Clarifying Question Meaning in Standardized Interviews Can Improve Data Quality Even though Wording May Change: A Review of the Evidence

Autor/inn/en	Conrad, Frederick G.; Schober, Michael F.
Titel	Clarifying Question Meaning in Standardized Interviews Can Improve Data Quality Even though Wording May Change: A Review of the Evidence
Quelle	In: International Journal of Social Research Methodology, 24 (2021) 2, S.203-226 (24 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1364-5579
DOI	10.1080/13645579.2020.1824627
Schlagwörter	Interviews; Language Usage; Questioning Techniques; Structured Interviews; Accuracy; Surveys; Responses + Suchen Sie Ihr Suchwort? Interviewing; Interviewtechnik; Sprachgebrauch; Befragungstechnik; Fragetechnik; Survey; Umfrage; Befragung
Abstract	Survey interviews are conducted to produce objective, accurate information in which interviewers ask questions as worded and their discretionary speech is carefully managed. To limit interviewer influence over answers and reduce between-interviewer variance, Standardized Interviewing (SI) requires interviewers to administer "nondirective probes" -- scripted utterances designed to elicit acceptable answers without leading respondents. To promote the intended interpretation of questions, and thus response accuracy, Conversational Interviewing (CI) authorizes interviewers to clarify questions when they suspect respondents have misunderstood. This article reviews evidence from 12 studies about the effectiveness of these two approaches. Findings consistently show that CI leads to considerably more accurate question interpretation and response accuracy than SI across different samples, modes, and languages, and does not increase interviewer variance. CI generally leads to longer interviews than SI, requiring practitioners to weigh increased response accuracy against longer interview duration. Several online implementations of CI have produced initially promising results. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01