Abstract
This paper provides an account of the methodological approach of a study designed to address some fundamental questions relating to formative assessment. The paper reports on the use of a critically quasi-ethnographic approach and describes the practicalities of adopting such an approach. The validity of the study is also considered, reflecting on Tricoglus (2001) protocol for practitioner research in education. Key Words: Qualitative Research, Ethnography, Critical Research, Research as Praxis
| Original language | English |
|---|---|
| Pages (from-to) | 195-213 |
| Journal | The Qualitative Report |
| Volume | 12 |
| Issue number | 2 |
| Publication status | Published - 2007 |