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

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318 ASKING QUESTIONS in ways that seem reasonable. This may involve no more than informal, open-ended interviews with several of your respondents. Furthermore, it is even better to ask respondents to criticize a preliminary version of the questionnaire. Doing so will help you more critically determine the relevance of the questions and the extent to which you may have difficulty obtaining useful responses. For example, you might discover that respondents are likely to be offended by a certain type of question, or that a line of questions is not useful, or that a question leads to misinterpretations of the issue being examined. The order of the steps of questionnaire development is intended to minimize the costs of revisions. Obtaining peer evaluation and testing the revised questionnaire on friends and coworkers should not require out-of-pocket funds, since these steps would normally be taken by the questionnaire designer and any other project staff. We have generally found that it is always useful for questionnaire designers to play the roles of respondents and answer their own questions. Surprisingly often, persons who write questions will find that they cannot answer them as written. At both NORC and SRL, a process called the “group mind” is used. Coworkers of the questionnaire designer, who have been given a draft of the questionnaire earlier, meet in a group session to tear it apart. Although the process is always a humbling experience for the writer, it is also a rapid, efficient method of improving the questionnaire. Follow Up Pretests with a Pilot Test At this stage many of the problems will have been noted and corrected, but not all. Since the earlier evaluation has been by persons similar to the questionnaire writer, new problems may be discovered when the questionnaire is pilot-tested on respondents similar to those who will be sampled in the main study. In addition, unless the questionnaire is self-administered, this stage will require inter-
QUESTIONNAIRES FROM START TO FINISH 319 viewers. It will be necessary to prepare instructions for these interviewers and to train them on how the questionnaire should be asked. In this process the trainer will often find ambiguities in the questionnaire that must be corrected before training can continue. The pilot test procedure is not identical to the main study. The sampling is generally loose, and interviewers are given some flexibility. If, however, the main study will be conducted with respondents who might have trouble with some of the words or ideas in the questionnaire, such respondents must be included in the pilot sample. Also, the interviewers typically discuss the questionnaire with the respondents after the pilot-testing interview is over, to discover whether any of the questions were unclear or difficult to answer. It is also very helpful for questionnaire writers or field supervisors to observe some pilot-test interviews, since they may find questions that are being misinterpreted by interviewers and respondents. For complex studies it is always useful to meet with interviewers after the pilot study to learn what problems they and the respondents had. For more simple studies, this information can be obtained in interviewer reports and from the comments written on the questionnaire. Pilot testing of mail and other self-administered questionnaires must be conducted a little differently. The preferred procedure is to mail or give the questionnaire to respondents, with no indication that the questionnaire is not in its final version. After the questionnaire is returned, telephone or face-to-face interviews are conducted with some or all of the respondents, to determine whether they had any difficulties in understanding or answering the questions. The process just described should not be confused with a field trial of a preliminary version of the questionnaire. Although such field tests can be desirable, they have different purposes and should always follow the more informal review process just described. A field trial will be desirable or necessary if there is substantial uncertainty in what the response rate of the questionnaire is likely to be.
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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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192 ASKING QUESTIONS Resident Infor
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194 ASKING QUESTIONS It must be rec
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196 ASKING QUESTIONS Figure 6.10. Q
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198 ASKING QUESTIONS Figure 6.11. S
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200 ASKING QUESTIONS Figure 6.11. S
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202 ASKING QUESTIONS question indic
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204 ASKING QUESTIONS state or count
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206 ASKING QUESTIONS respondents wi
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208 ASKING QUESTIONS answers, most
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210 ASKING QUESTIONS on the Web sin
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Chapter Seven Asking Questions that
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ASKING QUESTIONS THAT EVALUATE PERF
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• Depends heavily on employee’s
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244 ASKING QUESTIONS make a particu
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246 ASKING QUESTIONS on demographic
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248 ASKING QUESTIONS Table 8.1. Eig
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250 ASKING QUESTIONS domain and rel
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252 ASKING QUESTIONS Seven Steps to
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254 ASKING QUESTIONS the frequency
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256 ASKING QUESTIONS The fourth ste
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258 ASKING QUESTIONS empty cells. I
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Chapter Nine Asking Standard Demogr
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ASKING STANDARD DEMOGRAPHIC QUESTIO
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ASKING STANDARD DEMOGRAPHIC QUESTIO
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Page 305 and 306: ORGANIZING AND DESIGNING QUESTIONNA
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Page 345 and 346: ASKING QUESTIONS FAQS 325 tain you
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Page 351 and 352: ASKING QUESTIONS FAQS 331 guish bet
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Page 368 and 369: 348 GLOSSARY object. The term belie
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Page 372 and 373: 352 GLOSSARY the sex of the respond
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Page 384 and 385: 364 GLOSSARY questionnaires list th
Page 387 and 388: 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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