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

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220 ASKING QUESTIONS Figure 7.2. Behaviorally Anchored Rating Scale (BARS) for Evaluating College Professors. Organizational skills: A good constructional order of material moves smoothly from one topic to another; design of course optimizes interest; students can easily follow organizational strategy; course outline Follows a course syllabus; presents lectures in a logical order; ties each lecture into the previous one. 10 9 This instructor could be expected to assimilate the previous lecture into the present one before beginning the lecture. Prepares a course syllabus but only follows it occasionally; presents lectures in no particular order, although does tie them together. 8 7 6 5 This instructor can be expected to announce at the end of each lecture the material that will be covered during the next class period. This instructor could be expected to be sidetracked at least once a week in lecture and not cover the intended material. Makes no use of a course syllabus; lectures on topics randomly with no logical order. 4 3 This instructor could be expected to lecture a good deal of the time about subjects other than the subject s/he is supposed to lecture on. Source: Cardy and Dobbins, 1994.
ASKING QUESTIONS THAT EVALUATE PERFORMANCE 221 the date and details of the incident on the scale. Scaling the effectiveness level of the observation is facilitated by a comparison with the series of illustrative behavioral “anchors” that defined the highest, lowest, and midpoint of each scale. Each rater was to decide what had been observed in relation to these specific examples. The rater could then use the examples as benchmarks when briefly noting what behavior had been observed. These anchoring illustrations were to be concrete, specific, and located at irregular intervals along the relevant scale according to effectiveness. The dimensions themselves would have been picked only after considerable discussion of organizational goals and objectives. (See the earlier section in this chapter on developing a rating system.) After a period of observing and recording incidents, the rater could, if needed, make a summary rating. This summary, plus the notes, could serve as a basis for discussion with the person being rated. It could also serve to measure performance. Thus, to summarize the original BARS procedure, the sequence was as follows: 1. Observation 2. Inference 3. Scaling 4. Recording 5. Summary rating The procedure is intended to define, to clarify, and to operationalize the implicit evaluative theory of the rater. In doing so, the BARS system encourages an evaluator to observe and to explicitly acknowledge the implications and interpretations of behavior. What sets the BARS method apart is that it can improve future observations, such as forced-choice or summated scales (Bernardin and Smith, 1981). The BARS method is effective because it creates a common frame of reference so that evaluators look for the same kinds of behaviors and interpret them more consistently and objectively.
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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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Chapter Five Asking and Recording O
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ASKING AND RECORDING QUESTIONS 153
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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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