Qualitative analysis

qualitative analysis
language and literature assessment

1. Irish Marisol Ivy

2. What is Qualitative Analysis for you?

3. What is Qualitative Analysis? Qualitative analysis is a securities analysis that uses subjective judgment based on unquantifiable information

4. Purpose Categories of Approaches Types of Qualitative Analysis Techniques for Monitoring Student Progress Referencing Feedback Methods

5. PURPOSE NOT all topics in language nor literature can be measured statistically. Viewpoints, actions and characteristics can’t always be represented numerically and so need a qualitative approach.

6. CATEGORIES OF APPROACHES 1. Reflection This approach is aimed at gaining an insights into the thinking processes and opinions of the test taker.

7. 2. Verbal reports or verbal protocols are a way of collecting qualitative data. They offer an insight into the thought processes of informants.

8. A number of variables can be distinguished: Think aloud Concurrent Retrospective Mediated Non-mediated

9. Some pointers wh en using verbal reports in test analysis Before: Consider language.

10. During: Tell the informants what a verbal report is. Give the informants the opportunity to practice before the real report starts.

11. After: Try to process the data as quickly as possible. In any case, make notes for future reference.

12. 3. Diary Studies informants keep a diary which allows researchers to get an insight into their thoughts. Diaries are not often used in test validation research, but they have proven their worth in research into learning processes.

13. A number of varieties: Unstructured Guided Structured

14. TECHNIQUES FOR MONITORING STUDENT PROGRESS

15. Make video and audio recordings of a variety of formal and informal oral language experiences, and then assess these according to pre-determined criteria which are based upon student needs and curriculum objectives.

16. Use checklists as concise methods of collecting information, and rating scales of rubrics to assess student achievement.

17. Record anecdotal comments to provide useful data based upon observation of students’ oral activities.

18. What is Self- assessment?

19. What is Self-Assessment for you?

20. What is Self-Assessment? Self-assessment promotes students’ abilities to assume more responsibility to identify where they believe they have been successful and where they believe they require assistance.

21. What is Peer- assessment?

22. What is Peer-Assessment for you?

23. What is Peer-Assessment? Peer assessment allows students to collaborate and learn from others. Through discussions with peers, high school students can verbalize their concerns and ideas in a way that helps them clarify their thoughts and decide in which direction to proceed.

24. TYPES OF QUALITATIVE ANALYSIS Conversation Analysis (CA) The assumption is that every interaction is contextual and has a stable and predictable nature.

25. TYPES OF QUALITATIVE ANALYSIS 2. Discourse Analysis (DA) DA is the analysis of “text and talk as social practices”.

26. TYPES OF QUALITATIVE ANALYSIS 3. Text Language Analysis An analysis of test input or test taker responses for lexical richness, rhetoric, genre, discourse markers, grammatical complexity, etc.

27. TYPES OF QUALITATIVE ANALYSIS 4. Task Characteristics This type of validation research helps to examine the test tasks and to determine to which extent they correspond to the test goal.

28. Bachman & Palmer (1996) suggest a framework of analysis which considers the following:

29. The setting The rubric The test input The expected response Relationship between expected and actual response

30. FEEDBACK METHODS 1. Questionnaires 2. Interviews

31. 1. Questionnaires -gather data such as opinions and views that can also be gathered through interviews. The main advantage of questionnaires is the possibility to use a very large informant population.

32. There are roughly two kinds of questionnaires: 1. Closed 2. Open

33. Before administering the actual questionnaire, it is useful to run it through the following process:

34. Consider all possible issues that your questionnaire should cover. Write a draft. Format the questionnaire and administer it to a small group of target respondents for feedback. Eliminate questions thematically to spot overlaps. Rewrite the questionnaire.

35. Always avoid the following:

36. Double-barreled questions. Unclear instructions Questions that rely on memory. Questions that do not apply to the respondent. Hypothetical questions and biased options.

37. 2. Interviews -they are flexible way of gathering data. There are various kinds of interview, depending on the structure and the number of informants interviewed at the same time.

38. There are various kinds of interview:

39. Unstructured Semi-structured Structured One on one Group

40. REFERENCING Referencing is a standardized method of formatting the information sources you have used in your assignments or written work. Any given referencing style serves two purposes: acknowledges the source. allows the reader to trace the source.

41. Kinds of Referencing:

42. 1. Norm-referencing is the placement of learners in rank order, their assessment and ranking in relation to their peers.

43. 2. Criterion-referencing is a reaction against norm-referencing in which the learner is assessed purely in terms of his/her ability in the subject, irrespective of the ability of his/her peers.

44. 3. The mastery criterion-referencing approach is one in which a single minimum competence standard or cut-off point is set to divide learners into masters and non-masters, with no degrees of quality in the achievement of the objective being recognized.

45. 4. The continuum criterion-referencing approach is an approach in which an individual ability is referenced to a defined continuum of all relevant degrees of ability in the area in question.

46. T hank y ou for listening !

47. Irish Marisol Ivy