1. Qualitative Assessment
“Qualitative inquiry cultivates the most useful of
all human capacities—the capacity to learn from
others.”
Halcom’s Evaluation Laws. Cited in Patton (1990).
Qualitative Evaluation and Research Methods. pp. 7.
Moving Forward with Assessment
Difficult Dialogues Initiative
Assessment Conference
Ford Foundation, NY, NY
October 16-17, 2008
(H. Hernández-Gravelle)
In addition to works cited, the author is indebted to the work of M. Patton; A. Driscoll; B.A. Miller; D.T. Spaulding; L.F.
Gardiner, C. Anderson, and B.L. Cambridge; T.A. Angelo and K.P. Cross; and C. McTighe Musil, M. Garcia, Y.T. Moses, and
D.G. Smith.

2. Qualitative Assessment
Two Definitions
 “An inquiry process of understanding a social or
human problem, based on building a complex,
holistic picture, formed with words, reporting
detailed views of informants, and conducted in a
natural setting.”
Creswell (1994). Research design: Qualitative &
quantitative approaches. Cited in Detlor (2004). Towards
Knowledge Portals.
 “Explores and tries to understand people's
beliefs, experiences, attitudes, behaviors and
interactions. It generates non-numerical data…”
http://new.wales.gov.uk/about/aboutresearch/social/glossa
ry/?lang=en.

3. Qualitative Assessment Tidbits
 1899: W.E. Dubois, undertook first social survey in the
United States.
 1900’s: Early phase of qualitative research. Rooted in Social
Investigation.
 1950’s: Government provided grants in support of
educational research. Preferred modality is qualitative
research.
 Late 1960’s: Qualitative research came into being.
Development of socially responsive programs.
 Late 1900’s: Accountability movement in education results
in increasing use of qualitative research and assessment.

4. Why DDI & Qualitative Assessment?
Well suited in areas that are complex, multidimensional
sensitive and nuanced.
Illustrative DDI Project Titles-
Engaging Controversy: Religion, freedom and the topics of identity
Imagining the Future: Dissent, dialogue and the freedom to inquire
Practicing Pluralism: Interactive theater, campus climate and academic freedom
The open nature of qualitative approach allows the
subjects to respond according to their own framework.
“In assessing the impact of a faculty development workshop in adoption of new
pedagogy, the teachers’ experience, reasons for participating in the workshop or the
students that she teaches may impact her view of the value of the workshop and her
sense of its applicability.”
Quote from grantee.
Helps to understand a program / situation as a whole.
“..the holistic approach assumes that the whole is understood as complex system that is
greater than the sum of its parts.”
Patton (1990). Qualitative Evaluation and Research Methods.

5. Why DDI & Qualitative Assessment?
Continued
To provide a richer, more descriptive picture of the
information being gathered or responses to the
questions being asked. For example, assessing and
describing in a rich manner the quality of increased
capacity for exchange between Arab and Israeli
students.
On college campuses addressing pluralism issues,
qualitative assessment can in itself serve as a
process of inclusion and appreciation for multiple
values and views.

6. SOME CHARACTERISTICS OF THE
QUALITATIVE PROCESS
 Process extends through data reporting, data analysis, and
utilization of findings.
 Researcher’s lens can impact data gathering and
interpretation. Expertise in both assessment and subject
area are significant.
 It is complex and requires multiple iterations to better
uncover information (experiences, perspectives, views).
 Large volumes of data can accumulate quickly. Allocation of
time and resources for data collection and analysis is
imperative.
 Value: You get out what you put into it!

7. Qualitative Approaches Used
by DDI
 FOCUS GROUPS: In qualitative assessment you go to the
source (naturalistic group)
 INTERVIEWS: direct source
 PARTICIPANT OBSERVATIONS: To fully describe the
process, you want to observe it
 PORTFOLIO ASSESSMENT: inductive
 FILM DOCUMENTATION: profiles and pictures

8. Assessment at its Core
is about
Student Learning Outcomes
 Question: How do we get from here to
there?
• Pluralism is ongoing work
• Assessment is an ongoing process
 Tools to assess student learning
outcomes:
• Portfolio
• Rubrics
• In classroom exercise (presentations, debate)
• Journal

9. ENHANCING DDI INDICATORS OF
SUCCESS IN QUALITATIVE ASSESSMENT
 Ensuring indicators of success are sound: Important
particularly for subjects and areas that are considered outside of
the core curriculum or where the topics are controversial:
“Unearth narratives about the complex history of race”
Quote from grantee.
 Members check-in: This process can also serve to inform the
constituencies and to begin process of change.
 Triangulation: Using multiple sources to confirm findings.
 Enlisting assessment advice and support from experienced
and knowledgeable colleagues: Serves as a form of
triangulation and check-in. Can address gaps in assessment
capacity.
 Detailed reporting: Necessary to illustrate how the assessment
team arrived at findings and to project the richness of the data.

10. DISTINGUISH ANECDOTAL EVIDENCE
FROM QUALITATIVE DATA
Unsolicited responses to programs in the form of criticism or
praise is considered anecdotal evidence. Such evidence is
important and worthy of consideration, but it does not
constitute formal assessment. Qualitative approaches are not
the same as random responses and are designed to collect
data that can be verified and validated.
The Ford Foundation is interested in vigorous assessment
that:
 allows you to shape programs as they are implemented
 demonstrates what has been achieved
 enables you to examine what might be done differently as
you continue to develop programs

11. ANALYSIS
MIRRORS PROCESS
 INDUCTIVE
 ON GOING
 MULTILAYERED
 COMPLEX
 ENRICHED THROUGH MEMBERS
CHECK-IN

12. Qualitative Reporting
 Reporting formats are shaped by assessment
purpose and by the meaning that is being
conveyed.
 Typical qualitative reporting includes narrative
accompanied by matrix or charts that
demonstrate key issues or causal relationships.
 Ford Foundation assessment reporting seeks to
communicate outcomes, indicators of program
success and lessons learned through DDI
programs. Use of case studies and rich
description is of particular interest.