2.) Qualitative evaluation endeavors to ascertain quality, as the name suggests, and in this particular case, how well the course did in achieving its goals, which are presumably how effective its pedagogy was. This is juxtaposed to qualitative evaluation which measures how much the course did.
Here the measure is quality and relevance of a particular program.
In an interview, a qualitative evaluator could use open-ended questions rather than a scale to perhaps learn more about such issues as whether or not the course encouraged the development of critical thinking skills. Toward that end, a qualitative evaluator might ask, "What intellectual skills did the course help you develop?" Or "What critical thinking or problem-solving skills did the course help you develop?"
Conversely, a simple yes/no answer...
The question might become, "Were the goals of the course clearly expressed at the beginning?" The answers could then be used to suggest either a positive or negative correlation.
Other examples of good qualitative questions seeking usability responses might be:
What was learned in the course?
Did the professor do a good job of explaining and demonstrating the concepts?
Were the materials appropriate and helpful in learning the concepts?
Since qualitative answers may be subjective, direct observation can be employed to glean additional information regarding the queries. For example, in the field or in a lab, the evaluator can measure user interaction to gauge usability. This method, however, may not account for subjective internal…
