Transcript Slide 1
Developing Surveys for the Outcomes Assessment Process Kim Anderson Course Evaluation Subcommittee Chair Summer 2009 What is a Survey? NOUN: pl.sur·veys (sûrv ) A detailed inspection or investigation. A general or comprehensive view. A gathering of a sample of data or opinions considered to be representative of a whole. The process of surveying. (From the American Heritage Dictionary) Assessment instrument that measures a characteristic or attitude that ranges across a continuum of values or identifies a value or belief on a rating scale. Typically use a sampling of data to be representative of a whole that is being studied. “Surveying for Surveying’s Sake” Is Problematic Distinct and Practical Purpose • If not distinct then will get frequent changes in the survey • If not practical then will get fatigue from all involved and poor expenditure of resources – – – – • • Survey fatigue Bureaucratic fatigue Assessment fatigue Audience fatigue Low quality Indirect vs. direct assessment issue • “One shot” assessments are less valuable than continuous assessments If any issues arise or persist: Do not use a survey Purpose Preliminary Planning • Confronted with a need for information (questions it should answer) • Be specific, clear-cut, and unambiguous as possible with needed information (focus) • Best possible way to ascertain desired information • Write as few questions as possible to obtain information • Trade-offs exist Survey Development • Step 1: Decide to whom and how the survey will be administered. • Step 2: Determine the content and wording of each question. • Step 3: Determine the structure of response to each question. • Step 4: Establish the sequence of questions. • Step 5: Design the format and appearance. Step 1: Decide to whom and how the survey will be administered. • Sample Size – General population/All – Sample = Portion of a population of interest (scientifically chosen or reliable projection or randomly selected) • Collection of Data – In-person, mail, e-mail, phone (paper surveys assume literacy and are time consuming to manage) – Optical Mark Reader, e.g. use a No. 2 pencil (requires a machine to read answer sheets) – Web-based, e.g. Survey Gizmo (online surveys are convenient, but often assume respondents have access to a computer, are technologically literate, and feel comfortable responding in an electronic format) • Professional & financial resources available Step 2: Determine the content and wording of each question. • Appropriateness based on purpose • Eliminate unnecessary questions – Is this a double-barreled question that should be split or eliminated? – Can the respondent answer this question? (too long ago or worded in a way that might sway) – Will the respondent answer this question? (personal) • Appropriate wording – – – – Not too vague or confusing Avoid double negatives Unfamiliar terminology (lingo) Loaded terms (sensitive/controversial questions) Step 3: Determine the structure of response to each question. • Open-ended: Not one definite answer; answer in their own words; requires the necessary time and effort to answer; yields quotable material; difficult to analyze; factor in time and effort for data compilation • Closed-ended: finite set of answers to choose; easy to standardize; data gathered lends to analysis; more difficult to write (must design choices including all possible answers) Closed-Ended Types • Likert scale: How closely feelings match the statement on a rating scale • Multiple choice: pick the best answer(s) from the finite options • Ordinal: Rank ordered for all possible answers; rate in relationship to others • Categorical: Possible answers are in categories; respondent must fall into exactly one • Numerical: Answer must be a real number Closed-End Samples Type Example Likert Strongly Disagree 1 2 3 4 Strongly Agree 5 Multiple choice Why don't you use the school's cafeteria services? (circle one): a.It's too expensive. b. The food quality is poor. c. The location is inconvenient. Ordinal Please write a number between 1 and 5 next to each item below. Put a 1 next to the item that is MOST important to you in selecting an on-line university course. Put a 5 next to the item that is LEAST important. Please use each number only ONCE. Categorical Place the cursor over your category and click. Numerical How old were you on your last birthday? Responses to Questions General Suggestions • Scale Point Proliferation: Too many points on a rating scale (more than 5) is confusing and hairsplitting • Order of Categories: Better to list a progression between a lower level to a higher • Category Proliferation: Minor distinctions among categories are not useful; brevity • “Other”: With a few exceptions, avoid this option Step 4: Establish the sequence of questions. • First Part = easier questions (gains cooperation) • Middle Series = most important topics • End of the survey = demographic and other classification questions • Conclude with a thank you. Step 5: Design the format and appearance. • • • • Attractive, clearly printed, and well laid out Appealing and simple to complete Quality engenders better response Representing program and the college No Survey is Perfect • Fallacy of Perfection – Ask for feedback in each step of the development process – Ask colleagues both in and out of the program or discipline for reactions and suggestions – Beta test – Many GREAT surveys have “crashed and burned” in prior revisions; just be patient • Administration – Cover Letter or script to provide consistency – Address protection of confidentiality Surveys and Outcomes Assessment • Survey creation is the beginning of the process • Consider analysis requirement (statistical or otherwise) during survey development Types of statistical analyses: ✓ Descriptive statistics (means, medians, etc.) ✓ Correlation analysis ✓ Regression and logistic regression ✓ Graphs: Bar, Boxplots, ANOVA, etc. • Keep it simple—present basic, descriptive data regularly; More nuanced analysis is possible if there is a need to ✓ demonstrate differences (ANOVA, t-test) ✓ demonstrate correlation (basic spearman’s correlations) ✓ explain causation (regression) • Resources needed and available • Responder anonymity and data confidentiality • Key findings = presentation plan to improve service and student learning Surveys and SLOs 1. 2. 3. 4. 5. 6. Survey assessments are considered indirect assessments. Therefore, it is best to compare findings with direct assessments of student learning. Survey assessments can be very useful for observing ✓ what students believe they are learning, ✓ what alumni feel that have learned, ✓ how well employers feel graduates have been prepared. Survey assessments create very useful findings if a program is concerned about the quality of student preparation (i.e., employer, mentor, or work experience surveys). Closed-ended questions are derived from the content knowledge. Open-ended questions lead to qualitative analysis that can be compared with closed-ended responses. Open-ended survey responses can also be analyzed to detect trends or concerns. Useful information can be gained through the systematic analysis of open-ended questions. Final Thoughts • Well-crafted surveys are methods of describing opinions, or even describing changes in perceptions and attitudes • More work is involved in creating surveys and managing the survey process than usually anticipated • No survey is perfect; it is often best to combine a survey-based assessment with an assessment involving direct assessment of process or performance • That said, survey information can be useful • Questions? Thank you.