Phases of the Evaluation Process

Although evaluation is not strictly sequential, it can be viewed as a cyclical process including four phases: preparation, assessment, evaluation, and reflection. The evaluation process involves the teacher as a decision maker throughout all four phases.

In the preparation phase , decisions are made which identify what is to be evaluated, the type of evaluation (formative, summative, or diagnostic) to be used, the criteria against which student learning outcomes will be judged, and the most appropriate assessment strategies with which to gather information on student progress. The teacher’s decisions in this phase form the basis for the remaining phases.
During the assessment phase , the teacher identifies information-gathering strategies, collects student products, constructs or selects instruments, administers them to the student, and collects the information on student learning progress. The teacher continues to make decisions in this phase. The identification and elimination of bias (such as gender and culture bias) from the assessment strategies and instruments, and determining where, when, and how assessments will be conducted are examples of important considerations for the teacher in this phase of evaluation.

During the evaluation phase , the teacher interprets the assessment information and makes judgments about student progress. Based on the judgments or evaluations, 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 assessment strategies used. Such reflection assists the teacher in making decisions concerning improvements or modifications to subsequent teaching and evaluation.