTRUCTIVE
S
FEEDBACK
 1. POSITIVE AND ENCOURAGING
Balancing comment on strengths you have
observed and what the student did well with areas
of weakness or that require further growth;
encouraging improvement with practical and
specific suggestions.
 2. INDIVIDUALISED AND
Demonstrating RELEVANT
empathy and attention to the
particular learning style and needs of the student,
rather than comparing or generalising to other
students; feedback is linked to the particular
learning goals of the student.
 3. BEHAVIOR FOCUSED
Feedback that refers to what the student does,
allows scope for change.
 4. WELL-TIMED
In general, feedback is most useful at the earliest
opportunity after the given behavior. The reception
and use of feedback involves many possible
emotional reactions. Excellent feedback presented
at the inappropriate time may do more harm than
good.
 5. FACTUAL
Providing evidence-based examples based on
observed performance that highlight actual
strengths and weaknesses of modifiable
behaviours you have observed; providing specific
suggestions of improvements to what they are
doing, or occasions where positive behaviour was
demonstrated, and discussing outcomes of each
 6. Goal directed
Providing assistance and increased understanding
of what is expected or required, with a focus on
the needs of the clients and relationship to the
learning goals of the student.
 7. IT IS SPECIFIC THAN GENERAL
To be told one is “dominating” will probably not be
as useful as to be told that “in the conversation
that just took place, you did not appear to be
listening to what others were saying, and I felt
forced to accept your arguments.”
 8. collaborative
Inviting student involvement and agreement in
identifying strengths and weaknesses, in seeking
solutions, reaching conclusions and formulating
plans for future action; facilitating self-evaluation.
 9. respectful
Demonstrating mindfulness of acceptable
boundaries, respecting confidentiality and using
language that is non-judgemental, and provided in
a relaxed mutually agreed upon setting.
 9. respectful
Demonstrating mindfulness of acceptable
boundaries, respecting confidentiality and using
language that is non-judgemental, and provided in
a relaxed mutually agreed upon setting.
 10. followed up on at a later time
Reflecting on changes and developments that
you/the student have noticed as a result of the
feedback; monitoring what the student actually
does with the feedback you provide. You may like
to set a date to review a particular aspect of
performance relating to feedback given.
Constructive
feedbacking
 Constructive feedback is a
response to someone's activity
aimed at helping them become
more effective. It can achieve
this by highlighting strengths,
weaknesses, growth
opportunities, or new
perspectives—providing
actionable insights when
possible. Positive outcomes
can include increased
motivation, greater self-
 Written
feedback
 What is
written
feedback?
Written feedback
Written feedback
typically involves both
marks or grades and
comments. It is typically
given to pupils after they
have completed the task
and is usually intended
for them to read on their
own.
Some strategies
for effective
written feedback
1.Prioritise constructive feedback
Constructive feedback should provide an
avenue for motivation, while also boosting
productivity and engagement.
 2.Easy to
understand
Word your feedback in student
understandable talk. Use simple and clear
language that a student can understand.
Example
:
Teacher language: "Your writing lacks cohesion and sufficient
textual evidence to support your claims."
Student-friendly: "Your writing is clear, but some parts don’t
connect smoothly. Try adding examples or quotes to make
your ideas stronger."
3. Be aware of language
Try to prevent the use of negative words and
phrases. There is a balance to writing
feedback that needs to be found. Avoid
personal comments

Example: Instead of saying: "Your introduction is weak and doesn’t

grab attention."
Ask: "What could you add to your introduction to make it more
interesting for your reader?
4. Start with a readthrough or
two
Before you start commenting, read
through the work. Make notes of any
major issues (and less major ones), but
resist the urge to start word-vomiting all
over the copy until you’ve assessed the
appropriate level of input to provide, and
which pointers, if acted on, will have the
biggest impact.
 5. Use encouraging phrases
Use
encouraging
phrases when
giving written
feedback.
 6. Time specific

Feedback is the most effective when it’s

given immediately after activities. This
makes the learner more likely to
remember the feedback
Oral Feedback
Oral Feedback
Oral feedback is one of
many communication
forms where students
receive feedback from
their teacher who either
corrects them implicitly
or explicitly or asks them
to clarify what they say.
key components of
oral feedback
 1. Timeliness

Oral feedback is immediate and can

address specific aspects of a student's
performance during or shortly after an
activity.
2. Specificity
and Clarity
Constructive oral feedback must focus on
specific areas of improvement rather than
general praise or criticism. For example,
instead of saying, "Good job," you might
say, "Your analysis of the data was strong,
but you could improve by organizing your
points more clearly."
3. Balance Between Strengths and Areas
for Improvement

refers to providing feedback that equally

acknowledges what someone has done well (their
strengths) and what they need to work on (their
areas for improvement). This ensures the feedback
is constructive, fair, and supportive, promoting
confidence while encouraging growth.
 4. Engagement and Two-
Way Communication
Oral feedback should not be a one-way
lecture. Engage students by asking
reflective questions or inviting their input.
5. Action-Oriented Suggestions

Effective feedback includes

actionable steps that students
can implement to improve.
6. Tailored to Individual Needs

Feedback should be personalized based

on the student's abilities, learning style,
and goals.
7. Encouragement and
Motivation

Constructive oral feedback should

motivate students to stay engaged and
improve. Avoid harsh criticism and
instead frame feedback positively.
8. Linking to Learning
Objectives
Tie feedback to specific learning outcomes
or assessment criteria to help students
understand how they can meet or exceed
expectations
SELF
ASSESSMENT
Self-Assessment
• Self-assessment activities help students
to be a realistic judge of their own
performance and to improve their work. .
Why Use Self-Assessment?
• Promotes the skills of reflective practice and self-
monitoring.

• Promotes academic integrity through student self-

reporting of learning progress.

• Develops self-directed learning.

• Increases student motivation.

• Helps students develop a range of personal,

transferrable skills.
Considerations for Using Self-Assessment
• The difference between self-assessment and self-
grading will need clarification.

• The process of effective self-assessment will require

instruction and sufficient time for students to learn.

• Students are used to a system where they have little or

no input in how they are assessed and are often unaware
of assessment criteria.

• Students will want to know how much self-assessed

assignments will count toward their final grade in the
course.
Considerations for Using Self-Assessment

• Incorporating self-assessment can motivate students to

engage with the material more deeply.

• Self-assessment assignments can take more time.

• Research shows that students can be more stringent in

their self-assessment than the instructor.
Getting Started with Self-
Assessment
• Identify which assignments and criteria are to
be assessed.

• Articulate expectations and clear criteria for

the task. This can be accomplished with a
rubric. You may also ask students to complete a
checklist before turning in an assignment.
• Motivate students by framing the assignment
as an opportunity to reflect objectively on their
work, determine how this work aligns with the
assignment criteria, and determine ways for
improvement.

• Provide an opportunity for students to agree

upon and take ownership of the assessment
criteria.
Peer
Assessment
Peer assessment
Peer assessment is when students give
feedback to their classmates to help
them learn better. Both the student
giving the feedback and the one
receiving it benefit because it helps them
understand the lesson and check their
own learning.
Why use peer assessment?
Peer assessment helps students:
• Take charge of their own learning.
• Develop lifelong skills in giving and
receiving constructive feedback.
• Learn more by sharing ideas and
knowledge.
• Get more involved with the course
material.
How to Use Peer Assessment
Effectively:
• Explain why peer assessment is important and how it
helps.
• Set clear expectations and show the benefits of the
process.
• Use anonymous assignments for more honest feedback.
• Provide feedback on the feedback students give.
• Show examples of good and bad feedback to guide
students.
• Give clear instructions, set time limits, and deadlines.
• Listen to group discussions and offer support when
needed.
• Involve students in creating or understanding
Getting Started with Peer
Assessment:
• Choose assignments that would benefit from peer
feedback.
• Break big assignments into smaller parts and include peer
reviews at each stage.
• Create rubrics with clear guidelines for reviewers.
• Practice using rubrics through learning activities.
• Decide if peer reviews will happen in class or as
homework. Use tools like Canvas or Turnitin for online
reviews.
• Teach students how to give helpful feedback by modeling
it yourself.
• Use small groups to discuss and explain written feedback.
• Ask: "What could you add to your introduction to make it
Thank You