Responsible reporting workshop for MIT staff (Part 2) Low survey
response rates have long plagued those who conduct surveys. Yet, is a
survey response rate the only indicator of survey data quality? And
does a low(er) response rate always mean that the collected data
aren’t useful? In this workshop, we’ll begin to answer these
questions by exploring the relationship between survey response rates
and survey representativeness. Along the way, we’ll also discuss why
all response rates aren’t necessarily equal, why knowing who
responds to a survey is as important as knowing how many people
respond to a survey, and how to use Excel to quickly calculate whether
key groups are well-represented among your survey data.
_Laptops are highly recommended._
LEARNING OUTCOMES
* Explain the relationship between response rate and
representativeness
* Understand that there are many ways to report a response rate
* Identify the difference between students and survey respondents
* Determine whether survey findings are representative or not
WORKSHOP FACILITATOR
MELISSA BARNETT
_Associate Director for Research and Evaluation, MIT Teaching +
Learning Lab_
Melissa joined TLL’s Research and Evaluation team in 2015. As
Associate Director for Evaluation, Melissa analyzes institutional and
survey data to answer questions concerning the student experience at
MIT. Her interests include: data governance, data visualization,
large-scale data management, research design and quantitative &
qualitative analytic techniques.
From 2018-19, Melissa led a team of data stewards and data analysts,
charged by the Vice Chancellor, to create a process to continue and
strengthen cross-office survey coordination, communicate best survey
and data practices to the Institute community, further discuss data
sharing policies and explore data governance strategies. Data Talks, a
data workshop series for staff, developed as a result of the work of
this cross-functional team. Melissa leads the Data Talks team.
Prior to MIT, Melissa served as the Research Manager at Harvard
College in the Office of Undergraduate Education and as a Research
Analyst in the Science Education Department at the Harvard-Smithsonian
Center for Astrophysics. At Harvard College, she led large- and
medium-sized program evaluations, while her work at Harvard’s
Science Education focused on conducting quantitative analyses of the
various effects on student achievement in college calculus.
Melissa’s most recent co-authored publications appear in the Journal
for Research in Mathematics Education and The High School Journal.
Melissa has taught several undergraduate courses, including
Statistics, and Research Methods. Melissa received her Ph.D. from
Florida State University and her B.A. from Denison University.
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21/02/2020 Last update