Garmon and Paitanida evaluation guidelines

from - Willis, Peter and Neville, Bernie. 1996. Qualitative Inquiry: Meaning and menace for educational researchers. In Qualitative Research Practice in Adult Education. David Lovell Publishing. p. 18.

Criteria for judging qualitative research are presented here as follows (developed to help doctoral students assess their work)

Verite	Does the work ring true? Is it consistent with accepted knowledge in the field? Or, if it departs, does it address why? Does it fit within the discourse in the appropriate literature? Is it intellectually honest and authentic?
Integrity	(as in architecture) Is the work structurally sound? Does it hang together? Is the research rationale logical, appropriate, and identifiable within an inquiry tradition?
Rigor	Is there sufficient depth of intellect, rather than superficial or simplistic reasoning? Are the portrayals sound?
Utility	Is the work useful and professionally relevant? Does it make a contribution to the field? Does the piece have a clearly recognizable professional audience?
Vitality	Is it important, meaningful. . .non-trivial? Does it have a sense of vibrancy, intensity, excitement of discovery? Is the proper personae (or voice) used for the author(s) and other participants? Do metaphors, images, visuals communicate powerfully?
Aesthetics	Is it enriching, pleasing to anticipate and experience? Does it give me insight into some universal part of my educational self? Does it touch my spirit in some way?
Ethics	Is there evidence that privacy and dignity have been afforded all participants? Has the inquiry been conducted in a careful and honest way? Does the inquiry have an ethical sensibility?
Verisimilitude	Ddoes the work represent human experiences with sufficient detail so that the portrayals can be recognizable as "truly conceivable experience?" - Bruner