Using Focus Groups, Expert Advice, and Cognitive Interviews to Establish the Validity of a College Student Survey
By J. Ouimet, JoAnne Bunnage, R. Carini, George D. Kuh, J. Kennedy. 2004
95 citations recorded by the source corpus.
This study focused on how the design of a national student survey instrument was informed and improved through the combined use of student focus groups, cognitive interviews, and expert survey design advice. We were specifically interested in determining (a) how students interpret the items and response options, (b) the frequency of behaviors or activities associated with the response options, (c) if the items are clearly worded and specific enough to produce reliable and valid results, and (d) if the items and response categories accurately represent students' behaviors and perceptions. We collected focus group data from 8 colleges and universities as part of a nationally funded research project on student engagement. The findings provide additional insight into the importance of using focus groups and cognitive interviews to learn how students interpret various items and what different responses really mean.
Subfields: Education, Sociology and Political Science
View Paper: https://www.semanticscholar.org/paper/9af581592d94a1c63d0409a968c471b7ab03ea61
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In Education
- Jeffrey A Greene
- Sheri D. Sheppard
- Scott C. Brown
- Alexander C. McCormick
- Gary Lichtenstein
- Chryssa D. Delgado
- Susan R. Jones
- G. Crisp
In Sociology and Political Science
Citations in the corpus
- Comparing the Undergraduate Experience of Engineers to All Other Majors: Significant Differences are Programmatic (2010, background): “Focus groups of randomly selected students at a variety of institutions have demonstrated consistency in how students interpret the NSSE questions and response options (Ouimet et al., 2004).”
- The Wisdom Development Scale: Translating the Conceptual to the Concrete (2006, methodology): “If there were multiple interpretations to an item, they were turned into separate items ( Ouimet, Bunnage, Carini, Kuh, & Kennedy, 2004 ).”