The reflection phase allows the teacher to consider the extent to which the previous phases in the evaluation process have been successful. Specifically, the teacher evaluates the utility and appropriateness of the assessment techniques used. Such reflection assists the teacher in making decisions concerning improvements or modifications to subsequent teaching and evaluation. It should be a planned, continuous activity that is closely linked to both curriculum and instruction. In this way evaluation is directly linked to both curriculum and instruction.
Evaluation is guided by the intended learning outcomes of the curriculum.
A variety of assessment strategies need to be used. Examples include anecdotal records, observation checklists, rating scales, contracts, self-assessment, peer assessment, oral presentation and written reports. Evaluation plans should be communicated in advance. Students should have opportunities for input regarding the evaluation process. The weighting of criteria and, in some instances the criteria itself, can be negotiated between teacher and students.