Qualitative evaluation is one in which the quality of the process is judged, or is valued more than the level of achievement reached by the students, as a result of the dynamics of the teaching-learning process. It seeks to achieve a holistic description, that is, it tries to analyze exhaustively, in great detail, both the activity and the media, as well as the use that students achieve in the classroom.
Unlike the traditional evaluation where exams, tests and other instruments based mostly on quantitative measurement abound, qualitative evaluation, although the level of academic achievement of students is valued, the greatest interest is to know that such dynamics occurs in the learning process
As is known, the measurement and evaluation of academic achievement is not only an intellectual task that is usually measured only with exams. It also depends on the way the student behaves in terms of their attitudes, feelings, interests, character, and a number of personality attributes. It is not easy for teachers to judge the quality of their students' learning by having to consider it as an integral part of their behavior.
According to the ideas of Fraenkel and Wallen (1996) when explaining the qualities of a researcher conducting a qualitative study, the teacher also shows some basic characteristics that help us describe qualitative evaluation:
1. The natural environment in which the student develops actively participating in the classroom in a teaching-learning activity, is the direct and primary source, and the work of teachers as observers should be the key instrument in the evaluation.
2. Data collection by teachers is largely verbal rather than quantitative.
3. Teachers emphasize both processes and results.
4. Data analysis occurs in a more inductive way.
Regarding data collection: these are not subject to statistical analysis (if some are minimal, such as percentages…) or manipulated as in experimental studies. The data is not collected at the end when a test or instrument is administered, but is collected during the process that is continuous, that is, during the teaching-learning process.
Data analysis is one of the synthesis and integration methods of the information obtained from different observation instruments and means. A more coherent descriptive analysis that aims to achieve a detailed interpretation of the teaching process, as well as the product or achievement achieved with the students. (Holistic approach). They are continuously derived or deducted during the process. Contrary to the use of quantitative tests that end with a score, qualitative assessment reformulates the results as the data is interpreted.
