Asking Questions - The Definitive Guide To Questionnaire Design ...

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200 ASKING QUESTIONS Figure 6.11. Selected Questions from National Assessment of Educational Progress, continued. 11. An object starts from rest and moves with constant acceleration. If the object has a speed of 10 meters per second after 5 seconds, the acceleration of the object is 1m/sec 2 2m/sec 2 5m/sec 2 10m/sec 2 50m/sec 2 I don’t know. 12. (Place 12” ruler, graduated cylinder, nonporous rock, spring scales, water in jar, and string in front of respondent. Give respondent the workbook.) In front of you are a small rock and several pieces of apparatus. You are to use whatever apparatus you find necessary to find the VOLUME of the small rock. List all procedures and record all measurements you make in the Workbook in part A. I will be making the same measurements in the same way that you do. When you have determined the volume of the rock, record your answer in part B. (If respondent does not proceed, say “Think of some measurements you could make that would give you the volume of the rock.”) (Indicate the equipment respondent uses.) Graduated cylinder and water Graduated cylinder and no water Ruler Spring scales String 13. Geology is the science which studies the Earth, the rocks of which it is made up, and the changes which take place at and beneath the surface. (Take out Handout, 2 foam rubber blocks. Pick up one of the foam rubber blocks and twist it to show respondent that it is resilient and can be deformed without harm. Place foam blocks side by side, touching each other and lined up evenly, in front of respondent.) The foam blocks represent a layer of rock in the Earth’s crust. Use one or both of the foam blocks to demonstrate faulting of the earth’s crust; that is, show me a fault. (Refer to page 3 to judge respondent’s demonstration.) Correct demonstration Incorrect demonstration I don’t know. Did not attempt demonstration
ASKING QUESTIONS THAT MEASURE KNOWLEDGE 201 14. Many people think that students are not learning enough in school. They want to shorten most school vacations and make students spend more of the year in school. Other people think that lengthening the school year and shortening vacations is a bad idea because students use their vacations to learn important things outside of school. What is your opinion? Write a letter to your school board either in favor of or against lengthening the school year. Give specific reasons to support your opinion that will convince the school board to agree with you. Source: U.S. Department of Education, 1972–2003. survey research interviewers than others. Since survey interviewing is a complex task, it is reasonable to expect that success would be related to such factors as general ability, reading ability, personal skills, or patience. In attempting to assess the relationship between survey interviewing success and ability, we could simply have asked the interviewers to state their IQs. However, some interviewers might not wish to do so or might not know. Therefore, we measured ability indirectly by asking about grades received in school or the academic subjects they most preferred. In addition to these indirect measures, we used a short intelligence test, adapted from the Wechsler Adult Intelligence Scale (WAIS) Similarities Test (see the following made-up example). Different people see different kinds of similarities between things. In what way do you think that these pairs of things are alike? Saw — Hammer Lion — Tiger Hour — Week Circle — Triangle The full complement of actual items and the answer scoring can be found by consulting the WAIS Similarities Test. This scale correlated highly with the other measures used and increased the reliability of the overall measure. Note that the introduction to the
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Asking Questions The Definitive Gui
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Norman M. Bradburn Seymour Sudman B
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Copyright © 2004 by John Wiley & S
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viii CONTENTS 12. Asking Questions
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Preface This book is a revised and
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PREFACE xiii trate some of the subt
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The Authors Norman M. Bradburn (Ph.
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Asking Questions
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Chapter One The Social Context of Q
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THE SOCIAL CONTEXT OF QUESTION ASKI
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Chapter Two Asking Nonthreatening Q
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ASKING NONTHREATENING QUESTIONS ABO
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Figure 2.4. Household Health Diary.
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Source: U.S. Bureau of the Census,
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80 ASKING QUESTIONS e. The Sealed B
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82 ASKING QUESTIONS asking about te
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84 ASKING QUESTIONS Figure 3.2. Que
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86 ASKING QUESTIONS into a car, mig
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88 ASKING QUESTIONS relationship be
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90 ASKING QUESTIONS from 55 percent
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92 ASKING QUESTIONS Illegal Drug Us
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94 ASKING QUESTIONS drinkers—may.
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100 ASKING QUESTIONS It must be rec
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102 ASKING QUESTIONS To illustrate
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104 ASKING QUESTIONS This applies t
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106 ASKING QUESTIONS When some resp
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108 ASKING QUESTIONS drinking quest
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110 ASKING QUESTIONS them less thre
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112 ASKING QUESTIONS Determining th
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114 ASKING QUESTIONS carefully for
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Chapter Four Asking Questions About
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ASKING QUESTIONS ABOUT ATTITUDES AN
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Page 169 and 170: ASKING QUESTIONS ABOUT ATTITUDES AN
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250 ASKING QUESTIONS domain and rel
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252 ASKING QUESTIONS Seven Steps to
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254 ASKING QUESTIONS the frequency
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256 ASKING QUESTIONS The fourth ste
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258 ASKING QUESTIONS empty cells. I
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Chapter Nine Asking Standard Demogr
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ASKING STANDARD DEMOGRAPHIC QUESTIO
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Chapter Ten Organizing and Designin
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ORGANIZING AND DESIGNING QUESTIONNA
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Fill- Ins Easily done with a Possib
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Chapter Eleven Questionnaires from
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QUESTIONNAIRES FROM START TO FINISH
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Chapter Twelve Asking Questions FAQ
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ASKING QUESTIONS FAQS 325 tain you
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Do you own an IBM-type of PC? Yes
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ASKING QUESTIONS FAQS 329 Ranking q
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ASKING QUESTIONS FAQS 331 guish bet
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ASKING QUESTIONS FAQS 333 activitie
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336 BIBLIOGRAPHY AND RECOMMENDED RE
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348 GLOSSARY object. The term belie
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350 GLOSSARY are entered directly i
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352 GLOSSARY the sex of the respond
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354 GLOSSARY of an IBM card is a on
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356 GLOSSARY individual difference
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358 GLOSSARY overreporting, underre
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360 GLOSSARY because of illness or
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362 GLOSSARY response effect A gene
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364 GLOSSARY questionnaires list th
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Index A Ability, measuring, 197-202
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INDEX 369 Denver, 86; Community che
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INDEX 371 Library card ownership, 8
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INDEX 373 preferences, 167-168; thr
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Appendix A List of Academic and Not
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APPENDIX A 377 Phoenix, AZ 85003-17
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APPENDIX A 379 Fax: 310-206-4453 E-
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APPENDIX A 381 800 Florida Ave., N.
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APPENDIX A 383 E-mail: jbason@arche
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APPENDIX A 385 Phone: 312-996-5300
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APPENDIX A 387 Phone: 785-532-5510
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APPENDIX A 389 Center for the Study
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APPENDIX A 391 Ann Arbor, MI 48106-
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APPENDIX A 393 731 Oldfather Hall L
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APPENDIX A 395 New York Marist Coll
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APPENDIX A 397 Cornell University I
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APPENDIX A 399 225 South Main St. A
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APPENDIX A 401 121 University Pl. P
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APPENDIX A 403 South Dakota Busines
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APPENDIX A 405 Public Policy Resear
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APPENDIX A 407 E-mail: sesrc@wsu.ed
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APPENDIX A 409 England National Cen
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412 APPENDIX B PLEASE CIRCLE ONE CO
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414 APPENDIX B 14. Who purchased th
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416 APPENDIX B 23. What racial/ethn
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Faculty Retention Survey December 2
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2. Professional Life Important to y
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4. Environment Important to you Imp
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Appendix D Kinko’s: Open-ended Se
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