• Front Page
    • Digital Education
    • Terry Freedman's Books Bulletin
  • RSS
  • Search
    • Welcome
    • The "About" Page
    • Testimonials
    • CV/Resumé
    • My Writing
    • Published articles
  • Corrections Policy
Menu

ICT & Computing in Education

Articles on education technology and related topics
  • Front Page
  • Newsletters
    • Digital Education
    • Terry Freedman's Books Bulletin
  • RSS
  • Search
  • Info
    • Welcome
    • The "About" Page
    • Testimonials
    • CV/Resumé
    • My Writing
    • Published articles
  • Corrections Policy
Photo by Mimi Thian on Unsplash

Photo by Mimi Thian on Unsplash

How to run a consultation

March 24, 2019

If you want to run a consultation but are concerned that the outcome might not be to your liking, you need to word the questionnaire very carefully. Or rather, you need to ensure that there is as little opportunity as possible for respondents to voice their disagreement with the proposal in question.

This should be obvious from the fact that in at least two recent consultations undertaken by the government in England, a spokesperson has announced that the thing under discussion will be implemented once the consultation process is over. That sort of suggests that the thing is going to go ahead come what may.

There’s a consultation going on near where I live about a proposal to build a new school and a housing complex. There is one question that gives you the space to disagree — an open-ended “Any other comments?” one at the end. All the others are in the nature of “Which of the following benefits of this idea do you think is the most important?”. I mention this because it’s not just government consultations that have such shortcomings.

I always take part in consultations because I think that if you don’t then (a) you can’t really complain if things turn out the way you wish they hadn’t, and (b) it will only be a question of time before some bean counter in the Treasury concludes that given the low response rate to consultations, the costs outweigh the benefits.

But what I do is answer the questions that I think should have been asked, and let rip in the “Any other comments?” section.

For example, in answer to the “Which of these benefits is #1?” question I mentioned earlier, I added another option: None of the above. I don’t suppose it will be recorded, because there won’t be a slot for that kind of response in their database, but I thought it important to state anyway.

In any case, I state my full case in the Comments question, going on to a new sheet if necessary.

I also photograph my completed questionnaire if it’s on paper, or save, copy/paste or screenshot it if it’s online.

There is a third option sometimes, which is to follow up in an email. I think it’s important to do that too if possible.

Unfortunately, although the organisations that consult using leading questions may gain a short-term and private advantage, I believe the long-term and social cost is an increase of cynicism and distrust. It’s a very short-sighted strategy.

In News & views Tags consultation, leading questions
← Creating multiple signatures in GmailProblems in the ed tech classroom #1 →
Recent book reviews
best writing maths.jpg
Book review: The best writing on mathematics, 2016

I think this could be an excellent resource for teachers of mathematics.

Read more →
international short (2).jpg
For your Eng Lit colleagues? The Penguin Book of the International Short Story -- two reviews in one!

I submitted my review of this book to Teach Secondary magazine, an educational magazine in the UK. The first review below is what the magazine published. The second one is what I actually wrote!

Read more →
Turner and Constable (1).jpg
Two reviews in one: Turner and Constable: Rivals and Originals -- art and history

One for your colleagues, perhaps: art, art history, ploitics with a small ‘p’.

Read more →
satire (1).jpg
Two reviews in one: State of Ridicule: A History of Satire in English Literature -- politics, history, English

One for your colleagues, perhaps. Sperrin has provided a wealth of information that can be used to provide a rich experience for students of politics, history and English literature.

Read more →
a little history of maths.jpg
Two reviews in one: A Little History of Mathematics

I submitted my review of this book to Teach Secondary magazine, an educational magazine in the UK. The first review below is what the magazine published. The second one is what I actually wrote! In substantive terms there is little difference between the two, but you may find it interesting to see what the editor altered.

Read more →
The Learning Rainforest Great Teaching in Real Classrooms Great Teaching in Real Classrooms.jpg
Review: The Learning Rainforest: Great Teaching in Real Classrooms

This is a great book for dipping into in order to read about different teaching and assessment strategies, backed up by research.

Read more →
Outstanding Formative Assessment Culture and Practice.jpg
Review: Outstanding Formative Assessment: Culture and Practice

This book contains numerous assessment for learning techniques.

Read more →
New Media in the Classroom Rethinking Primary Literacy.jpg
Review: New Media in the Classroom: Rethinking Primary Literacy

This provides a great deal of information about the different aspects of "literacy” and how digital tools can be brought into the service of literacy in the primary school.

Read more →
Designing the internet of things.jpg
Review: Designing the internet of things

This book takes you through the process of designing connected devices from prototyping to launching.

Read more →
Uneducated.jpg
Quick look: (Un)educated: My Life as a Teacher, and Why You Should Never Become One

“Some of it is laugh-out loud funny, but some of it, about his reference being spiked, made me angry …”

Read more →
Dig+Ed+Banner.jpg

Contact us

Privacy

Cookies

Terms and conditions

This website is powered by Squarespace

(c) Terry Freedman All Rights Reserved