You are on page 1of 9

QUESTIONNAIRES UNIT

The QuADEM project has been funded with support from the European Commission. This document reflects the views only of the author, and the Commission cannot be held responsible for any use which may be made of the information contained therein.

allowin' the learner to discover his0her stren'ths and wea(nesses or to assess his0her pro'ress. . conscious and 'oal1oriented learners. to arouse the learner+s interest in the subject and to create awareness about the learner+s own views on the issue at hand. The Questionnaires $nit provides you with a tool to assess the methodolo'ical thorou'hness of the &uestionnaires used in a di'ital learnin' module.ecause of their 1 underrated 1 peda'o'ical potential. please consult this chapter in the QuADEM handboo(.ut &uestionnaires can also serve a peda'o'ical purpose. in turn.prior/ (nowled'e about a certain topic. Questionnaires can also be used to assess the learner+s . &uestionnaires can increase the interactive &ualities of a di'ital learnin' module. Most often this method of data collection is used to 'ain statistical data that can serve as the basis for scientific research.and by providin' feedbac(/ they can ma(e the module+s users more motivated. $sed in di'ital learnin' modules. Scope This unit can be used for all (inds of &uestionnaires. )$MMA"2 Definition A questionnaire is a research instrument consistin' of a list of &uestions that a number of people are as(ed so that information can be collected about somethin'. methodolo'ical compendium. n sum. a QuADEM assessment unit has been devoted to the use of &uestionnaires in di'ital learnin' modules. 3lus0Minus Method Thin( Aloud 3rotocol nterview Methods 4 . scorin' manual.!T"#D$CT #! %or a complete &uestionnaires assessment unit with operatin' instructions. &uestionnaires can contribute to an optimal learnin' e-perience in different ways. can motivate the learner or can help him0her to reorient learnin' efforts.y as(in' the learner specific &uestions about a certain topic . 'lossary and biblio'raphy. This. A &uestionnaire can be used to introduce a certain topic. A))E))ME!T $! T QUESTIONNAIRES n 'eneral terms a *&uestionnaire+ is a research instrument consistin' of a list of &uestions that a number of people are as(ed so that information can be collected about somethin'. . .

19 )cores : 9 4 !0A . Then continue by chec(in' the bo-es with the scores that reflect the respondents+ opinions best. C5EC67 )T To assess the e-amples in the di'ital learnin' module. each statement applies for the di'ital learnin' module at hand. The &uestionnaire is internally consistent. The &uestionnaire is useful within the learnin' process. 4 8 a'ree entirely 9 8 tend to a'ree : 8 neither a'ree nor disa'ree 19 8 tend to disa'ree 14 8 disa'ree entirely !0A 8 not applicable Questionnaires 14 9 4 . The &uestionnaire has a reasonable len'th. The &uestion se&uence is optimal.Respondents "epresentative end user Methodolo'ical e-perts 3"EC#!D T #!) !o specific preconditions need to be ta(en into account for this unit. < = > ? @ A 9: The objective of the &uestionnaire is clearly stated. . The &uestionnaire respects respondents+ privacy. The &uestionnaire is adapted to the tar'et audience. a thin( aloud protocol and interviews as research methods to determine to what e-tent. you can use the criteria listed in the chec(list below. The tar'et audience of the &uestionnaire is well1defined. The &uestionnaire has a clear and meanin'ful title. $se the plus0mius method. accordin' to the respondents. The &uestionnaire has a clear layout.

n this case you should instruct them to fill out the &uestionnaire. The answer cate'ories of closed &uestions are mutually e-clusive. Questions are not leadin'. Questions are consistent with the provided responses. Questions are written in clear terms . Questions don+t contain Bred fla'C terminolo'y. 9< 9= 9> 9? 9@ 9A Additional commentsD )C" 3T !e-t you will have to desi'n a script for your assessment sessions. This method allows you to 'et a picture of the mental mappin' process of the participants. The overview below describes the possible course of an assessment session. The answer cate'ories of closed &uestions are e-haustive. Questions are not presti'e biased. and readin' aloud the web te-t. T5 !6 A7#$D As( the participants to carry out a limited number of specific tas(s while thin(in' aloud. Questions are consistent with the provided responses. 2ou can record the audio and0or video of the session as a bac(1up.s/ available in the di'ital learnin' module. summin' up the different possible steps you will have to ta(e as well as offerin' su''estions on how you can smoothly incorporate the different research methods into one session.no jar'on or technical terminolo'y/. !T"#D$CT #! )tart by briefly informin' the respondents about the set1up of the assessment session and the different research procedures they will participate in. < .99 94 Questions are not double1barreled. 9.

based on the chec(list.37$)0M !$) MET5#D As( the participants to attentively 'o throu'h the &uestionnaire. All criteria of the chec(list should be addressed. %or &uestionnaires to be truly successful. MA!$A7 This manual provides you with additional information on the meanin' and the scope of specific criteria and can also offer advice on how to improve certain shortcomin's within the di'ital learnin' module. n order to increase response rates. you can calculate the avera'e scores and use these to score the unit+s chec(list. At each &uestion or at each part of the &uestionnaire they value ne'atively. it is vital to ma(e sure that both the &uestions in the survey and the overall style and lan'ua'e are adapted to the tar'et audience. < = The &uestionnaire has a clear and meanin'ful title. 'oal. The &uestionnaire is adapted to the tar'et audience. = .E/.1/. a clearly stated objective will increase the participants+ motivation to answer &uestions and allow for &uic(er processin' of results. it should be inte'rated in the learnin' process. Thin( about timin'. 2ou can consult it throu'hout the entire assessment procedure. Questionnaires Criteria 9 The objective of the &uestionnaire is clearly stated. 2ou can continue with a short retrospective and structured interview. The &uestionnaire is useful within the learnin' process. E-planation Developin' a &uestionnaire without a clear objective or purpose in mind. After all respondents have parta(en in your assessment. type of &uestions and conse&uences of the &uestionnaire and how the results will be used to enhance learnin'. !TE"F EG Ghen the participants have finished mar(in' the te-t with plusses and minuses. . they should note down a minus . Moreover. you can discuss the mar(ed te-t. )core the different criteria to'ether with the respondent. they are a waste of your time and your participants+ efforts.s/ available in the di'ital learnin' module. at each &uestion0part they value positively they should note down a plus . A &uestionnaire with a title is 'enerally perceived to be more credible than one without and addin' a 'oal is useful for motivation. method. will probably result in includin' useless &uestions and omittin' important issues. 5ence.

the status of the survey . nsert clear headin's. There are no universal a'reements about the optimal len'th of &uestionnaires. This type of reliability often helps researchers interpret data and predict the value of scores and the limits of the relationship amon' variables. %or e-ample. More important than len'th is &uestion content. t probably depends on the type of participants. They are difficult to answer and ambi'uous 9 : The &uestionnaire respects respondents+ privacy. Writing Guides. short simple &uestionnaires usually attract hi'her response rates than lon' compleones. some studies have shown that the len'th of a &uestionnaire does not necessarily affect response.colostate. 5owever. On: http://writing.c!m > . Ma(e sure the answer to a &uestion is not influenced by previous &uestions. Ma(e sure &uestions flowD lo'ically from one to the ne-tH from the more 'eneral to the more specificH from the least sensitive to the most sensitiveH from factual and behavioural &uestions to attitudinal and opinion &uestionsH from unaided to aided &uestions. t is a measure of the precision between the observers or of the measurin' instruments used in a study. colours. nform participants about confidentiality issues. 7o'ically 'roup &uestions to'ether. As a 'eneral rule.9 A The &uestionnaire has a reasonable len'th. Colorade State University. s(ill or &uality. ? The &uestion se&uence is optimal. AnalyIin' the internal consistency of the survey items dealin' with dissatisfaction will reveal the e-tent to which items on the &uestionnaire focus on the notion of dissatisfaction.edu/guides/research/relval/com2a . 9 9 1 Questions are not double1 barreled. Ma(e sure that the presentation of the &uestions and the use of white space. charts. Double1barreled &uestions combine two or more issues in a sin'le &uestion. @ The &uestionnaire is internally consistent.voluntary or mandatory/ and any e-istin' data1 sharin' a'reements with other or'aniIations.> The &uestionnaire has a clear layout. nternal consistency is the e-tent to which tests or procedures assess the same characteristic. or other 'raphics do not affect your participants+ interest nor distract from the &uestions. 3articipants are more li(ely to respond if they are involved and interested in the &uestion topic. a researcher desi'ns a &uestionnaire to find out about colle'e students+ dissatisfaction with a particular te-tboo(. pictures.

sin'le. E. livin' to'ether. please specifyDC.no jar'on or technical terminolo'y/. All possible responses should be provided.for interpretation. f double1barreled &uestions occur in the &uestionnaire. marriedC A 'ood e-ampleD Bmarital statusD married. ? . rephrase them to separate the issues. Bdon+t (nowC or refusal cate'ory. . A bad e-ampleD BMarital statusD sin'le. A respondent+s answer should fit in only one cate'ory.ad e-ampleD BDo you thin( it is fair to murder innocent whales in the 3acificJC Kood e-ampleD B5ow do you feel about whale huntin' in the 3acificJC 9 > Questions are not presti'e biased. BDo you thin( ta-es should be lowered and schoolin' should be freeJC should becomeD BDo you thin( ta-es should be lowerJ+ and *Do you thin( schoolin' should be freeJC 9 4 The answer cate'ories of closed &uestions are mutually e-clusive. E.ad e-ampleD BDo you believe that the $6 should have a bicameral parliamentJC Kood e-ampleD BDo you believe that the $6 should have upper and lower houses of parliamentJC Gords with emotional connotations or that coincide with stron'ly1held values evo(e emotional responses and may s(ew results. otherD please specifyC 9 < Questions are written in clear terms .'. or an Bother. widowed. "espondents may answer on the basis of their feelin's toward the presti'ious person of 'roup rather than addressin' the issue.'. The answer cate'ories of closed &uestions are e-haustive. This should be avoided.: This should becomeD 7ess than 9: 9:19A 4:14A More than 4A 9 . 9 = Questions don+t contain Bred fla'C terminolo'y. . Add more answer cate'ories. divorced. separated. not mutually e-clusive cate'ories areD :19: 9:14: 4:1.

ad e-ampleD BDon+t you a'ree that the loo( and feel of user interfaces should not fall under copyri'ht protectionJC. please consult the scorin' manual. @: percent of the people oppose copyri'ht protection for the loo( and feel of user interfaces. #verall jud'ement )core A . and ma(e respondents feel that only one response is le'itimate. C D @ . Kood e-ampleD QD 5ow often do youL AD #nce a day. once a wee(. once a month )C#"E After completin' the chec(list.ad e-ampleD BAccordin' to a recent ACM C5 poll. 7eadin' &uestions are actually statements dis'uised as &uestions.. please rate the module on a scale from A to E and e-plain your mar(. %or more information on the scorin' procedure. .ad e-ampleD QD 5ow often do youL AD yesterday. . or BDo you a'ree with the majority of people that the health service is failin'JC Kood e-ampleD BGhat is your opinion on copyri'ht protection for the loo( and feel of user interfacesJC. last wee(. Ghat is your opinion on this issueJC Kood e-ampleD BGhat is your opinion on copyri'ht protection for the loo( and feel of user interfacesJC 9 ? Questions are not leadin'. or BGhat is your opinion on the health serviceJC 9 @ Questions are consistent with the provided responses. etc.

E Assessor+s comments A .