Full Test Bank Chapter 8 How to Construct a Questionnaire

Chapter 8: How to Construct a Questionnaire

Learning Objectives

1. Explain each of the 15 principles of questionnaire construction.
2. Know when open-ended questions and closed-ended questions should be used.
3. Give multiple examples of response categories used for completely anchored rating scales.
4. Explain how the different parts of a questionnaire are organized into a smoothly operating whole.
5. List and explain the five major steps in questionnaire construction.
6. Summarize and explain the content in the checklist for questionnaire development.

Multiple Choice

1. A self-report data collection instrument filled out by research participants is called:

a. An interview

b. A focus group

c. Secondary data

d. A questionnaire

Learning Objective: 1

Cognitive Domain: Knowledge

Answer Location: What is a Questionnaire
Difficulty Level: Easy

2. A researcher developed the following item for a questionnaire to be given to high school students: “I use metacognitive strategies.” What is a key problem with this item?

a. It uses unfamiliar language, the term “metacognitive”

b. It is a double-barreled question

c. It uses a double negative

d. It is a “leading” item

Learning Objective: 1

Cognitive Domain: Analysis

Answer Location: Principle 3 Use natural and familiar language
Difficulty Level: Medium

3. A researcher wrote the following item stem for a 5-point rating scale. “Don’t you agree that the University needs a football team.” What is the problem with this item?

a. It uses unfamiliar language

b. It is a double-barreled question

c. It uses double negatives

d. It is a “leading” question

Learning Objective: 1

Cognitive Domain: Analysis

Answer Location: Principle 5 Do not use “leading” or “loaded” questions
Difficulty Level: Medium

4. A researcher’s survey on school financing asked parents to agree or disagree with this statement: “Parents should support the schools and taxes should be increased.” What is the problem with this item?

a. It uses unfamiliar language

b. It is a double-barreled question

c. It uses double negatives

d. It is a “leading” item

Learning Objective: 1

Cognitive Domain: Analysis

Answer Location: Principle 6: Avoid double-barreled questions
Difficulty Level: Medium

5. Open-ended questions are generally better to use when:

a. The dimensions of variable are well-defined

b. The responses are well-defined

c. The research is confirmatory

d. The research is exploratory

Learning Objective: 2

Cognitive Domain: Knowledge

Answer Location: Principle 8: determine whether an open-ended or a closed-ended question is needed
Difficulty Level: Easy

6. Which of the following sets of closed-ended response categories has mutually exclusive categories?

a. 0–10, 10–20, 20–30, 30–40

b. 0–9, 10–19, 20–29, 30–39

c. 0–5, 5–10, 10–15, 15–20

d. 0, 1–3, 3–6, 6–9, 10 or more

Learning Objective: 1, 2

Cognitive Domain: Analysis

Answer Location: Principle 9: Use mutually exclusive and exhaustive response categories for closed-ended questions.

Difficulty Level: Medium

7. Mutually exclusive response categories:

a. Overlap

b. Do not overlap

c. Cannot be used on closed-ended items

d. Are used when designing open-ended items

Learning Objective: 1

Cognitive Domain: Knowledge

Answer Location: Principle 9: Use mutually exclusive and exhaustive response categories for closed-ended questions.

Difficulty Level: Easy

8. To make a set of categories exhaustive, it is necessary to:

a. Not use ranges of responses

b. Not use closed-ended items

c. Not use mutually exclusive categories

d. Include responses that will account for all possible responses

Learning Objective: 1

Cognitive Domain: Application

Answer Location: Principle 9: Use mutually exclusive and exhaustive response categories for closed-ended questions

Difficulty Level: Medium

9. Which set of response categories is not acceptable according to your textbook?

a. Strongly Disagree (2) Disagree (3) Neutral (4) Agree (5) Strongly Agree

b. Strongly Agree (2) Agree (3) Disagree (4) Strongly Disagree

c. Strongly Disagree (2) Disagree (3) Agree (4) Strongly Agree

d. Strongly Disagree (2) Somewhat Agree (3) Agree (4) Strongly Agree

Learning Objective: 3

Cognitive Domain: Comprehension

Answer Location: Rating Scales
Difficulty Level: Medium

10. Harold is developing a questionnaire about intelligence. He is going to list statements and ask participants to agree or disagree with each statement. Which set of response categories is acceptable according to your textbook?

a. (1) Strongly Disagree (2) Disagree (3) Neutral (4) Agree (5) Strongly Agree

b. (1) Agree (2) Strongly Agree (3) Strongly Disagree (4) Disagree

c. (1) Disagree (2) Agree

d. (1) Yes (2) no

Learning Objective: 3

Cognitive Domain: Application

Answer Location: Rating Scales

Difficulty Level: Medium

11. When using open-ended questions, you should:

a. Leave sufficient blank space for the respondent to write in

b. Put in lines for the respondent to write on

c. Provide a full page of space for each open-ended item

d. Always follow-up an open-ended item with a closed-ended item

Learning Objective: 6

Cognitive Domain: Application

Answer Location: Table 8.3
Difficulty Level: Medium

12. When developing a questionnaire, demographic questions should:

a. Be placed at the end of the questionnaire

b. Be placed at the beginning of the questionnaire

c. Not be included in a questionnaire

d. Be put at the beginning and end of the questionnaire

Learning Objective: 4

Cognitive Domain: Comprehension

Answer Location: Principle 14: Develop a questionnaire that is properly organized and easy for the participant to use
Difficulty Level: Easy

13. According to your textbook, which of the following is recommended?

a. Try to fit the entire questionnaire on a single page

b. Use plenty of white space on the questionnaire

c. Use a small font size so you can get a lot on each page

d. Avoid putting a title on the questionnaire

Learning Objective: 4

Cognitive Domain: Comprehension

Answer Location: Table 8.3
Difficulty Level: Medium

14. Bill is developing a questionnaire. Which of the following should he do in constructing the questionnaire?

a. Try to fit the entire questionnaire on a single page

b. Avoid numbering the items on the questionnaire

c. Use a small font size

d. Put a title on the questionnaire

Learning Objective: 4

Cognitive Domain: Application

Answer Location: Table 8.3
Difficulty Level: Medium

15. According to your textbook, which of the following is recommended?

a. Try to fit the entire questionnaire on a single page

b. Avoid “multiple response”-type items (designed to elicit multiple answers)

c. Use a small font size

d. Do not put a title on the questionnaire

Learning Objective: 4

Cognitive Domain: Comprehension

Answer Location: Table 8.3
Difficulty Level: Easy

16. Which of the following is the correct ordering of the steps in questionnaire construction?

a. (1) review the relevant literature and begin planning the questionnaire, (2) write the items for the questionnaire, (3) design the layout and overall questionnaire, (4) conduct a pilot test of the questionnaire, (5) administer your questionnaire in your research study

b. (1) review the relevant literature and begin planning the questionnaire, (2) design the layout and overall questionnaire, (3) write the items for the questionnaire, (4) conduct a pilot test of the questionnaire, (5) administer your questionnaire in your research study

c. (1) review the relevant literature and begin planning the questionnaire, (2) write the items for the questionnaire, (3) conduct a pilot test of the questionnaire, (4) design the layout and overall questionnaire, (5) administer your questionnaire in your research study

d. (1) design the layout and overall questionnaire, (2) review the relevant literature and begin planning the questionnaire, (3) write the items for the questionnaire, (4) conduct a pilot test of the questionnaire, (5) administer your questionnaire in your research study

Learning Objective: 5

Cognitive Domain: Comprehension

Answer Location: Principle 14: Develop a questionnaire that is properly organized and easy for the participant to use
Difficulty Level: Medium

17. A fully anchored rating scale:

a. Includes a descriptor for each point of the rating scale

b. Includes a descriptor only at the end points of the rating scale

c. Must include only five anchored points

d. Uses a semantic differential

Learning Objective: 3

Cognitive Domain: Knowledge

Answer Location: Rating Scales
Difficulty Level: Medium

18. Which of the following is true about rankings?

a. They cannot be used with open-ended items

b. They cannot be used with close-ended items

c. They require the respondent to rank order a set of responses

d. Ranking is an easy task for respondents

Learning Objective: 1

Cognitive Domain: Comprehension

Answer Location: Rankings
Difficulty Level: Easy

19. When several items are rated and summed together, this is called a:

a. Checklist

b. Summated rating scale

c. Semantic differential

d. Ranking

Learning Objective: 1

Cognitive Domain: Comprehension

Answer Location: Principle 11: Use multiple items to measure abstract constructs
Difficulty Level: Easy

20. A summated rating scale is best used when attempting to measure:

a. People’s rank ordering of items

b. Demographics

c. Abstract concepts d. Reverse worded items

Learning Objective: 1

Cognitive Domain: Comprehension

Answer Location: Principle 11: Use multiple items to measure abstract constructs.
Difficulty Level: Easy

21. Another name for a summated rating scale is:

a. A checklist

b. A semantic differential

c. A Likert Scale

d. A fully anchored rating scale

Learning Objective: 1

Cognitive Domain: Comprehension

Answer Location: Principle 11: Use multiple items to measure abstract constructs.
Difficulty Level: Easy

22. A technique used to measure the meaning participants attach to various attitudinal objects or concepts is called:

a. The semantic differential technique

b. The nonanchored rating scale

c. The mutually exclusive response list

d. The checklist

Learning Objective: 1

Cognitive Domain: Comprehension

Answer Location: Semmantic Differential
Difficulty Level: Easy

23. When participants respond in a particular way regardless of content, this is called:

a. A Likert scale

b. A double-barreled question

c. A semantic differential

d. A response set

Learning Objective: 1

Cognitive Domain: Knowledge

Answer Location: Principle 13 Use caution if you reverse the wording in some of the items to prevent response sets in mulit-item scales.
Difficulty Level: Easy

24. When completing a questionnaire, Howard circled the number corresponding to “strongly agree” for each question. His pattern of responding would be labeled as:

a. A semantic differential

b. An acquiescence response set

c. A Likert scale

d. A fully anchored rating scale

Learning Objective: 1

Cognitive Domain: Application

Answer Location: Principle 13 Use caution if you reverse the wording in some of the items to prevent response sets in multi-item scales.
Difficulty Level: Medium

25. Sally is completing a questionnaire. Many times her answer to the question is influenced by what she thinks the researcher would like. This is called:

a. A social desirability response set

b. An acquiescence response set

c. A mutually exclusive response

d. A response anchor

Learning Objective: 1

Cognitive Domain: Application

Answer Location: Principle 13 Use caution if you reverse the wording in some of the items to prevent response sets in multi-item scales.
Difficulty Level: Medium

26. Maria wants to avoid an acquiescence response set. In order to do this she should:

a. Use reverse wording on some of the items

b. Use an exhaustive response set

c. Use mutually exclusive responses

d. Have all the items written so that higher ratings mean agreement with the construct

Learning Objective: 1

Cognitive Domain: Application

Answer Location: Principle 13 Use caution if you reverse the wording in some of the items to prevent response sets in multi-item scales.
Difficulty Level: Medium

27. When researchers want to limit who answers a set of questions they often use:

a. A fully anchored rating scale

b. Mutually exclusive response categories

c. Likert scales

d. A contingency question

Learning Objective: 1, 4, 5

Cognitive Domain: Comprehension

Answer Location: Principle 14: Develop a questionnaire that is properly organized and easy for the participant to use.
Difficulty Level: Easy

28. Before giving out a questionnaire to be completed by respondents, it is important to:

a. Pilot test the questionnaire

b. Make sure the questionnaire has 5-point rating scales

c. Make sure the responses are all close-ended

d. Make sure you include a checklist in the questionnaire

Learning Objective: 1, 4, 5

Cognitive Domain: Comprehension

Answer Location: Principle 15: Always pilot test your questionnaire
Difficulty Level: Easy

29. Harry is completing a questionnaire and the researcher has asked him to share his thoughts and perceptions public as he completes the questionnaire. This is known as:

a. The semantic differential technique

b. The think-aloud technique

c. The Likert scale technique

d. The fully anchored rating scale technique

Learning Objective: 1. 4, 5

Cognitive Domain: Application

Answer Location: Principle 15: Always pilot test your questionnaire
Difficulty Level: Medium

30. According to your text, how many points should a rating scale have?

a. Somewhere from 0 to 5 points

b. Somewhere from 1 to 4 points

c. Less than 10 points

d. Somewhere from 4 to 11 points

Learning Objective: 3

Cognitive Domain: Knowledge

Answer Location: Rating scales
Difficulty Level: Easy

31. William created an item for a questionnaire. It was: “Don’t you believe that teachers should earn more money?” What is the problem with this question?

a. It is a leading question

b. It is an open-ended question

c. It is a double-barreled question

d. It is too long

Learning Objective: 1

Cognitive Domain: Application

Answer Location: Principle 5. Do not use “leading” or “loaded” questions.

Difficulty Level: Medium

32. Mary read the following question on a questionnaire. “Should teachers be given raises and shorter work days?” She did not know how to answer it. What is the problem with this question?

a. It is a leading question

b. It is an open-ended question

c. It is a double barreled question

d. It is too long

Learning Objective: 1

Cognitive Domain: Application

Answer Location: Principle 6. Avoid double-barreled questions

Difficulty Level: Medium

33. What is the problem(s) with this set of response categories to the question “What is your current age?”
1–5
5–10
10–20
20–30
30–40

a. The categories are not mutually exclusive

b. The categories are not exhaustive

c. The categories are neither mutually exclusive nor exhaustive

d. There is no problem with the above set of response categories

Learning Objective: 1

Cognitive Domain: Application

Answer Location: Principle 9: use mutually exclusive and exhaustive response categories for closed-ended questions.
Difficulty Level: Medium

34. Guy saw the following on a questionnaire: “Males go to question 5, females go to question 15.” This is an example of a(n):

a. Open-ended question

b. Contingency question

c. Double-barreled question

d. Leading question

Learning Objective: 1, 4, 5

Cognitive Domain: Analysis

Answer Location: Principle 14: Develop a questionnaire that is properly organized and easy for the participant to use.
Difficulty Level: Medium

35. A question that combines two or more issues or attitude objects in the item stem is a:

a. Loaded Question

b. Leading Question

c. Double-barreled Question

d. Open-ended Question

Learning Objective: 1

Cognitive Domain: Comprehension

Answer Location: Principle 6: Avoid double-barreled questions
Difficulty Level: Medium

36. A question containing emotionally charged language is a:

a. Loaded Question

b. Leading Question

c. Double-barreled Question

d. Closed-ended Question

Learning Objective: 1

Cognitive Domain: Knowledge

Answer Location: Principle 5: Do not use “leading” or “loaded” questions.
Difficulty Level: Easy

37. Kylie was completing a questionnaire. For every answer, she had to choose from a set of predetermined responses. From this information, we know that the questionnaire contained:

a. Loaded Questions

b. Leading Questions

c. Double-barreled Questions

d. Closed-ended Questions

Learning Objective: 2

Cognitive Domain: Application

Answer Location: Principle 8: Determine whether an open-ended or a closed-ended question is needed
Difficulty Level: Medium

38. A question that allows participants to respond in their own words is a:

a. Loaded Question

b. Leading Question

c. Double-barreled Question

d. Open-ended Question

Learning Objective: 2

Cognitive Domain: Comprehension

Answer Location: Principle 8: Determine whether an open-ended or a closed-ended question is needed
Difficulty Level: Easy

39. A question that suggests a certain preferred answer is a:

a. Loaded Question

b. Leading Question

c. Open-ended Question

d. Closed-ended Question

Learning Objective: 1

Cognitive Domain: Knowledge

Answer Location: Principle 5: Do not use “leading” or “loaded” questions.
Difficulty Level: Easy

40. The question, “Please explain how you feel about the new test-preparation program” would most likely appear on a:

a. Quantitative Questionnaire

b. Qualitative Questionnaire

c. Demographic Questionnaire

d. Retrospective Questionnaire

Learning Objective: 1

Cognitive Domain: Application

Answer Location: Principle 8: Determine whether an open-ended or a closed-ended question is needed
Difficulty Level: Medium

41. Rating scale questions would more likely appear on a(n):

a. Quantitative Questionnaire

b. Qualitative Questionnaire

c. Demographic Questionnaire

d. Open-ended Questionnaire

Learning Objective: 1

Cognitive Domain: Comprehension

Answer Location: Answer Location: Principle 8: Determine whether an open-ended or a closed-ended question is needed
Difficulty Level: Medium

42. Harold has developed a questionnaire. He is preliminarily testing it with volunteers similar to his proposed participants. This is process is called the:

a. Formative test

b. Anchor test

c. Pilot test

d. Norming stage

Learning Objective: 1, 5, 6

Cognitive Domain: Analysis

Answer Location: Principle 15: Always pilot test your questionnaire
Difficulty Level: Medium

43. Marley just completed a questionnaire. She disagreed with every item on the questionnaire. This tendency is known as a(n):

a. Response Set

b. Acquiescence response set

c. Social desirability response set

d. Reactivity set

Learning Objective: 1, 4

Cognitive Domain: Application

Answer Location: Principle 13: Use caution if you reverse the working in some of the items to prevent response sets in multi-item scales.
Difficulty Level: Medium

44. The set of words forming a question or statement is called the:

a. Constructive groupings

b. Item set

c. Anchor set

d. Item stem

Learning Objective: 1

Cognitive Domain: Knowledge

Answer Location: Principle 8: Determine whether an open-ended or a closed-ended question is needed
Difficulty Level: Easy

45. A Likert scale is which of the following?

a. Fully-anchored rating scale

b. Numerical rating scale

c. Checklist

d. Summated rating scale

Learning Objective: 1

Cognitive Domain: Comprehension

Answer Location: Principle 11: Use multiple items to measure abstract constructs
Difficulty Level: Medium

46. Which of the following statements is a double negative?

a. Please give no attention to the following words after this statement.

b. Which represents the worse influence on student behavior?

c. Do you not see that no reading program can improve student learning?

d. Can you please fully describe the results of non-participation in this program?

Learning Objective: 1

Cognitive Domain: Comprehension

Answer Location: Principle 7: Avoid double negatives
Difficulty Level: Difficult

47. Assume that only the following two answers are allowed on a question concerning solutions to low graduation rates: a) fire teachers and b) make classes more rigorous. What kind of question would this be?

a. Open-ended question

b. Closed-ended question

c. Rating scale question

d. Double-barreled question

Learning Objective: 1

Cognitive Domain: Application

Answer Location: Principle 8: Determine whether an open-ended or a closed-ended question is needed
Difficulty Level: Medium

48. The question: “Don’t you agree that special education teachers should earn more money than they currently earn?” is a:

a. Contingency question

b. Leading question

c. Laded question

d. Double-barreled question

Learning Objective: 1

Cognitive Domain: Application

Answer Location: Principle 5 Don not use “leading” or “loaded” questions
Difficulty Level: Medium

49. The question “Do you agree that we should lower property taxes and provide more county services?” is a:

a. Contingency question

b. Leading question

c. Laded question

d. Double-barreled question

Learning Objective: 1

Cognitive Domain: Application

Answer Location: Principle 6: Avoid double-barreled questions.
Difficulty Level: Medium

50. Lois plans to ask questions about the frequency and intensity of participants’ feelings of intolerance and prejudice. One problem that she should particularly worry about here is called _____________.

a. Acquiescence response set

b. Social desirability response set

c. Reverse worded response set

d. Improperly organized response set

Learning Objective: 1

Cognitive Domain: Application

Answer Location: Principle 13: Use caution if you reverse the wording in some of the items to prevent response sets in multi-item scales.
Difficulty Level: Medium

51. Which of the following can help avoid offending participants who feel their voice is not being heard when filling out a questionnaire?

a. Provide more questions

b. Provide exactly the same stimulus for every participant

c. Provide answer pools that the researcher believes are exhaustive

d. Provide open-ended questions

Learning Objective: 1

Cognitive Domain: Comprehension

Answer Location: Principle 8: Determine whether an open-ended or closed-ended question is needed
Difficulty Level: Medium

52. Walt is constructing a new questionnaire for his research study. He has reviewed the literature, began planning the questionnaire, and written the items for the questionnaire. His next task should be to:

a. Pilot test the questionnaire and make appropriate changes

b. Consider using the think-aloud technique in order to ensure that the questionnaire works the way it is intended

c. Design the overall layout and overall questionnaire

d. Test the questionnaire again after any changes have been made to it

Learning Objective: 5

Cognitive Domain: Application

Answer Location: Figure 8.2
Difficulty Level: Medium

53. Web surveys work well with contingency questions because:

a. The electronic format allows participants to be quickly routed to the proper item or questionnaire section after answering each contingency question

b. Most web users are especially careful in completing the questionnaire

c. The electronic format allows the researchers to combine the information from the contingency question and the other questions in a way that allows for reverse wording

d. Contingency questions cannot be used with a regular paper-and-pencil questionnaire

Learning Objective: 1, 4

Cognitive Domain: Comprehension

Answer Location: Principle 14: Develop a questionnaire that is properly organized and easy for the participant to use.
Difficulty Level: Easy

54. Reverse-worded items:

a. Should always be avoided

b. Have been shown to decrease the reliability and validity of a multi-item scale

c. Are not effective in dealing with “response sets”

d. Should include double negatives

Learning Objective: 1

Cognitive Domain: Comprehension

Answer Location: 13 Use caution if you reverse the working I some of the items to prevent response sets in multi-item scales.
Difficulty Level: Medium

55. The question, “Please describe how you chose your current major” is which type of question?

a. Knowledge

b. Opinion

c. Process

d. Background

Learning Objective: 1

Cognitive Domain: Application

Answer Location: Table 8.1
Difficulty Level: Easy

56. The question, “Do you think that students should be able to drop out of school at age 16” is which type of question?

a. Knowledge

b. Opinion

c. Process

d. Background

Learning Objective: 1

Cognitive Domain: Application

Answer Location: Table 8.1
Difficulty Level: Medium

57. The question, “Please report the number of times you study in a week” followed by a choice of 0, 1, 2, 3, 4, 5, 6, or 7 is an example or which type of question?

a. Behavior

b. Opinion

c. Process

d. Background

Learning Objective: 1

Cognitive Domain: Application

Answer Location: Table 8.1
Difficulty Level: Medium

58. A mixed questionnaire contains:

a. Loaded and double-barreled questions

b. Factual and opinion questions

c. Questions answered by ratings scales and rankings

d. Open-ended and closed-ended questions

Learning Objective: 1, 4

Cognitive Domain: Comprehension

Answer Location: Putting it all together
Difficulty Level: Medium

59. The checklist for questionnaire development suggests the use of all of the following except:

a. Titles

b. Multiple response questions

c. Short questions

d. Page numbers

Learning Objective: 1, 4, 6

Cognitive Domain: Comprehension

Answer Location: Table 8.3
Difficulty Level: Medium

60. When constructing a questionnaire:

a. The appearance of the questionnaire is not relevant.

b. Small fonts should be used to get a lot of information on a page.

c. Instructions should be clear

d. Questions should be broken across pages

Learning Objective: 6

Cognitive Domain: comprehension

Answer Location: Table 8.3
Difficulty Level: medium

61. The first step in constructing a questionnaire is:

a. Review the literature that is relevant to the topic

b. Write items for the questionnaire

c. Conduct a pilot study

d. Design to layout and overall questionnaire

Learning Objective: 5, 6

Cognitive Domain: Comprehension

Answer Location: Figure 8.2
Difficulty Level: Medium

62. For the following rating scale: 1 2 3 4 5 6 7 8 9 10; What is the midpoint of the scale

a. 5

b. 6

c. between 5 and 6

d. It cannot be determined

Learning Objective: 1, 3, 4

Cognitive Domain: Analysis

Answer Location: Rating Scales
Difficulty Level: Hard

True-False

1. The final step in questionnaire construction is pilot testing.

a. True

b. False

Learning Objective: 5

Cognitive Domain: Comprehension

Answer Location: Figure 8.2
Difficulty Level: Medium

2. A difference between a numerical rating scale and a fully anchored rating scale is that the latter scale has a descriptor on all points on the scale.

a. True

b. False

Learning Objective: 3

Cognitive Domain: Comprehension

Answer Location: Rating scales
Difficulty Level: medium

3. Age and years completed in school are examples of questions that do not need mutually exclusive response categories.

a. True

b. False

Learning Objective: 1

Cognitive Domain: Application

Answer Location: Principle 9: Use mutually exclusive and exhaustive response categories for closed-ended questions.
Difficulty Level: Medium

4. Because abstract concepts are so difficult to pin down it is best to identify one clear method with which you will measure the construct and use that method exclusively.

a. True

b. False

Learning Objective: 2

Cognitive Domain: Comprehension

Answer Location: Principle 8: Determine whether an open-ended or a closed-ended question is needed.
Difficulty Level: Medium

5. A questionnaire should have a relatively high degree of difficulty because this will help ensure that the participants are actively engaged in the process of filling out the questionnaire.

a. True

b. False

Learning Objective: 1, 6

Cognitive Domain: Comprehension

Answer Location: Principle 3: Use natural and familiar language
Difficulty Level: Medium

6. Research has indicated that shorter questions are more effective on questionnaires than longer questions.

a. True

b. False

Learning Objective: 1, 2, 4

Cognitive Domain: Comprehension

Answer Location: Principle 4: Write items that are clear, precise, and relatively short
Difficulty Level: Easy

7. Exhaustive categories include all possible responses.

a. True

b. False

Learning Objective: 1, 4

Cognitive Domain: Comprehension

Answer Location: Principle 9: Use mutually exclusive and exhaustive response categories for closed-ended questions.
Difficulty Level: Easy

8. Mutually exclusive categories do not overlap.

a. True

b. False

Learning Objective: 1, 4

Cognitive Domain: Comprehension

Answer Location: Principle 9: Use mutually exclusive and exhaustive response categories for closed-ended questions.
Difficulty Level: Easy

9. The ordering of categories (positive to negative or negative to positive) in rating scales does not affect response patterns.

a. True

b. False

Learning Objective: 1, 3, 4

Cognitive Domain: Knowledge

Answer Location: Rating scales
Difficulty Level: Medium

10. Ideally, rankings should only be used with 3 to 5 items.

a. True

b. False

Learning Objective: 1, 3, 4

Cognitive Domain: Comprehension

Answer Location: Rankings
Difficulty Level: Medium

11. Questionnaires can include retrospective and prospective questions.

a. True

b. False

Learning Objective: 1

Cognitive Domain: Comprehension

Answer Location: What is a questionnaire
Difficulty Level: Medium

12. If the literature review finds a questionnaire that meets the researcher’s needs, he or she does not need to create a new questionnaire.

a. True

b. False

Learning Objective: 1, 5

Cognitive Domain: Comprehension

Answer Location: Figure 8.2
Difficulty Level: Medium

13. Muriel is interested in fourth-grade students’ feelings during tests so she should develop a questionnaire with questions about first graders’ knowledge of test-taking strategies.

a. True

b. False

Learning Objective: 1, 5, 6

Cognitive Domain: Analysis

Answer Location: Figure 8.2
Difficulty Level: Hard

14. Sensitive questions should be placed at the beginning of a questionnaire.

a. True

b. False

Learning Objective: 1, 4, 6

Cognitive Domain: Application

Answer Location: Table 8.3
Difficulty Level: Medium

15. Nicole developed a questionnaire with three separate parts. She should number the items consecutively from the beginning to the end of the questionnaire.

a. True

b. False

Learning Objective: 1, 4, 6

Cognitive Domain: application

Answer Location: Principle 14: Develop a questionnaire that is properly organized and easy for the participant to use.
Difficulty Level: medium

Essay Questions:

1. Compare and contrast when open-ended and closed-ended questionnaires should be used in questionnaires.

Learning Objective: 2

Cognitive Domain: Comprehension

Answer Location: Principle 8: Determine whether an open-ended or a closed-ended question is needed.
Difficulty Level: Medium

2. Explain why it is important to use natural and familiar language when developing questionnaires.

Learning Objective: 1, 5, 6

Cognitive Domain: Application

Answer Location: Principle 3: Use natural and familiar language
Difficulty Level: Medium

3. Compare and contrast the use of rating scales and semantic differential items.

Learning Objective: 1, 3, 6

Cognitive Domain: Application

Answer Location: Principle 10: Consider the different types of response categories available for closed-ended questionnaire items.
Difficulty Level: Medium

4. Describe the different types of response sets you can observe when using multi-item scales.

Learning Objective: 1, 4, 6

Cognitive Domain: Comprehension

Answer Location: Principle 13: Use caution if you reverse the working in some of the items to prevent response sets in multi-item scales.
Difficulty Level: Medium

5. Describe the five major steps in questionnaire construction.

Learning Objective: 5

Cognitive Domain: Comprehension

Answer Location: Principle 3: Use natural and familiar language
Difficulty Level: Medium