Mixed Methods Research: General Assumptions and Contributions to the Educational Assessment

Authors

  • Sandra Milena Díaz López PhD Student in Educational Sciences. Faculty of Psychology and Educational Sciences of the University of Coimbra.

DOI:

https://doi.org/10.14195/1647-8614_48-1_1

Keywords:

métodos mixtos de investigación, triangulación, investigación educativa, evaluación educativa

Abstract

The current article provides a general review on the assumptions of the new paradigm that lies between the qualitative and quantitative traditional approaches: the so-called Mixed Methods Research and its contributions in the educational research field. The text begins with the presentation of the MMR’s context of emergence, followed by some definitions stated by different authors. Subsequently, its theoretical foundations and methodological designs are shown, as well as some aspects about its validity. Finally, a reflection is
suggested on the potentialities of these methods and its possible implications for future research processes and educational assessment.

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Published

2015-04-14

How to Cite

López, S. M. D. (2015). Mixed Methods Research: General Assumptions and Contributions to the Educational Assessment. Revista Portuguesa De Pedagogia, 1(1), pp. 7-23. https://doi.org/10.14195/1647-8614_48-1_1

Issue

Nº 48-1 (2014)

Section

Articles

License

Authors retain copyright and grant the journal right of first publication with the work simultaneously licensed under a Creative Commons Attribution License that allows sharing the work with recognition of authorship and initial publication in Antropologia Portuguesa journal.