▁Fre eman , ▁ 2 0 0 4 ). ▁A ▁detailed ▁example ▁of ▁the ▁posit iv ist ▁approach ▁is ▁a ▁study ▁conducted ▁by ▁the ▁Public ▁Policy ▁Institute ▁of ▁California ▁report ▁titled ▁" E valu ating ▁Academ ic ▁Program s ▁in ▁California ' s ▁Community ▁Colleg es ", ▁in ▁which ▁the ▁evalu ators ▁examine ▁meas urable ▁activities ▁( i . e . ▁en roll ment ▁data ) ▁and ▁conduct ▁quant itive ▁assess ments ▁like ▁factor ▁analysis . ▁ ▁Inter pret ive ▁The ▁second ▁parad ig m ▁identified ▁by ▁Pot ter ▁( 2 0 0 6 ) ▁is ▁that ▁of ▁interpret ive ▁approaches , ▁where ▁it ▁is ▁argued ▁that ▁it ▁is ▁essential ▁that ▁the ▁evalu ator ▁develop s ▁an ▁understanding ▁of ▁the ▁perspective , ▁experiences ▁and ▁expect ations ▁of ▁all ▁st ake hold ers . ▁ ▁This ▁would ▁lead ▁to ▁a ▁better ▁understanding ▁of ▁the ▁various ▁mean ings ▁and ▁needs ▁held ▁by ▁st ake hold ers , ▁which ▁is ▁cru cial ▁before ▁one ▁is ▁able ▁to ▁make ▁jud g ments ▁about ▁the ▁mer it ▁or ▁value ▁of ▁a ▁program . ▁ ▁The ▁evalu ator ' s ▁contact ▁with ▁the ▁program ▁is ▁often ▁over ▁an ▁extended ▁period ▁of ▁time ▁and , ▁although ▁there ▁is ▁no ▁standard ized ▁method , ▁observation , ▁inter views ▁and ▁focus ▁groups ▁are ▁commonly ▁used . ▁A ▁report ▁commission ed ▁by ▁the ▁World ▁Bank ▁details ▁ 8 ▁approaches ▁in ▁which ▁qual itative ▁and ▁quant itative ▁methods ▁can ▁be ▁integrated ▁and ▁perhaps ▁yield ▁ins ights ▁not ▁achiev able ▁through ▁only ▁one ▁method .