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

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236 ASKING QUESTIONS have questions about how to lay out the feedback form, consult a skilled questionnaire developer. Figure 7.8 shows a student-designed feedback form that has been successfully used to evaluate professors in a consistent manner. Administrating Student Feedback Forms Whenever possible, managing and directing a campuswide program of administering teacher evaluations should be the responsibility of either the institution’s chief academic officer or of instructional development, evaluation, or testing personnel. The responsibility should not be given to students or faculty in individual departments or colleges. When students or faculty administer teaching evaluations, the application of the ratings becomes restricted, and the possibility of a lasting program with consistent benchmarks is reduced. When Should Questionnaires Be Administered? The manner in which the questionnaire is administered and collected can determine the quality of the resulting data. It is generally best to formally administer the questionnaires by providing a standard set of instructions and allowing enough class time to complete all the items. If the questionnaire is offhandedly administered without standard instructions and a designated time to fill it out, the students tend to place that same amount of effort in their responses. It is also worth noting that if students are permitted to take the questionnaire home to fill it out, and to return it at the next class meeting, only a particular type of student who is energetic and proactive will return it. If the instructors administer their own questionnaires, they should read a standard set of instructions and leave the room after selecting a student to gather the completed questionnaires and deliver them to a central location. Students tend to hold back their true impressions of the course and instructor if they feel that the instructor will see them at the end of that class period or, in some
ASKING QUESTIONS THAT EVALUATE PERFORMANCE 237 cases, before the course has ended. The exception to this rule is when instructors have informed their students that their responses will be used in such a way that will improve the ongoing course. Suggestions for Student-Administered Questionnaires Student government representatives can administer the student rating questionnaires if the faculty or college administrators request them to do it and if they are qualified and organized enough to administer the questionnaires. Students administering the questionnaires should read a standard set of instructions and request that the instructor leave during the administration. If an administrator decides instead to designate a staff member to administer the student rating questionnaire, then the same procedure should be followed as suggested above. In general, this option should be avoided, as faculty and students tend to feel threatened if they know that an administrator is controlling and directing the administration of the questionnaires. When the questionnaire is administered, students should be given all the necessary materials (forms and no. 2 pencils). Students should generally fill out the forms in their regular classroom near the end of a particular class session. One common mistake is to hand out the questionnaire on the last day of the course. One preliminary finding is that the closer to the final exam a questionnaire is administrated, the less consistent the evaluations of the students. In addition, many students do not show up on the last day of class. It is critical that students understand that their frank and honest comments are desired. If students get the impression that the instructor is not really interested in their responses, they will not respond seriously. Along with providing an understanding of how these results are used, it is best to ask students to concentrate and to not talk as they are completing the evaluations. Not only does this underscore the seriousness of the evaluation, but it also decreases bias by not allowing students to discuss the course and instructor while filling out the questionnaires.
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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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182 ASKING QUESTIONS Figure 6.2. Qu
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184 ASKING QUESTIONS Specific knowl
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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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