Evaluation can be viewed as a cyclical process: preparation, assessment, evaluation, and reflection. The evaluation process involves the instructor/teacher as a decision maker throughout the four phases.

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 techniques with which to gather information on student progress. The instructor/teacher's decisions in this phase form the basis for the remaining phases.

Assessment phase. The instructor/teacher identifies information-gathering techniques, constructs or selects instruments, administers them to the student, and collects the information on student learning progress. The instructor/teacher continues to make decisions in this phase. The identification and elimination of bias (such as gender and cultural) from the assessment techniques and instruments, and the determination of where, when, and how assessments will be conducted are examples of important considerations for the instructor/teacher.

Evaluation phase. The instructor/teacher interprets the assessment information and makes judgments about student progress. Based on the judgments or evaluations, instructors/teachers make decisions about student learning programs and report on progress to students, parents, and appropriate school personnel.

Reflection phase. Allows the instructor/teacher to consider the extent to which the previous phases in the evaluation process have been successful. Specifically the instructor/teacher evaluates the utility and appropriateness of the assessment techniques used. Such reflection assists the instructor/teacher in making decisions concerning improvements or modifications to subsequent teaching and evaluation.

All four phases of the evaluation process are included in formative, diagnostic, and summative evaluation.