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ERIC Number: ED204354
Record Type: RIE
Publication Date: 1981-Apr-17
Pages: 28
Abstractor: N/A
Reference Count: 0
ISBN: N/A
ISSN: N/A
Defining Rigor and Relevance in Vocational Education Evaluation.
Schwandt, Thomas A.
The terms "rigor" and "relevance" most often surface in discussions of methodological adequacy. Assessing epistemological relevance is equivalent to answering the question, "Is this particular research question worth asking at all?" Epistemological rigor refers to the properties of a "researchable" problem. If one accepts the proposition that different kinds of questions require different kinds of methodologies, then the question of methodological relevance can be asked as, "Is this particular method (or model) appropriate to the questions that I am trying to answer?" Methodological rigor is a determination of whether the method selected meets certain standards for a "good" or "trustworthy" method, a "sound" design, or an "appropriate" type of data analysis. It is frequently argued that one must choose between rigorous and relevant methods. This argument demonstrates a confounding of the notions of methodological rigor and methodological relevence. Rigor and relevence are not necessarily inversely related. These issues are being discussed by vocational evaluators, and warrant additional investigation. (BW)
Publication Type: Opinion Papers; Speeches/Meeting Papers
Education Level: N/A
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers: Relevance (Evaluation); Rigor (Evaluation)
Note: Paper presented at the Annual Meeting of the American Educational Research Association (65th, Los Angeles, CA, April 13-17, 1981).