2024 – https www youtube com watch v btSDKu29FrY Reading might need them Handout Analyzing Qualitative Data Handout Reporting Your Evaluation Results OPTIONAL
Week 13 – 2024
https://www.youtube.com/watch?v=btSDKu29FrY
Reading ( might need them )
Handout: Analyzing Qualitative Data
Handout: Reporting Your Evaluation Results
OPTIONAL: Analyzing Qualitative Data
Article: Chapter 4: Analyzing Qualitative Data (from A User Friendly Handbook for Mixed Method Evaluations, from the Division of Research, Evaluation and Communication at the National Science Foundation)
OPtional : Visual Display of Data and Infographics
I am a big fan of figuring out an effective visual strategy for presenting quantitative and/or qualitative data whether through tables, charts, or some other visualized image. I find when it comes to sharing results with leaders, clients, and others a picture really is worth a thousand words…and is easier for people to hone in on and absorb. (Without well displayed data, many people’s eyes just glaze over; especially with numeric data.) If we want people to take action on our recommendations, then we need to do whatever we can to help them understand the data.
One of my all time favorite books on data visualization (an oldie, but a classic): The Visual Display of Quantitative Information by Edward Tufte
(other books by Tufte: Envisioning Information and Visual Explanations ) The ISU library in Pocatello has all three books if you want to take a look at them.
In the last several years, Infographics–another way to visually display data– have become very popular. An infographic is a way to not only display the analyzed data, but to tell a story about the data. An infographic may or may not be an appropriate way to share what the data says with your leaders and peers, but it is an option and may help you start thinking about how to visually display information. You can do your own web search to find resources, but here are a few to get you started:
What are Infographics and Why are They Important?
http://www.instantshift.com/2011/03/25/what-are-infographics-and-why-are-they-important/
5 Infographics to Teach you How to Easily Create Infographics in Powerpoint
http://blog.hubspot.com/blog/tabid/6307/bid/34223/5-Infographics-to-Teach-You-How-to-Easily-Create-Infographics-in-PowerPoint-TEMPLATES.aspx
- Do’s and Don’ts of Infographic Design (Smashing magazine)
https://www.smashingmagazine.com/2011/10/the-dos-and-donts-of-infographic-design/
- of course it’s about THINKING of how to display data, not the tools, but nevertheless, here are:
- 10 of the Best tools for Creating Infographics (MakeUseOf blog)
http://www.makeuseof.com/tag/10-of-the-best-tools-for-creating-infographics/
- 7 Tools for Creating Data Visualizations (Free Technology for Teachers blog) http://www.freetech4teachers.com/2012/01/seven-tools-for-creating-data.html#.VwHHSMf7XzJ
- Lately I’ve been playing around with Piktochart as a tool for creating infographics (just presenting, not analyzing the data). There is an annual subscription fee for upgraded versions, but I’ve been using the free version. Because I’m not very artistic, the themes have been helpful to me. I need more time with it to make a judgement, but so far it’s working OK for me. Feel free to take it for a (free) test drive!
Assignments
1. There is no required assignment this week other than the forum discussions.
2. OPTIONAL-There is one possible bonus assignment for this week. The purpose of this bonus assignment is to encourage you to practice qualitative analysis or analysis and an infographic. There are three choices of bonus assignments this week: Bonus Assignment #1 is worth a maximum of 2 points, Bonus Assignment #2 is worth a maximum of 8 points, and Bonus Assignment #3 is worth a maximum of 5 points. You will only do one of the bonus assignments. Feel free to discuss your assignment with your peers and/or share your assignment with your peers to get feedback before submitting the assignment.
Qualitative Data for Bonus Assignment 1: Continue data from last week’s Start-Stop-Continue CAT ( in the attachment )
For this assignment:
- Analyze the “Continue” CAT questions using the information in the qualitative data handout and one of the qualitative analysis techniques listed in the Analyzing Qualitative Data handout for this week.
- Begin your paper with a cover page.
- Write 1-3 paragraphs describing what the data says and what the data means (if you are analyzing one question only, the ‘what the data means” will be pretty light. When you are analyzing your actual evaluation data, you will be analyzing two or more questions and looking across all the data to determine what the data means.)
- Write 1-2 paragraphs on the technique you used to analyze the data for this question and what you learned from the experience.
OR
OR
Bonus Assignment #2 (8 points) — Analyzing Qualitative Data #2
Qualitative Data for Bonus Assignment 2: Start-Stop-Continue data from last week’s CAT ( in the attchement )
For this assignment:
- Analyze the data for each of the three CAT questions using the information in the qualitative data handout and one of the qualitative analysis techniques listed in the Analyzing Qualitative Data handout for this week.
- Begin the paper with a cover page.
- Write 1-2 paragraphs describing what the data says for each question (i.e. 1-2 paragraphs on what the Continue data says, 1-2 paragraphs on what the Start question data says, 1-2 paragraphs on what the Stop question data says.
- Write 1-2 paragraphs on what all the data means. To do this you will look across the data from all three questions.
- Write 1-2 paragraphs on the technique you used to analyze the question and what you learned from the experience.
Here is a template you can use for Bonus Assignment #2. ( in the attachemnt )
OR
Bonus Assignment #3 (5 points) — Creating an Infographic with Real-Life Data #3
The purpose of this assignment is to give you a chance to create an infographic after analyzing some real-life data.
For this assignment:
1. Analyze some real-life data (qualitative and/or quantitative; whatever the data requires).
If you teach, this might be evaluation data from one of your classes, test data, or some other data that has been collect by you or your department.
If you do not teach, this could be data collected by your department, social/volunteer organizations, etc.
If you can not think of data for this assignment, the assignment is probably not a good option for you and I encourage you to consider one of the other bonus assignments.
2. Using one of the infographic tools listed in the framework (or another tool of your choosing), create an infographic that visually tells the story of your data.
3. For the assignment you will turn in:
Begin the paper with a cover page.
Write 1 paragraphs describing what this data is (i.e. this is the testing data from XX class offered XX semester, etc.) and how this data is typically analyzed, compiled and reported.
Write 1-2 paragraphs on how you analyzed your data.
Write 1-2 paragraphs on what you learned during the process of analyzing your data and creating your infographic.
Include your infographic on a new page.
3. OPTIONAL: Begin working on the evaluation plan assignment. The evaluation plan assignment is due the end of week 15, but I wanted to share it with you now so you could get a head start on it if you are interested in doing so.
In week 3 we read chapter 3 in your textbook which described the importance of creating an evaluation plan at the “beginning.” The beginning might be when you are creating a course, when you design a new training class, or when you create a new product or process that you want to evaluate. The purpose of the evaluation plan is to identify which of the four/five levels of evaluation you want to use for evaluating this class (product, process, etc.) and how you plan to evaluation. This way you can plan for the evaluation as you are creating your class (product, process, etc.).
From a sequencing standpoint we would have normally done the evaluation plan week 3. However in week 3, you had just barely begun to learn about the four/five levels of evaluation! So we will be doing the evaluation plan now. I encourage you to go back to your book at re-read chapter 3 before you begin this assignment.
This assignment will be due week 15, but I am sharing it now in case you want to get started on it.
Handout: Evaluation Plan Assignment ( in the attachemtn )
Handout: Evaluation Plan Assignment Template ( in the attchment )
Handout: Evaluation Plan Assignment Rubric ( in the attachment )
Forum Discussion
1. Have you analyzed qualitative evaluation data in the past? How is the process described this week the same/different from what you have done in the past? What might be the impact of using one of the methods described this week?
2. What is the difference between reporting what the data says, and what the data means? Why is it useful to present one or the other or both?
3. Here is a picture describing the qualitative process from page 55 of Dey, I. (1993). Qualitative data analysis. Routledge, New York: NY. http://www.drapuig.info/files/Qualitative_data_analysis.pdf
What does this picture mean?
4. How might you use what you learned this week in your job or “real life?”
5. If you read any of the articles on infographics, what are you thoughts? How could you use infographics in your job (evaluation or other uses)? Feel free to create an infographic that would be useful/interesting for you and share it with your group!
6. Anything else you want to discuss about qualitative or quantitative data analysis or the presentation and/or reporting of results.
——–
response to this disscusion ( first disscusion for my classmate )
I have never analyzed qualitative data. I have always just taken a gut reaction from the data I receive to influence my teaching and changes I need to make. I can see how collecting, recording, analyzing and reporting data can make a difference but I’m honestly still struggling to be motivated to do all that extra work. As a teacher, I feel like I barely have time to teach, let alone lesson plan, and evaluate. Add analyzing and creating infographics on top of that and I’m overwhelmed. Have any of you had success doing this? Is there a way I could have my students do part of this? I’m wondering if involving my students in the analyzing of data would create more ownership in the program?
With that said, I’m trying to be positive and jump into analyzing evaluation data and put it to use for me. I like the the sound of the scissors method of analyzing data. I can see how cutting it apart and analyzing it separately from the whole would create a completely different picture for me. I’ll admit that sometimes, as I grade, it becomes obvious to me if a student is just finishing the assignment and not really trying. I wonder if student responses to individual questions would look different to me if analyzed this way. I’ll bet it would paint a different picture. I’ve always felt like I’m very objective when grading but I’m seeing now that I’m probably not as objective as I think I am.
I’ve also thought about the idea that a picture is worth a thousand words. I agree with this and I’ve definitely been impacted by information arranged in picture/graph form more than simple data but I’m having a hard time making the application to my automotive classes. For instance, gas mileage is almost always advertised in a simple x mpg statement. No picture or info-graphic is typically used to to convey that information. Engine size, horsepower, etc are also typically represented as numerical data and not compared graphically. I’m wondering how I can further apply this in my teaching with my students.
the second response
I analyze data on a regular basis. I mostly work with quantitative data just for my department we bill and have to keep track of individuals information. We have to keep track of several accounts and track our performance. Qualitative information gathers reasons, opinion, and motivations. It provides an insight into the problem or helps develop ideas for potential research etc. Quantitive information gathers the numerical data. Data that can be turned into stats that are beneficial to the research. It is measurable data that is used to uncover facts or patterns.
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