Evaluation resources – surveys
This guide supports school planning and the evaluation of School Excellence Plans (SEP) initiatives and implementation and progress monitoring (IPM) related to curriculum implementation. This resource explains the purpose and effective use of surveys and provides a range of sample surveys which schools may use and/or adapt for their own contexts and needs.
What and why
Surveys are:
- a consistent set of questions used to gather data about experiences, opinions beliefs and motivations.
- an efficient and flexible method of collecting consistent data from large or small groups. Questions may be open-ended or closed, yielding qualitative and quantitative data.
Survey data:
- can be obtained through a range of formats. In schools, self-complete formats are most often utilised (electronically, online or pen and paper).
- can be generalised to the broader population that is to be represented or understood, if there is a sufficient sample size.
- is collected for all respondents in a consistent manner, so simple analysis of patterns and trends is possible.
Surveys can be used:
- to evaluate the impact of curriculum implementation. For example: to obtain data on staff confidence and readiness to implement the new curriculum. Staff engagement with surveys can be promoted through confidential and anonymous response options
- in conjunction with interview or focus group data. For example: staff may be interviewed about their opinion on how well supported they are by the leadership team to prepare for curriculum implementation. Survey results can strengthen evaluation by providing data on the shared beliefs across the school, stage or faculties
- to obtain insights on how well staff understand the requirements or changes to the curriculum
- to review trends from respondents over time by repeating surveys periodically.
Surveys are a valuable evaluation tool when:
- there is a strong culture of cooperation and relational trust amongst staff
- respondents are required to review documentation or processes to answer certain questions
- questions are self-explanatory and the language level is appropriate for high levels of response from the survey audience
- timely and efficient feedback is sought.
- Asking good quality questions that suit the purpose of the evaluation and target population
- Proof-reading and ‘piloting’ or ‘testing’ a survey with a few respondents before circulating to all respondents is a good idea, this allows identification of any questions that do not meet your intended purpose or are unclear
- The timing and length of surveys can contribute to response rates
- Questions that require a personal approach or are complex may be more suitable in a focus group
- Open-ended questions can require a significant allocation of time to analyse.
- Decide on your target population and sample size.
- Choose a user-friendly platform. Microsoft Forms and Google Forms are recommended online survey tools.
- Keep surveys short.
- Advise participants of the purpose of the survey, expected completion time and how the information will be used.
- Keep questions clear and concise. Ask one question at a time. Avoid acronyms.
- Use plain language that is suitable for your audience and their language needs.
- Avoid emotive phrases or words that lead respondents into an absolute response. For example: do you agree that…
- Be mindful of question order bias: keep open-ended and personal questions at the end of the survey. Questions about program satisfaction might be best asked at the beginning of a survey. Asking broad questions first, then specific questions, can reduce bias.
- If questions rely on memory, specify a timeframe. For example: in the last 3 months.
- Use graphics and links to further information if applicable to the context.
- Label survey selections. Defining or quantifying terms avoids incorrect selections.
- Balance answer choices. For example: multiple choice, star ratings, open-ended and ensure the number of response categories is adequate to answer the question, such as Likert scale style questions.
- Include not applicable, unsure or neutral categories according to subject matter.
- Include a friendly conclusion, expressing gratitude for the time and effort taken to complete the survey or where or from whom further information can be obtained.
Duplicating a sample survey
- Open the survey by selecting on the shared survey links – select 'duplicate it’ to make a copy.
- Once duplicated, you can select on any part of the survey to edit the questions to suit your context.
Editing questions
- To remove a question, select on it, and select the garbage bin ‘delete question’ icon.
- To add a question, select on the previous question to reveal the ‘+ insert new’ button.
Collecting responses
- Once you have edited your survey, select ‘collect responses' to access options to distribute the survey.
- Let teachers know the purpose of the survey, closing date and protocols for data confidentiality.
Viewing results
- Results can be accessed in Microsoft Forms. Open the survey and select the ‘responses’ tab to analyse your data, either directly in Forms, or ‘open in Excel’.
- Please note, accessing the survey via the link you share with staff will not give you access to the responses.
Sample surveys
The following surveys have been created for you to use in your context. You can use the templates by duplicating the survey. If you wish to adapt the survey questions, you can duplicate the surveys and edit as required.
- Professional learning exit slip
The Professional Learning exit slip survey is designed to gather evidence of process quality and evidence of impact of school based professional learning sessions. The data obtained from this survey can be used to track and monitor the effectiveness of professional learning sessions over time, allowing school leaders to adjust future professional learning sessions or support where necessary. This survey has a pre-set function enabled where names are connected with responses so that follow up support can be provided for individual team members according to their responses.
- Professional learning for curriculum implementation – entry or exit slip - stage, faculty or curriculum team
This Professional Learning entry and or exit slip – stage,faculty or team survey will collect evidence of process quality of curriculum implementation professional learning sessions for school leaders to use with the team they lead, for example: stage, faculty or curriculum team. The data obtained from this survey can be used to track and monitor the effectiveness of professional learning sessions over time. The survey could be used to gather baseline data and replicated to gather evaluation data on professional learning sessions.
- Professional learning for curriculum implementation –entry or exit slip – school leaders
This Professional Learning entry and or exit slip – school leader survey is designed to capture school leader’s thoughts, confidence levels and needs in relation to leading the implementation of curriculum. The data obtained from this survey can be used to track and monitor the needs and confidence of school leaders and the effectiveness of the support they access over time. The survey could be used to gather baseline data and replicated to gather evaluation data.
- Staff readiness to implement the new curriculum
This staff survey is designed to capture thoughts, confidence levels and needs of staff in relation to implementing the new curriculum, aligned to the curriculum implementation ‘Engage’ phase. This survey has a pre-set function enabled where names are connected with responses so that follow up support can be provided for individual team members according to their responses
- Staff implementation tracking
These surveys are designed for school leaders to ascertain evidence of process quality aligned to the curriculum implementation ‘Enact’ phase. The responses obtained allow leaders to evaluate school processes and structures to ensure teachers are supported in implementing syllabuses. (Adapted from Leading Collaboration for School Improvement, pp 40 (PDF 693.6 KB) (staff only)