Welcome to the Collecting Educational Data section on MCQss.com. This section is designed to deepen your understanding of the significance of collecting educational data and its role in making informed decisions in the field of education.
Through a series of interactive MCQs, you will explore various aspects related to educational data collection, including different methods and tools used, data analysis techniques, and the utilization of data to improve instructional practices.
By engaging with the MCQs in this section, you will enhance your knowledge and skills in educational data collection, enabling you to make informed decisions that positively impact teaching and learning outcomes.
Join us in exploring the MCQs on Collecting Educational Data and unlock the power of data-driven decision-making in education.
A. True
B. False
A. True
B. False
A. True
B. False
A. True
B. False
A. To disaggregate information by sex, race, or grade level
B. The teacher-researcher needs to probe further and ask for reasons for a participant’s actions
C. Because people often are more comfortable talking in a small group, as opposed to individually
D. To check for students’ nonverbal reactions to something that is occurring in the classroom
A. Keep questions lengthy and stated in complex language
B. Feel free to pursue information not initially planned for
C. You may not seek different information from different people by asking clarifying questions
D. Optional, follow-up, or probing questions may or may not be used by the researcher, depending on the situation
A. Focus groups are not useful when time is limited.
B. In a focus group, participants may not be as informative as they would be in an individual interview due to the tendency for people to listen rather than engage in the discussion when hearing others’ comments.
C. Due to the tendency for one or two individuals to dominate the discussion in a focus group, the teacher-researcher should closely monitor the discussion to prevent this from happening.
D. Focus groups can provide similar data to a checklist.
A. Ignoring negative cases
B. Use of one data source only to ensure validity
C. Brief engagement and observation
D. Triangulation
A. Observations
B. Checklists
C. Rating scales
D. Surveys
A. Research has shown that it is not appropriate to include a neutral point on a Likert-type scale.
B. The no opinion option must always be last on the list of choices.
C. The no opinion option must always be first on the list of choices.
D. It allows respondents to indicate that they truly are neutral or have no opinion, if that is the case for them.
A. Consistency of survey questions in asking for the same information from every participant
B. The attendance of children or other adults in your classroom not intended to be there--other than the participants--when conducting an intervention
C. Using an assessment that has been shown to result in different responses from students, based upon the time of day or who was teaching at the time it was administered
D. Using slightly different instructions when administering an assessment to different students
A. It is possible for scores obtained from an instrument to be valid but not reliable.
B. A valid test is always reliable, but a reliable test is not necessarily valid.
C. It is not possible for a test to be both valid and reliable.
D. A reliable test is always valid, but a valid test is not necessarily reliable.
A. To keep the assessment objective, leading questions should be utilized.
B. If a rating scale is used, the response scale can vary throughout the survey, especially when measuring different constructs.
C. Items can focus on more than one idea or concept in order to measure complex ideas.
D. Keep the length of the survey brief and the reading level relatively easy so participants will be more likely to complete it and provide accurate data.
A. Formative and summative assessments are common in the classroom and are useful as action research data.
B. A summative assessment can guide instruction by providing ongoing data to the teacher so he or she can adjust instruction while it is still ongoing.
C. Summative assessments are administered after a substantial period of instruction, such as at the end of a unit of instruction.
D. Formative assessments can include observations, oral questioning, and student reflections.
A. True
B. False
A. Acting stage
B. Class journal
C. Classroom artifacts
D. Confirmability
A. Acting stage
B. Class journal
C. Classroom artifacts
D. Confirmability
A. Acting stage
B. Class journal
C. Classroom artifacts
D. Confirmability
A. Acting stage
B. Class journal
C. Classroom artifacts
D. Confirmability
A. Construct
B. Credibility
C. Data journals
D. Dependability
A. Construct
B. Credibility
C. Data journals
D. Dependability
A. Construct
B. Credibility
C. Data journals
D. Dependability
A. Construct
B. Credibility
C. Data journals
D. Dependability
A. True
B. False
A. True
B. False
A. Formative classroom assessments
B. Informal interviews
C. Internal consistency
D. Interview guide
A. Formative classroom assessments
B. Informal interviews
C. Internal consistency
D. Interview guide
A. Formative classroom assessments
B. Informal interviews
C. Internal consistency
D. Interview guide
A. Interview guide
B. Formative classroom assessments
C. Informal interviews
D. Internal consistency
A. Practitioner
B. Theoretical
C. Applied
D. Descriptive
A. Kuder-Richardson formula 21
B. Likert-type scale
C. Likert scale
D. Member checking
A. Kuder-Richardson formula 21
B. Likert-type scale
C. Likert scale
D. Member checking
A. Kuder-Richardson formula 21
B. Likert-type scale
C. Likert scale
D. Member checking
A. Preliminary
B. Closing
C. Concluding
D. Decisive
A. Open
B. Close
C. Both a and b
D. None of these
A. True
B. False
A. Peer debriefing
B. Reflexivity
C. Reliability
D. Semi Structured interviews
A. Peer debriefing
B. Reflexivity
C. Reliability
D. Semi Structured interviews
A. Peer debriefing
B. Reflexivity
C. Reliability
D. Semi Structured interviews
A. Peer debriefing
B. Reflexivity
C. Reliability
D. Semi Structured interviews
A. Unstructured
B. Controlled
C. Naturalistic
D. Participant
A. Structured
B. Informational
C. Individual
D. Behavioral-Based
A. Controlled Observations
B. Structured observations
C. Naturalistic Observations
D. Participant Observations
A. Formative
B. Summative classroom
C. Evaluative
D. Diagnostic
A. Trade journals
B. Teacher journals
C. Scholarly journals
D. None of these
A. Transferability
B. Triangulation
C. Trustworthiness
D. None of these
A. Transferability
B. Triangulation
C. Trustworthiness
D. None of these
A. Transferability
B. Triangulation
C. Trustworthiness
D. None of these
A. Semi structured
B. Controlled
C. Naturalistic
D. Participant
A. Validity of research data
B. Video recordings
C. Alpha level
D. None of these