ENG519 Midterm Quiz 2 After Midterm

ENG519

ABSTRACT This comprehensive collection of notes is accurately crafted to empower students to excel academically, ensuring they achieve a minimum of 80% marks in their examinations. The content is organized with clarity and precision, focusing on key concepts, critical analyses, and practical applications tailored to the syllabus. These notes serve as a reliable resource for both thorough preparation and last-minute revision. Designed to inspire confidence and mastery, this guide is an essential tool for students striving for academic excellence.

Maha Malik Curriculum Design

1. Who wrote the article “Mastery Decisions in Program Evaluation’ (Thom Hudson)
2. Program evaluation program can be tailored, molded or shaped according to the needs of a language program. (contextual)
3. The significance of an evaluation in ensured by setting certain criteria containing a set of .

(standards)

4. According to (Stoller,1994), the change in curriculum design must be in a medium “zone of

.” (innovation)

5. Student’s mastery is judges on various levels; one of them is . (communicative

competence)

6. When change is achieved through authority, rules and top-down pressure, it is called .

(power-coercive)

7. An effective way of reshaping any course is to involve the of the course in its design and development. (users)
8. The success or the failure of the program can be measured through student’s .

(achievement)

9. It is important to select and develop instruments in order to reshape the process.

(evaluation)

10. Change in the course design occurs most easily if people are with the present situation.

(dissatisfied)

11. It is important for to have a stake in the innovations they are expected to implement.

(implementers)

12. The complex mental lives of teachers are also called teacher . (cognition)
13. Stenhouse (1975) stressed the importance of “ education”. (illuminative)
14. This type of evaluation is concerned with determining the effectiveness of a program and its efficiency. (summative)
15. An important question in evaluation is who will be involved in the . (evaluation)
16. Occasionally an outside is invited to evaluate aspects of the course. (evaluator)
17. The basic difference between formative evaluation and summative evaluation lies in the purpose of . (evaluation)
18. The broadest kind of evaluation looks at all aspects of to see if the course is the best possible course to implement. (curriculum design)
19. The tools of needs analysis and the tools of are somewhat similar to each other.

(evaluation)

20. Mastery decision is another tool to make judgment about the evaluation pf the program.

(informed)

21. The results of an evaluation involve ethical issues that include and consideration for the feelings of others. (confidentiality)
22. Development-oriented is designed to improve the quality of a program as it is being implemented. (evaluation)
23. There are dimensions of a language program evaluation. (three)
24. Program evaluation is like an internal in which you can see the weaknesses and strengths of a program. (audit)
25. The staff holds regular meetings to discuss the progress of the course in assessment.

(formative)

26. Evaluation is a gathering of information for the purpose of making decisions. (systematic)
27. Carrying out an evaluation is like carrying out . (research)
28. The factors involving learning and teaching and the gaining of knowledge; and the application of that knowledge after the course has ended are called factors. (cognitive)