Interpretation of Results

Ents are oftentimes interpreted, used and graded according to the data they garner from participants. Assessments are tools that the researcher can use to help determine a variety of factors. Factors that can be determined include both quantitative and qualitative information. An assessment that is quantitative focuses primarily on numbers and figures. Qualitative assessments gather data on such items as feelings, thoughts, ideas and perspectives. Once the data is gathered (either type) it can be interpreted in a variety of manners.

Quantitative data can be interpreted by comparison of the figures, oftentimes using charts and graphics that show exactly what the data surmises. Interpreting qualitative data is much more difficult, in that it is quite subjective. Since qualitative data deals with emotions, thoughts and perceptions the data is much more likely to be subjected to bias or feelings, even by the researcher(s). The assessments designed by this student should be graded based upon how effective they are in accomplishing the study objectives as they are set out by the researcher.

Additionally, the studies design and implementation of the assessment tools to assist the researcher in the most effective and efficient manner should also be taken into consideration. Criterion vs. Norm referencing Oftentimes criterion referencing seeks to determine an individual's performance based upon the results of the test, questionnaire, survey or essay. Criterion looks to determine the individual results not the results when compared to other students or participants. If the researcher wished to determine how an individual student's performance ranked against other student performances, the researcher would use norm-based referencing.

For this study, the researcher would use norm-based referencing because the study seeks to determine an overall view of how the course is perceived. The study does not seek to determine how one specific individual perceives the course (even though individuals are participating) but rather the study seeks to determine patterns based on perceptions and thoughts overall concerning the course.

Design Process A recent study determined that "scienti-c articles demand visible and systematic collection of data, description of the research process, analysis and interpretation of data" (Schou, Hostrup, Lyngso, Larsen, Poulsen, 2012, p. 2087). This study has a least a small chance at being published as an article, so it would behoove the researcher to design assessment tools that are both reliable and valid.

This was undertaken by incorporating the Likert Scale into the questionnaire, and by using essays as a method of gathering the participant's thoughts as expressed in a verbal fashion. The study seeks to determine any positive and negative feedback from the participants. Feedback assists the researcher in making any changes to the course format in an effort to improve the course. Some of the feedback can be used to build the expectations for future students.

As one recent study determined concerning expectations, studies seem to "suggest that expectations are powerful factors" (Tambling, Wong, 2014, p. especially when those expectations contribute to positive experiences. Keeping that goal in mind, the researcher prepared the assessment tools to allow for both quantitative data and qualitative data. The Likert Scale questionnaire is providing hard quantitative data that measures the amount of time.