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

More documents

Recommendations

Info

230 ASKING QUESTIONS Figure 7.6. Illustration of a Course Improvement Questionnaire. COURSE IMPROVEMENT QUESTIONNAIRE • At present, 12 1 ⁄2% of the class time is spent in review, 12 1 ⁄2% in taking and going over tests, and 75% of the time in regular instruction. Is this balance in emphasis about right? (If you answered no, please specify the balance you’d prefer.) • About how often are you unable to understand why the answers to the learning exercises are correct? (Note: this question is not asking if you answered the questions correctly, but rather how often you couldn’t understand why the answer given was correct.) • How helpful would it be if, in the answer to each learning exercise, a reference was given to the page(s) in the book or to a portion of the lecture in which the relevant concepts are discussed? Would be very helpful to me. Would not be very helpful to me. • Assuming the same total content covered is the same, would you prefer: fewer objectives that are broader in scope? more objectives that are more specific? about the same number of objectives we now have? • The number of learning exercises provided for each objective is usually: too few (wish there were more). too many. about the right number. • How do you feel about the use of several different forms of each quiz? • Have you gone to see any of the three instructors for help outside of class time? If yes, did you feel he/she was willing to spend sufficient time to help you with your difficulty? • Is there something you wanted to get out of this course in statistics that has not yet materialized? If yes, please describe what it is. • Please indicate any other suggestions you have for the improvement of this course. Source: Millman and Aleamoni, 1981.
ASKING QUESTIONS THAT EVALUATE PERFORMANCE 231 and so on. After instructors choose their items, items are inserted onto a printed answer sheet along with two standard items. The back of the questionnaire is reserved for open-ended responses. Figure 7.7 illustrates a subset of the SRL question bank questions used to evaluate an instructor’s communication style. Having only two standard questions is somewhat extreme. It is more typical for schools to have a larger standard section of items that apply to almost all courses and instructors with additional optional item sections that allow the instructor to select specific (or more diagnostic) items from the institutional pool. A more extreme version of this can be found at schools that provide a small number of standard forms (perhaps six to eight) that have some common questions but that are tailored differently for courses depending on whether they are primarily discussion-based, lecture-based, or lab-based. Finally, the third type of rating form is one used for all instructors and all courses with no provision for additional items selected by the instructor. Such forms are typically sponsored by the student government association, and results are published campuswide. (Figure 7.6 is an example of such a form.) Although efficient, these forms do not offer the flexibility and diagnostic value of the more stylized forms. In these cases it might be best for faculty members to supplement these forms with their own questionnaire for diagnostic purposes only. 1 It is important that an institution interested in implementing a feedback form for its students seek the advice of individuals who have experience in questionnaire design. This helps ensure a proper design and more reliable and valid measures from the outset. It also helps avoid questionnaires with too narrow applications and poorly defined responses. Types of Items The items used to evaluate learning can be classified in terms of (1) their content, (2) their level of inference, and (3) the type
Page 2:
Asking Questions The Definitive Gui
Page 6 and 7:
Norman M. Bradburn Seymour Sudman B
Page 8 and 9:
Copyright © 2004 by John Wiley & S
Page 10 and 11:
viii CONTENTS 12. Asking Questions
Page 13 and 14:
Preface This book is a revised and
Page 15 and 16:
PREFACE xiii trate some of the subt
Page 17 and 18:
The Authors Norman M. Bradburn (Ph.
Page 19:
Asking Questions
Page 23 and 24:
Chapter One The Social Context of Q
Page 25 and 26:
THE SOCIAL CONTEXT OF QUESTION ASKI
Page 27 and 28:
Page 29 and 30:
Page 31 and 32:
Page 33 and 34:
Page 35 and 36:
Page 37 and 38:
Page 39 and 40:
Page 41 and 42:
Page 43 and 44:
Page 45 and 46:
Page 47 and 48:
Page 49 and 50:
Page 51:
Page 55 and 56:
Chapter Two Asking Nonthreatening Q
Page 57 and 58:
ASKING NONTHREATENING QUESTIONS ABO
Page 59 and 60:
Page 61 and 62:
Page 63 and 64:
Figure 2.4. Household Health Diary.
Page 65 and 66:
Page 67 and 68:
Page 69 and 70:
Page 71 and 72:
Page 73 and 74:
Page 75 and 76:
Source: U.S. Bureau of the Census,
Page 77 and 78:
Page 79 and 80:
Page 81 and 82:
Page 83 and 84:
Page 85 and 86:
Page 87 and 88:
Page 89 and 90:
Page 91 and 92:
Page 93 and 94:
Page 95 and 96:
Page 97:
Page 100 and 101:
80 ASKING QUESTIONS e. The Sealed B
Page 102 and 103:
82 ASKING QUESTIONS asking about te
Page 104 and 105:
84 ASKING QUESTIONS Figure 3.2. Que
Page 106 and 107:
86 ASKING QUESTIONS into a car, mig
Page 108 and 109:
88 ASKING QUESTIONS relationship be
Page 110 and 111:
90 ASKING QUESTIONS from 55 percent
Page 112 and 113:
92 ASKING QUESTIONS Illegal Drug Us
Page 114 and 115:
94 ASKING QUESTIONS drinkers—may.
Page 116 and 117:
Page 118 and 119:
Page 120 and 121:
100 ASKING QUESTIONS It must be rec
Page 122 and 123:
102 ASKING QUESTIONS To illustrate
Page 124 and 125:
104 ASKING QUESTIONS This applies t
Page 126 and 127:
106 ASKING QUESTIONS When some resp
Page 128 and 129:
108 ASKING QUESTIONS drinking quest
Page 130 and 131:
110 ASKING QUESTIONS them less thre
Page 132 and 133:
112 ASKING QUESTIONS Determining th
Page 134 and 135:
114 ASKING QUESTIONS carefully for
Page 137 and 138:
Chapter Four Asking Questions About
Page 139 and 140:
ASKING QUESTIONS ABOUT ATTITUDES AN
Page 141 and 142:
Page 143 and 144:
Page 145 and 146:
Page 147 and 148:
Page 149 and 150:
Page 151 and 152:
Page 153 and 154:
Page 155 and 156:
Page 157 and 158:
Page 159 and 160:
Page 161 and 162:
Page 163 and 164:
Page 165 and 166:
Page 167 and 168:
Page 169 and 170:
Page 171 and 172:
Chapter Five Asking and Recording O
Page 173 and 174:
ASKING AND RECORDING QUESTIONS 153
Page 175 and 176:
Page 177 and 178:
Page 179 and 180:
Page 181 and 182:
Page 183 and 184:
Page 185 and 186:
Page 187 and 188:
Page 189 and 190:
Page 191 and 192:
Page 193 and 194:
Page 195 and 196:
Page 197:
Page 200 and 201: 180 ASKING QUESTIONS 2. Consider wh
Page 202 and 203: 182 ASKING QUESTIONS Figure 6.2. Qu
Page 204 and 205: 184 ASKING QUESTIONS Specific knowl
Page 206 and 207: 186 ASKING QUESTIONS question. Anot
Page 212 and 213: 192 ASKING QUESTIONS Resident Infor
Page 214 and 215: 194 ASKING QUESTIONS It must be rec
Page 216 and 217: 196 ASKING QUESTIONS Figure 6.10. Q
Page 218 and 219: 198 ASKING QUESTIONS Figure 6.11. S
Page 220 and 221: 200 ASKING QUESTIONS Figure 6.11. S
Page 222 and 223: 202 ASKING QUESTIONS question indic
Page 224 and 225: 204 ASKING QUESTIONS state or count
Page 226 and 227: 206 ASKING QUESTIONS respondents wi
Page 228 and 229: 208 ASKING QUESTIONS answers, most
Page 230 and 231: 210 ASKING QUESTIONS on the Web sin
Page 233 and 234: Chapter Seven Asking Questions that
Page 235 and 236: ASKING QUESTIONS THAT EVALUATE PERF
Page 239 and 240: • Depends heavily on employee’s
Page 249: ASKING QUESTIONS THAT EVALUATE PERF
Page 261: ASKING QUESTIONS THAT EVALUATE PERF
Page 264 and 265: 244 ASKING QUESTIONS make a particu
Page 266 and 267: 246 ASKING QUESTIONS on demographic
Page 268 and 269: 248 ASKING QUESTIONS Table 8.1. Eig
Page 270 and 271: 250 ASKING QUESTIONS domain and rel
Page 272 and 273: 252 ASKING QUESTIONS Seven Steps to
Page 274 and 275: 254 ASKING QUESTIONS the frequency
Page 276 and 277: 256 ASKING QUESTIONS The fourth ste
Page 278 and 279: 258 ASKING QUESTIONS empty cells. I
Page 281 and 282: Chapter Nine Asking Standard Demogr
Page 283 and 284: ASKING STANDARD DEMOGRAPHIC QUESTIO
Page 299: ASKING STANDARD DEMOGRAPHIC QUESTIO
Page 303 and 304:
Chapter Ten Organizing and Designin
Page 305 and 306:
ORGANIZING AND DESIGNING QUESTIONNA
Page 307 and 308:
Page 309 and 310:
Page 311 and 312:
Page 313 and 314:
Page 315 and 316:
Page 317 and 318:
Page 319 and 320:
Page 321 and 322:
Page 323 and 324:
Page 325 and 326:
Page 327 and 328:
Page 329 and 330:
Page 331 and 332:
Page 333 and 334:
Fill- Ins Easily done with a Possib
Page 335 and 336:
Chapter Eleven Questionnaires from
Page 337 and 338:
QUESTIONNAIRES FROM START TO FINISH
Page 339 and 340:
Page 341 and 342:
Page 343 and 344:
Chapter Twelve Asking Questions FAQ
Page 345 and 346:
ASKING QUESTIONS FAQS 325 tain you
Page 347 and 348:
Do you own an IBM-type of PC? Yes
Page 349 and 350:
ASKING QUESTIONS FAQS 329 Ranking q
Page 351 and 352:
ASKING QUESTIONS FAQS 331 guish bet
Page 353:
ASKING QUESTIONS FAQS 333 activitie
Page 356 and 357:
336 BIBLIOGRAPHY AND RECOMMENDED RE
Page 358 and 359:
Page 360 and 361:
Page 362 and 363:
Page 364 and 365:
Page 366 and 367:
Page 368 and 369:
348 GLOSSARY object. The term belie
Page 370 and 371:
350 GLOSSARY are entered directly i
Page 372 and 373:
352 GLOSSARY the sex of the respond
Page 374 and 375:
354 GLOSSARY of an IBM card is a on
Page 376 and 377:
356 GLOSSARY individual difference
Page 378 and 379:
358 GLOSSARY overreporting, underre
Page 380 and 381:
360 GLOSSARY because of illness or
Page 382 and 383:
362 GLOSSARY response effect A gene
Page 384 and 385:
364 GLOSSARY questionnaires list th
Page 387 and 388:
Index A Ability, measuring, 197-202
Page 389 and 390:
INDEX 369 Denver, 86; Community che
Page 391 and 392:
INDEX 371 Library card ownership, 8
Page 393 and 394:
INDEX 373 preferences, 167-168; thr
Page 395 and 396:
Appendix A List of Academic and Not
Page 397 and 398:
APPENDIX A 377 Phoenix, AZ 85003-17
Page 399 and 400:
APPENDIX A 379 Fax: 310-206-4453 E-
Page 401 and 402:
APPENDIX A 381 800 Florida Ave., N.
Page 403 and 404:
APPENDIX A 383 E-mail: jbason@arche
Page 405 and 406:
APPENDIX A 385 Phone: 312-996-5300
Page 407 and 408:
APPENDIX A 387 Phone: 785-532-5510
Page 409 and 410:
APPENDIX A 389 Center for the Study
Page 411 and 412:
APPENDIX A 391 Ann Arbor, MI 48106-
Page 413 and 414:
APPENDIX A 393 731 Oldfather Hall L
Page 415 and 416:
APPENDIX A 395 New York Marist Coll
Page 417 and 418:
APPENDIX A 397 Cornell University I
Page 419 and 420:
APPENDIX A 399 225 South Main St. A
Page 421 and 422:
APPENDIX A 401 121 University Pl. P
Page 423 and 424:
APPENDIX A 403 South Dakota Busines
Page 425 and 426:
APPENDIX A 405 Public Policy Resear
Page 427 and 428:
APPENDIX A 407 E-mail: sesrc@wsu.ed
Page 429:
APPENDIX A 409 England National Cen
Page 432 and 433:
412 APPENDIX B PLEASE CIRCLE ONE CO
Page 434 and 435:
414 APPENDIX B 14. Who purchased th
Page 436 and 437:
416 APPENDIX B 23. What racial/ethn
Page 438 and 439:
Faculty Retention Survey December 2
Page 440 and 441:
2. Professional Life Important to y
Page 442 and 443:
4. Environment Important to you Imp
Page 445 and 446:
Appendix D Kinko’s: Open-ended Se
show all

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

You also want an ePaper? Increase the reach of your titles

Delete template?

Save as template?