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

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228 ASKING QUESTIONS For appraisal systems to be effective, they need to distinguish employee performance aspects from system aspects. For example, if a person purchased a bicycle that continually has mechanical problems due to poor design, they would probably evaluate customer service at the bicycle shop as ineffective (because the bicycle is frequently being repaired). However, such a low rating may better reflect the poor quality of the bicycle than the quality of work at the service center. Despite flaws, the client appraisals are likely to continue to grow in popularity across a wide range of organizations. Increasingly, these appraisals are serving as an effective organizational development tool that causes employees to recognize that they are ultimately accountable to customers and not just their boss or manager. Teacher and Instructor Ratings When most institutions (or training and executive education groups) decide to develop a teacher or instructor rating system, they generally believe their needs and situation are unique and that therefore they need to generate their own rating form. The key importance in developing a rating instrument is to clearly understand the purpose for which it is to be used. Such forms are usually developed with little thought about how such information can be used by a faculty member to improve the teaching-learning situation. Perhaps even less thought is given to how such information can be used by administrators to encourage and reward faculty improvement efforts. Student feedback forms have been constructed by many different types of groups, such as student committees, faculty, administrators, and even special task force committees. As with employee evaluations, they are generally constructed without the benefit of advice and consultation with experts in questionnaire design, and this results in questionable and often problematic results. These questionnaires generally end up reflecting the thinking and biases of what one or two individuals regard as meaningful criteria of in-
ASKING QUESTIONS THAT EVALUATE PERFORMANCE 229 structional effectiveness, and they are often not useful for all instructors and courses. Types of Student Feedback Forms The first and least generalizable type of rating form is the one made up by an individual instructor and tailored to fit a specific course. (See Figure 7.6 for an example.) Although the instructor might find this form provides useful feedback in improving his or her course, such forms are usually too idiosyncratic to use for more formal purposes of evaluation. A second, more generalizable, type of rating form is one that is designed by having a required set of questions supplemented with additional questions more tailored to individual faculty and courses. At the minimum, most schools ask two standard questions of all students in all courses. These typically deal with the teaching effectiveness of the instructor and the quality of the course. For instance, two standard items could be measured on 5-point scales of “exceptionally low” to “exceptionally high,” with the two standard statements all students answer being “Rate the instructor’s overall teaching effectiveness” and “Rate the overall quality of this course.” (1 = low; 5 = high). In addition to a small set of standard questions, some schools allow faculty or department chairs to modify the questionnaires by selecting from a wide range of other questions that are more tailored to the topic or to the course. These types of evaluations are sometimes called “cafeteria questionnaires” and are becoming increasingly popular since they involve selecting individual items from a large menu of items. One example of such a pool of questions is the 560-item “question bank” of the Survey Research Laboratory (SRL) at the University of Illinois. This wide range of questions deals with topics such as course management (organization, assignments, grading, and workload), student outcomes (cognitive, affective, participation, and effort), instructor characteristics (communication skills, stimulation of thinking, warmth and concern for students),
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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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