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Program Evaluation Essentials: Developing High-Quality Questionnaires

Program Evaluation Essentials: Developing High-Quality Questionnaires. Mary E. Arnold, Ph.D . Associate Professor and 4-H Research and Program Evaluation Specialist. Kinds of Information. What do you want to know ? What will be achieved with the questionnaire ?

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Program Evaluation Essentials: Developing High-Quality Questionnaires

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  1. Program Evaluation Essentials: Developing High-Quality Questionnaires Mary E. Arnold, Ph.D. Associate Professor and 4-H Research and Program Evaluation Specialist

  2. Kinds of Information What do you want to know? What will be achieved with the questionnaire? Is the information you need available someplace else? Only ask questions that will be used! Avoid “nice to know” questions without a specific purpose. What do you want to be able to say with the results? Knowledge What people know; or how well they understand something Self-Assessment What people feel they know about a topic or issue Beliefs, Attitudes, Opinions Behavior or Actions

  3. Kinds of Questions Open-Ended “What is the one main benefits for youth participating in the 4-H Horse program?” ________________________________ ________________________________ ________________________________ Closed-Ended “What is the one main benefits for youth participating in the 4-H Horse program?” • Developing responsibility • Having something to do • Staying physically fit • Bonding with horse • Making new friends • Learning how to care for a horse • Open-ended • Provide more detail, may catch information not included in other types of questions. • Answers could be highly varied, and difficult to summarize/count • Can be overused for no reason- know in advance why you are asking open-ended questions and what you plan to do with the information • Closed-ended • Limit types of responses • Responses are easier to summarize and analyze • May leave out important information

  4. Developing Questions Use simple wording What is the reading and vocabulary level of respondents? Do any words have double meaning? Are any words vague? Avoid using abbreviations & jargon Avoid using words that are specific to Extension or 4-H (e. g. “lifeskills” ) Avoid use of acronyms (e. g. WRLF)

  5. Developing Questions Be specific & use clear wording Words have different meanings for people (e. g. “older” “advanced” “often”) Have you participated in 4-H programs for teens ages 13-18 ? vs. Have you participated in 4-H programs for older youth? How many times did your 4-H club meet between October and June? vs. How many times did your 4-H Club meet last year?

  6. Developing Questions Include all necessary information Do respondents have enough information to answer as question adequately? (e. g. “go you agree with recent fair board decisions that affect 4-H?) Avoid questions that can be too precise Providing categories/ ranges for responses can be helpful. (e. g. how many times did you help your child prepare his or her 4-H record book for submission?) (1) Never (2) 1-5 times (3) 6-10 times (4) More than 10 times

  7. Developing Questions • Phrase personal or sensitive questions in less objectionable ways • Use ranges for family income • e. g. “How much do you think participation in the 4-H Horse project helps reduce the following? • Watching TV • Not having anything to do after school • Not being active or physically fit • Substance abuse (alcohol, drugs) • Sexual activity

  8. Developing Questions • Avoid questions that are too demanding or time consuming. • e. g. “rank your top 20 choices from the list below” • “What is your philosophy of the 4-H program in 25 words or less?” • Use mutually exclusive categories • Unless you want “check all that apply” • e. g. “from a friend, at work, in the newspaper.” What if the friend is at work? • Qualify responses, such as using “Where did you first learn about..?”

  9. Developing Questions • Avoid making assumptions • How many school-aged children do you have? • Try: “Do you have school-aged children, if so, how many? • Avoid bias in questions • Biased questions influence people to respond in ways that may not reflect their true position. • e. g. “How do you rate this presentation?” • Very, very excellent • Very excellent • Excellent

  10. Developing Questions • Avoid double-barreled questions: • e.g. “Do you think 4-H should expand into schools and urban areas?” • “Did you learn something of value in this seminar that you will put into action when you get home?” • Make response categories clear and logical: How much did you spend on your 4-H clothing project for this year fair exhibit? • I spent nothing on my 4-H clothing project • $1 to $50 • $100-$500 • $1,000 - $10,000 • Over $25,000 • Nothing • $1 to $50 • $51 to $100 • $101 to $150 • $151 to $200 • Over $200

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