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For example, during the formative phase, observations can be useful in determining whether or not the project is being delivered and operated as planned. Observations can be useful during both the formative and summative phases of evaluation. Observational approaches also allow the evaluator to learn about things the participants or staff may be unaware of or that they are unwilling or unable to discuss in an interview or focus group. This may be especially important where it is not the event that is of interest, but rather how that event may fit into, or be impacted by, a sequence of events. By directly observing operations and activities, the evaluator can develop a holistic perspective, i.e., an understanding of the context within which the project operates. They provide evaluators with an opportunity to collect data on a wide range of behaviors, to capture a great variety of interactions, and to openly explore the evaluation topic. Observational techniques are methods by which an individual or individuals gather firsthand data on programs, processes, or behaviors being studied. For those readers interested in learning more about qualitative data collection methods, a list of recommended readings is provided.ģ Information on common qualitative methods is provided in the earlier User-Friendly Handbook for Project Evaluation (NSF 93-152).
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Advantages and disadvantages are summarized. We also cover briefly some other less frequently used qualitative techniques. 3 These include observations, indepth interviews, and focus groups. In this chapter we describe and compare the most common qualitative methods employed in project evaluations. Part II: Chapter 3: Common Qualitative Methods PART II.