Article Critique Assignment
- (link 6) standards of adequacy for qualitative designs--case
- 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
- 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
- 10. Does the researcher specify how informal
consent, confidentiality, anonymity, and other ethical principles
will be handled in the field?