Q-Sort As a Needs Assessment Technique. Technical Note No. 21.

Autor/in	Tate, Sean
Institution	Massachusetts Univ., Amherst. Center for International Education.
Titel	Q-Sort As a Needs Assessment Technique. Technical Note No. 21.
Quelle	(1982), (31 Seiten)Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; Monographie
ISBN	0-932288-92-8
Schlagwörter	Leitfaden; Developing Nations; Educational Assessment; Educational Objectives; Evaluation Methods; Foreign Countries; Improvement Programs; Inservice Education; Needs Assessment; Nonformal Education; Organizational Objectives; Problem Solving; Problems; Professional Continuing Education; Program Evaluation; Program Implementation; Q Methodology; Records (Forms); Research Methodology; Training Objectives; Indonesia + Suchen Sie Ihr Suchwort? Developing country; Developing countries; Entwicklungsland; Education; assessment; Bewertungssystem; Educational objective; Bildungsziel; Erziehungsziel; Ausland; Effizienzsteigerung; Berufsbegleitende Ausbildung; Bedarfsermittlung; Non-formal education; Non formal education; Nichtformale Bildung; Business goal; Unternehmensziel; Problemlösen; Problemsituation; Berufsfeldbezogener Unterricht; Weiterbildung; Programme evaluation; Programmevaluation; Formularsammlung; Research method; Forschungsmethode; Training objectiv; Ausbildungsziel; Trainingsziel; Indonesien
Abstract	A technical note based on the Indonesian Nonformal Education Project discusses use of Q-sort, originally a research technique for studying small groups or individuals, as a needs assessment method. The background of Q-sort, designed to take subjective factors into account, is covered, and its use in needs assessment described: cards, each of which shows a single idea or problem, are ranked from 1 to 11 (or less) and sorted into piles according to perceived importance, after which the distribution of cards is recorded on a score sheet. Use of Q-sort for evaluation in the Indonesian project is discussed, including objectives in using Q-sort: providing interaction between provincial staff and central Project staff, obtaining a list of needs and problems, giving staff practice in scoring techniques, exposing staff to a participatory training model, and using ranked information from each Q-sort as the foundation for in-depth interviews. Implementation of Q-sort is detailed; major stages are: preliminary interviews to collect statements to be written on the Q-sort cards, actual Q-sorting, and in-depth follow-up interviews based on responses gained from the sorting procedures. A list of problem statements, an individual score sheet, and a consolidated score sheet are included. Advantages and disadvantages of Q-sort for needs assessment are summarized. (MH)
Anmerkungen	Center for International Education, 285 Hills House South, Amherst, MA 01003 ($1.50 plus postage, 10% discount or orders of 20 or more).
Erfasst von	ERIC (Education Resources Information Center), Washington, DC