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

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320 ASKING QUESTIONS That is, if a field trial of a mailed questionnaire yields an unsatisfactory response rate, design changes or different data-gathering procedures must be undertaken. Using Pilot-Test Results A major problem with many studies is that insufficient time is allowed to use the results of the pilot study to correct the questionnaire. The pilot study can be used to indicate questions that need revision because they are difficult to understand, and it can also indicate questions that may be eliminated. For example, a question that is to be used as an independent variable to explain some other behavior or attitude will be useless if all or virtually all respondents answer in the same way. Additionally, open-ended questions may yield answers that are impossible to code into theoretically meaningful dimensions. The pilot test will also provide useful information on how long it takes to conduct the interview. If the interview or subsections of it turn out to be much too long, some questions may need to be dropped to stay within time and budget constraints. (Note, however, that pilot-test interviews may take somewhat longer than regular interviews because interviewers increase their speed as they become more experienced with a questionnaire.) The pilot test will also indicate whether the questionnaire is ordered correctly. Thus, you might learn that the first question asked is too difficult for the respondent and gets the interview off to a bad start, or that early questions are changing the context in which later questions are being answered. If too many substantial revisions are required as a result of the pilot test, it is sensible to pilot-test the revisions. If you do not test your revisions, you may find that they cause new and serious problems. After a number of questions have been omitted from the questionnaire, it is important to retest in order to accurately estimate the new length of time it takes to conduct the interview. Therefore,
QUESTIONNAIRES FROM START TO FINISH 321 you should be sure to leave enough time in the schedule for the second pilot test. It is difficult to make any general recommendations about the optimal time to begin programming questionnaires into your CAPI or CATI system if you are using computer-assisted interviewing. Setting up complex questionnaires with many skip instructions takes considerable time and usually involves specialists. Therefore you should start setting up the questionnaire after you have a draft you are fairly satisfied with and before you have finished all of the pretesting and revisions. When all the revisions have been completed, it will then be necessary to revise the computer program to make sure all revisions have been incorporated into the CAPI or CATI program. It will also be necessary to check the skip instructions to make sure that any contingencies among questions that were altered in the revisions are also altered in the final program. Be sure to allow yourself enough time to ensure that the revised programs work correctly. Last-Minute Revisions and Post-Interview Evaluations After the final pilot test, it is unlikely many serious problems will remain. Nevertheless, even at this stage, a problem may arise that did not come up during pretesting. If such a problem surfaces during the writing of the final interviewer instructions, you can still revise the questionnaire. Sometimes, if the questionnaire has already been printed, you may need to supplement the questionnaire with an insert sheet. Such inserts should be used only for the most serious situations, since they may create new problems of their own. You can handle minor problems that surface during the actual interviewer training or interview by revising or expanding interviewer instructions or by ignoring the problems and editing or treating the data as missing during the analysis. After the interviewing is completed and the data are collected, it is always useful to analyze interviewer reports of problems and to
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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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Page 289 and 290: ASKING STANDARD DEMOGRAPHIC QUESTIO
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Page 305 and 306: ORGANIZING AND DESIGNING QUESTIONNA
Page 333 and 334: Fill- Ins Easily done with a Possib
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Page 337 and 338: QUESTIONNAIRES FROM START TO FINISH
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Page 345 and 346: ASKING QUESTIONS FAQS 325 tain you
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Page 384 and 385: 364 GLOSSARY questionnaires list th
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Page 389 and 390: 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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