Research Article Critique Assignment
(link 6) standards of adequacy for qualitative designs--case studies
Standards of Adequacy for
Qualitative Designs (i.e., case studies)
Quoted from McMillian, J. and Schumacher, S. (1997). Research in education: A conceptual introduction (4th edition), pp. 421 & 73-74. NY: HarpersCollins College Publishers.
Qualitative designs are judged by several criteria. Below are typical questions that researchers might ask of their designs or reviewers may use to critique a qualitative design.
Qualitative research designs are often difficult to judge because of the flexibility and emergent nature of the design. Designs, if really emergent and for discovery, will be modified as the study progresses. Many of the standards are related to data collection. See also the standards for Ethnographic Methodology.

Qualitative Designs (i.e., case studies)
1. Is the one phenomenon to be studied clearly articulated and delimited?
2. Is the purpose of the case study described?
3. Which purposeful sampling technique to identify information-rich cases will be used? Does the sampling strategy seem likely to obtain information-rich groups or cases? (Usually preliminary information is necessary before the sampling strategy can be chosen).
4. Is the desired minimum sample size stated? Does the sample size seem logical to yield rich data about the phenomenon within a reasonable length or time?
5. Is the design presented in sufficient detail to enhance reliability--that is, is the planned researcher role, informant selection, social context, data collection and analysis strategies, and the analytical premises specified?
6. Which multiple data collection strategies are planned to increase the agreement on the description of the phenomenon between the researcher and participants? Does the researcher have knowledge and experience with the proposed strategies or has he or she done a preliminary study?
7. Does the design suggest the emergent nature of the study?
8. Which strategies does the researcher plan to employ to minimize potential bias and observer effect?
9. Which design components are included to encourage the usefulness and the logical extension of the findings?
10. Does the researcher specify how informal consent, confidentiality, anonymity, and other ethical principles will be handled in the field?