1. Multiple Indicator Cluster Surveys Regional Training Workshop I – Survey Design General Characteristics of MICS3 Questionnaires

2. Some Features of Questionnaires and Modules Standardized format as much as possible Makes training, data processing easier All questions = CAPITAL LETTERS All response categories = lowercase All instructions to interviewers = lowercase italics. Words in (italics & in parentheses) = to be replaced by the appropriate word during interview Words in (italic-bold-in parentheses) = to be replaced before questionnaires are printed

3. Some Features of Questionnaires and Modules Question numbers begin with “1” in each module, preceded by two letters indicating the module e.g. HL1 or MN4.

4. Some Features of Questionnaires and Modules Any questions or filters with light grey background = will not be asked to the respondent, but completed by the interviewer, based on previous responses or observations.

5. Recording Responses All interviewers to use pens with blue ink to complete all questionnaires. Any editing in the field (by supervisors or field editors) to be done by using pens with red ink. Office editors to do all their work using pens with green or black ink –By this way, it becomes possible at every stage to understand the changes that have been made – if necessary to go back

6. Type of Questions Questions which have precoded responses, Questions which do not have precoded responses, Filters

7. Questions with Precoded Responses For some questions, we can predict the types of responses a respondent will give. The responses to these questions are listed in the questionnaire, usually on the right, or below the question Never to be read to the respondent unless otherwise indicated (included in the question itself)

8. Questions with Precoded Responses Two types of response categories –Numeric: Only one response category can be circled –Letter: Multiple responses can be circled Circle the number or letter which corresponds to the reply. Make sure that each circle surrounds only a single number or letter.

9. Questions with Precoded Responses In some cases, precoded responses will include an "other" category. Use “other” when certain that the response does not fit in any precoded category Always write the respondent's answer in the space provided (Specify: ______). Use margins, last page etc to provide more detail if necessary

10. Questions with Precoded Responses In numeric response codes –8, 98, 998, 9998 = Don’t know –6, 96, 996, 9996 = Other In alphabetical (multiple response) codes –X = Other –Y = None –Z = Don’t know

11. Questions with No Precoded Responses In entering the response for these questions the respondent's answer must be written in the space provided. Usually a number or a date will be recorded in the spaces provided. If the response has fewer digits than the number of spaces provided, leading zeroes have to be used.

12. Skip Instructions It is very important not to ask a respondent questions which are not relevant to her situation For example, a childless woman should not be asked about the birth weight of her last child. In cases where a particular response makes subsequent questions irrelevant, an instruction (usually an arrow) is shown after the particular response directing us to skip to the next appropriate question. It is important that skip instructions are carefully followed

13. Filters Filters require interviewer to look back to the answer to previous responses, then mark an X in the box and follow skip instructions They are used to prevent a respondent from being asked irrelevant questions. Follow the instructions and do not rely on memory Check back and mark an "X" in the appropriate box in the filter; then, follow the instructions.

14. Recording Responses It is very important to record answers neatly For precoded responses, be sure that the correct code is circled For open-ended responses, the reply should be written legibly

15. Correcting Mistakes If there was a mistake in recording the answer or the respondent changes her/his reply, the incorrect response is crossed out and the right answer entered Never erase an answer Two diagonal lines are put through the incorrect response, and correct response is recorded to the left or right

16. Adapting / Customizing Questionnaires

17. Customization No single model questionnaire can represent all human experience around the globe Customization will have to be made However, lesson learned: Adapting too freely may cause production of low quality, incomparable data

18. Customize, But retain international comparability in data you collect Only to reflect country-specific categories, phenomena

19. Adapting / Customizing Questionnaires Decide on your indicators Identify modules which collect necessary data on numerators and denominators of your indicators Make sure you collect information on all indicators appropriately and that a decision to take out one module does not affect collection of data on another indicator

20. Adapting / Customizing Questionnaires Retain all core modules if possible Assess whether you are affected by issues in additional modules and decide to include/exclude them Optional modules – Assess if it is an issue, if there is interest

21. Adapting / Customizing Questionnaires Assess the length of questionnaires – do not overdo it Consider the flow, the rhythm of the interview, do not produce a “form” Remember that the inclusion/exclusion of one module might influence another module, or the rhythm of the interview

22. Some Rules Retain question numbers Do not assign new numbers to questions already in model questionnaire If new questions are included, assign them new numbers – if necessary, use A, B, C etc, such as HA15A, HA15B to be inserted between HA15 and HA16 Retain Latin characters

23. Some Rules Understand what response categories are attempting to capture Country-specific response categories may be already there, under a different name A new category should not take up the code (number or letter) of those in the model questionnaires

24. Some Rules Be cautious about changing the ordering of modules If not absolutely necessary, do not change ordering of modules or questions Do not change the definition of the eligible group, e.g. age group Change can only be to capture a wider group, e.g. asking questions about age group 2-14 rather than 2-9

25. Suggestion Share your questionnaires and plans with UNICEF Regional Office, UNICEF NY Process to do this will be discussed during the workshop