Social and Cultural Foundations of American Education/Edition 3/20.6.2

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Qualitative vs. Quantitative Assessment

By: Lorie Dye

Throughout the years, what are the different ways you have been assessed on your academic performance? Self-evaluation, tests and quizzes, logs and inventory, portfolios, task-based demonstrations? Which way did you prefer?

Introduction

Assessment is the process of collecting information on student achievement and performance. The information provides the basis for sound decision making regarding teaching and learning. Assessment also serves several purposes for learners: it allows them to identify what the want and need to learn, what they are good at and where they are having difficulties. It lets them see what they are learning, and helps them to document growth. Although, there are many different types of assessments, I am going to be focusing quantitative and qualitative.

Quantitative Assessment

Although it is true that student information may be gathered through individual and/or group counseling, observations, standardized and structured assessment procedures are also important data collection tools. These type of procedures are quantitative assessment: collects data using quantitative methods, such as multiple choice questions, true/false questions, fill in the blank. An example of quantitative assessment is a student must have a 75% or higher on their state required standardized test before passing the class and moving on to the next level. This is the type of assessment that is used in the traditional classroom. In today’s teaching environment we are trying to move away from the traditional standardized assessment and focus more on other assessment options.

Qualitative Assessment

Additional assessment tools at the teachers disposal are qualitative techniques such as observation protocols and open-ended rating scales, student behavior rating self-reports, anecdotal reports, questionnaires, structured interviews, and sociometric techniques (Gibson & Mitchell, 1995). Qualitative assessments have been identified as having particular advantages for teacher use in that they meet with less client resistance (Miller & Wells, 1995), have less involvement with statistical concepts, and are more person centered (Goldman, 1992).

The aim of qualitative assessment is a complete, detailed description. It answers the question “how well did we do?” Qualitative assessment collects data that does not lend itself to quantitative methods but rather to interpretive criteria. Below are five quality assessment standards (Hanson, 1997):

1. Quality assessment accurately reflects and evolves from clearly specified and appropriate achievement expectations for students.

2. Sound assessments are specifically designed to serve instructional purposes.

3. Quality assessments accurately reflect the intended curricular objective.

4. Quality assessments provide a representative sample of student performance that is sufficient in its scope to allow for conclusions about student achievement to be drawn.

5. Sound assessments are designed, developed and used in a manner which attempts to eliminate bias.

Developing and Choosing Methods for Assessment

1. Assessment methods should be clearly related to the goals and objectives of instruction, and be compatib;le with the instructional approaches used.

2. When developing or choosing assessment methods, consideration should be given to the consequences of the decisions to be made in light of the obtained information.

3. More than one assessment method should be used to ensure comprehensive and consistent indications of student performance.

4. Assessment methods should be suited to the backgrounds and prior experiences of the students.

5. Content and language that would generally be viewed as sensitive, sexist, or offensive should be avoided.

6. Assessment instruments translated into a second language or transferred from another context or location should be accompanied by evidence that inferences based on these instruments are valid for the intended purpose.

(Principles, 1993)

Conclusion

Whether a teacher decides to use a quantitative or qualitative assessment the majority of the time on their students, there needs to be some sort of balance in the way they are assessed. Each student has their own individual learning style and testing style. Although quantitative assessment may be the easiest way to test the knowledge of the students, it isn’t always the easiest way for the students. A lot of children tend to be intimidated by standardized tests, and would rather be assessed other ways. Classroom assessment is intended primarily to enable the teacher to make sound decisions throughout the instructional process leading to greater student achievement. A teacher assesses students' readiness before beginning instruction, monitors their progress throughout the learning event, and evaluates student performance at the conclusion of a unit of study. Beyond paper-and-pencil tests, assessment acknowledges as valuable the information about students learning that teachers gain through informal observation.

Multiple Choice Questions

1. Which of the following is NOT a qualitative assessment?

A. Portfolio B. Task Based Demonstration C. GPA D. Conference

2. Which type of assessment has been identified as having particular advantages for teacher use in that they meet with less client resistance ?

A. Qualitative B. Summative C. Performance D. Quantitative

3. What is the traditional approach to assessing students?

A. Qualitative B. Summative C. Performance D. Quantitative

4. All of the following are examples of Quantitative Assessment EXCEPT:

A. Multiple Choice B. True/False C. GPA D. Portfolio

5. What type of assessment is the modern day assessment?

A. Qualitative B. Summative C. Performance D. Quantitative

Answers:

1. C

2. A

3. D

4. D

5. A

Essay Question

What are the pros and cons of qualitative assessment and quantitative assessment?

Quantitative assessment in my opinion is the easiest way for a teacher to grade students on their performance. A multiple choice, true/false test is the easiest route to go if your goal is to be able to grade papers quickly. There are a lot of students that like that type of assessment, the answers to the questions are simply right or wrong. The downside to this type of assessment is that you don’t know what caused the student to be wrong, or if they guessed the answer and luckily got it right. I believe this type of assessment does give the student an easy way out if they don’t know the material. There are also many students that are intimidated by this type of standardized testing.

Qualitative assessment is the way I believe teachers should be testing students. With this type of assessment the student will be able to express themself more and show the teacher what they learned by answering essay questions, keeping portfolios, providing visual presentations. If a student isn’t a great standardized test-taker, they can show that they are really learning by other things they do in the classroom. It’s not the easiest way to assess students, which I believe is the only downside, but it gives the student a chance to shine.

Sources

Gibson, R. L., & Mitchell, M. H. (1995). Introduction to counseling and guidance (4th ed.). Paramus, NJ: Prentice Hall.

Goldman, L. (1992). Qualitative assessment: An approach for counselors. Journal of Counseling and Development, 70, 616-621.

Hanson; Stiggins, Rick. The Assessment-Instruction Connection. ASCD Conference 1997.

Miller, M. J., & Wells, D. (1995). Assessment in rather than assessment for mental health counseling: An alternative approach. Journal of Mental Health Counseling, 17, 238-242.

Principles for Fair Student Assessment Practices for Education in Canada. (1993). Edmonton, Alberta: Joint Advisory Committee