Homework answers / question archive / For this chapter, which covers many different issues concerning data collection and analysis, we recommend several different interviews that may be pertinent to readers’ particular interests: Evaluation in Action, Chapters 3 (Henry), 5 (Fetterman), 8 (King), 11 (Conner), and 13 (Wallis and Dukay)  In Chapter 3, Henry discusses how he and his advisory group choose many different indicators of school quality to develop a school report card

For this chapter, which covers many different issues concerning data collection and analysis, we recommend several different interviews that may be pertinent to readers’ particular interests: Evaluation in Action, Chapters 3 (Henry), 5 (Fetterman), 8 (King), 11 (Conner), and 13 (Wallis and Dukay)  In Chapter 3, Henry discusses how he and his advisory group choose many different indicators of school quality to develop a school report card

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For this chapter, which covers many different issues concerning data collection and analysis, we recommend several different interviews that may be pertinent to readers’ particular interests: Evaluation in Action, Chapters 3 (Henry), 5 (Fetterman), 8 (King), 11 (Conner), and 13 (Wallis and Dukay)
 In Chapter 3, Henry discusses how he and his advisory group choose many different indicators of school quality to develop a school report card. They make use of existing data, but he discusses ways in which they make the choices to present valid information. He also surveys citizens of Georgia to learn what they would like to know about their schools. Finally, he discusses the visual format he develops to permit parents and citizens to readily interpret the data.
In Chapter 5, Fetterman discusses his use of intensive classroom observation to judge the quality of teaching in the Stanford Teacher Education Program. He and his research assistants become participant-observers, attending every class and sharing information through photographs and Internet discussions.
In Chapter 8, King describes her work with stakeholders to develop, analyze, and interpret surveys used to evaluate the special education program in a school district. King acts primarily as a facilitator to allow stakeholders to gain skills in evaluation and understanding multiple interpretations.
 In Chapter 11, Conner discusses using stakeholders to develop a survey and his positive views about that process. He also discusses the role he and his research assistants took in using observation and informal interviews to describe the decision-making processes used in 29 different communities regarding community health.
In Chapter 13, Wallis and Dukay discuss their use of existing psychosocial measures, physical measures, test scores, existing data, interviews, and focus groups to evaluate an orphanage in Tanzania. The interview sheds light on choices concerning cultural competence in regard to selecting measures, training interviewers, conducting interviews, interpreting data, and many other issues that arise when conducting evaluation in a different culture.