Types of Questionnaires

A questionnaire can be administered in four basic ways. It can be a pencil-paper questionnaire (1) or online (2), conducted in the form of an interview (3), or over the phone (4).

Teachers use questionnaires a) standardized, which have fixed questions, a manual describing how to work with the questionnaire and sometimes the norms for the population; b) non-standardized, which, for example, a teacher prepares for their own needs.

Creation and Use of Questionnaires

If we use a ready-made professional (standardized) questionnaire, it is necessary to familiarize ourselves with the manual for its use, the limits of the tool, the procedures for its administration, and the method of processing and interpreting the results. We need to verify whether the questionnaire is applicable in our situation with our students in the given age cohort.

If we use a non-standardized questionnaire, we need to check whether it properly represents the measured construct and corresponding theory (e.g., class climate), whether the items are understandable, etc.

If we create a questionnaire ourselves, we need to rely on the rules of questionnaire construction, which are similar to the rules for constructing a knowledge test or interview questions. In many cases, we can simply conduct a structured conversation with the student on the given topic according to the questionnaire. The rules for creating a printed or online questionnaire were discussed in the course "Research in Educational Practice" in the fall semester of the second year.

- In principle, it is always necessary to start from our diagnostic question, diagnostic goal, assumption, or hypothesis and design a well-thought-out structure of the questionnaire accordingly – areas which we then fill with items. We usually base this on a theory about the issue we are diagnosing.

- In the questionnaire, we first explain its purpose and ask for careful completion, provide instructions on how to use the response scale for items, and add an example of filling it out.

- We start with easier and more attractive questions, place harder and less interesting ones in the middle, and end with usually simple factographic questions.

- We pay great attention to the formulation of each item and the use of individual words. We check how students understand the items and why they do not respond to some. We consult the questionnaire with colleagues. We revise unclear items.

- When constructing, we can consider that closed items are easier to evaluate (choice of answers) than semi-closed (choice of answers, plus the option of 'other – what') and open (write your answer).

- We do not use terms (several, usually, sometimes) that everyone interprets differently.

- We do not use double-barreled questions. It is then unclear what the student is responding to.

- We do not ask the student what they observe in the class (teacher is interested in the opinions of students) but their opinion regarding themselves (teacher is interested in my opinion). Data can then be aggregated for the class in the calculation of results.

- We use the vocabulary of the students.

- We only ask about what students can answer and what is meaningful to them.

- We make questions simple and clear, easy to answer.

- We do not use negative expressions (definitely not a double negative), as students often overlook or misunderstand them (e.g., this subject is not my favorite – yes/no). If a negative is necessary, we highlight it.

- We do not ask questions that evoke bias.

- In the questionnaire, we also use items where students respond on a scale (usually 1 – disagree/never to 5 – agree/always, N – do not know, cannot assess). These are scaled items. The number of points on the scale corresponds, for example, to the necessary variability of responses for the statistical analysis of data and the age of the students.

- We create questionnaires long enough to obtain the necessary information, but we try to keep them as short, simple, and concise as possible (usually a maximum of 30 minutes for adults). The possible length depends on the age of the students, their abilities, the topic of the questionnaire, etc.

Most questionnaires used by laypeople have basic errors in construction. Therefore, if you, as teachers, use questionnaires in your diagnostic or evaluative work, etc., it is recommended to study more information about their construction than what is presented here in this basic overview. Similarly, some questionnaires created by various experts may not necessarily be correctly constructed, and as teachers, you should be able to critically assess the construction of the questionnaire and use quality ones in your practice.

Processing Data from the Questionnaire

If we have a questionnaire for the entire class, we save (in the case of an online questionnaire) or transcribe the data into a data matrix, for example, in Excel (before importing it into a data analysis program). Each row corresponds to all the information about one student. In the columns, we have the questions (variables), and the individual responses to each question are coded with numbers (somewhere we have a manual for coding). How a data matrix looks and how to process data were covered last semester in the course "Research in Educational Practice."

We always check transcribed data before calculations. We verify that no errors occurred while transcribing from the printed questionnaire. We also look to see if students responded in an unusual way (e.g., 1-2-3-4-5-5-4-3-2-1, all 3s). In the questionnaire, we may have a so-called lie question, where everyone would actually answer yes (e.g., I like holidays), and if a student answers differently, it might indicate the unreliability of their responses. However, the problem of filling out is better addressed through good teacher-student relationships and students' trust in the meaningfulness of the questionnaire.

Questionnaires are usually processed statistically. Basic descriptive statistics (response frequencies, medians/averages, correlations, etc.) can be quickly calculated in a simple statistical program like SPSS, PSPP, Statistica, JASP. Very simple questionnaires for quick diagnosis of a student and class can be processed by hand (or some parts even in Excel, which, as a universal tool, is not easy for this type of data manipulation and descriptive statistics).

We calculate the frequencies of responses to individual questions. If the data on response scales (e.g., 1 – disagree to 5 – agree) are normally distributed (Gaussian curve), we can also calculate averages. More details can be found in the course "Research in Educational Practice" (SZ 6006).

 Interpretation of Results from the Questionnaire

A disadvantage of questionnaires is that we often do not know how to deeply explain the results. However, when diagnosing, we can ask the student why they responded in a certain way, as we continue to work with them as teachers. Questionnaires do not reveal what a student does, but what they report they do, which can differ from what they actually do (they may not be aware, estimates of frequencies of activities may be inaccurate, etc.). Also, if questionnaires are not filled out anonymously, responses may be biased. Students might also provide socially desirable answers that do not correspond to the truth, especially if a teacher selects the questionnaire for necessary planned informed measures in teaching. If you give a questionnaire to students, also show them that you respond to the results. Generally, it is advisable to work in an atmosphere of mutual trust.

Examples of Questionnaires for Teacher's Diagnostic Assessment of Students and Classes

1.       Diagnosing interest in the subject, relationship to the subject, learning and performance motivation:

a) School Performance Motivation of Students: This questionnaire investigates the tendency to achieve success and the tendency to avoid failure among secondary school students. It allows for an examination of both the performance climate in the classroom and the performance motivation of individual students. The results help teachers understand students better and work more effectively with motivational factors in teaching, or to find out how well they are developing motivation among students in teaching. The manual for this tool includes norms (Hrabal & Pavelková, 2011).

b) Student's Relationship to the Subject: Hrabal (1989, p. 86) provides teachers with a simple diagnostic tool to determine students' attitudes toward the subject matter. The questionnaire focuses on the subject's difficulty for the student, the importance the student places on the subject, time spent preparing for the subject, and understanding of the subject matter. 

c) Students' Opinions on School: A comprehensive questionnaire for students that explores multiple areas of a student’s evaluation of their school: student motivation, student engagement, course of instruction, assessments, difficulty level, school climate, facilities and equipment, and the school's extracurricular offerings (Kohoutek & Mareš, 2012).

2. Self-Concept Assessment: 

The Piers-Harris 2 Self-Concept Scale for Children and Adolescents is a sixty-item self-assessment questionnaire subtitled "How I See Myself." The Czech standardization is intended for children and adolescents aged 9 to 18 years. The questionnaire items include statements describing how people may perceive themselves. It can also serve as a screening tool for subsequent psychological examination. While a teacher can administer it, a psychologist should perform the interpretation (Piers & Herzberg, 2015; Smékal, 1989).

3. Learning Strategies: 

Questionnaires can also diagnose students' learning strategies. Understanding these strategies can help identify difficulties students face in achieving educational outcomes (Vlčková & Přikrylová, 2011).

4. Diagnostic Assessment of Teacher-Student Interaction: 

Sometimes, it is suitable to focus on the teacher's instruction and how it is perceived by the student. For this purpose, the Teacher-Student Interaction questionnaire can be used, which investigates the characteristics of teachers' educational impact on students, how students perceive their relationship with the teacher, and how the teacher leads them. The results are important for the teacher's self-reflection and teaching style (Gillernová & Krejčová, 2011).

5. Diagnostic Assessment of Relationships Among Students

a) Sociometric Test: This method uses questions to explore sympathies and antipathies among students. Example questions include preferences for roommates on a school trip, invitations to a birthday party, choices for class president, and collaboration partners for organizing a school trip. Responses are kept confidential, with points assigned based on preference order, revealing students' social positions and relationships within the class, considering age-specific characteristics (Trpišovská, 1997).

b) Hrabal's Sociometric Rating Questionnaire SO-RA-D: This questionnaire gathers information on classroom relationships and a student's position within the class, suitable for students aged 12 and older. It assesses the extent of a classmate's influence, likability, and reasons for these perceptions on a five-point scale. Data are processed using a sociometric matrix, and results are compared with direct observations of students. This information can help improve classroom climate and learning conditions. SO-RA-D provides detailed insights into the social dynamics of complex classes and is a sensitive indicator for identifying students facing difficulties or at risk. It aids in the social restructuring of classes with unfavorable climates and supports the integration of marginalized or rejected students (Hrabal, 2011). 

6. Diagnostic Assessment of Classroom Social Climate

a) Classroom Climate: This questionnaire for the second stage of elementary school assesses students' perceptions of their class situation – relationships with classmates, cooperation, support from teachers, equal treatment by teachers, application of learned content at home, competition preference, and break time activities (Mareš & Ježek, 2012).

b) My Class Inventory (MCI): Developed by Australian authors B. J. Frase and D. L. Fisher (1986) and translated into Czech as "Naše třída" by J. Lašek and J. Mareš, the Czech version allows for the assessment of the social climate of a class across five dimensions and variables, with a more complex version exploring up to 15 variables. The questionnaire measures the climate in a specific subject (meaning a class teacher assesses the climate not in their "own" class but, for example, only in Czech language classes) (Dittrich, 1992; Lašek, 1988, 2001).

c) Preventing Behavioral Problems: The "Preventing Behavioral Problems" questionnaire assesses whether students perceive certain processes as threatening and indicates potential risks for the development of problematic behavior in classes at the second stage of elementary school. The questionnaire covers satisfaction with school, experiences of success, negative experiences, teacher-student relationships in the group, identity formation, etc. (Vojtová & Fučík, 2012).

7. Career Orientation Diagnostics: The career choice questionnaire is designed for students aged 15 and older and adults for selecting a profession. It compares interests and abilities with a registry of professions (Jörin et al., 2003).

These diagnostic tools provide educators and counselors with valuable insights into students' perceptions, experiences, and future aspirations, enabling them to address behavioral issues proactively and guide students in their career choices more effectively. By understanding and responding to the underlying factors contributing to students' behavior and preferences, professionals can create a more supportive educational environment and assist students in making informed decisions about their future career paths.

Please note, that choosing to conduct for example an interview wit a pupil, interview with a parent and interview with a teacher still counts as just ONE method. 

Collect and process the data in accordance with the principles of personal data protection (photos of pupils, documentation with pupils' names etc. MUST NOT be involved; you can document, for example, observation sheets, interview transcripts, scanned notes from a notebook, didactic tests without possible identification of the pupil...). List them in the portfolio task document.