Interviewer Effects in Multicultural, Multinational and Multiregional Surveys

Autor/inn/en	Cibelli Hibben, Kristen; Pennell, Beth-Ellen; Scott, Lesli
Titel	Interviewer Effects in Multicultural, Multinational and Multiregional Surveys
Quelle	In: Quality Assurance in Education: An International Perspective, 26 (2018) 2, S.278-289 (12 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0968-4883
DOI	10.1108/QAE-06-2017-0032
Schlagwörter	International Assessment; Surveys; Interviews; Quality Assurance; Quality Control; Cross Cultural Studies; Innovation + Suchen Sie Ihr Suchwort? Survey; Umfrage; Befragung; Interviewing; Interviewtechnik; Qualitätssicherung; Qualitätskontrolle; Cultural comparison; Kulturvergleich
Abstract	Purpose: At the invitation of the Programme for the International Assessment of Adult Competencies (PIAAC), this paper aims to examine advances in survey interviewer monitoring and make recommendations on minimizing the effect of interviewers on survey results. Design/methodology/approach: The authors first provide an overview of the most recent literature on interviewer effects, quality assurance and quality control. Here, they draw upon recent publications such as the cross-cultural survey guidelines (www.ccsg.isr.umich.edu) and newly published or in-press material specifically addressing these issues in multicultural, multinational and multiregional (3MC) contexts. Findings: The authors discuss trends and innovations in quality assurance and quality control in 3MC studies and draw upon examples from international surveys that are using cutting-edge and innovative approaches to monitor interviewer behavior and minimize interviewer effects. Originality/value: With a view to continuous quality improvement, the authors conclude with concrete recommendations for PIAAC to consider for the next cycle. Many of the recommendations have general relevance for other large-scale cross-national surveys. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01