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

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322 ASKING QUESTIONS debrief the interviewers. The debriefing may alert the survey analyst that some questions must be discarded or treated cautiously because of unexpected problems. It may also be very useful in helping to improve the design of future questionnaires. Concluding Remarks The process described in this chapter may appear too complex for very simple questionnaires. Most questionnaires, however, require not only careful initial design but also careful follow-through to ensure that the respondent, interviewer, data processors, and analyst are all able to perform their roles. Also, the final stages typically involve only a small section of the questionnaire if the questionnaire has been carefully designed. In addition, the questionnaire continues to improve at every stage of the design process. An inexperienced questionnaire writer who follows the steps recommended in this chapter will be able to create an effective questionnaire and experience the same success as an experienced questionnaire writer. A final word of caution. Even well-worded and well-designed questionnaires may be unsatisfactory if they do not obtain the information required to achieve the research objectives. There is no reason why research objectives cannot be achieved if they are formulated before the questionnaire is designed. Waiting until the data are collected before formulating the research problem can destroy the value of even the best-designed questionnaire. After the hard and careful work of preparing a questionnaire, it is always enormously satisfying to listen to interviews, read the questionnaires and the tabulations, and see that the questionnaire has obtained the data that were needed. We hope you have a rewarding experience.
Chapter Twelve Asking Questions FAQs Survey designers frequently have questions about how best to design a survey. This chapter summarizes questions asked by people working in survey research and questions asked by graduate students conducting research and taking survey research courses. What Questions Should I Ask? Some questionnaires give the impression that their authors tried to include every conceivable question related to the topic. Others appear to have been drafted by various members of a committee and patched together. Strong efforts should be made to avoid such fishing expeditions, because they yield long, frustrating, and annoying questionnaires that have many questions relevant to very few. Respondents can resent having to complete this kind of survey and may feel that it does not deserve their full attention. Excessively long surveys result in poor response rates, careless answers, and useless results. The first step in deciding what questions to ask involves precisely defining what information is needed and writing the fewest number of questions to obtain it. (See Chapter One.) Secondary or peripheral “Wouldn’t it be interesting to know?” questions should be avoided. Because well-defined goals are the best way to ensure good questionnaire design, many problems can be traced back to the design phase of the project. Being able to express the goals of a questionnaire in a few clear and concise sentences will help keep the design of the questionnaire focused. 323
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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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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 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 395 New York Marist Coll
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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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