A way to assess the large volume of student data generated in an introductory graduate-level course in qualitative research in education is described. Primary attention is given to assessing the technical aspects of field data collection, and only secondary attention is given to the consideration of the substantive aspects of the field data. In the research course at Washington State University, students are taught basic research knowledge and skills as they are guided through an independent and original qualitative research study from initiation to completion. The first part of the course is concerned with problem conception, proposal development, and field data collection. The second section concentrates on the analysis of field data, and the final section is concerned with reporting the study as a formal technical report with an oral presentation. Throughout the data collection phase, students see examples of research studies and present their own work in progress for assessment. They display their field data after the first 5 weeks of the course for evaluation by other students and the teacher. The display of the data makes the student accountable to others in the class, and this accountability raises student production of quantity, quality, and organization of field data to a higher level than would otherwise be the case. (Contains 4 figures and 3 references.) (SLD)