During the evaluation phase , teachers interpret the assessment information and make judgements about student progress. Based on the judgements or evaluation, teachers make decisions about student learning programs and report on progress to students, parents, and appropriate school personnel. 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 instructional methods and assessment techniques used. Such reflection assists the teacher in making decisions concerning improvements or adaptations to subsequent teaching and evaluation.
Evaluation is an essential part of all three levels of the Decision-making Process.
By evaluating at all levels, the teacher ensures that evaluation is directly linked to both curriculum and instruction. Evaluation should be 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 presentations, and written reports. Evaluation plans should be communicated in advance.