The primary purpose of curriculum evaluation is to gather information that can be used to improve student achievement. This information can be used to identify areas where the curriculum is effective and areas where it needs to be improved.

Experimental evaluation is not a type of curriculum evaluation. Formative evaluation, summative evaluation, and diagnostic evaluation are all types of curriculum evaluation.

All of the above statements are true. Formative evaluation is conducted during the implementation of a curriculum, while summative evaluation is conducted after the implementation of a curriculum. Formative evaluation is used to identify areas where the curriculum is effective and areas where it needs to be improved, while summative evaluation is used to determine the overall effectiveness of a curriculum. Formative evaluation is conducted by teachers, while summative evaluation is conducted by administrators. Formative evaluation is more subjective than summative evaluation.

All of the above statements are true. Lack of time and resources, difficulty in measuring student achievement, resistance from teachers and administrators, and political pressure are all challenges associated with curriculum evaluation.

All of the above statements are true. Using a variety of data sources, involving stakeholders in the evaluation process, using a rigorous evaluation design, and disseminating the results of the evaluation are all best practices for curriculum evaluation.