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Research and Assessment Techniques: Surveys

Research and Assessment Techniques: Surveys. Your Name Your Institution Date. Overview. Outcomes. Create a survey plan Identify reliable scales Develop valid survey items Design a survey instrument. Icebreaker.

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Research and Assessment Techniques: Surveys

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  1. Research and Assessment Techniques: Surveys Your Name Your Institution Date

  2. Overview

  3. Outcomes Create a survey plan Identify reliable scales Develop valid survey items Design a survey instrument

  4. Icebreaker What is the difference between a good survey question and a bad survey question? Good survey questions tell you exactly what you want to hear. Good survey questions tell a factual story. Good survey questions evaluate the opinions or perceptions of individuals.

  5. Purpose and Use A survey is used to: Provide a snapshot of how a group of people feel and/or perceive reality at a given point in time (perceptual/attitudinal data). A survey should not be used to: Describe or explain facts.

  6. Survey Characteristics

  7. Maintaining Survey Integrity Measurement Error • Sampling • Instrument design • External threats Validity • Face • Content • Construct Reliability • Internal consistency

  8. Creating a Survey Plan Purpose statement Sampling design Methodology Instrumentation Implementation

  9. Types of Scales Dichotomous • Yes/no • Gender Nominal • Age • Job classification Ordinal • High to low • 8:00 am – 10:00 pm Interval • 3 point frequency • 5 point agreement • 7 point satisfaction • 10 point importance Tips: Choose your scale before you write your survey questions. Limit your survey instrument to 2-3 scales.

  10. Interactive Activity Work with a partner to label the scale choices in the worksheet.

  11. Key Scale Attributes Variance Discrimination Accuracy Symmetry Tip: Use the smallest number of points in a scale to satisfy the four scale attributes.

  12. Interactive Activity Work with a partner to critique the sample scales using the four scale attributes as a guidelines.

  13. Types of Questions Multiple Choice Open-ended Dichotomous Ranking Demographic Checklist

  14. Key Question Attributes Focus Brevity Clarity Tip: Keep It Simple, Sweetheart.

  15. Question Attributes Jargon vs. Clarity • Use words that are common or frequently used. Lack of Knowledge vs. Knowledge • Don’t ask more than the respondent knows; Assume nothing Complexity vs. Simplicity • Keep questions short and focused on a single issue or topic

  16. Question Attributes Barreling vs. Specificity • Avoid complex questions by splitting them into two or more questions Leading/Loaded Questions vs. Reasoning • Prompt respondent to answer with a reasoned opinion rather than an emotional response Loose Bundling vs. Anchoring • Anchor the concepts in specific behaviors or contexts

  17. Interactive Activity Work with a partner to critique the sample instrument using the question attributes as a guidelines.

  18. Question Anchoring Topic: The Quality of Communication of College Events Behaviors – Skills – Contexts – Values – Attitudes Positive Attributes Accurate Concise Timely Varied Widespread outreach Negative Attributes Inaccurate/Misleading Confusing Untimely Singular Narrow outreach Tip: Use a minimum of three questions/items to assess a single topic.

  19. Sample Questions/Items I receive information about events on campus in time for me to make a decision about whether to attend. I receive clear information about the campus events (e.g. time & location). I don’t receive enough information about events on campus.

  20. Question Anchoring Topic: Effective Professional Development Activities Behaviors – Skills – Contexts – Values – Attitudes Positive Attributes Negative Attributes

  21. Question Anchoring Topic: Effective Professional Development Activities Behaviors – Skills – Contexts – Values – Attitudes Positive Attributes Offered at convenient times Relevant topics/activities Well-organized Adequate variety Engaging delivery Broadly advertised Negative Attributes Offered at inconvenient times Irrelevant topics/activities Disorganized Insufficient variety Boring Not widely advertised

  22. Sample Questions/Items I received enough information about professional development activities so that I could make a decision about attending. The topics for professional development activities were relevant to what I teach. The facilitator of the professional development activities was engaging.

  23. Interactive Activity Question Development: Review survey plan. Identify a topic(s) and anchor the concept with positive and negative attributes. Write three questions per topic.

  24. Instrument Design Introductory Paragraph • Purpose of survey, how info will be used, who will use info, voluntary and confidential Question Sequencing • Easy to difficult, general to specific • Demographics first Limit Scale to Two Different Types Limit Forced-choice Items to 25 Limit Open-ended Question to 2

  25. The BRIC Initiative BRIC: http://www.rpgroup.org/projects/BRIC.html The RP Group: http://www.rpgroup.org/ Contact: Rob Johnstone Project Director, rjohnstone@rpgroup.org Priyadarshini Chaplot Project Coordinator, pchaplot@rpgroup.org

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