Participatory Action Research Quiz

JavaScript isn't enabled in your browser, so this file can't be opened. Enable and reload.

Question 1: What are some of the benefits of conducting PAR? *

1 point

It can help educators to reflect on and improve their practice.

Educators can focus on investigating an issue that is important and relevant to them.

It encourages participation of those affected by proposed changes.

All of the above.

Question 2: What is the correct order of phases in the PAR process? *

1 point

Propose further action, identify problem, plan action, collect data, evaluate and draw conclusions.

Identify problem, plan action, collect data, evaluate and draw conclusions, propose further action.

Plan action, collect data, identify problem, evaluate and draw conclusions, propose further action.

Identify problem, plan action, collect data, evaluate, propose further action and draw conclusions.

Question 3: The children in Hana's class completed a survey about their perspectives on working as a class, in groups and on their own. Which form of data analysis and representation would be useful for Hana? *

1 point

Count the frequency of children's responses to questions.

Calculate the mean, median and mode of responses to questions.

Create tables and graphs to represent the numerical data.

All of the above

Question 4: When working with qualitative data you have collected, what is the next step after organising and preparing the data? *

1 point

Read, watch or listen

Code

Sort and label

Develop recommendations

Question 5: In which circumstance should you not obtain consent from children involved in your research? *

1 point

If the children would be in the classroom on the day of data collection anyway.

If you know the children well enough to know that they would be happy to participate.

If the children wouldn’t notice that data were being collected (e.g., they wouldn’t notice that the iPad was recording).

In no circumstance – children should always give consent before they participate in any research.

Question 6: According to the criteria of an effective research question, which of the following two questions would be most suitable? *

1 point

Do children find the transition to school stressful?

How do Prep children experience the transition from kindergarten to school?

Question 7: Pranav is researching the use of peer questioning to support children's scientific inquiry skills. He is reflecting on his assumptions and values about the role of teachers and children in class, and locating existing information about teaching scientific inquiry. In which phase of the PAR process is Pranav currently engaged? *

1 point

Identify problem

Plan action

Collect data

Evaluate and draw conclusions

Question 8: A kindergarten teacher wants to know if their intentional teaching episodes reflect all children’s interests across a term. They collect data by writing reflective journal entries, interviewing children, and keeping a checklist of when each child’s interests inform an episode. Which type of data is the teacher collecting? *

1 point

Qualitative data

Descriptive data

Quantitative data

Both qualitative and quantitative data

Question 9: Which of the following is not a form of qualitative data? *

1 point

Videos of children reading

Checklist of reading behaviours

1:1 interview with children

Field notes

Question 10: The teachers of a year 2 and year 6 class completed a PAR cycle about working together as 'buddy classes' for one term of HASS lessons. They conducted video-recorded observations, interviews with a number of children from each class, and collected assessment data. Findings suggested that children from both classes enjoyed the buddy arrangement, and academic results were strong. Which of the following would be suitable approaches to 'propose further action'? *

1 point

Write down a summary of their findings, detailing the arrangements and processes that they found beneficial. The summary could be used by other teachers who are interested in using buddy classes.

Arrange for a small number of buddy-pairs to meet with the teachers and school leadership to share their experiences of working together.

Share a summary of findings with families.

Plan another cycle of PAR where students from two year 6 classes buddy for one term of HASS.

All of these would be suitable outcomes.

Clear form

Forms

This content is neither created nor endorsed by Google.