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1607 ACAPS Questionnaire Design For Needs Assessment
1607 ACAPS Questionnaire Design For Needs Assessment
Technical Brief
ACKNOWLEDGEMENTS
This document would not have been possible without the assistance, support and guidance of many
people. ACAPS especially wishes to express its gratitude to Aldo Benini, Emanuele Bruni, Sandie Walton-
Ellery, Richard Garfield, Assanke Koedam, Edouard Legoupil, Benoit Munsch, Leonie Tax, Lynn Yoshikawa
and Melissa Weihmayer.
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ACAPS Technical Brief – Questionnaire Design
PLANNING
ASSESSMENT OBJECTIVES and INFORMATION NEEDS have been agreed by all stakeholders
There is a comprehensive and detailed ANALYSIS FRAMEWORK and PLAN
TESTING, TRAINING and, if necessary, TRANSLATION have been included in the planning
QUESTION QUALITY
Key questions have been TESTED and IMPROVED based on the feedback
OPEN-ENDED QUESTIONS are only used if really necessary
The questions are UNDERSTANDABLE
Questions are stated in a simple, straightforward manner
Every question has a clear unit of measurement, e.g. change ‘how long’ into ‘how many hours’
There are no ambiguous terms or timeframes
The question stem and choices match
Every question asks about one concept only
Questions are ANSWERABLE
Questions have been adapted to the knowledge and language of the respondent
Skip questions (questions that are included or excluded based on the respondents’ answers) are
used where necessary and the skip instructions are correct)
Response categories include ‘do not know’ and ‘no response’
The response categories are mutually exclusive, as exhaustive as possible, as precise as necessary,
and meaningful to respondents
The denominator is clear in questions asking for percentages or ratios
Questions are UNBIASED
Bias through social desirability is minimised, meaning that questions are not presented in a way that
might lead a respondent to think one response is preferred over another
Sensitive questions are carefully introduced and phrased
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ACAPS Technical Brief – Questionnaire Design
Content List
......................................................................................................................................................................................... 1
Questionnaire Design Checklist ................................................................................................................................ 3
Content List ................................................................................................................................................................... 4
Introduction................................................................................................................................................................... 5
I - Purpose and principles ........................................................................................................................................... 5
Remember the objectives ...................................................................................................................................... 5
Apply a user-centred design .................................................................................................................................. 6
Minimise the risk of error ....................................................................................................................................... 6
Adhere to ethical standards................................................................................................................................... 7
II - Questionnaire Modes ............................................................................................................................................ 7
III - Designing a questionnaire ................................................................................................................................... 9
Step 1: Identify objectives and information needs ......................................................................................... 10
Step 2: Decide on source of information and data collection technique ................................................... 10
Step 3: Draft questionnaire(s) ............................................................................................................................ 12
Step 4: Review feasibility ..................................................................................................................................... 13
Step 5: Finalise the analysis plan ....................................................................................................................... 13
Step 6: Structure and format .............................................................................................................................. 15
Step 7: Translate ................................................................................................................................................... 16
Step 8: Field test and adapt ................................................................................................................................ 17
Step 9: Instruct field teams ................................................................................................................................. 18
Step 10: Review the questionnaire .................................................................................................................... 19
IV- Designing good questions................................................................................................................................. 20
Decide the level of measurement ...................................................................................................................... 20
Decide on types of questions ............................................................................................................................. 20
Designing closed-ended questions ................................................................................................................... 21
Designing open-ended questions ...................................................................................................................... 22
Question wording.................................................................................................................................................. 23
Annex A: Prioritising questions in emergencies .................................................................................................. 28
Example prioritisation criteria ............................................................................................................................ 29
Annex B. Debriefing form ........................................................................................................................................ 30
Annex C: Metadata and classification questions ............................................................................................... 31
References ................................................................................................................................................................. 31
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ACAPS Technical Brief - Questionnaire Design
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ACAPS Technical Brief - Questionnaire Design
Conversely, many assessment teams, after conducting respondents and the field teams. In case of a conflict
assessments, find that important questions have been of interest between the two groups of users, let the
excluded. Therefore, when planning the questionnaire interests of the respondents and field teams prevail.
design, carefully consider possible omissions. But keep
in mind that assessment will almost always leave Minimise the risk of error
some questions unanswered, which provides a need
for further research. The goal should be to include as
For a questionnaire to provide usable results, its design
much necessary and actionable information as
should intend to minimise the potential measurement
possible.
errors1 that could stand in the way of obtaining valid
results. Measurement errors in humanitarian
Apply a user-centred design assessments are induced primarily by the following
four sources:
All questionnaires have four types of user, each with a The instrument-induced error: leading questions,
different role and objective: questions that can be interpreted in different ways,
The field teams conduct and record the same inappropriate order of questions, etc.
survey multiple times. They have limited time and The enumerator-induced error: inappropriate
resources. As such, field teams require a short, rewording or skipping questions, recording errors,
well-structured questionnaire that is easy to etc.
understand and populate. The respondent-induced error: misinterpreting the
The respondents, participating in the research, will question, the desire to always respond to a question
be interested in a straightforward survey that allows even if the respondent does not know the answer,
them to explain their needs, while not taking too failure to recall, erroneous inferences, etc.
much of their time. The respondents to a The data collection technique: respondents answer
humanitarian assessment have often been affected questions on sensitive topics differently in the
by an emergency, might be traumatised and are presence of an enumerator compared to self-
likely preoccupied with recovering from the impact administered surveys etc.
of the shock. In addition, they will not be directly
compensated for their contribution to the The art and science of questionnaire design is
assessment process. It is therefore of great especially focused on limiting errors generated by field
importance that the questionnaire is designed in a teams, respondents and faulty instruments.
way that is not intrusive and does not require too
much time or effort.
INSTRUMENT-INDUCED ERROR
Information managers and analysts are in charge of
Instrument validity: A questionnaire has low validity
processing the data and turning it into actionable
if it does not measure what it was set out to
information. This group wants a questionnaire
measure. This can occur when questions are
which results in accurate and structured data that
misunderstood by respondents. A good
can be processed efficiently and compared against
questionnaire should enable researchers to obtain
other information.
valid responses by helping to ensure that the
Decision-makers are the “consumers” of the respondent understands what information is being
assessment and are seeking as much information sought. To correct for instrument-induced error,
as possible to address outstanding information triangulate findings between different instruments,
gaps. They require accurate and relevant data to e.g. combine findings from direct observation with
inform strategic and programmatic decisions. household questionnaires.
Reliability: The reliability refers to the consistency
Keep in mind the interests of all users when designing
and precision of an instrument. A reliable
the format and content of a questionnaire. There is
questionnaire generates similar answers when
often a tendency to focus on the interests and needs of
administered repeatedly under the same
decision-makers, information managers and analysts,
circumstances. Test the reliability of critical
as they will be closely involved in initiating, designing
questions by using two different questions
and using the assessment. This is a mistake. The
measuring the same construct within one
quality of the data collected is determined by the
successful participation and understanding of the
1Error occurs when there is a difference between the situation as assessment, including sampling, measurement and data processing
recorded during the assessment and the true situation. There are errors.
different sources of error that occur at different stages of the
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ACAPS Technical Brief - Questionnaire Design
questionnaire. In a reliable and valid questionnaire, questionnaire and the possible impact of enumerator
the responses to these questions will be similar. and respondent bias.
ENUMERATOR-INDUCED ERROR
Desire to help the respondent: the interview can Adhere to ethical standards
produce valid responses if the enumerator
expresses empathy with the respondent’s situation.
Ensure that the assessment abides by the general
However, the enumerator may become too
ethical standards that apply to all social research:
sympathetic, and this can affect the conduct of, and
All respondents provide informed consent before
results obtained from, the interview.
participating. This means providing sufficient
Failure to follow instructions in administering the information about the assessment and ensuring
questions: it is often tempting for the enumerator to that there is no explicit or implicit coercion, so that
change the wording of a question or emphasise a prospective participants can make an informed and
certain part. This can affect the respondent's free decision on their possible involvement.
understanding and can bias the reply.
The information collected is only used for the
Reactions to responses: when respondents give purposes to which the respondent has agreed
answers, the enumerator must be careful not to (Adams and Brace, 2006).
'react.' A note of 'surprise' or 'disbelief may easily Respondents are able to withdraw from the
bias the respondent's subsequent answers. Field assessment at any time and are not coerced into
teams should respond with a uniform polite interest providing information, particularly information that
only. may be perceived as sensitive or incriminating.
Participants are guaranteed that their responses
RESPONDENT-INDUCED ERROR will not jeopardise their safety or security (Brace
Faulty memory: some respondents may answer a 2013, ESRC 2015).
question incorrectly simply because they have a Anonymity (identity of the respondent is unknown)
poor memory. Recall errors can partly be avoided by or confidentiality (the identity of the respondent is
using short and clearly defined reference periods known – or can be known – but the use of this
(e.g. the last seven days instead of last week) information is restricted to certain individuals) of
Misunderstanding the purpose of the interview or respondents is respected during data collection,
question: include a clear introduction in the processing and dissemination.
questionnaire, which covers the objectives of the
survey, the identity of the enumerator, assessment Depending on cultural and historical context, such
team and organisation, and what is requested from assurances may not be understood or may not be
the respondent. Make sure questions are phrased perceived as credible. Ensure appropriate local terms
as clearly as possible. and concepts of privacy and respect are used. In the
Bias: Respondents can show systematic bias in case of a specialised assessment which requires
their response to items. A common type is social participation of individuals under 18 years of age,
desirability bias – the tendency for respondents to always seek permission from their parents or other
present themselves favourably or as socially caretakers (Oppenheim 2001).
acceptable. The respondents may not wish to be
impolite or offend the enumerator, and may
endeavour to give 'polite' answers. Another II - Questionnaire Modes
important source of bias arises from the
respondents’ correct assumption that the allocation There are a number of ways in which a questionnaire
of relief will be guided by relative severity, and the can be administered – from self-administered postal
incorrect inference that their own exaggerations will surveys to surveys undertaken by field teams with
improve their chances of increasing support. To hand-held devices. In humanitarian crises,
mitigate the risk of bias, avoid leading questions and assessments are mostly administered through field
categories, and identify and carefully introduce teams who use a paper version of the questionnaire, a
sensitive questions. tablet or a smartphone.
To avoid enumerator- and respondent-induced error, Telephone-based surveys are becoming more
design an unambiguous questionnaire with clear common, particularly in areas where humanitarian
instructions (see Section ‘Step 9: Instruct Field access is limited. Phone-based questions can be very
Teams’). In addition, provide training on the useful for initial scoping, for instance in cases where
priority areas for assessment are still to be determined.
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ACAPS Technical Brief - Questionnaire Design
Mobile text surveys, where respondents are requested Resources available: If appropriate within the context,
to answer short and simple questions via text use phone or mobile text surveys if resources are tight,
message, have been piloted in several countries, as these modes are quicker and considerably cheaper
including the Democratic Republic of Congo (HPN than assessments which include a face-to-face
2014). component.
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ACAPS Technical Brief - Questionnaire Design
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ACAPS Technical Brief - Questionnaire Design
Step 1: Identify objectives and five. In addition, outline if and how some topics
intersect analytically (e.g. gaps in response, which
information needs can be defined as the number of people in need
minus the number of people covered).
The first step to questionnaire-building is to identify the Reflecting on the number and types of information
answers that the questions should generate to fulfil the needs and differentiate between interesting and
assessment objectives, not to think up a list of important information. Adapt or simplify the
questions. The general objectives of a multi-sector framework accordingly.
rapid assessment during humanitarian emergencies
are to identify: ‘Need to have’ over ‘nice to have’
Most affected geographic areas and groups Collect the minimum data necessary as a golden rule.
Priority needs of the affected population Avoid the ‘nice to have’, and rather focus on the ‘need
Approximate numbers of people in need to have’ information. Assessment teams must always
Specific recommendations to inform strategic be prepared to ask whether fulfilling a specific
decisions on response planning. information need is really required:
What decision will be taken with this information? Is
After establishing the objectives, identify the information it necessary at this phase of the response?
that needs to be collected to meet the objectives. Is accurate and reliable information available
Establishing information needs at this stage of the through other avenues, e.g. in secondary data?
questionnaire design involves, at a minimum: Is this degree of accuracy and detail achievable with
Identifying the topics of interest, e.g. demographics, the current resources?
movement intention, health, livelihood, markets Is the cost and effort necessary to obtain this
functionality. information justified when compared to the value of
Designing an analytical framework, which is a the information?
structure for organising topics of interest and
expected outputs: A good rule of thumb is to ensure that the questionnaire
is no longer than four pages. See Annex A for more
Example analytical framework, Syria MSNA, 2014 information on how to prioritise information needs.
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ACAPS Technical Brief - Questionnaire Design
determine the hypotheses around which the Example tool matrix: Kobane, Syria, 2015
questionnaire is to be designed. For example, if the
secondary data review pinpoints a specific
marginalised ethnic group, the assessment should plan
to include a representative of this group is included as
a key informant during primary data collection to
ensure that a heterogeneous picture of the needs is
captured.
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ACAPS Technical Brief - Questionnaire Design
providing food assistance in the neighbourhood additional component with closed-ended questions
during the last 30 days?’ with a question for provides precise metrics:
community groups: ‘was the food assistance
provided in the neighbourhood during the last 30 Example: Moving from open to closed-ended questions
days sufficient?’. during a key Informant interview
With more data collection techniques used
simultaneously (i.e. KII, DO and CGDs), more views Open: What has happened to this community in the last
are gathered on a same subject, and more data is six months?
generated. Consequently, more time is required for Narrative-style response (no response options
data processing and analysis. provided)]
In order to quickly synthesise and communicate
initial findings, start by processing the assessment Open: As a result of all that, what is the food (or any
team debriefings. Focusing on this ‘top line’ other sector of concern) situation like? How are people
information first allows the quick detection of eating?
priority geographic areas and humanitarian Semi-standardised response (response options
concerns. Afterwards, process other forms to find provided to enumerator to facilitate data processing, but
more detailed information. options are not read out to the responded)
The assessment team debriefs should consist of
two parts. First, a debriefing form (see annex B) Closed: Out of every ten families, would you say how
should be filled out by each team at the end of the many eat only one meal a day?
field visit. This form is designed to summarise main Standardised response (respondent is aware of the
observations, key findings (severity of conditions, possible response options)
priorities, interventions required, etc.) and
conflicting findings, if any. Second, at the end of the Closed: Of all the problems that we discussed, which
day, or end of the assessment, the assessment are the three most important ones?
team jointly discusses the results during analysis Standardised response (respondent is aware of the
sessions. possible response options)
2The PARK (Profiling and Assessment Resource Kit) is an online initiated by the Joint IDP Profiling Service (JIPS) and is managed
database with profiling and assessment exercises. The PARK was jointly with ACAPS. http://www.parkdatabase.org/
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ACAPS Technical Brief - Questionnaire Design
permission when using a questionnaire or items Quality: Is the necessary expertise available to
developed by someone else. conduct the types of interview(s) that are planned,
and to process and analyse the data? Are sufficient
Make sure each question includes clear instructions to qualified staff and analysts available? Will they be
the enumerator or, if the questionnaire is self- able to use the technology appropriately? Can they
administered, the respondent. handle sensitive questions or group facilitation?
Safety: Can the safety of field teams and
The most important instructions for the respondent and respondents be ensured using these questions?
enumerator are remarks on how the question should be
answered, such as: If the answer to one of those questions is “No” or
Select max. 3 options “Maybe”, look at ways to adapt the questionnaire.
Select all options that apply Adaptation strategies include: increase the budget, hire
Rank 1st, 2nd and 3rd additional staff, plan for extended trainings, call for
Tick only one specialised support, reduce the sample size, change
data collection technique or reduce the questionnaire
Similarly, questions or options that are to be read out size. Annex A provides guidance for prioritising
loud and those that are only for the enumerator should questions during emergency assessments, based on
be clearly distinguished through the use of different UNHCR methodology.
font sizes and formats.
Step 5: Finalise the analysis plan
Omitting the very basic enumerator instructions has
disastrous effects, as the gathered data will be
Steps 1 to 4 feed into the analysis plan. This plan
incomparable.
captures how a question contributes to the
assessment objectives, how the data should be
Include clear instructions for the enumerator on how to
processed and triangulated, analysis steps that are to
respond if a question is misunderstood or needs
be undertaken and how the information will be
clarification. This depends on the chosen enumerator
presented. During step 5, finalise the plan and ensure its
approach (see Section Step 9: Instruct Field Teams).
endorsement by relevant actors.
between the information required and what can that, in an emergency, adopting a quick and simple approach to
actually be collected, particularly when there has not assessments may be the only practical possibility. (ACAPS/ECB
2015)
been sufficient disaster preparedness. Consider the
four parameters related to resources and operational
An analysis plan is also an effective assessment
constraints that strongly influence assessment design:
coordination tool. By identifying the detailed
Cost: Is the necessary budget and logistical means
assessment outcomes at an early stage, stakeholders
(transport, fuel, etc.) available to administer the
can have a common understanding of what the
questionnaires?
assessment can provide, and clearer expectations. In
Speed: Is it realistic to implement the assessment,
addition, it forces the assessment team to carefully
cover all selected sites and reach all respondents in
consider the rationale behind each proposed question.
the given timeframe?
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ACAPS – Questionnaire Design TB
Information needs Metrics Data source Comparisons Question Sample type of visualisation
Main problems in Frequency of problems Local population, relief Breakdown per Read question and response options out loud.
water supply as reported due to access committees, head of HH, area, pre- and Is there a serious problem regarding water in this
expressed by the issues Water Committee, local post-crisis neighbourhood? If yes, I am reading a list of
population Frequency of problems organisation, NGOs possible problems (Select max five most serious
reported due to availability problems)
issues
Main problems in Frequency of problems SDR, local population, Breakdown per Read question and response options out loud. Is
sanitation as reported due to access relief committees, head area, there a serious problem regarding sanitation and
expressed by the issues of HH, Water Committee, male/female hygiene in this neighbourhood? If yes, I am
population Frequency of problems local organisation, NGOs reading a list of possible problems (Select max
reported due to availability five most serious problems)
issues
Ranking of groups Top 3 most vulnerable Local population, relief Breakdown per Read question and response options out loud.
the most at risk as groups in the WASH sector committees, head of HH, area and Regarding the lack of safe water, which group is
reported by the Water Committee, local priority rank most at risk? (rank top three: 1=first, 2=second,
population organisation, NGOs 3=third)
Severity of Severity of conditions Local population, relief Breakdown per Read question and response options out loud.
problems (lifesaving scale) committees, head of HH, area Overall, which of the following statements
Water Committee, local describes best the general status of water
organisation, NGOs supply? (Circle one right answer)
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ACAPS Technical Brief - Questionnaire Design
Step 6: Structure and format timeframes and units of measurement are merged into
one questionnaire. Typically, the order by which
conditional questions appear is particularly important
Step 6 is about designing the questionnaire in a way
for both the enumerator and the respondent, to make
that generates useful responses and motivates both
logic easy to follow. Some questions influence the
the enumerator and respondent.
response to the subsequent questions and thereby
lead to inaccurate responses. Consider a multi-sector
Introduction: Include a clear introduction to the survey
questionnaire which includes in-depth questions on
which covers:
access to water and health care. If the question ‘what
The survey objective
are your top three priority needs?’ is placed at the end of
The estimated duration of the interview
such a questionnaire, respondents are more likely to
What the respondent can expect from the interview
mention WASH or health-related concerns.
(compensation etc.)
Expression of approval of relevant authorities
How to structure a questionnaire?
Information on how the survey results will be used
General questions before specific questions
and how the respondent can access the findings
Questions ordered in terms of importance, except
Requesting informed consent (see Section ‘Adhere
for those that are sensitive or serve as a
to Ethical Standards’)
conversation starter.
Questions on behaviour (what people do) come
Metadata: Start every questionnaire with a set of
before questions on attitude (how people feel)
questions that serves to capture the characteristics of
Open questions before prompted, closed or
the questionnaire itself such as location name and p-
multiple-choice questions
code, type of setting and enumerator code. Many of the
Sensitive questions are placed towards the end of
questions included in the metadata are similar across
the questionnaire, not at the beginning
contexts. Annex B provides an overview of commonly
Use transition statements to introduce new topics,
used questions.
timeframes or units of measurements. In a
standardised interview these statements should be
Classification questions: These questions allow for
included within the questionnaire. In a more
stratification of the sample based on background
conversational interview, field teams are trained to
variables (area of high conflict intensity vs area of low
let the questionnaire flow smoothly between
conflict intensity, male/female, different age groups
different topics.
urban/rural, etc.). When only people or locations with
certain characteristics are of interest, eligibility
Flow: Start the questionnaire with very simple and
questions should be included at this stage. In many
general questions before moving on to specific ones.
nutrition surveys for instance, only households with
To foster a better rapport between enumerator and
children under five years of age should be sampled.
respondent, place non-controversial and common
Even where the sample is defined as being all
types of questions at the start (i.e. classification
households, there will often be quota requirements on
questions). Ideally, important questions should appear
characteristics such as age or social grouping.
early in a questionnaire to avoid the possible negative
Classification questions are often easy to answer and
impact of respondent fatigue. However, emotionally
are therefore a good way to start a questionnaire. They
loaded questions such as income levels, number of
are generally used later at the analysis stage to stratify
family members killed, injured, or missing should be
and compare results. Annex B provides common
placed at the middle or the end of the questionnaire,
classification questions.
when rapport between enumerator and respondent has
been built (Oppenheim 2001, Brace 2004). Also, group
Organise: Questions should be numbered individually,
questions on related topics together and maintain the
clearly spaced and visually distinct from one another.
chronology of events.
Order: The order of a questionnaire is of key
Repeat key questions: The interview is a learning
importance: if questions jump from topic to topic,
process between enumerator and respondent (and
respondents will get confused and either give faulty
also often verbally involves bystanders). Therefore, it is
answers or there will be high dropout rates and less
common that the respondents adapt their
accurate information. This is a particular risk for multi-
understanding of concepts during the course of the
sector questionnaires, where different topics,
interview. By implication the respondent would have
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ACAPS Technical Brief - Questionnaire Design
answered an early question differently, had they supports the definition of concepts which make
understood its wording in the perspective that sense in all languages.
subsequent questions are set. It is therefore legitimate, For some studies, there may not be a full
if not always comfortable, to ask key questions again questionnaire to translate. Instead, topics,
towards the end of the interview. They have to be dimensions, and perhaps numbers of items may be
properly framed: “Now that we have exchanged so set out in one language; the questionnaire is then
much information, can you estimate again how many developed in another language on the basis of
families have returned to this community?” these. Although elements of ‘translation’ of
concepts are involved in this situation, it is best
Visual cues: For interviewer-administered thought of as foreign language implementation of
questionnaires, ensure that instructions that are to be design specifications. In this situation, a
read aloud to respondents are different from questionnaire in the language of the specifications
instructions that are only for the enumerator; for may never appear or only appear at a later stage to
example, set off by italics, CAPS, bold type, or allow designers to discuss its implementation.
parentheses. Emphasise crucial words in each
question by using a different font. Design of the questionnaire in the appropriate
language is the preferred option. For situations one and
Space: Space is at a premium in a paper-based two, a three-stage process is recommended for
questionnaire and should be used wisely. If the effective translation:
questionnaire is too cramped, it will be hard to read and A preliminary translation by a person who is fluent
difficult to populate. If space is used too freely the in both languages and well-informed about the
questionnaire will become unwieldy and expensive to objective of the study, the intent of each question
print. Researchers have to make sure that the size of and humanitarian terminology.
the font is large enough to be read in the conditions Once the preliminary translation is complete, it
where the interview may have to be administered – should be translated back to the original language
including poorly lit areas. If you highlight some section by someone with bilingual and bicultural expertise
using colour, consider that the questionnaires will who has not seen the original language version of
probably be printed in black and white. the questionnaire. Discrepancies must be examined
and the translated questions must be redrafted and
Observations: Always leave space in any questionnaire back-translated again if necessary. This procedure
for field team observations, as these can reaffirm or of translation and back-translation may require
contradict information from a respondent, therefore several iterations until the translated version is
strengthening the validity and credibility of the data. satisfactory. If possible, new translators and
evaluators should be used at each iteration.
Step 7: Translate Testing for cross-language and cross-cultural
equivalence between the translated and original
Decide at an early stage whether a translation of the versions. Once the preliminary translation is
tools is required. Translation is costly, time-consuming complete and evaluated, the translated
and, if done inappropriately, can greatly reduce data questionnaire is tested for cross-language
quality and accuracy. According to Harkness and equivalency by administering both versions to
Schoua-Glusberg (1998:3), three basic situations may bilingual and bicultural respondents and comparing
be distinguished: the two sets of responses. Half of the respondents
are given the original language version to complete
A common point of departure for translation is what first while half are given the translated version first.
we call a source language questionnaire (SLQ) in Testing for equivalency in this manner is important
finalised form. In a finalised questionnaire, every because back-translation cannot pick up certain
component has basically been decided and fixed. In kinds of problems (e.g., poor translation that is
European multi-national and in international hidden by compensation skills of good interpreters).
projects, the SLQ is often in English and is finalised Strong correlation between the responses in the
before translation starts. two versions of the questionnaire is indicative of
Occasionally, translation begins when the SLQ is cross-language equivalence.
still at the drafting stage. The aim here may be to
use advance translating to refine the draft towards When limited resources prevent such a carefully
a final version. Advance translation at an early stage planned translation, particularly in instances where
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ACAPS Technical Brief - Questionnaire Design
respondents are few but vital to the study, less time for important aspects of questionnaire design
structured and systematic alternatives can be used. such as translation and field-testing.
These include simultaneous interpretation provided by Ensuring that the questionnaire used for post-
bilingual field teams or interpreters. The lack of disaster needs assessment are coordinated with
standardisation in these techniques, however, can other surveys and assessments (e.g. MICS,
easily introduce bias into the data. If the questionnaire national census) is important in being able to
is printed in language A (e.g. English), but field teams compare information. Look for standard
orally use languages B, C, D, etc. (e.g. local languages), definitions of key concepts in the development
it may be helpful to codify key terms in a multi-language sector that already exist in both English and local
glossary handed out and rehearsed during enumerator language from the outset of the questionnaire
training and reviewed during the pre-testing phase design process.
Once key concepts and individual questions have
Example: Bangladesh been translated, it is useful to maintain these so
In Bangladesh, the Joint Needs Assessment (JNA) that they can be used again without having to
Project provided an opportunity to engage in post- duplicate previous efforts. Questionnaires will
disaster need assessments preparedness at the continue to be changed and adapted over time and
country level. This included adapting global for specific emergencies.
assessment tools and good practise to the country Keep corresponding versions of English and local
context and the disaster profile of Bangladesh and language questionnaires together with user-
building the capacity of staff from a range of friendly file names and the same English headers
organisations to carry out better assessments. In and footers to ensure that everyone involved in the
Bangladesh, the working language of that assessment (local language and English speakers)
humanitarian and development organizations is are all working form the same version of the
English, so questionnaires and explanatory materials questionnaire.
were first developed in English. Once the tools had
been developed there was a need to translate them into
Bangla for the field staff responsible for administering
Step 8: Field test and adapt
the questionnaires and to ensure that concepts were
translated and consistently understood.
Always, always, always test the questionnaire! In the
interest of time, a field test is often omitted in the
In spite of the large number of development
immediate aftermath of a crisis. However, a pre-test of
organisations working in Bangladesh, the translation of
the assessment can prevent costly errors.
humanitarian concepts was challenging. A voluntary
The pre-test serves three functions:
working group was formed with individuals
It tests the suitability of the questionnaire and its
representing different organisations involved in the
elements.
JNA Project and with skills in different sectors. This
group of native Bangla speakers translated the It tests the competency of the staff members.
questionnaires because they thoroughly understood It tests the degree of understanding and
the concepts and the intent behind the questions. cooperation that can be expected from
Having a dedicated group work on the translation respondents.
enabled discussion around the specific choice of
wording to make sure the translation was as accurate Regarding the first function, the pre-test indicates
as possible. whether:
Questions do not provide the required results and
should be deleted or adapted.
Some key lessons on translation from the Bangladesh Multiple-choice options have to be adapted or
experience: expanded. This will standardise responses and
Professional translators may not understand the thereby facilitate data processing.
concepts being conveyed in a humanitarian The duration of the questionnaire, resulting in more
assessment – working with humanitarian workers realistic resource planning.
who speak the language is essential.
Even when assessment preparedness is Before spending resources on testing the questionnaire
undertaken, organisations involved have with actual respondents, solve as many problems as
competing priorities and it can be difficult to make possible. Going through the questionnaire with
17
ACAPS Technical Brief - Questionnaire Design
colleagues who have not worked on the project can go often not feasible in the first phases of a humanitarian
a long way in identifying errors. The least structured crisis, this approach is recommended once resources,
and often quickest evaluation method is expert review, particularly time, are available (Willis 1999, Harris
in which one or more experts critiques the 2014).
questionnaire. Try to include colleagues with
experience in designing questionnaires, nationals of Findings from the field test are incorporated into the
the country where the assessment will take place final questionnaire and changes to the enumerator
and/or people with expertise in the topic of interest. manual are introduced if necessary. If the
questionnaire has been translated, the support of a
Afterwards, test the questionnaire with three to ten translator will be needed at this stage.
respondents, under conditions similar to those of the
assessment. One of the main objectives of the test is Step 9: Instruct field teams
to find out if respondents answer the question in the
intended way. To get an understanding of thought One of the objectives of a questionnaire is to
processes, ask respondents to think out loud, systematise responses. This is relevant for quantitative
describing in words how they are thinking. If that is too and qualitative studies alike, as it allows for
difficult, introduce verbal probing through questions comparison of results between different (groups of)
such as ‘how did you arrive at that answer?’, ‘Was it respondents. A systematised assessment means that
easy or hard to answer?’, ‘You were laughing when I all respondents are exposed to a similar questionnaire
asked you this question, why?’ This can either take experience. In that way, variations in answers are a
place after every question, so people still remember it reflection of a differing situation, instead of a difference
well, or once the survey is done to avoid disrupting the in how the question was asked or understood.
natural flow of the questionnaire.
However, communication is inherently unpredictable
Items to monitor during the field test
and despite a questionnaire’s best efforts, meanings
If ‘skip questions’3 work
are negotiated in every interview. The interview is a
How long it takes to administer each question learning process for both enumerator and respondent.
When respondents ask for clarification of a Questionnaires are therefore an instrument of
question and why compromise between striving for predictability and
The cause of Do Not Know (DNK) or Not replicability, and the realities of communication
Applicable (N/A) answers. between individuals. The chosen interview approach
The consistency of the data affects how this compromise works in practice:
Which questions are considered sensitive and/or
difficult to answer Standardised interviewing. All members of the field
The translation and understanding of the teams administer the questionnaire in exactly the
respondents same way, using standardised wording. When a
respondent does not understand a question or has
The output of this type of field test consists of both follow-up questions, only neutral probing is allowed: for
Respondent answers to the questions and their instance, rereading the question or using phrases such
thought processes. as ‘let me repeat the question, is that a yes or a no, the
Field team’s assessments of how the questions definition of this word is whatever it means to you’.
worked, including all aspects of the questionnaire Standardised interviewing is fast and, if done well,
and additional materials. reduces enumerator-induced effects. However, if the
The duration of the questionnaire, resulting in more questions or response options are unclear, it could
realistic resource planning. result in inaccurate answers. In addition, it makes it
much more difficult for the enumerator to establish a
A pre-test turns into a pilot test if it not only reviews the relationship with the respondent and is inappropriate
draft questionnaire, but also the entire fieldwork plan, when dealing with a crisis-affected, and likely
including supervision methods, data entry and written traumatised, population.
materials such as enumerator manuals. While this is
3An example of a skip question is: Have you harvested wheat this of a skip question is to suit the interview to the specific situation of
season? If yes, go to question 2. If no, go to question 3. Question 2: the respondent and avoid inappropriate and irrelevant questions.
how much MT wheat have you harvested this season? The purpose
18
ACAPS Technical Brief - Questionnaire Design
The standardised approach requires a simple, clear Rationale of each question and the enumerator
questionnaire, which has been thoroughly pre-tested manual (if available)
and, if possible, an enumerator manual. This approach Practising data collection and using the
is recommended when : questionnaire, including pre-testing and possibly
There is a high risk of enumerator-induced effects, field testing
for instance in a politically charged setting, or if Recording of the data
capacity is limited. Selection of information sources (e.g. how to
The interview should be as quick as possible. select a household) and instructions if the team
cannot reach the location or find the respondents
Conversational interviewing. Within this type of Logistics and work plan
interview, the enumerator and respondent work The sampling plan and pre-identified sites to visit
together to assure the question is understood as for each team
intended. The goal is to standardise the meaning of the
question, not the wording. Conversational interviewing Develop and circulate accompanying documentation
increases accuracy, as it is more likely that (enumerator manual), which includes the key training
respondents answer questions as intended. However, takeaways (e.g. definitions, guiding principles) as well
the process is lengthier, and requires highly trained, as information on assessment logistics, such as
capable field staff and sufficient resources. It is contact details of relevant staff members, maps,
recommended when: instructions in case of incident, etc.
There is limited time, knowledge, or capacity to
develop questions that are likely to be understood in Include all assessment staff in the training: All staff
the same way by all respondents. need to participate in the training, including data entry,
The questionnaire includes a number of complex administrative staff and analysts. This is important to
and/or sensitive questions. ensure staff get to know each other and are aware of
Field staff have the ability to understand the the instructions that were given to others. Assessment
concepts and intentions motivating the question, staff can, as a result, support each other during field
and to find ways to translate them into an work and participate in daily debriefings or joint
alternative formulation that makes sense to the analysis sessions.
respondent.
At least two days should be reserved for the training.
Train assessment staff. Whatever approach chosen, This must be increased if there has been no
the field teams should be trained and monitored to preparedness or if insufficiently qualified staff are
uniformly administer the questionnaire. available. This will save considerable time when
processing data at the end.
Even if the questionnaire is well designed, there is no
guarantee that field teams will stick to the correct Employ trainers who have been involved in the
interpretation of the questions. Comprehensive training methodology and questionnaire design. For data
in the use of the questionnaire is pivotal. During the collection exercises using large field teams, ensure all
training, review and explain each question, provide trainers deliver consistent messages to the field teams
clear instructions on how to conduct the interviews, and check that these messages have been consistently
explain bias and how to mitigate its influence. understood by the participants.
A basic training lasts at least two days and includes Step 10: Review the questionnaire
modules on:
Humanitarian principles and the importance of After the data has been collected and analysed, the
impartiality in data collection process of questionnaire design is not yet complete.
Assessment objectives As a final step, it is key to conduct a final
Sampling and non-sampling source of biases in comprehensive review of the questionnaire in order to
field assessments identify lessons learned for future assessments.
Data collection technique(s)
Role and responsibilities of the team leader and Review the questionnaire, enumerator debriefing forms
the enumerator, including job descriptions and and analysis results to assess the effectiveness of
interviewing approach each question. Ideally, the review is done in a group
setting involving different stakeholders, including
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ACAPS Technical Brief - Questionnaire Design
enumerator team leaders, translators and analysts, in take to reach the closest market by foot? (in
order to obtain different perspectives. Identify if and minutes)
how each question could be improved based on Ratio: the order of the values and exact difference
enumerator feedback and the quality of the data between these is known. There is a "true zero"
produced. (such as weight, length, currency). Example: How
much did you spend on food over the last 7 days?
Document and share the lessons learned among all (in national currency)
assessment stakeholders to incorporate into future
questionnaire design. Share with the appropriate Nominal and ordinal categories are qualitative in nature
coordination mechanisms, existing assessment and only limited statistical manipulation can be
registries and/or country-based archives. performed on findings of this type.
20
ACAPS Technical Brief - Questionnaire Design
Only use open-ended questions when really required. If yes, what is the main problem (tick only one)?
Open-ended questions are more resource-intensive Not enough food
than their closed-ended counterparts, as more time is Low quality food
spent answering the question, taking notes, and No cooking facilities
processing and analysing the results. This often results No cooking utensils
in a lot of information that is collected but never No cooking fuel
analysed because of time limitations. Therefore, in Other, specify________________________
emergencies, closed-ended questions or open-ended
questions with pre-coded responses should be the
default option.
21
ACAPS Technical Brief - Questionnaire Design
Ranking question: Within the question, the respondent Example: To what extent are food items available on the
is requested to rank different options by order of market (circle only one)?
importance or preference. These questions provide a
useful insight into priorities as perceived by the All items No ms
1 2 3 4 5 6 7 8 9 10
assessed population. available available
Likert scales are used to assess an individual’s This type of question is normally accompanied by a
perception or feelings. Respondents may be offered a large ‘do not read these options out-loud’ warning.
choice of five to nine pre-coded responses, with the However, the field teams will often be tempted to share
neutral point being neither agree nor disagree. some options as an example. When reading out
several, but not all options, there is a substantial risk
Example: People are able to raise concerns and that the respondents chose one of the mentioned
grievances related to aid provision (tick only one): options over others. Hence, the questions should be
Strongly agree simple and unambiguous. If absolutely necessary,
Agree example answers could be included in the question to
Neutral steer the respondent in the right direction.
Disagree
Strongly disagree In closed questions, the question wording and
response options determine the direction of the
Differential scales ask a person to rate a statement or response. For open-ended questions, the main data
situation according to an up to ten-point rating scale collection instrument is the assessor, and not the
that has two bi-polar adjectives at each end. The “questionnaire”.
following is an example of a differential scale question:
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ACAPS Technical Brief - Questionnaire Design
However, without the response options, it is more Design questions that are interpreted in the same way
difficult for the field teams to understand and transmit by all respondents: There are many examples of
the rationale of a question. Hence, the training must misunderstanding of what seem to be everyday words.
ensure that the field teams understand the intent of the A review of lessons learned from assessments in the
question and the concepts involved. Syria crisis for instance found that the definitions of
household, orphan and child marriage as used within
Question wording Syrian communities differ from definitions used by
international organisations (SNAP 05/09/2013).
Obtaining accurate answers from respondents
The following adjectives have highly variable meanings
depends strongly on the researcher’s ability to write a
and can be understood differently: clear, most,
question that respondents understand, can answer and
numerous, substantial, minority, large, significant,
limits respondent bias.
many, considerable and several. While it is not always
possible to avoid these terms, always consider whether
MAKE QUESTIONS UNDERSTANDABLE
it is possible to choose alternatives. Alternative
Keep it simple: To capture valid responses, both the
adjectives that generally have a more common
enumerator and the respondents should be able to
understanding are: lots, almost all, virtually all, nearly
easily understand the questions. Try to keep the
all, a majority, a consensus, approximately half, a small
question under 25 words and the language as simple
number, not very many, almost none, hardly any, a
as possible. Please note that what is considered
couple, and a few (Bradburn, Sudman, Wansink, 2004)
simple differs by language and should therefore be
adapted to the language of the questionnaire.
Change terms without a clear unit of measurement into
numbers or percentages:
Example: Complex vs simplified terms
Change Into
Proximity ▶ Closeness How much time, How many
Leisure time ▶ Free time How long hours/days/weeks/etc.
Priority ▶ Most important
Employment ▶ Work How often,
How many times in the last 7
How frequently,
days/30 days/etc.
Example : Double negative questions Do you regularly,
DON’T: Isn’t it true that specific vulnerable groups have Do you usually
not been identified yet?
Time periods can also cause confusion. ‘The past
DO: Have specific vulnerable groups been identified? week’ will mean ‘since Sunday’ for some, while others
will interpret it as ‘during the last 7 days’ so make sure
Use font styles such as bold, italics, etc. to highlight your questionnaire is specific.
important words and phrases, making it easier for the Instead of Ask
enumerator and respondent to understand the core of In the past week ▶ In the past 7 days
a question. In the past month ▶ In the past 30 days
In the past year ▶ In the last 12 months
Use clear transition statements: The order of questions or in the calendar year 2014
can cause misunderstanding when the respondent is
unsure if the parameters of a question apply to a Make sure the question stem and the answer choices
subsequent question. match each other: Consider the next example:
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ACAPS Technical Brief - Questionnaire Design
Ask one question at a time: In many questionnaires, Facilitate recall of information: Avoid using long and
respondents are requested to answer two questions at vague reference periods such as ‘last year’, or ‘before
the same time. This confuses not only the respondent, the crisis’. Instead use time periods that are easy to
but also challenges analysts, who will have to interpret recall and will be interpreted similarly by all
one answer to two questions. respondents. Examples of such time periods are:
‘during the same time last year’, ‘during the rainy
Example: season’. Use context-specific events such as national
DON’T: What is the status of sanitation facilities and of holidays, school holidays, elections and the crop
the water supply utilised in this location/district? calendar to help respondents recall the period.
Limit the number of difficult questions: The following DO: During the past seven days, how many days have
type of questions are generally regarded as difficult: you consumed cereals such as bread and rice?
Open-ended questions
Recall questions (the further back into the past For more important events, including hospital visits or
respondents are asked to recall, the more difficult security incidents, it is more likely that the respondent
they will find it and thus the less accurate the will be able to speak to a long recall period.
information).
Questions that requires respondents to rate items Example: Four months ago, Typhoon X struck. How
on a scale many times have you, yourself, visited a health centre
since? (Oppenheim 2001)
A question requesting an explanation of a particular
choice, e.g. “why did you choose to settle in this
Only ask for percentages if the denominator is clear.
camp instead of other camps in the region”?
Sensitive questions about sexuality, drug usage,
Example:
personal hygiene, alcohol usage, violence, safety,
DON’T: On average, what percentage of your time do you
etc.
spend fetching water?
MAKE QUESTIONS ANSWERABLE DO: How many hours a day, on average, do you spend
Adapt question to the expertise of the respondent: fetching the water required to meet household needs?
Respondents should be asked questions that they can
answer truthfully. Hence, questionnaires are to be To be able to answer the first question, respondents
adapted to the preferred language and specific need to know what is meant with ‘your time’ (all hours
vocabulary of the respondent, taking into account that household members are awake?) and calculate
his/her educational level and experience. the percentage. Only few respondents will be able to
accurately do both.
The abbreviation ‘NGO’ or terms such as ‘coping
mechanism’, ‘vulnerability’, ‘in need’ are appropriate However, there are some situations where asking for
when surveying humanitarian workers. However, percentages is desirable. It is, for instance, much
these concepts should be clearly explained when easier for respondents to provide an estimate in
included in a questionnaire for key informants or percentages instead of an actual number. A question
households. An assessment with a large number of ‘do to key informants along the lines of ‘According to your
not know’ or no responses is an indication that best estimate, what percentage of the population in this
questions are too complex and ill-adapted to the village is in need of food support as a result of the
context. earthquake?’ can provide useful information about the
magnitude of a crisis in the immediate aftermath.
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ACAPS Technical Brief - Questionnaire Design
Starting with a base of ten helps respondents with Use categories that make sense: The options provided
estimating percentages: in closed questions require just as much consideration
as the actual question. When designing multiple choice
Example: “For every ten children of school-going age in questions, ensure that:
your community, how many do you think are currently The option list includes all possible answers.
going to school?”
Categories on the list are mutually exclusive.
Numeric categories are as broad and detailed as
Funnel, funnel, funnel: Screen possible respondents to
needed.
make sure each question can apply to all people
exposed to the questionnaire. If not, use skip logic to
Ensure all scales:
avoid asking questions that cannot be answered by
the respondent. Are adapted to the local context. In areas with high
school attendance rate, a scale can for instance be
Example: mirrored to the school grading system to facilitate
DON’T: How would you compare your current crop understanding.
harvest to last harvest (significantly increased, Include categories that clearly discriminate
increased, same, decreased, significantly decreased) between different settings and are
mutually exclusive.
DO: Have you harvested crops this year and during last Are of reasonable length – shorter
season? If no, skip following question. If yes: How would is usually better. However, ensure
you compare your current crop harvest to last harvest the scale is of sufficient length to
(significantly increased, increased, same, decreased, clearly discriminate between
significantly decreased) different settings. If all responses
to the question for instance fall
Include ‘Others’ and ‘Do not know’: The purpose of using within the highest bracket of a
defined responses is to organise the answers so that three-point scale, a more detailed
they can be analysed; it is not to lead the respondents. scale is required to generate
To capture answers that were not envisaged during the useful data.
questionnaire design, include an ‘Others, please Are appropriately defined and
specify________’ category. It is particularly important labelled to help respondents
that recording these responses (not just checking the distinguish between levels.
box “other”) is stressed to the field teams during
training. Scales can be unipolar, the presence or absences of an
attribute, or bipolar, with two complete opposite
During the data processing stage, recode these attributes. Consider the use of bipolar scales to capture
answers to create common categories and see if the full range of possible response, unless what is
patterns emerge. Sometimes, even after field testing, going to be measured does not have a clear opposite.
there will be unexpected responses that come up
multiple times and require attention. Example:
How satisfied were you with the food aid that you have
Similarly, adding a ‘Do not know’ option is crucial to received?
ensure respondents or field teams are not forced to
provide a response. Even the most appropriate DON’T: Unipolar scale from Not at all satisfied to Very
questionnaires will not be able to solicit responses for satisfied
all questions from all respondents. Hence,
assessments that do not generate any ‘Do not know’ DO: Bipolar scale from Very dissatisfied to very satisfied
responses should be as carefully scrutinised as those
with a significant number of these responses. MINIMISE BIAS
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ACAPS Technical Brief - Questionnaire Design
answer should be or indicate the researcher’s own List of topics considered sensitive:
views. Private information, including information on
income or unique identifiers such as refugee
Example of loaded words include democratic, regime, registration numbers.
opposition, free, healthy, natural, regular, modern, etc. Information on breastfeeding and menstruation.
Words and phrases that are more or less neutral in one Illegal behaviour, such as human rights violations,
context or to one group of people may be highly loaded illicit sources of income and participation in
in another context or to another group. Leading armed groups, including information on pressure
questions often sneak in when formulating probes and to be involved in such activities.
follow-up questions. Socially stigmatising behaviour. During the Ebola
outbreak in 2014/2015 in West Africa, asking
Example: about Ebola survivors in a household was
DON’T: Why do your children not go to school more perceived as highly sensitive as Ebola survivors
often? and their families were often stigmatised.
Information that can endanger the respondent. In
DO: What are the reasons that the school-aged children conflict settings, questions on the behaviour of
in this household are not able to regularly attend school? warring parties can for instance result in
repercussions for the respondent.
The categories offered can also have an effect on
responses. Respondents will often adapt their answers (Tourangeau and Yan 2007, Kreuter, Presser,
to adjust for their sense of how much they engage in Tourangeau, 2008)
the activity relative to ‘what is normal.’ In the following
example, households might be hesitant to report Collecting sensitive information is one of the most
anything below ten times a week: challenging tasks in humanitarian assessments, but
there are several ways in which sensitive topics can be
Example: included:
How many times per week do you wash your hands with
soap AND water (tick only one)? Disguise the question. Including ‘taking children out of
school to work’ in a long list of possible coping
<10 times mechanisms can for instance provide information on
10 to 25 times the prevalence of child labour.
>25 times
Collect data on an aggregate level: Sensitive individual
In many cultures, hygiene-related questions are protection-related issues are often discussed on a
considered sensitive. It is likely that several community level instead of on a household level, for
respondents will inflate the number of times to better instance through community group discussions.
suit the categories or perceived social norm. Asking a community group the question ‘have there
been instances of violence or abuse against girls or
Identify and carefully introduce sensitive questions: women within this village?’ is more likely to capture
When confronted with sensitive topics, some information on gender-based violence than a similar
respondents will adapt their response to avoid household-level question will.
embarrassment or repercussions from third parties.
There are questions that are undoubtedly sensitive. Assuring confidentiality, emphasising the importance
Asking households about the frequency of domestic of accuracy and reducing or eliminating the role of the
violence within the house, or child abuse, is unlikely to enumerator (e.g. through web surveys) are other
generate truthful responses. However, there are also strategies to facilitate sensitive data collection.
questions that might not seem sensitive to the
researcher, which the respondent considers sensitive, Many questions are loaded with prestige and some
and vice versa. Whether or not a question is sensitive people will claim to earn, wash or eat more than they
can be identified during the testing phase, by including actually do. There are several ways to mitigate this
a question such as ‘Do you think that the following bias:
questions might make people feel uncomfortable and
falsely report or exaggerate their answers?’.
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ACAPS Technical Brief - Questionnaire Design
27
ACAPS Technical Brief - Questionnaire Design
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ACAPS Technical Brief - Questionnaire Design
The list of criteria below is based on five different The following factors impact the time or effort required
UNHCR/MIRA workshops and is particularly relevant to generate the required information:
for prioritising information needs during rapid, multi-
sectoral assessments in the immediate Information volume and accessibility
aftermath/escalation of a crisis. Existence of a data source: if there is no source that
provides reliable and accurate information, do not
OPERATIONAL IMPORTANCE OF THE INFORMATION waste time looking for it.
Willingness of respondents to provide the
The following criteria help to define if the question is information, particularly with information perceived
relevant or appropriate to the type of exercise: as sensitive.
The most appropriate data collection method for
Relevance and appropriateness to the activities planned the information needed and the timeframe available
and at this phase of the emergency to analyse it. Community group discussions are
Information is relevant to the agreed and defined harder to interpret and take longer to collect and
objectives of the needs assessment. analyse, compared with key informant interviews or
Information allows for comparison and direct observation.
prioritisation between affected groups, sectors and Unit of analysis: household data generates more
areas. data than household interviews.
Information helps to understand the impact of the Accessibility to the area (security, logistics).
crisis and the identification of foreseeable risks.
Information is required to design targeted “Shelf life” of the data
interventions and prioritise the first groups of How dynamic is the context, speed, rate, direction
beneficiaries. and scope of change?
Information is relevant for fundraising, advocacy Fluidity of the topic measured.
and resource allocation.
Stakeholder coordination
Relevance to multiple end-users The degree to which stakeholders understand and
Information is relevant for more than one sector. agree on the rationale and objectives behind the
Information is not available through other avenues. assessment.
Information relates to sectors where there currently The degree to which stakeholders understand that
is no capacity to assess or respond. a coordinated assessment will not result in the sum
of all the rapid assessments forms for each cluster.
Representativeness of the affected population
The information generated concerns a sizable Validity and quality of the data
proportion of the population (measuring conditions Qualifications and experience of available
that affect only a small minority of the population is assessment teams.
more appropriate at a later stage of the crisis). The degree to which the data collection instrument
Information reflects the diversity of the impact and has a clear and chronological structure and has
the needs of the affected population (e.g. gender, been field tested before the coordinated
age, minorities, groups, different locations, etc.). assessment:
Information enables the affected population to
voice their concerns, for instance, by allowing
respondents to identify and/or prioritise needs.
29
Annex B. Debriefing form Humanitarian access : What is the Sector (e.g. health) Confidence level 1 2 3 4 5 6
Impossible access
impact of each of the following
Moderate impact
Nber in normal Nber of people requiring Nber of people requiring
High impact
Low impact
in the affected area? 0 1 2 3 4 5 6 7
teams collecting data during a multi-sectoral assessment.
A separate form should be used for every site visited, and
populated as soon as possible after data collection. Code underlying factor ⇩
Humanitarian access to the affected population Top 3 priority 1st
Movement and travel restrictions for problems and
Background data 2nd
relief agencies, personnel or goods underlying
Name of debriefer
factors 3rd
Date debrief Interference in the implementation
Top 3 coping 1st
Location debrief of humanitarian activities by
mechanisms of
Enumerator name/code powerful groups or persons 2nd
the population
Violence against relief agencies’
3rd
personnel, facilities and assets
Main obstacles encountered during field data collection Access of beneficiaries to relief Top 3 affected 1st
(e.g. logistics, security, questionnaire, willingness of population to participate) Restrictions on affected population groups most at
2nd
’s access to services and risk and in need
of assistance 3rd
assistance
Top 3 priority 1st
Denial of the existence of
interventions
humanitarian needs or the 2nd
required
entitlement to humanitarian
assistance 3rd
Security and physical constraints
Ongoing insecurity/hostilities Multi sector (male/female) Confidence level 1 2 3 4 5 6
affecting humanitarian assistance
Nber in normal Nber of people requiring Nber of people requiring
Obstacles related to terrain, climate,
Assessment location data situation assistance immediate assistance
lack of infrastructure
Governorate 0 1 2 3 4 5 6 7
Presence of mines and explosives
District
Subdistrict Top 3 sectors 1st
Availability of basic needs and services requiring priority
Village/ location 2nd
assistance
Type of settlement e.g. rural, urban, camp, non-camps, etc.
3rd
Type of group assessed Only if assessment is at the group level
Top 3 affected 1st
GPS coordinates If possible groups most at
risk and in need of
2nd
Date of data collection
assistance 3rd
Top 3 vulnerable 1st
groups most at
2nd
risk and in need of
assistance 3rd
30
Annex C: Metadata and References
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