Developing Future Educational Plan MCQs
Developing Future Educational Plan MCQs
Welcome to the Developing Future Educational Plan section on MCQss.com. This section is dedicated to exploring the process of developing effective educational plans and strategies that align with the evolving needs of learners.
In this section, you will engage with a variety of interactive MCQs that cover topics such as curriculum design, instructional methodologies, assessment strategies, educational technology integration, and personalized learning approaches. These MCQs will help you expand your knowledge and understanding of how to create future-oriented educational plans.
By participating in the MCQs in this section, you will sharpen your skills in educational planning, gain new perspectives, and acquire practical strategies to develop future-ready educational plans. Join us on this journey of exploring the MCQs on Developing Future Educational Plan and empower yourself to shape the future of education.
1: One of the possible outcomes of action research studies is a plan, a program, or an instructional method that may be found to be ineffective.
A. True
B. False
2: Individual action planning is used by a collaborative group of teachers who are required to incorporate action research into their classroom practice.
A. True
B. False
3: Which of the following is true about developing an action plan?
A. Action plans may consist of brief statements or simple descriptions about the implementation of a new educational practice.
B. Action plans must be informally written.
C. The main goal of writing an action plan is to share what was learned with professionals only who are interested in the topic.
D. An action plan means that you will be doing something different in the future, regardless of the research results.
4: Which of the following is a possible outcome of action research studies?
A. A greater understanding of the situation or child under investigation or of students in general is developed.
B. A plan, a program, or an instructional method is found to be effective, need modification, or be ineffective.
C. A new problem is discovered.
D. All of these
5: When the teacher-researcher reflects on the action research process during the developing stage, it is appropriate to ask all of the following questions except ______
A. What was learned from the study?
B. Do I have to develop a new literature review?
C. Who will monitor and collect future data?
D. Who needs to be consulted, informed, or approached for permission for the implementation of future actions?
6: Which of the following is NOT true about the levels of action plans?
A. The primary audience for individual action planning is the classroom teacher.
B. Team action planning may result from networks of teachers with similar school improvement interests.
C. The more educational professionals and other individuals are involved in the process, the easier it may become to accomplish the variety of tasks that must be completed during team action planning.
D. During school-level or district wide action planning, action research projects may serve as the basis for professional development.
7: Which of the following statements is NOT true when reflecting on action planning?
A. During the stage of developing an action plan, the teacher-researcher should take time to engage in professional reflection.
B. Reflecting on action research during the action planning stage may lead to the identification of individual or school-wide professional development needs.
C. One of the best outcomes of reflection during the action planning process is realizing that your research study has no limitations and, thus, should not be changed during future research cycles.
D. When reflecting on action planning, it may be beneficial for the teacher-researcher to conduct a retrospective examination to look at various aspects of the action research study.
8: When the teacher-researcher engages in reflection during action planning, he or she begins by reviewing the research questions. Which of the following would be appropriate questions to ask during reflection?
A. Did I really ask what I wanted to ask?
B. Was I able to sufficiently answer my research questions?
C. Both “Did I really ask what I wanted to ask?” and “Was I able to sufficiently answer my research questions?”
D. Neither “Did I really ask what I wanted to ask?” nor “Was I able to sufficiently answer my research questions?”
9: After reflecting on and reviewing the research questions during the action planning process, the teacher-researcher should move on to ______ part of the action research for a thorough review.
A. Data analysis
B. Methodology
C. Data collection
D. Implications of the research
10: Making revisions to your action research plans may result in all of the following except ______.
A. Eliminating all bias in your action research
B. Make your data stronger
C. Make your conclusions stronger
D. Make your conclusions more meaningful
11: A teacher-researcher may use the Steps to Action Chart to do which of the following?
A. Review your action planning
B. Review your data collection
C. Organize your action planning
D. Organize your review of literature
12: When planning for future professional development, the teacher-researcher should reflect on which of the following?
A. Significant outcomes
B. Intended outcomes
C. Unintended outcomes
D. Intended and unintended outcomes
13: Action planning can occur at several different levels within educational settings including individual, team, and school or district levels.
A. True
B. False
14: The developing stage consists primarily of taking the results of your data analysis, your interpretations of those results, and the final conclusions drawn from the interpretations and formulating a plan of action for the future.
A. True
B. False
15: Action research is a formal process and, thus, must be shared in a formal presentation or paper to the teacher-researcher’s school board.
A. True
B. False
16: Formal or informal plans that do not follow from the results of action research are known as Action plans.
A. True
B. False
17: Developing stage is the _______of the action research process, consisting of the development of an action plan.
A. Third stage
B. Fourth stage
C. Fifth stage
D. Sixth stage
18: Broad-based action plan resulting from a _________action research project is known as District-wide action planning.
A. District-wide
B. Planned Actions
C. Inspired Actions
D. None of these
19: Action plan resulting from action research carried out by one person is known as Individual action planning.
A. True
B. False
20: Broad-based action plan resulting from a schoolwide action research project is called the School-level action planning
A. True
B. False
21: Action plan resulting from action research carried out by a network of practitioner-researchers are known as Team action planning.
A. Practitioner
B. Theoretical
C. Applied
D. Descriptive
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Developing Future Educational Plan MCQs
