How to Field Test Forms, Instructions & Web Content Good field-testing requires a different way of thinking. Instead of explaining, you listen. Instead of helping, the group helps you understand what they see and don't see. Once you grasp this, your writing will never be the same. Join this seminar to learn how to do your own field tests. Requirements: Submit a 1 or 2 page document/content you would like to have tested. Highlight on that document the 3 most important things you want your reader to know. Then come to our workshop, and learn how to: Draft an instrument designed to give voice to your readers, Recruit FT participants, Train your testing team, and Conduct the test and report your data. Speaker Maria Mindlin By Transcend

1. Field Testing Legal
Documents
TIG Grant 15007
Maria Mindlin, Transcend
Plain Language, Field Testing & Cultural Competency

2. Maria’s Background
– 25 years at Transcend, an agency that specializes in Plain English
and certified translations.
– Lead author on the first (and so far only) quantitative test of
Comparative Readability Study of Plain Language Court Forms in the
U.S. (Scribes Journal of Legal Writing, 2005)
– Drafted and tested plain English documents for legal aid agencies
and courts in 20+ states.
– Readability instructor, UC Davis Law School, under Professor
Richard Wydick (author of Plain English for Lawyers).
– Edited Bryan Garner’s Redbook text on visual accessibility.
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3. Why field
test?
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4. Why field test?
You want as many people as possible to
read & understand the legal information you provide.
The feedback you get from FT helps you achieve
this goal.
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FT / FG is your opportunity to collect data and hopefully….
“Data-Driven Lexicon”
You are listening!
What words do they find easy or hard?
What do they prefer?

6. Findings are based on what you hear and understand
Other options:
Fairly quick, reasonably inexpensive, extremely
instructive!
Observations, interviews, chats, focus groups
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Focus Group Testing is one Kind of
Qualitative Testing

7. Record & Share Your Readers’ Preferences
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Track writing styles, words, images they prefer.
Let your writing be guided by your readers’ preferences and reading
proficiency.
“I used to know how to write; then I went to law school.”

8. Must-Have Resource
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Focus Group Kit:
1 – Guidebook
2 – Planning
3 – Developing Questions
4 – Moderating
5 – Recruiting
6 – Analyzing & Reporting
Cost for all 6: $15-$50

9. Goals for Today’s Webinar
You will learn:
1 How to Prepare Your Instrument (Script)
2 How to Recruit Participants
3 How to Train Your FG Team
4 How to Conduct Your FG Testing
5 How to Report Your Data
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10. Materials Needed:
Instrument Template &
Sample Test Document
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★

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Template as a Starting Point
You don’t have to reinvent the wheel!
You see why we ask certain questions
When we all use similar formats, we can talk apples – to – apples.
You won’t commit the sin of running LONG!
You’ll see examples of open questions

12. Instrument Collects Data from
basic Categories
1. An introduction
2. Content questions
3. Language questions
4. Likes and Dislikes
5. Title
6. Other suggestions

13. How many questions?
Researchers say no more than 12.
Reasons:
- Time is limited. You don’t want to rush
through the great questions you have!
- Ideal time is 1 hour, maybe 1.25 hours.
People get tired, restless.
Having 12 questions also means you really
have to focus on your main goals.
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14. Developing An Instrument
Your task:
Look at your text. Highlight the areas
you most want the readers to learn.
Target those areas for questions.
Let’s see some examples.
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15. You have language rights!
The law says most public offices must give you services in
your language. Public offices must not send you away
because of your language, or ask you to bring your own
interpreter.
You have the right to a free interpreter who will keep your
information private. Ask for an interpreter at:
· Schools
· Courts
· Hospitals and doctor’s offices
· Police
· Government services
· Some housing authorities
Show the card below to ask for:
· a free interpreter, and
· written information in your language
What if they do not give me an interpreter?
Call or text the Language Access Coalition: 617 xxx-xxxx, or
Call your local legal aid office.
– Cut here – Show this card to ask for an interpreter.
I speak _________. I need an interpreter to talk to you.
Title VI of the Civil Rights Act says I have the right to an
interpreter and information in my language.
Questions?
Talk with your supervisor or look to your agency’s language
access policy. If you cannot give me an interpreter, contact the
Language Access Coalition.
Call or text: 617-xxx-xxxx (for English ) or 617 xxx-xxxx (target
language)
Target language translation will
print on this side of page (Use as
flyer, or half sheet w/ translation on
back)
Bottom area to be cut
off and used as a
card.
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16. How to Start
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Introduction:
My name is <name>, and I work for Transcend. We are a
company that helps make information easier for people to
use. I am here today with my co-worker, <Name>. She will
listen to your answers and make notes. This helps us to
remember all of your suggestions!
Today we need your help with a flyer. We want to know what
you think about it and learn how we can make it better.
We really want your honest opinions. It’s OK to say
anything, even if it’s negative. Telling us what you like and
dislike will help us make the flyer better for all users.
OK, does everybody feel comfortable about saying anything
they want?
Shall we begin?
Make participants
feel comfortable
about saying
anything they want.
Explain why their
contribution is so
important.
Facilitator does not
correct answers or
provide add’l info.
S/he responds with
a warm OK, good,
great…. to all
answers.

17. Content
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1.
What is this flyer about?
(Allow 30 seconds. Observer writes each answer given
using each participant’s exact words.)
________________________________________
____
________________________________________
____
________________________________________
____
If users cannot
quickly identify the
purpose, our text
and design have
failed.
Noting the
participants’ exact
answers tells us
what terms they
typically use.
[Reading Interest]

18. Audience
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2.
Who is this flyer for?
(Observer writes each answer given using each
participant’s exact words.)
________________________________________
____
________________________________________
____
________________________________________
____
If users cannot
identify the
audience, they are
less likely to persist.
[Reading
Persistence]

19. Match / Mismatch
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3.
Do you think this flyer would be helpful for people who don’t
speak English well?
With each “yes,” answer, ask:
OK, so you think it could be helpful? In what way?
________________________________________
____
________________________________________
____
With each “no,” answer, ask:
OK, so you said it may not be helpful? Can you tell me more
about that?
________________________________________
____
________________________________________
____
Their overall
impression tells us
about level of
reading interest this
flyer generates.

20. Contextualize
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4.
Let’s say you did not speak English really well, and you want to
apply for public services, such as Food Stamps or ask the police
for help with a problem in your building. What does this flyer tell
you to do?
(Observer checks each item participants can name. Observer
also notes any incorrect answers provided.)
 Go to the office where you want services
 Let them know you have the right to get an interpreter
 Let them know you have the right to get written translations of
imp info
 Show them this card
 Call the Language Access Coalition to report it
 Text the Language Access Coalition to report it
 Go to the masslegalhelp.org website to get more info.
 Other:
______________________________________
Their answers
reveal how clear
each item is.

21. Is this an “open” question?
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5.
Is it clear from the flier that calling or texting the number
provided is only to report having been denied an
interpreter, and that calling/texting will not get you an
interpreter?
If not, how can that be made more clear?
Their answers reveal
how clear each item is.

22. Make it “open.”
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5.
What is this telephone number for?
Point to tel # and see what they say.
(Accept all answers, do not correct or explain.)
Their answers reveal
how clear each item is.

23. 2014 Transcend - Instrument for You have language rights! Flyer – Draft #1
!
OK, Great!
Language
7. OK. Looking at the flyer again, take your yellow highlighter and
highlight any words that might be difficult for some people.
So, even if it’s easy for you, mark any words you think could be
difficult for some people.
OK. Is there an easier way of saying [insert identified words here]?
Their answers will let us
know what words may
prove difficult.
We will learn what terms
may be more culturally
competent.
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24. 2014 Transcend - Instrument for You have language rights! Flyer – Draft #1
!
OK, Great!
Language
7. OK. Looking at the flyer again, take your yellow highlighter and
highlight any words that might be difficult for some people.
So, even if it’s easy for you, mark any words you think could be
difficult for some people.
OK. Is there an easier way of saying [insert identified words here]?
Their answers will let us
know what words may
prove difficult.
We will learn what terms
may be more culturally
competent.

25. 2014 Transcend - Instrument for You have language rights! Flyer – Draft #1
!
!
Likes and Dislikes
8. OK, looking at the flyer again, please tell me anything that you like or dislike about it.
(Observer writes each answer given. Facilitator does not say the categories below unless none of the
participants mentions anything about that category.)
Likes:
! Size
! Font
! Colors
! Images (specify):
! Other (specify):
Dislikes:
! Size
! Font
! Colors
! Images (specify):
! Other (specify):
Their answers give
us feedback on the
general look and
feel of the flyer.
Facilitator does not
read possible
answers.
Their answers can
guide us to make it
more appealing to
other readers.
Title
9. Is ¡Usted tiene derechos lingüísticos! an OK title for this flyer? YES/NO
~ Do you think most people will understand it?
~ Can you suggest another title that might be better?
Confirm word choice for title
If they do not volunteer other
titles, toss out a few, such as:
Ud. tiene derechos de idioma
Tiene derecho de entender
Sus derechos de comunicación…
Other Improvements
10. Now, let’s step back for a minute and look at the flyer again. If you could
change ANYTHING on the flyer to make it better, what would you change?
(Observer writes each answer.)
Facilitator lets participants say
anything they want.
S/he may ask other if they also
like an idea offered.
Facilitator accepts all ideas
warmly!

26. Focus Group Size
Large: 9-12 participants
Small: 4-8 participants
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Who to recruit:
1. Recruits should match the profile of your typical consumers
2. Recruits should also match profile of under-served
populations, e.g., language / ethnic minorities
3. With 8 spots – shoot for a range!
4. Different ages, education & literacy levels,
primary languages, ethnic / racial backgrounds,
gender, income levels

28. How to recruit
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It takes time to build a database of participants.
Get permission from people in charge first!
Start by recruiting from places where typical consumers are
“waiting.” Ex: health clinics, social services offices, jury pools,
explore your local resources!
If not available this date, ask if interested in the future.
Collect demographic information now!

29. Your FG Team:
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Facilitator / Moderator
– Smile, speak pleasantly, calmly.
– Repeat participant’s input, ex, OK, great, so you think that part is not clear.
– Be flexible! If someone arrives late, explain quickly what you are doing,
and get right back on track.
– Address participants by name. (Have name tags ready.)
– Summarize key points, ask if others agree.
– Keep good pace. Not too fast. Not too slow.
– Keep people on track. “Let’s talk more about that later after the
group so we can hear from everybody.”

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And most importantly…
– If you are “attached” to the document and cannot embrace negative
comments…
– Let someone else be the facilitator.

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Note Taker & Observer
– Read the document and instrument carefully before the pretest.
– Stay in the background but sit close enough that you can hear what
everyone says.
– Participate in FG report writing/review.
Observer’s job is to take it all in without the distraction of note-taking, facilitating.
S/he can help recall information & contribute to report so it accurately reflects
the FG.

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Why Pretest?
1. Rehearsal for the FG team - get each person comfortable
in his/her role
3. Trouble shoot problems, e.g.
– typos,
– clumsy or ineffective questions,
– major flaws!
2. Confirm logistics: where to sit, materials needed, timing
4. Additional data to compare w/ FG

33. Demographic
Info
Name:
Tel:
Email:
Age:
First language:
Last grade completed:
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34. Pay
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Regular Group (1 to 1.5 hours)
$30 - $50 Cash
Or equal amount in Supermarket certificate
Enough to encourage people to juggle
schedules and come!
Stipends also convey that you value their
participation, opinions, and sets the right
tone.
Makes it easier for you!

35. TIG Grant 15007
Prep Work…
Ready Your Space
– Chairs, table
– Mock-up of text to test (print)
– Pens and yellow highlighters
– Address labels and markers for each participant to write his/her name
– Comfortable, cozy is OK.
– Toys & extra chairs – if someone shows up with kids – you will be ready!
– Make sure there is a clock. You and observer must keep track of time.
– Clipboards for Facilitator, Note taker, Observer

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How to Collect Your Data
Note Taker & Observer
– Make your instrument suitable to record comments
– Also use test document to make marks
Facilitator
– Use document or instrument as needed for facilitating
– Example of suitable instrument

37. TIG Grant # 15007
What is this flyer for? (Allow 30 seconds.)
☐☐☐☐☐ Getting translations
☐☐☐☐☐☐☐ Getting interpreter
☐☐☐☐☐☐☐ Getting someone to help you at a public office
☐☐☐☐☐☐☐ Complaining about not getting help
☐☐☐☐☐☐☐ Teaching you about your rights
☐☐☐☐☐☐☐ Helping you to understand a new law
☐☐☐☐ Other:
☐☐☐☐ Other:
☐☐☐☐ Other:

38. TIG Grant 15007
Quiet / Shy People
– Call them by name. Ana, do you agree with Bob? Which parts did you like most?
– Some questions are suited to quick polls:
Who else thinks this word is difficult? Raise your hand.
– Some questions are suited to going around the table:
Who do you think this flyer is for?
Let’s start with Florencia, and go around this way.

39. TIG Grant 15007
Difficult People
– Very interesting. Let’s talk about it more right after the group.
– Thank you for the comment. I don’t want to interrupt you, but I need to
finish these questions first. Let’s talk more afterwards.
– Wow! You have such interesting experiences. Let’s talk after we finish.

40. You have language rights!
The law says most public offices must give you services in
your language. Public offices must not send you away
because of your language, or ask you to bring your own
interpreter.
You have the right to a free interpreter who will keep your
information private. Ask for an interpreter at:
· Schools
· Courts
· Hospitals and doctor’s offices
· Police
· Government services
· Some housing authorities
Show the card below to ask for:
· a free interpreter, and
· written information in your language
What if they do not give me an interpreter?
Call or text the Language Access Coalition: 617 xxx-xxxx, or
Call your local legal aid office.
– Cut here – Show this card to ask for an interpreter.
I speak _________. I need an interpreter to talk to you.
Title VI of the Civil Rights Act says I have the right to an
interpreter and information in my language.
Questions?
Talk with your supervisor or look to your agency’s language
access policy. If you cannot give me an interpreter, contact the
Language Access Coalition.
Call or text: 617-xxx-xxxx (for English ) or 617 xxx-xxxx (target
language)
Target language translation will
print on this side of page (Use as
flyer, or half sheet w/ translation on
back)
Bottom area to be cut
off and used as a
card.
TIG Grant 15007

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45. Thank you!
Maria Mindlin
me@transcend.net
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