The final section of exercise 4 provides you with an opportunity to “fix” a survey, and improve the quality of data collected and the study validity.
Description of the exercise and background information
On the next page, you will find a short, fictitious survey that needs improvement. Drawing from our discussion in class and from textbook and notes, you have to rewrite the questions and response options to minimize respondent error. As you redesign the survey, please consider the following information regarding the study’s framework:
1. The researchers want to understand teachers’ perceptions of self-efficacy and effectiveness of their practices. Thus, they have developed a scale to assess one specific aspect of their construct of interest: Teacher perception of success with students. They conceptualized “success with students” very broadly, including academic achievement as well as other motivational and affective outcomes.
2. The survey questionnaire includes a few questions about teachers’ demographic characteristics, as the researchers think that age and sex of the respondents as well as their time in service may explain variability in teachers’ perceptions.
1. Give a short description of the “problems” with the question or response options. Be specific on whether the problem is for respondents, who may struggle understanding or deciding how to answer the question, or for the researchers, who may not be able to use or interpret the results obtained from such answers.
2. Provide a remedy for each question- this includes various things that you may do, such as rewriting the question or response options, breaking up one question into multiple questions, or proposing altogether an alternative and better way to ask and collect the same information.
3. Indicate whether you would eventually suggest eliminating the item, as it may be irrelevant to the scope of the survey, and create simply too much noise, or distraction for the respondents
An example for you before you start the exercise
I provided you with an example of how to approach your task. Here is a mock question, an attempted response, and the feedback received from the course instructor.
How easy is it for you to teach complicated material to your students?
1 2 3 Neutral 4 5 6 Very easy
Student response about the problems: “The question is posing a biased perspective (I am not sure I am using the right word here), as it starts by suggesting that it ought to be easy for a teacher to do something. Also, within the same sentence there is the word “easy” for the teacher and “complicated” for the material taught to the students. He response options are lined up so that they use the word “hard” rather than complicated, so they don’t match the terms in the question. Also, I would expect that on this side of the world it would look smoother to present a continuum that goes from easy-left, to complicated-right. It is also strange that while the teachers are asked “how easy”, the response scale starts with “extremely hard” as the first thing that a respondent reads.
The response options are only partially labelled and they don’t always match the numbers – both of which increase confusion and measurement error. Finally, the act of “teaching complicated material” seems less connected to the construct of success of the student. It seems more to relate to the success of the teachers. A better way to nail the student success would be to assess or to report on how students seem to understand complicated material. In essence, this question, as is, does not relate directly to student success.”
Remedy (or suggested change) proposed by the student:
How confident are you that you can help your student understand complex contents?
Not at all confident Slightly confident Somewhat confident Quite confident Extremely confident
I am very impressed with your ability to identify problems. This is an excellent account of the various problems in the question and in the response options. Definitively you have developed great analytical skills. I have one concern, and is related to the new proposed question: you changed completely the construct to measure! There is somewhat of a distinction to be made between teaching efficacy (i.e., how confident you are in your teaching abilities) and perception of success. For instance, if, as a teacher, I feel that success is all about high student scores on standardized tests (perhaps because my district evaluates me that way) I might be very successful despite not being particularly confident as a teacher (if I teach at a school where students are well prepared to be great test-takers).
*****Exercise: Survey on Teacher Perceptions of Student Success*****
Section 1: We’d like to better understand how successful you feel that you are in several different aspects of your teaching. Please indicate the answer that best represents your opinion by filling in the appropriate bubble for each item.
1. I rarely feel like I make a difference in the lives of my students or that my work is important.
Strongly Slightly Slightly Strongly
Agree Neutral Disagree
Agree Agree Disagree Disagree
2. To what extent do you have a growth mind-set and feel that you are continually open to becoming a better teacher?
Not at all A little bit Somewhat Quite a bit
3. What percentage of your students enjoys learning from you most of the time? ____ % Problem:
4. To what extent can you motivate your students to become life-long learners?
Not at all A little bit Somewhat Quite a bit A tremendous amount
5. Leading up to a unit test, how well can you prepare students without “teaching to the test”?
Not at all A little bit Somewhat Quite a bit
6. Do you believe your students _________ after spending a year with you?
A Learn more than they would learn with an “average teacher”
B. Learn what they would learn with an “average teacher”
C. Learn less than they would learn with an “average teacher”
Please make any additional comments or notes about the scale as a whole which are important to note:
Section 2: Please tell us a bit about yourself so that we have a better understanding of the different people who participated in our study.
7. How long have you been a teacher at this school for? How long have you taught for overall? ________
8. During that time, how many families or students have asked to be transferred from your class to another teacher?
A 0-2% of students B. 2-5% of students C. 5-10% of students
D. 10-20% of students E. I don’t know if any have requested a transfer
9. What is your date of birth?
___ day ___ month ___ year
10. What grade do you teach primarily (please check all that apply)?
___ K-6 ___ 6-8
___ K-8 ___ 9-12
___ K-12 ___ Other: ____________________
12. What is your sex?
Distributed: Mon, 5 Dec 2016 'The association asset administration might be characterized as the sythesis of individuals and devices in any association for the fulfillment of the authoritative objectives.' The association asset administration in star bucks organization has accomplished more prominent statures by arranging, sorting out and controlling the assets accessible inside the association to accomplish its objectives. Starbucks is outstanding amongst other known and quickest developing organizations on the planet. Set up in 1971, in Seattle, the organization developed gradually at first, however extended quickly in the late 1980s and the 1990s. By the mid 2000s, the quantity of outlets came to around 3000 from 9000 outlets . It was generally trusted that the organization's prosperity and fast development could be ascribed to a great extent to its submitted and persuaded workforce. This guaranteed workers stayed propelled, and Starbucks had a generally low representative turnover Be that as it may, in the mid 2000s, the organization confronted the test of finding and holding the correct number and sort of workers to man its future development. In January 2005, when Starbucks Coffee Company (Starbucks) was set second among vast organizations in the Fortune "Best Companies to Work For" review Despite the way that representatives, particularly those on the cutting edge, are basic to the accomplishment of retail organizations, most organizations don't have a solid association with their representatives, and therefore experience the ill effects of a high rate of worker turnover (In the mid 2000s, representative turnover in the retail business was around 200 percent). In this situation, Starbucks emerged for its representative well disposed approaches and strong work culture. The organization was particularly noted for the augmentation of its advantages program to low maintenance specialists – something that relatively few different organizations advertised. Accordingly, Starbucks representatives were among the most gainful in the business and the organization had a generally low worker turnover. In any case, by the mid 2000s, three conceivable issues must be considered – would the organization have the capacity to help its staff with a similar dimension of advantages later on, given the extensive increment in the quantity of representatives; would the organization have the capacity to hold workers on the off chance that it made any move to bring down its human asset costs by eliminating benefits; and would Starbucks have the capacity to keep up its little organization culture, a vital component in its past development. Starbucks acknowledged at an opportune time that propelled and submitted HR were the way to the accomplishment of a retail business. Consequently the organization took incredible consideration in choosing the correct sort of individuals and attempted to hold them. Starbucks' enlistment witticism was "To have the ideal individuals employing the correct individuals." Starbucks procured individuals for characteristics like flexibility, reliability and the capacity to work in a group. The organization frequently expressed the characteristics that it searched for in representatives forthright in its activity postings, which enabled forthcoming workers to self-select themselves to a specific degree. Having chosen the correct sort of individuals, Starbucks put resources into preparing them in the abilities they would require to play out their employments proficiently. Starbucks was one of only a handful couple of retail organizations to put extensively in representative preparing and give complete preparing to all classes of workers, including part-clocks… Investigators said that Starbucks greatest test in the mid 2000s is guarantee that the organization's picture as a constructive boss endure its fast development program, and to locate the correct sort of individuals in the correct numbers to help these extension designs. Considering the rate at which the organization was extending, investigators pondered whether Starbucks would have the capacity to hold its soul notwithstanding when it multiplied or tripled its size. By the mid 2000s, the organization started to give hints that its liberal approaches and high human asset costs were considering its money related quality. In spite of the fact that the organization did not uncover the sum it spent on representatives, it said that it spent more on them than it did on publicizing, which remained at $68.3 million in monetary 2004. That the organization was discovering its human asset costs oppressive was reflected in the way that it affected an expansion of 11 pennies on its refreshment costs in mid-2004. Examiners pondered whether the organization's cost issues could be met by a cost increment, as clients officially paid a premium for Starbucks drinks. Then again, it would not be simple for the organization to eliminate benefits, as it could result in a noteworthy resolve issue inside the organization. A key HR plan spreads out the means that an association will take to guarantee that it has the correct number of representatives with the correct aptitudes in the correct spots at the correct occasions. HR chiefs start by dissecting the organization's central goal, targets, and procedures. Starbucks' goals, for instance, incorporate the craving to "grow energetically fulfilled clients" and also to encourage a situation in which representatives treat the two clients and each other with deference. In this way, the association's HR supervisors search for individuals who are "versatile, self-inspired, energetic, innovative colleagues Employment Analysis To build up a HR plan, HR administrators should clearly be proficient about the occupations that the association needs performed. They sort out data about a given occupation by playing out an occupation investigation work examination Identification of the errands, duties, and aptitudes of a vocation, and additionally the information and capacities expected to perform it. to recognize the errands, duties, and aptitudes that it involves, and in addition the information and capacities expected to perform it. Supervisors likewise utilize the data gathered for the activity investigation to get ready two records: •A set of working responsibilities expected set of responsibilities Outline of the obligations and obligations of a position., which records the obligations and duties of a position •A work specificationjob specificationDetailed rundown of the capabilities expected to play out an occupation, including required aptitudes, information, and capacities., which records the capabilities—aptitudes, learning, and capacities—expected to play out the activity Preparing Customary preparing to the stuff was the most critical key to the achievement of the organization the representatives were on a standard learning of the most recent supplies utilized in the organization. The organization spends heaps of total on preparing of representatives. This Mkes the representatives more proficient and successful in their errands.>GET ANSWER