Why and When to Use Qualitative Assessment Approaches

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Use Slide 5 to further elucidate the previous point by stressing that the strength of qualitative research is its ability to provide complex textual descriptions of how people experience a given issue. It provides information about the “human” side of an issue – that is, the often contradictory behaviors, beliefs, opinions, emotions, and relationships of individuals. Qualitative methods are also effective in identifying intangible factors, such as social norms, socioeconomic status, gender roles, ethnicity, and religion, whose role in the assessment issue may not be readily apparent. Qualitative research can help us to interpret and better understand the complex reality of a given situation and the implications of quantitative data.

Once you finish presenting Slide 5, ask participants to reflect on why qualitative approaches are important? Use the flip chart to write relevant answers provided, and stress that qualitative assessments are important because they provide in-depth knowledge and information needed to better understand quantitative information on the one hand, and enable the gathering of information that is generally very difficult to gather through quantitative approaches. Highlight that qualitative approaches are gaining prominence in the work of WFP and other UN and international organizations because of these reasons.

Differences between Qualitative and Quantitative Approaches

20 minutes

Transition to the next slide by noting that the traditional or quantitative approach is limited by its ability to examine people’s behaviors and the intangible factors, and then use Slide 6 to facilitate discussion on the differences between qualitative and quantitative approaches. Begin by noting that the differences between the two approaches can be grouped under six main themes, and start by presenting these themes one by one. As each point appears on the slide ask participants to reflect on the differences between the two approaches vis-à-vis the theme appearing. Use index cards to write down the differences being mentioned and organize the cards on the wall.

Once all points are discussed, move to Slide 7 to give out handout 1.2 to participants and go over it quickly with them to confirm what has been discussed. Make sure to stress that qualitative approaches are typically more flexible – that is, they allow greater spontaneity and adaptation of the interaction between the researcher and the study participant.

For example, qualitative methods ask mostly “open-ended” questions that are not necessarily worded in exactly the same way with each participant. With open-ended questions, participants are free to respond in their own words, and these responses tend to be more complex than simply “yes” or “no.” In addition, with qualitative methods, the relationship between the researcher and the participant is often less formal than in quantitative research. Participants have the opportunity to respond more elaborately and in greater detail than is typically the case with quantitative methods. In turn, researchers have the opportunity to respond immediately to what participants say by tailoring subsequent questions to information the participant has provided.

Respond to any questions participants may have and move to Handout 1.2.

Advantages and Disadvantages of Qualitative Approaches: Handout 1.2

30 minutes (20 minutes for group work, and 10 minutes for presentations and plenary discussions)

Split the participants into four groups and use Slide 8 to introduce handout 1.2. Ask the groups to refer to Handout 2 and the discussions had so far to identify the advantages and disadvantages of qualitative approaches, and to be ready within 20 minutes to give a brief (2 minute) presentation of their conclusions. Move between groups to observe the discussion and offer any guidance.

Call the groups into a plenary discussion and ask each group to present its conclusions. Once all the groups finish delivering their presentations, tell them that they have correctly identified the advantages and disadvantages of qualitative approaches, and note that knowing these is key to formulating reasonable assessment objectives and designing the methodology for data collection. Use Slide 9-10 to quickly confirm what has been presented.

In going over Slide 9, make sure to mention that one advantage of qualitative approaches is that use of open-ended questions and probing gives participants the opportunity to respond in their own words, rather than forcing them to choose from fixed responses, as quantitative methods do. Open-ended questions have the ability to evoke responses that are: 1) meaningful and culturally salient to the participant; 2) unanticipated by the researcher; and, 3) rich and explanatory in nature. Another advantage is that they allow the researcher the flexibility to probe initial participant responses – that is, to ask why or how, which often helps in establishing rapport with participants and encourages them to elaborate on their answers.

In going over Slide 10, make sure to highlight that disadvantages of qualitative approaches can be overcome quite easily if they are considered during the design, data collection and analysis phases of the assessment.

Use Slide 11 to further demonstrate that the disadvantageous of qualitative approaches are often blown out of proportion. Note that these faulty assumptions explain, at least in part, why qualitative approaches are underused in institutional research. Some of the most complex assessment questions could be answered with greater clarity if these fallacies were explicated and dispelled.

As you present each point on Slide 11 ask participants to discuss them, and stress the following if necessary

- Objectivity is the gold standard in research: Because the researcher is the primary instrument of data collection and analysis, some people assume that the findings of qualitative assessments are unreliable and contaminated by the views and predilections of the inquirer. As a result, it is often erroneously assumed that qualitative inquiry cannot produce neutral reports of the experiences of those being studied. The problem with this reasoning is that no inquiry or assessment approach —quantitative, qualitative, or multimethod—can be completely objective. The myth that research is objective in some way can no longer be taken seriously. To illustrate, the questions that appear on a survey and their phrasing are influenced to varying degrees by the dispositions, language, and

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