Development Research in Practice

Page 106

confirm that coded-response options are exhaustive. In addition, it provides an opportunity to test and refine all of the survey protocols, such as how units will be sampled or preselected units identified. The content-focused pilot is best done with pen and paper, before the questionnaire is programmed, because changes resulting from this pilot may be deep and structural, making them hard to adjust in code. At this point, it is important to test both the validity and the reliability of the survey questions, which requires conducting the content-­ focused pilot with a sufficiently large sample (the exact requirement will depend on the research sample, but a very rough rule of thumb is a minimum of 30 interviews). For a checklist for how to prepare for a survey pilot, see the DIME Wiki at https://dimewiki.worldbank​ .org/Checklist:_Preparing_for_a_Survey_Pilot . The sample for the pilot should be as similar as possible to the sample for the full survey, but the two should never overlap. For details on selecting appropriate pilot respondents, see the DIME Wiki at https://dimewiki.worldbank​ .org/Survey_Pilot_Participants . For checklists detailing activities in a content-­focused pilot, see the DIME Wiki at https://dimewiki.worldbank​ .org​/Checklist:_Content-focused_Pilot and https://dimewiki.worldbank.org​ /Checklist:_Piloting_Survey_Protocols. The final stage is a data-focused pilot. After the content is finalized, it is time to begin programming a draft version of the electronic survey instrument. The objective of this pilot is to refine the programming of the questionnaire; this process is discussed in detail in the following section.

BOX 4.3 PILOTING SURVEY INSTRUMENTS: A CASE STUDY FROM THE DEMAND FOR SAFE SPACES PROJECT The context for the platform survey and implicit association test presented some unique design challenges. The respondents to the survey were commuters on the platform waiting to board the train. Given the survey setting, respondents might need to leave at any time, so only a random subset of questions was asked to each participant. The survey included a total of 25 questions on commuting patterns, preferences about use of the reserved car, perceptions about safety, and perceptions about gender issues and how they affect riding choices. While waiting for their train, 1,000 metro riders answered the survey. The team tested the questions extensively through pilots before commencing data collection. On the basis of pilot data and feedback, questions that were causing confusion were reworded, and the questionnaire was shortened to reduce attrition. The research team designed a custom instrument to test for implicit association between using or not using the women-reserved space and openness to sexual advances. To determine the best words to capture social stigma, two versions of the implicit association test instrument were tested, one with “strong” and one with “weak” language (for example, “vulgar” vs. “seductive”), and the response times were compared to other well-established instruments. For the development of all protocols and sensitive survey questions, the research team requested input and feedback from gender experts at the World Bank and local researchers working on gender-related issues to ensure that the questions were worded appropriately. For the survey instrument, visit the GitHub repository at https://git.io/JtgqD. For the survey protocols, visit the GitHub repository at https://git.io/Jtgqy.

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DEVELOPMENT RESEARCH IN PRACTICE: THE DIME ANALYTICS DATA HANDBOOK


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Appendix C: Research design for impact evaluation

33min
pages 215-231

Appendix A: The DIME Analytics Coding Guide

24min
pages 195-210

Appendix B: DIME Analytics resource directory

3min
pages 211-214

8.1 Research data work outputs

6min
pages 190-194

Chapter 8: Conclusion

1min
page 189

7.4 Releasing a reproducibility package: A case study from the Demand for Safe Spaces project

3min
pages 184-186

7.1 Summary: Publishing reproducible research outputs

8min
pages 172-175

7.3 Publishing research data sets: A case study from the Demand for Safe Spaces project

10min
pages 180-183

7.2 Publishing research papers and reports: A case study from the Demand for Safe Spaces project

8min
pages 176-179

Chapter 7: Publishing reproducible research outputs

1min
page 171

6.1 Data analysis tasks and outputs

3min
pages 168-170

6.8 Managing outputs: A case study from the Demand for Safe Spaces project

10min
pages 163-167

6.7 Visualizing data: A case study from the Demand for Safe Spaces project

4min
pages 161-162

6.6 Organizing analysis code: A case study from the Demand for Safe Spaces project

4min
pages 159-160

6.5 Writing analysis code: A case study from the Demand for Safe Spaces project

3min
pages 157-158

6.4 Documenting variable construction: A case study from the Demand for Safe Spaces project

4min
pages 155-156

6.3 Creating analysis variables: A case study from the Demand for Safe Spaces project

1min
page 154

6.2 Integrating multiple data sources: A case study from the Demand for Safe Spaces project

9min
pages 150-153

6.1 Summary: Constructing and analyzing research data

10min
pages 146-149

Chapter 6: Constructing and analyzing research data

1min
page 145

5.7 Recoding and annotating data: A case study from the Demand for Safe Spaces project

3min
pages 140-141

5.6 Correcting data points: A case study from the Demand for Safe Spaces project

4min
pages 138-139

5.5 Implementing de-identification: A case study from the Demand for Safe Spaces project

9min
pages 134-137

5.1 Summary: Cleaning and processing research data

7min
pages 122-124

5.4 Assuring data quality: A case study from the Demand for Safe Spaces project

7min
pages 131-133

5.3 Tidying data: A case study from the Demand for Safe Spaces project

7min
pages 128-130

5.2 Establishing a unique identifier: A case study from the Demand for Safe Spaces project

7min
pages 125-127

Chapter 5: Cleaning and processing research data

1min
page 121

B4.4.1 A sample dashboard of indicators of progress

12min
pages 113-117

4.4 Checking data quality in real time: A case study from the Demand for Safe Spaces project

2min
page 112

4.3 Piloting survey instruments: A case study from the Demand for Safe Spaces project

14min
pages 106-111

4.2 Determining data ownership: A case study from the Demand for Safe Spaces project

16min
pages 100-105

B3.3.1 Flowchart of a project data map

37min
pages 81-96

B2.3.1 Folder structure of the Demand for Safe Spaces data work

36min
pages 55-72

Chapter 4: Acquiring development data

5min
pages 97-99

Chapter 3: Establishing a measurement framework

18min
pages 73-80

Chapter 1: Conducting reproducible, transparent, and credible research

35min
pages 31-46

Chapter 2: Setting the stage for effective and efficient collaboration

18min
pages 47-54

I.1 Overview of the tasks involved in development research data work

18min
pages 22-30

Introduction

2min
page 21
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