Questionnaire design Clause Samples

Questionnaire design. The survey instrument contained 39 questions covering a range of areas from demographic information to SRH behavior. One translator was hired to translate the survey instrument and informed consent form from English to Latin-script Serbo-Croatian. Resources were not available to hire a second translator to check the translation by translating from the local language to English, but the materials were reviewed by other CARE staff with knowledge of both languages. The questionnaire was administered along with the informed consent form, and an unmarked envelope was also provided. Study participants provided verbal consent. After completion of the survey, respondents sealed the questionnaire in the envelope and submitted the envelope and signed informed consent form to the survey administrators. The first section of the questionnaire dealt with demographic information, such as age, ethnic identification, religious affiliation, university, and field & year of study. In the second section, which dealt with sexual health and behavior, respondents were asked about general RH behavior, STI status, and condom usage. The third section dealt with intravenous drug use (IDU), and the final section, reserved only for female respondents,dealt with abortion.

Questionnaire design. Questionnaires are designed from a base of general questions followed by more specific questions. In this way the respondent should better understand the purpose and the aim of the research. The questions are mostly closed form to allow the respondent to give a clear definitive response. Moreover, as Bell states “the more structured a question, the easier it will be to analyse” (▇▇▇▇, 2005, p137). Other advantages of closed questions are that they are easy to process, time-efficient and increase the validity of the information (since it reduces the variability in recording the answers) (▇▇▇▇▇▇, 2004, p148). At the same time, the benefit of open-ended questions is taken into account in terms of capturing information not expected by the

Questionnaire design. The Contractor shall provide input to the ISC on the design of the questionnaire, through the Observation and Mathematics Experts, <redacted>. The Contractor shall endeavour to ensure the questionnaires are short and easy to understand to achieve good completion rates. Possible themes for items to include, in agreement with the ISC and the Department, are outlined in Table 4, below: Attitudes to mathematics e.g. academic self-concept TALIS measures of self-efficacy and job confidence Beliefs about mathematics as a subject TALIS measures of job satisfaction Perception of lesson quality TALIS measures on CPD levels Feedback on lesson e.g. classroom organisation, instructional and emotional support Self-report on quality of lesson Questions on lesson organisation, planning, intended outcomes The ISC has determined that the questionnaires shall be paper based. The Contractor shall therefore print, distribute, and collate the completed questionnaires. To maximise response rates, and for efficiency, the Contractor shall ensure the Test Administrator administrates these questionnaires on a ‘whole class’ basis with students and ideally the teacher, in the same sitting as the pre- and post-tests. Agreement to the questionnaires with students shall also form part of the school ‘contract’ signed during the recruitment phase. Data entry, cleaning and transfer. The Contractor shall enter the completed questionnaire data, clean the data and submit to <redacted> and ISC for analysis. The Contractor shall provide input to the ISC on the design of the end of lesson student surveys and shall endeavour to ensure these are short and easy to understand to achieve good completion rates. The ISC has determined that the surveys shall be paper based. The Contractor shall therefore print, distribute, and collate the completed surveys. To maximise response rates, and for efficiency, the Contractor shall ensure the Test Administrator administrates these surveys on a ‘whole class’ basis with students, in the same sitting as the pre- and post- lesson tests and the pre- and post- lesson questionnaires. Agreement to the surveys with students shall also form part of the school ‘contract’ signed during the recruitment phase. Data entry, cleaning and transfer. The Contractor shall enter the completed survey data, clean the data and submit to <redacted> and ISC for analysis.

Questionnaire design. To measure the clinicians‟ perception of the EMR alerting service, a user perception questionnaire was created. It will be an important way to measure whether and to what extent the EMR alerting service prototype meet stakeholders‟ objectives. The whole EMR alerting team, including team leader, technical leader, project manager, and system developer, were engaged to create and modify the content and expression of the questionnaire. In addition, suggestions and comments of persons who have experience in questionnaire design, as well as some clinicians who may have similar medical backgrounds as our intended users were received. The design started with detailed questions or statements, measuring clinicians‟ perception of each project objective. Nineteen questions were firstly created. The modification process helped to update the questionnaire to be more meaningful for evaluation objectives and more relevant to potential responders. Many questions or statements were deleted because it may not relate to clinicians, such as “Alerts have helped me identify public health events” and “The alert system disseminated public health information more efficiently than regular approaches”. Or, they were deleted because respondents may not be the best reviewer of the characteristic of the system and some more objective measures may be better, such as “How often was an alert relevant” and “Alerts have helped to improve health care quality”. Moreover, the respondents‟ perceptions about the statements or questions should be measurable or answerable. For example, “How many minutes did you spend on checking the alert” may be difficult to answer. In addition, many questions or statements were modified because they may not be appropriate. For example, “I find the public health alerts that EMR system provided were helpful,” is not appropriate because the EMR alerting system will be integrated with the clinical decision supporting system, and what a clinician will view will be an “alerts available” icon and several alerts instead of a new EMR alerting system. In this case, the statement that “I find the public health alerts that EMR system provided were helpful,” will be much better as it describes exactly the situation. The final version (table 3) consists of two parts: (1) nine fixed-choice questions; (2) one open response question. Nine questions will be used to measure clinicians' perception in six aspects: overall usability, integration with workflow, relevance, informativene...

Questionnaire design. A Qualtrics1 survey was used to collect participant responses. It is comprised of three tasks in which the children were pre- sented short recordings of read speech and asked to assess the intelligibility, reading accuracy, and identify problematic words for the speakers, respectively. The survey was presented to the children as a fun listening exercise. We framed it in this was as the children were complet- ing an unrelated reading task in the same session as the survey, and we wanted to reduce the chance of the children becoming self-conscious of their own reading skills.

Questionnaire design. CUSC-CCREU surveys run on a three-year cycle, targeting a different group of undergraduate Baccalaureate students each year. Starting in 2014, CUSC-CCREU redesigned the surveys with a core set of questions that is common to all three surveys and questions that are specific to each group of students. The questions for the new 2014 Survey of Middle-Years Students were tested by PRA in focus groups with university students in December 2013 to determine areas where students had difficulty answering questions or did not interpret the question correctly or consistently. This resulted in wording and scale changes to several questions. The final questionnaire for the 2014 Survey of Middle-Years Students can be found in Appendix A. A summary of question topics by survey year can be found in Appendix B.

Questionnaire design. The Contractor shall offer advice on questionnaire design.