Types of Qualitative Analysis and Feedback Methods

1. TYPES OF QUALITATIVE ANALYSIS
&
FEEDBACK METHODS
ZIARRA MABETH DL. ADVINCULA
MAT – English
DR. ROMMEL R. CASTRO,PhD,DALL
Graduate Professor
Republic of the Philippines
UNIVERSITY OF RIZAL SYSTEM
Pililla, Rizal
GRADUATE SCHOOL

2. TYPES OF
QUALITATIVE
ANALYSIS

3. CONVERSATION ANALYSIS(CA)
• Conversation analysis (CA) is an approach to the study
of social interaction, embracing both verbal and non-verbal
conduct, in situations of everyday life.
• CA was developed in the late 1960s and early 1970s
principally by the sociologist Harvey Sacks and his close
associates Emanuel Schegloff and Gail Jefferson.

4. CONVERSATION ANALYSIS(CA)
The assumption is that every interaction is contextual and has a stable and
predictable nature.
CA focuses on talk, i.e. speaking tests.
a. From a transcript, the power relations can be researched by analysing
 The structure of adjacency pairs
Turn-taking

5. http://techxhum.dk/conversation-analysis-transcript-latex/

6. Some possible pitfalls to look out for with CA
• Data quality – The speech recording has to be clear.
• Loss of data – The original recording should be kept for future reference.
• Time – Transcripts are very time-consuming to compose and to research.
• Limited generalizability – Each interaction is different, so it is hard to draw
general conclusions.

7. DISCOURSE ANALYSIS(DA)
is a general term for a number of approaches
to analyze written, vocal, or sign language use,
or any significant semiotic event.

8. https://www.slideshare.net/gibreelsadeq/discourse-analysis-
51604310

9. https://www.slideshare.net/Able10/example-of-discourse-
analysisdoing-discourse-analysis

10. TEST LANGUAGE ANALYSIS
An analysis of test input or test taker responses for lexical richness, rhetoric,
genre, discourse markers, grammatical complexity etc.

11. When using this type of sample analysis pay
attention to:
 Time - Test language analysis is very time-consuming.
 Data – Processing data is more efficient if you know what you are looking
for.

12. TASK CHARACTERISTICS
This type of validation research helps to examine the test tasks and to
determine to which extent they correspond to the test goal.
The analysis is performed by a number of expert judges who determine the
task quality.

13. Bachman and Palmer (1996) suggest a
framework of analysis which considers the
following:
 the setting
 the rubric
 the test input
 relationship between expected and actual response

14. When analysing a test for its task
characteristics, consider the following:
 The framework should be adjusted to each different test.
 The judges have to be competent and experienced test designers.

15. FEEDBACK
METHODS

16. QUESTIONNAIRES
Gather data such as opinions and views that can also be gathered through
interviews. The main advantage of questionnaires is the possibility to use a very
large informant population.

17. Kinds of Questionnaires
• Closed – The informant replies to
the questions by ticking boxes or by
marking a scale.
• Open – The informant replies in
his/her own words.

18. https://infoactive.co/data-design/ch04.html

19. Before administering the actual questionnaire, it
is useful to run it through the following
process:
o Consider all possible issues that your questionnaire should cover.
o Write a draft.
o Eliminate questions that do not address the questionnaire purpose.
o Group the questions thematically to spot overlaps.
o Format the questionnaire and administer it to a small group of target
respondents for feedback.
o Rewrite the questionnaire.

20. Always avoid:
 Double-barrelled questions
 Unclear instructions
 Questions that do not apply to the respondent
 Questions that rely on memory
 Hypothetical questions
 Biased options

21. INTERVIEWS
Flexible way of gathering data.
KINDS OF INTERVIEW
1. Unstructured – no fixed interview schedule
2. Semi structured – follows a preset schedule
3. Structured – fixed series of written questions
4. One-on-One
5. Group

22. REFERENCING
Assigning students a position in a rank order based on their score on a test.
KINDS OF REFERENCING
1. Norm - Referencing – placement of learners in rank order
2. Criterion - Referencing – learner is assessed purely in terms of his/her ability in the
subject
3. Mastery criterion – referencing approach – is one in which a single “minimum competence
standard” or “cut off point” is set to divide learners into “masters” and “non-masters”
4. Continuum criterion - referencing approach – an individual ability is referenced to a
defined continuum of all relevant degrees of ability in the area in question.

23. References:
• https://en.wikipedia.org/wiki/Conversation_analysis
• http://archive.ecml.at/projects/voll/our_resources/graz_2001/selection/as
sessment/menu_assessment.htm

24. Thank you!