Total Survey Error Paradigm: Theory and Practice

Author(s):  
Paul P. Biemer
2015 ◽  
Vol 15 (1) ◽  
pp. 39-59 ◽  
Author(s):  
Louisa Ha ◽  
Xiao Hu ◽  
Ling Fang ◽  
Sarah Henize ◽  
Sanghee Park ◽  
...  

2018 ◽  
Vol 37 (2) ◽  
pp. 196-213 ◽  
Author(s):  
Colleen A. McClain ◽  
Mick P. Couper ◽  
Andrew L. Hupp ◽  
Florian Keusch ◽  
Gregg Peterson ◽  
...  

This article reviews the existing literature on the collection of paradata in web surveys and extends the research in this area beyond the commonly studied measurement error problem to paradata that can be collected for managing and mitigating other important sources of error. To do so, and in keeping with the nature of paradata as process-oriented, we develop a typology of web survey paradata that incorporates information from all steps in the web survey process. We first define web survey paradata and describe general phases of paradata that run parallel to the steps in fielding a typical web survey. Within each phase, we enumerate several errors within the total survey error paradigm that can be examined with paradata, discussing case studies and motivating examples that illustrate innovative uses of paradata across the web survey process. We conclude with a discussion of open questions and opportunities for further work in this area. Overall, we develop this typology keeping technological advancements at the center of our discussion, but with flexibility to continuously incorporate new developments and trends in both technology and study design. Our typology encourages researchers to think about paradata as tools that can be used to investigate a broader range of outcomes than previously studied.


2012 ◽  
Vol 21 (3) ◽  
pp. 74-81 ◽  
Author(s):  
Debbie Witkowski ◽  
Bruce Baker

Abstract In the early elementary grades, the primary emphasis is on developing skills crucial to future academic and personal success—specifically oral and written communication skills. These skills are vital to student success as well as to meaningful participation in the classroom and interaction with peers. Children with complex communication needs (CCN) may require the use of high-performance speech generating devices (SGDs). The challenges for these students are further complicated by the task of learning language at a time when they are expected to apply their linguistic skills to academic tasks. However, by focusing on core vocabulary as a primary vehicle for instruction, educators can equip students who use SGDs to develop language skills and be competitive in the classroom. In this article, we will define core vocabulary and provide theoretical and practical insights into integrating it into the classroom routine for developing oral and written communication skills.


Sign in / Sign up

Export Citation Format

Share Document