Abstract

In this article, we recommend a research methodology, focus groups, that we have found useful in supplementing other, more commonly used measures of qualitative and quantitative assessment. We explain why focus groups are particularly well suited for assessment, how we have used them in our research to examine teacher and practitioner perspectives of effective technical writing, and how others might use them for evaluating texts, programs, or courses.

Journal
Technical Communication Quarterly
Published
2003-01-01
DOI
10.1207/s15427625tcq1201_3
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Citation Context

Cited by in this index (3)

  1. Technical Communication Quarterly
  2. IEEE Transactions on Professional Communication
  3. Journal of Business and Technical Communication

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