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

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240 ASKING QUESTIONS Finally, the amount of time it takes to administer a questionnaire in the classroom may represent only a portion of the actual time required to complete the process of using student ratings. There are significant time-related costs to analyze, print, and distribute these results (Millman, 1981). Given these costs, forms should provide the most reliable and valid feedback possible. An individual experienced in both education and instructional evaluation should pool student suggestions together into a final instrument. In this way the questionnaire can provide the same degree of precision and reliability that is merited given the costs involved and the consequences (such as performance evaluation) of the results. Summary Questions that evaluate performance follow the principles covered previously in this book. One of the main purposes of this chapter is to underscore the importance of the process of developing these questionnaires. If the process of developing, measuring, administering, and analyzing performance questions is seen as fair, it will contribute to cooperation and acceptance of the outcomes. It is critical to involve those people who will be evaluated and get their feedback on the instrument and the way the questions are worded. In some cases, this may result in different types of questions. (For example, BARS can be useful in contexts where it is feared that subjectivity could otherwise bias an evaluation.) Instead of exclusively being used by managers to evaluate employees, performance-related questions are now increasingly used by employees to rate managers and by customers to rate employees. Within the past twenty years, student ratings of professors have been used increasingly to provide performance feedback and evaluation of teachers and professors. Given the increasing use of these questions, it is important we acknowledge some of their unique challenges.
ASKING QUESTIONS THAT EVALUATE PERFORMANCE 241 Further Reading The following books detail the process of developing performance appraisal surveys, obtaining institutional buy-in, and using surveys for evaluation. Performance Appraisal: Assessing Human Behavior at Work (Beatty and Bernardin, 1984). Performance Assessment Methods and Applications (Berk, 1986) Performance Appraisal: Alternative Perspectives (Cardy and Dobbins, 1994) Measurement-Based Evaluation of Teacher Performance (Coker, Medly, and Soar, 1984) Evaluating Teaching (Doyle, 1983) Improving Organizational Surveys (Edwards, Rosenfeld, and Thomas, 1993) Handbook of Teacher Evaluation (Millman, 1981) Questionnaire Design and Attitude Measurement (Oppenheim, 1966) Development and Design of Survey Questionnaires (Pierre-Pierre, Platek, and Stevens, 1985) Note 1. One way a diagnostic supplement can be added to these otherwise conventional forms is to make the supplement openended. Two effective questions that are relevant across courses and contexts are (1) “What are three things about the course or instructor that most helped you learn?” and (2) “What are three suggestions for improvement?” Although not everyone gives three answers for each question (and some give more), asking for three answers per question does prompt respondents to think past the first thought that comes to mind.
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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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186 ASKING QUESTIONS question. Anot
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188 ASKING QUESTIONS Figure 6.6. Qu
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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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