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

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232 ASKING QUESTIONS Figure 7.7. Evaluation Items Related to Instructor Effectiveness. (Rated on 5-point scales from “Almost Never” to “Almost Always”) The instructor acted interested in the material. The instructor was well prepared. The instructor acted relaxed. The instructor looked at the class while speaking. The instructor enunciated well. The instructor lectures deemed to go smoothly, following a logical sequence of thought. The instructor used relevant examples. The instructor explained clearly and exploitations were to the point. The instructor emphasized important points by raising voice, repeating, etc. The instructor made you interested in the material. The instructor lectures were related to the reading assignments. The instructor gave clear explanations of abstract ideas. The instructor made clear the objectives for each lecture or series of lectures. The instructor followed an outline. The instructor stimulated your intellectual curiosity. The instructor seemed to have very recent information on the subject. The instructor answers to questions were relevant. The instructor varied pace of lecturing. The instructor presented material not in the reading assignments. The instructor’s voice was animated. The instructor used humor effectively. The instructor answered all questions (or admitted didn’t know the answer). The instructor encouraged questions during the lecture. Source: Survey Research Laboratory, University of Illinois.
ASKING QUESTIONS THAT EVALUATE PERFORMANCE 233 of response required. In discussions related to developing rating forms, it is easy to confuse the three and have seemingly conflicting opinions about issues that are essentially distinct. In developing such forms it is best to discuss these three dimensions separately. 1. Content. When deciding on the item’s content, it is important to determine which elements of the course, instruction, and learning areas need to be addressed. Questions constructed for the course area should assess how well material was covered by instructors and understood by students. Questions constructed for the instruction area should assess instructor characteristics such as fairness, clearness, willingness to interact, clarity, and so on. Finally, those questions constructed for the learning area should address issues such as a student’s satisfaction, perceived competency, and desire to continue study in the field. 2. Inference. If student ratings will be used to produce measures that require considerable inference beyond what is observed in the classroom (such as “partial” or “fair,” “autocratic” or “democratic,” “dull” or “stimulating”), then higher-inference measures are needed (Rosenshine, 1970). Students should apply these measures when they assess the instructor or the instruction. If the purpose of the questions is to classify teaching behaviors according to relatively objective categories, then low-inference measures are needed. These measures are obtained as frequency ratings of the instructor on such scales as “gesturing,” “variation in voice,” “asking questions,” or “praise and encouragement.” Ratings on high-inference items are particularly useful in exploring new ideas, and they have generally yielded higher correlations with overall instructor effectiveness than have the more specific, or low-inference, behavioral measures. Yet because the information in low-inference measures is easier to project to specific behaviors, it is easier to use in instructional improvement programs. 3. Format. The questionnaire’s format can influence how carefully students respond to the items and how accurately they will respond with true feelings. Using open-ended (free-response) questions,
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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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180 ASKING QUESTIONS 2. Consider wh
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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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