‘Stories’ or ‘snapshots’? A study directed at comparing qualitative and quantitative approaches to curriculum evaluationt

The focus of this paper is a study designed to explore the validity of quantitative approaches of student evaluation in a pre-registration degree programme. As managers of the studentsʹ education we were concerned that the quantitative method, which used lecturer criteria, may not fully represent studentsʹ views. proach taken is that of a process-type strategy for curriculum evaluation as described by Parlett and Hamilton (1972). The aim of the study is to produce illuminative data, or studentsʹ ‘stories’ of their educational experiences through use of semi-structured interviews. The results are then compared to the current quantitative measurement tools designed to obtain ‘snapshots’ of the educational effectiveness of the curriculum. The quantitative measurement tools use Likert scale measurements of teacher-devised criterion statements. The results of the study give a rich source of qualitative data which can be used to inform future curriculum development. However, complete validation of the current quantitative instruments used was not achieved in this study. Student and teacher agendas in respect of important issues pertaining to the course programme were found to differ. Limitations of the study are given. There is discussion of the options open to the management team with regard to future development of curriculum evaluation systems.