Learn About the Inclusivity index
The MaxDiff Technique Applied to the Inclusivity Index
Max Diff and the Survey Design
Among the survey design alternatives of rating, ranking, allocating, and choosing, the Inclusivity Index employs the Max-Diff choice-based survey framework, transformed with a “positive-negative” approach. This decision selects this choice-based alternative based on its ability to achieve three to five times the decision load relative to typical survey approaches and measure 20 to 30 characteristics in our 15-minute timeframe. The survey alternatives of “ranking” and its relative “allocation” also allow more intense decision-making, but these approaches are limited to studying seven or fewer attributes. Applying the positive-negative construct to MaxDiff also allows the Inclusivity Index to eliminate cultural and positivity bias. Targeting 90%+ student participation in the survey administration yields a sufficient sample size for statistical significance and eliminates sample bias. Further, the Inclusivity Index adds authenticity by ensuring anonymity and collecting each respondent’s identity selections in a separate exercise at the end, adding to the integrity of the exercise.
To better understand the Inclusivity Index requires understanding the MaxDiff technique. The “MaxDiff Technical Paper” describes the history of the technique and its application. It concludes that MaxDiff is an extremely valuable property for cross-cultural research studies.
Applying the Positive - Negative Most - Least Version of MaxDiff in the Inclusivity Index
For each of the 21 qualities two statements are written, one reflecting a positive view of the quality as practiced in the community or by the student, and a mirrored statement that is negative.
The 21 qualities produce 42 of these statements, 21 positive and 21 negative. These are presented in the survey three or four at a time depending on the school’s choice. The three at a time is the default method. Schools do request the shorter four at a time version with 21 sets if they feel their students can handle the added difficulty.
Each student takes a unique survey. The order and grouping of the statements is completely random as there are more than 1000 versions of the question sets.
In the sample question on the left, the student sees three statements, the first a positive one about stress, the second a negative statement concerning kindness and the third, the critical consciousness negative statement. If the student chooses either of the two negative statements as most applicable, that scores a -1. A least applicable selection for either of these negative statements scores them as a +1. The positive stress statement gets a +1 if chosen as most applicable, -1 if least applicable. In each question one statement is not marked and receives a 0 for that question.
The Overall Score is the sum of all 42 choices and the individual qualities are scored. Since each statement appears twice in the survey, a given quality has four chances at scoring. In some cases a quality will not be selected and effectively is scored zero. If both negative statements are chosen least when they appear in the 21 or 28 questions and both positive statements are chosen most applicable the quality will receive a +4 score. Or the converse will produce a -4 score.
