Answers to the Four Practice Questions
1) WRITE OR TYPE IN QUESTION NUMBER ATTACH QUESTION
Question number or question here: Q1) In the past month, have you visited a dentist (include dental hygienist) for any type of dental care?
[ ] Yes [ ] No
[ ] Don’t know
2) Proceed through the form - Circle or highlight YES or NO for each Problem Type (1a... 8). 3) Whenever a YES is circled, write detailed notes on this form that describe the problem.
STEP 1 - READING: Determine if it is difficult for the interviewers to read the question uniformly to all respondents.
1a. WHAT TO READ: Interviewer may have difficulty determining what parts of the question should be read.
Should the parenthetical part (include dental hygienists) be read?
NO
1b. MISSING INFORMATION: Information the interviewer needs to administer the question is not contained in the question.
YES
1c. HOW TO READ: Question is not fully scripted and therefore difficult to read.
See 1a - if the interviewer attempts to read the parenthetical part, the question does not flow well.
NO
STEP 2 - INSTRUCTIONS: Look for problems with any introductions, instructions, or explanations from the respondent’s point of view.
2a. CONFLICTING OR INACCURATE INSTRUCTIONS, introductions, or explanations.
STEP 3 - CLARITY: Identify problems related to communicating the intent or meaning
of the question to the respondent.
3a. WORDING: Question is lengthy, awkward, ungrammatical, or contains complicated syntax.
Parenthetical part is awkward.
NO
3b. TECHNICAL TERM(S) are undefined, unclear, or complex.
What does dental care include? What about dental care received some other place (i.e., emergency room, clinic, etc.)
NO
3c. VAGUE: There are multiple ways to interpret the question or to decide what is to be included or excluded.
People may vary in what they include.
NO
3d. REFERENCE PERIODS are missing, not well specified, or in conflict.
It is unclear what “the past month” means.
NO
STEP 4 - ASSUMPTIONS: Determine if there are problems with assumptions made or the underlying logic.
4a. INAPPROPRIATE ASSUMPTIONS are made about the respondent or about his/her living situation.
YES
4b. ASSUMES CONSTANT BEHAVIOR or experience for situations that vary. YES
STEP 5 - KNOWLEDGE/MEMORY: Check whether respondents are likely to not know
or have trouble remembering information.
5a. KNOWLEDGE may not exist: Respondent is unlikely to know the answer to a factual question.
YES
5b. ATTITUDE may not exist: Respondent is unlikely to have formed the attitude being asked about.
YES
5c. RECALL failure: Respondent may not remember the information asked for.
Respondent may not remember information, or whether the visit occurred within the past month.
NO
5d. COMPUTATION problem: The question requires a difficult mental calculation. YES
STEP 6 - SENSITIVITY/BIAS: Assess questions for sensitive nature or wording, and for bias.
6a. SENSITIVE CONTENT (general): The question asks about a topic that is embarrassing, very private, or that involves illegal behavior.
YES
6b. SENSITIVE WORDING (specific): Given that the general topic is sensitive, the wording should be improved to minimize sensitivity.
YES
STEP 7 - RESPONSE CATEGORIES: Assess the adequacy of the range of responses to be recorded.
7a. OPEN-ENDED QUESTION that is inappropriate or difficult. YES
7b. MISMATCH between question and response categories. YES
7c. TECHNICAL TERM(S) are undefined, unclear, or complex. YES
7d. VAGUE response categories are subject to multiple interpretations. YES
7e. OVERLAPPING response categories. YES
7f. MISSING eligible responses in response categories. YES
7g. ILLOGICAL ORDER of response categories. YES
STEP 8 - OTHER PROBLEMS: Look for problems not identified in Steps 1 - 7.
QUESTION APPRAISAL SYSTEM (QAS-99): CODING FORM
INSTRUCTIONS. Use one form for EACH question to be reviewed. In reviewing each question:
1) WRITE OR TYPE IN QUESTION NUMBER. ATTACH QUESTION
Question number or question here:
Q2) Sometimes health care professionals try to prevent injuries by counseling people about safety. Have you had a routine checkup in the past year?
[ ] Yes - one time [ ] Yes - more than once [ ] No
[ ] Don’t know
2) Proceed through the form - Circle or highlight YES or NO for each Problem Type (1a... 8). 3) Whenever a YES is circled, write detailed notes on this form that describe the problem.
STEP 1 - READING: Determine if it is difficult for the interviewers to read the question uniformly to all respondents.
1a. WHAT TO READ: Interviewer may have difficulty determining what parts of the question should be read.
YES
1b. MISSING INFORMATION: Information the interviewer needs to administer the question is not contained in the question.
YES
1c. HOW TO READ: Question is not fully scripted and therefore difficult to read. YES
STEP 2 - INSTRUCTIONS: Look for problems with any introductions, instructions, or explanations from the respondent’s point of view.
2a. CONFLICTING OR INACCURATE INSTRUCTIONS, introductions, or explanations.
STEP 3 - CLARITY: Identify problems related to communicating the intent or meaning
of the question to the respondent.
3a. WORDING: Question is lengthy, awkward, ungrammatical, or contains complicated syntax.
YES
3b. TECHNICAL TERM(S) are undefined, unclear, or complex.
“Health care professionals” and “routine checkup” may need to be defined.
NO
3c. VAGUE: There are multiple ways to interpret the question or to decide what is to be included or excluded.
It’s not necessarily clear what a routine checkup is for all respondents.
NO
3d. REFERENCE PERIODS are missing, not well specified, or in conflict.
It’s not clear what “the past year” means. This could be either “since January 1,” or since this date a year ago.”
NO
STEP 4 - ASSUMPTIONS: Determine if there are problems with assumptions made or the underlying logic.
4a. INAPPROPRIATE ASSUMPTIONS are made about the respondent or about his/her living situation.
YES
4b. ASSUMES CONSTANT BEHAVIOR or experience for situations that vary. YES
STEP 5 - KNOWLEDGE/MEMORY: Check whether respondents are likely to not know
or have trouble remembering information.
5a. KNOWLEDGE may not exist: Respondent is unlikely to know the answer to a factual question.
YES
5b. ATTITUDE may not exist: Respondent is unlikely to have formed the attitude being asked about.
YES
5c. RECALL failure: Respondent may not remember the information asked for.
Information may be difficult to recall over a 1-year period.
NO
5d. COMPUTATION problem: The question requires a difficult mental calculation. YES
STEP 6 - SENSITIVITY/BIAS: Assess questions for sensitive nature or wording, and for bias.
6a. SENSITIVE CONTENT (general): The question asks about a topic that is embarrassing, very private, or that involves illegal behavior.
YES
6b. SENSITIVE WORDING (specific): Given that the general topic is sensitive, the wording should be improved to minimize sensitivity.
YES
STEP 7 - RESPONSE CATEGORIES: Assess the adequacy of the range of responses to be recorded.
7a. OPEN-ENDED QUESTION that is inappropriate or difficult. YES
7b. MISMATCH between question and response categories.
The question implies a YES/NO response, but the YES response categories are further subdivided, without any question that will serve to prompt an appropriate response.
NO
7c. TECHNICAL TERM(S) are undefined, unclear, or complex. YES
7d. VAGUE response categories are subject to multiple interpretations. YES
7e. OVERLAPPING response categories. YES
7f. MISSING eligible responses in response categories. YES
7g. ILLOGICAL ORDER of response categories. YES
STEP 8 - OTHER PROBLEMS: Look for problems not identified in Steps 1 - 7.
QUESTION APPRAISAL SYSTEM (QAS-99): CODING FORM
INSTRUCTIONS. Use one form for EACH question to be reviewed. In reviewing each question:
1) WRITE OR TYPE IN QUESTION NUMBER. ATTACH QUESTION
Question number or question here:
Q3) When you receive health care, would you prefer a provider who shares your ethnic background? [ ]Yes
[ ] No
[ ] Doesn’t matter
2) Proceed through the form - Circle or highlight YES or NO for each Problem Type (1a... 8). 3) Whenever a YES is circled, write detailed notes on this form that describe the problem.
STEP 1 - READING: Determine if it is difficult for the interviewers to read the question uniformly to all respondents.
1a. WHAT TO READ: Interviewer may have difficulty determining what parts of the question should be read.
YES
1b. MISSING INFORMATION: Information the interviewer needs to administer the question is not contained in the question.
YES
1c. HOW TO READ: Question is not fully scripted and therefore difficult to read. YES
STEP 2 - INSTRUCTIONS: Look for problems with any introductions, instructions, or explanations from the respondent’s point of view.
2a. CONFLICTING OR INACCURATE INSTRUCTIONS, introductions, or explanations.
STEP 3 - CLARITY: Identify problems related to communicating the intent or meaning
of the question to the respondent.
3a. WORDING: Question is lengthy, awkward, ungrammatical, or contains complicated syntax.
YES
3b. TECHNICAL TERM(S) are undefined, unclear, or complex.
“Ethnic background” and “provider” may need to be defined.
NO
3c. VAGUE: There are multiple ways to interpret the question or to decide what is to be included or excluded.
Respondents may vary in what they include in “ethnic background.” Is race to be included as well?
NO
3d. REFERENCE PERIODS are missing, not well specified, or in conflict.
Because this is an attitude question, it may not be a serious problem, but it really isn’t clear whether we’re talking about lifetime experiences, current ones, or something else.
NO
STEP 4 - ASSUMPTIONS: Determine if there are problems with assumptions made or the underlying logic.
4a. INAPPROPRIATE ASSUMPTIONS are made about the respondent or about his/her living situation.
Assumes respondent receives health care.
NO
4b. ASSUMES CONSTANT BEHAVIOR or experience for situations that vary. YES
STEP 5 - KNOWLEDGE/MEMORY: Check whether respondents are likely to not know
or have trouble remembering information.
5a. KNOWLEDGE may not exist: Respondent is unlikely to know the answer to a factual question.
YES
5b. ATTITUDE may not exist: Respondent is unlikely to have formed the attitude being asked about.
I wonder if people have even thought of this very much.
NO
5c. RECALL failure: Respondent may not remember the information asked for. YES
5d. COMPUTATION problem: The question requires a difficult mental calculation. YES
STEP 6 - SENSITIVITY/BIAS: Assess questions for sensitive nature or wording, and for bias.
6a. SENSITIVE CONTENT (general): The question asks about a topic that is embarrassing, very private, or that involves illegal behavior.
Questions about ethnicity may be sensitive.
NO
6b. SENSITIVE WORDING (specific): Given that the general topic is sensitive, the wording should be improved to minimize sensitivity.
YES
6c. SOCIALLY ACCEPTABLE response is implied by the question.
Respondents may feel that the “safe” answer is NO, even if they do prefer someone of
STEP 7 - RESPONSE CATEGORIES: Assess the adequacy of the range of responses to be recorded.
7a. OPEN-ENDED QUESTION that is inappropriate or difficult. YES
7b. MISMATCH between question and response categories.
The question implies only YES and NO answers, but the response categories include “it doesn’t matter” as well.
NO
7c. TECHNICAL TERM(S) are undefined, unclear, or complex. YES
7d. VAGUE response categories are subject to multiple interpretations. YES
7e. OVERLAPPING response categories.
It’s difficult to differentiate between answers of “no” and “it doesn’t matter.”
NO
7f. MISSING eligible responses in response categories. YES
7g. ILLOGICAL ORDER of response categories. YES
STEP 8 - OTHER PROBLEMS: Look for problems not identified in Steps 1 - 7.
QUESTION APPRAISAL SYSTEM (QAS-99): CODING FORM
INSTRUCTIONS. Use one form for EACH question to be reviewed. In reviewing each question:
1) WRITE OR TYPE IN QUESTION NUMBER. ATTACH QUESTION
Question number or question here:
Q4) How often do you use a restraining system (INCLUDE ALL TYPES) when you drive or ride in a car?
(MARK ONE) [ ] Always [ ] Nearly always [ ] Rarely [ ] Never [ ] Don’t know
2) Proceed through the form - Circle or highlight YES or NO for each Problem Type (1a... 8). 3) Whenever a YES is circled, write detailed notes on this form that describe the problem.
STEP 1 - READING: Determine if it is difficult for the interviewers to read the question uniformly to all respondents.
1a. WHAT TO READ: Interviewer may have difficulty determining what parts of the question should be read.
Should “include all types” be read?
NO
1b. MISSING INFORMATION: Information the interviewer needs to administer the question is not contained in the question.
YES
1c. HOW TO READ: Question is not fully scripted and therefore difficult to read.
You can’t literally read the parenthetical part without being very awkward.
NO
STEP 2 - INSTRUCTIONS: Look for problems with any introductions, instructions, or explanations from the respondent’s point of view.
3a. WORDING: Question is lengthy, awkward, ungrammatical, or contains complicated NO syntax.
As noted above, reading the parenthetical part makes this very awkward.
3b. TECHNICAL TERM(S) are undefined, unclear, or complex. NO
“Restraining system” is not a common term.
3c. VAGUE: There are multiple ways to interpret the question or to decide what is to be NO included or excluded.
It’s not clear what types of “cars” are to be included. Does this mean “car” in the generic sense, or is it to exclude things like mini-vans, trucks, and so on?
3d. REFERENCE PERIODS are missing, not well specified, or in conflict. NO
The reference period is not specified.
STEP 4 - ASSUMPTIONS: Determine if there are problems with assumptions made or the underlying logic.
4a. INAPPROPRIATE ASSUMPTIONS are made about the respondent or about his/her NO living situation.
This assumes that the person drives or rides in a car. Further, it assumes that the behavior is similar whether they drive or ride (it may differ).
4b. ASSUMES CONSTANT BEHAVIOR or experience for situations that vary. NO
Respondents tend to say things like “I always do on the highway, but not so much around town.”
4c. DOUBLE-BARRELED: Contains more than one implicit question. NO
Driving and riding are two completely different questions. This needs to be broken up.
STEP 5 - KNOWLEDGE/MEMORY: Check whether respondents are likely to not know
or have trouble remembering information.
5a. KNOWLEDGE may not exist: Respondent is unlikely to know the answer to a factual question.
YES
5b. ATTITUDE may not exist: Respondent is unlikely to have formed the attitude being asked about.
YES
5c. RECALL failure: Respondent may not remember the information asked for. YES
5d. COMPUTATION problem: The question requires a difficult mental calculation. YES
STEP 6 - SENSITIVITY/BIAS: Assess questions for sensitive nature or wording, and for bias.
6a. SENSITIVE CONTENT (general): The question asks about a topic that is embarrassing, very private, or that involves illegal behavior.
This is not extremely sensitive, but does involve behavior (not wearing a seat bealt) that is illegal in some States.
NO
6b. SENSITIVE WORDING (specific): Given that the general topic is sensitive, the wording should be improved to minimize sensitivity.
YES
6c. SOCIALLY ACCEPTABLE response is implied by the question.
The “how often” phrasing implies that one does this. If we were to first ask “do you
STEP 7 - RESPONSE CATEGORIES: Assess the adequacy of the range of responses to be recorded.
7a. OPEN-ENDED QUESTION that is inappropriate or difficult.
It’s not clear that respondents will use the response categories that are pre-coded. These should be read out loud.
NO
7b. MISMATCH between question and response categories.
Same problem as 7a. The response categories may not be those that respondents will use.
NO
7c. TECHNICAL TERM(S) are undefined, unclear, or complex. YES
7d. VAGUE response categories are subject to multiple interpretations.
These are vague response quantifiers that may have very different meanings to different respondents.
NO
7e. OVERLAPPING response categories. YES
7f. MISSING eligible responses in response categories.
There’s a big gap between “nearly always” and “”rarely.” (“Sometimes” is missing.)
NO
7g. ILLOGICAL ORDER of response categories. YES
STEP 8 - OTHER PROBLEMS: Look for problems not identified in Steps 1 - 7.