Return-Path: <nifl-esl@literacy.nifl.gov> Received: from literacy (localhost [127.0.0.1]) by literacy.nifl.gov (8.10.2/8.10.2) with SMTP id g5QBm4X19468; Wed, 26 Jun 2002 07:48:04 -0400 (EDT) Date: Wed, 26 Jun 2002 07:48:04 -0400 (EDT) Message-Id: <000f01c21d1e$b1dbed80$5d942644@ewndsr01.nj.comcast.net> Errors-To: listowner@literacy.nifl.gov Reply-To: nifl-esl@literacy.nifl.gov Originator: nifl-esl@literacy.nifl.gov Sender: nifl-esl@literacy.nifl.gov Precedence: bulk From: Ujwala Samant <usamant@comcast.net> To: Multiple recipients of list <nifl-esl@literacy.nifl.gov> Subject: [NIFL-ESL:7815] RE: Health Education Process Evaluation X-Listprocessor-Version: 6.0c -- ListProcessor by Anastasios Kotsikonas Content-transfer-encoding: 7BIT X-Mailer: Microsoft Outlook Express 5.00.2615.200 Status: O Content-Length: 973 Lines: 19 Qualitative assessments are extremely useful. However, one problem I've encountered in the field is the way in which cultures perceive open ended questions, often developed with qualitative interviews. I've found that asking learners indirect questions about personal things, such as their children, their finances, their parents, often gave me more detailed replies. Group interviews also helped getting a sense of learners abilities to talk in public and communication skills. Another thing is the more brief initial interviews you can have, the deeper and longer they will get subsequently. Another venue for getting qualitative interviews is telephoning learners, if they have phone numbers. Giving them homework activities which involve language use, such as finding out the library schedule, pricing items in stores, cinema schedules, and then getting them to share this information in a larger group, also help determine levels or progress. regards Ujwala Samant
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