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9) How do formative and summative evaluation differ? Why is it important to utilise both forms?FormativeSummativeGathered during formation or development of the curriculum so thatData is collected at the end of the implementation of the curriculum programme.The aim is so that revisions can be made.The aim is to see the effectiveness of a programme.Formative evaluation may include determining who needs the programme (e.g. students), how great is the need (e.g. students need to be taught ICT skills to keep pace with expansion of technology) and how to meet the need (e.g. introduce a subject on ICT compulsory for all students).This type of evaluation assesses whether or not the project or programme can perform as the designers intended. It considers cost effectiveness in terms of money, time and personnel. It also assesses the training that teachers might need in order to implement a programme successfully.The feedback provided by the students could be used to revise and improve instruction as well as make decisions on whether to adopt or adapt a programme.These evaluation outcomes can be determined through formal assessment tasks such as marks obtained in tests and examinations.Why is it important to utilise both?Small errors such as spelling errors, confusing sequence of content, inappropriate examples or illustrations can be eliminated as the programme going on through formative evaluation. This will help curriculum designer to focus only on the effectiveness of the programme. Thus each evaluations has its own roles. 10) Data-driven decision making (DDDM) is influenced by two conditions. What are those two conditions, and how do they influence the processing of evaluative data?The two conditions are the type of data gathered and the approach or approaches to data analysis and decision making. There are two types of data gathered. First is simple. Simple data are less complicated and inclusive, usually focusing on only one specific aspect of a particular subject. The other one is complex. Complex data need both quantitative and qualitative data to evaluate as the evaluation situation is multidimensional. 311) How do an accountability culture and an organisation learning culture differ? How do they influence evaluation?Organisation learning cultureAccountability culture Educators who adhere this culture view test results not as an endpoint, but a way point, to indicate that the curriculum is contributing to the students educational advancement.Educators who adhere this culture value a polishing of student understanding, efficiency of instruction and learning, and an immediate identification of learning.

Educators tend towards humanistic approaches to evaluation. Students and teachers are not test-taking or test-giving machines. Analyse qualitative data, they describe actual incidents, gain data by interviews and discussions with participants, students and teachers.Teacher employ data to determine how well they are teaching and how well the students are learning. Test scores as the ultimate indicator of student learning. 12) What are the major differences between scientific and humanistic models of evaluation? Which do you prefer? Explain.ScientificHumanisticEducators using this approach tend to concentrate their efforts on the learners. Data, frequently in the form of test scores, are employed to compare students achievement in different situationsData collected in a way that differ significantly from that found in a scientific evaluation. The data gathered in a naturalistic investigation are more qualitative than quantitative in nature.

Information collected is quantitative, so it can be analysed statistically.The evaluator engages in what are called thick descriptions of actual incidents that were observed during the evaluation efforts. Data gained from interviews and discussions with participants are included in the evaluation. Patterns observed from the many observations form much of the data for analysis.Most scientific approaches to evaluation draw on methods that have been used by physical scientists.

Which do you prefer? Explain.I prefer scientific approach because the data collected can be easily analysed and evaluated. Humanistic approach waste too much time analysing qualitative data which can be interpreted in many ways. Thus, the qualitative data which has been analysed might not be accurate and vary from person to person. 13) What are the pluses and minuses of high-stakes testing?PlusMinusHigh-stakes test results can be used to help teachers create a learning plan based on your kid's needshelping her in the long run. Look at your child's test results as a tool for progress, not as a judgment on ability or intelligence.High-stakes tests cause any subject that isn't math or language arts to be pushed out of the classroom. Subjects like science, social studies and the arts are sacrificed to make time for more test prep. Lynne Munson, president and executive director of Common Core, says that subjects outside of math and language arts are actually part of the federally mandated core curriculum for public schools. When other subjects are abandoned, Munson says, "We are denying our students the complete education they deserve and the law demands."Data from state wide testing is almost always publicly available. As a parent, you can look at these results to see how well, or poorly, your child's school is performing. Access to this information will help you make more informed decisions about where and how your child will get the best education.Pressure on teachers can clamp down on creativity and innovation. Thanks to pressure from the government, teachers often feel compelled to "teach to the test," resulting in less flexibility to tailor lesson plans to individual students or class groups. Less freedom and innovation can also mean unhappier teachers and higher classroom turnover.High stakes exams can cause anxiety, but yearly testing and frequent practice tests can help kids improve their test-taking abilities over time. Your child can benefit by learning how to handle pressure, and developing the skills and strategies necessary to meet the school'sand her parents'expectations.Increased pressure on parents and students is counter-productive. Munson makes a distinction between constructive pressurethe kind that motivates students to do betterand pressure that stifles learning. "If the pressure isn't clearly linked to student learning" Munson says, "if it's just pressure for pressure's sake and not encouraging students to take their learning seriously then the pressure is not constructive."14) What are the differences between norm-referenced tests and criterion-related tests?Norm-referenced testCriterion-related testsNorm-referenced tests (NRTs) are made to compare test takers to each other. On an NRT driving test, test-takers would be compared as to who knew most or least about driving rules or who drove better or worse. Scores would be reported as a percentage rank with half scoring above and half below the mid-point.Criterion-referenced tests (CRTs) are intended to measure how well a person has learned a specific body of knowledge and skills. Multiple-choice tests most people take to get a driver's license and on-the-road driving tests are both examples of criterion-referenced tests. As on most other CRTs, it is possible for everyone to earn a passing score if they know about driving rules and if they drive reasonably well.Educators often disagree about the quality of a given set of standards. Standards are supposed to cover the important knowledge and skills students should learn -- they define the "big picture." State standards should be well-written and reasonable. Some state standards have been criticized for including too much, for being too vague, for being ridiculously difficult, for undermining higher quality local curriculum and instruction, and for taking sides in educational and political controversies. If the standards are flawed or limited, tests based on them also will be. In any event, standards enforced by state tests will have -- and are meant to have -- a strong impact on local curriculum and instruction.CRTs usually are made to determine whether a student has learned the material taught in a specific grade or course. An algebra CRT would include questions based on what was supposed to be taught in algebra classes. It would not include geometry questions or more advanced algebra than was in the curriculum. Most all students who took algebra could pass this test if they were taught well and they studied enough and the test was well-made.15) Why is it essential for educators to utilise alternative assessment in judging student learning and curriculum effectiveness?Alternative assessment is able to show the educators that the pupils are able to give meaning to the knowledge they have gained through learning and curriculum. They are able to do so through students own works such as portfolios and so on.16) What human issues must be considered when dealing with curricular/educational evaluation?Personalities Talents Dispositions Interests ValuesEmotional stabilitiesIntellectual capacities.