ERIC Identifier: ED338706 Publication Date: 1991-11-00
Author: Davey, Lynn Source: ERIC Clearinghouse on Tests
Measurement and Evaluation Washington DC.
The Application of Case Study Evaluations. ERIC/TM Digest.
Rather than using large samples and following a rigid protocol to examine a
limited number of variables, case study methods involve an in-depth,
longitudinal examination of a single instance or event. It is a systematic way
of looking at what is happening, collecting data, analyzing information, and
reporting the results. The product is a sharpened understanding of why the
instance happened as it did, and what might be important to look at more
extensively in future research. Thus, case studies are especially well suited
toward generating, rather than testing, hypotheses.
Intended for the consumer of case studies, this digest briefly discusses six
types of case studies, based on the framework provided by Datta (1990). For
each, we present the type of evaluation questions that can be answered, the
functions served, some design features, and some pitfalls.
TYPES OF CASE STUDIES
Illustrative Case Studies are
descriptive; they utilize one or two instances to show what a situation is like.
This helps interpret other data, especially when there is reason to believe that
readers know too little about a program. These case studies serve to make the
unfamiliar familiar, and give readers a common language about the topic. The
chosen site should be typical of important variations, and contain a small
number of cases to sustain reader's interest.
There are pitfalls in presenting illustrative case studies. They require
presentation of in-depth information on each illustration; there may not be time
on-site for in-depth examination. The most serious problem is with the selection
of instances. The case(s) must adequately represent the situation or program.
Where significant diversity exists, it may not be possible to select a typical
Exploratory Case Studies are condensed case studies, undertaken before
implementing a large-scale investigation. Where considerable uncertainty exists
about program operations, goals, and results, exploratory case studies help
identify questions, select measurement constructs, and develop measures; they
also serve to safeguard investment in larger studies. The greatest pitfall in
the exploratory study is prematurity: the findings may seem convincing enough to
be released inappropriately as conclusions. Other pitfalls include the tendency
to extend the exploratory phase, and inadequate representation of diversity.
Critical Instance Case Studies examine one or a few sites for one of two
purposes. A very frequent application is the examination of a situation of
unique interest, with little or no interest in generalizability. A second,
rarer, application entails a highly generalized or universal assertion which is
called into question, and we can test it by examining one instance. This method
is particularly suited for answering cause-and-effect questions about the
instance of concern. The most serious pitfall in this application is inadequate
specification of the evaluation question. The importance of probing the
underlying concerns in a request is crucial to the appropriate application of
the critical instance case study.
Program Implementation Case Studies help discern whether implementation is in
compliance with its intent. These case studies are also useful when concern
exists about implementation problems. Extensive, longitudinal reports of what
has happened over time can set a context for interpreting a finding of
implementation variability. In either case, generalization is wanted and the
evaluation questions must be carefully negotiated with the customer. A
requirement for good program implementation case studies is investment of
sufficient time to obtain longitudinal data and breadth of information. Multiple
sites are typically required to answer program implementation questions; this
imposes demands on training and supervision needed for quality control. The
demands of data management, quality control, validation procedures, and analytic
model (within site, cross site, etc.) may lead to cutting too many corners to
Program Effects Case Studies can determine the impact of programs and provide
inference about reasons for success or failure. Like the program implementation
case study, the evaluation questions usually require generalizability and, for a
highly diverse program, it may be difficult to answer the questions adequately
and retain a manageable number of sites. There are methodological solutions to
this problem. One is to first conduct the case studies in sites chosen for their
representativeness, then verify these findings through examination of
administrative data, prior reports, or a survey. Another solution is to use
other methods first. After identifying findings of specific interest, case
studies could then be implemented in selected sites to maximize the usefulness
of the information.
Cumulative Case Studies aggregate information from several sites collected at
different times. The cumulative case study can be retrospective, collecting
information across studies done in the past, or prospective, structuring a
series of investigations for different times in the future. Retrospective
cumulation allows generalization without cost and time of conducting numerous
new case studies; prospective cumulation also allows generalization without
unmanageably large numbers of cases in process at any one time. The techniques
for ensuring sufficient comparability and quality and for aggregating the
information are what constitute the "cumulative" part of the methodology. Two
features of the cumulative case study are the case survey method, used as a
means of aggregating findings, and backfill techniques. The latter are helpful
in retrospective cumulation as a means of obtaining information from authors
that permits use otherwise insufficiently detailed case studies. Opinions vary
as to the credibility of cumulative case studies for answering program
implementation and effects questions. One authority notes that publication
biases may favor programs that seem to work, which could lead to a misleading
positive view (Berger, 1983). Others are concerned about problems in verifying
the quality of the original data and analyses (Yin, 1989).
The case study is a method of learning about a
complex instance through extensive description and contextual analysis. The
product is an articulation of why the instance occurred as it did, and what may
be important to explore in similar situations.
We have presented six types of case study application, with different
strengths and limitations. Evaluators considering the case study as a design for
evaluation must first decide what type of evaluation question they have and then
examine the ability of each type of case study to answer it. The crucial next
step is in determining whether the methodological requirements of the chosen
case study method can be met in the situation at hand.
Case studies can generate a great deal of data that may not be easy to
analyze. Details on conducting a case study, especially with regard to data
collection and analysis, can be found in the references listed below.
Berger, Michael A. "Studying Enrollment Decline
(and Other Timely Issues) via the Case Survey." Educational Evaluation and
Policy Analysis, 5:3 (1983), 307-317.
Datta, Lois-ellin (1990). Case Study Evaluations. Washington, DC: U.S.
General Accounting Office, Transfer paper 10.1.9.
Miles, Matthew B., and Huberman, A.M. (1984). Qualitative Data Analysis: A
Sourcebook of New Methods. Beverly Hills, CA: Sage.
Yin, Robert K. (1989). Case Study Research: Design and Methods. Beverly
Hills, CA: Sage.
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