A framework for evaluation

            The most important thing I want to highlight about this chapter is that, assessment/evaluation in class is a complex system or process of decision making during the school proceeding.  But what does it mean a process of decision making?

            Sometimes teachers must face certain parameters or evaluation criteria dictated by some institutions' rules, which should supposed to be a tool to judging the performance of students and the way they adapt to the rules of these institutions. However, there are many times where there are no parameters to follow and decisions should be made to not truncate the collective students’ performance. That's when the decision-making process becomes crucial for teachers and students.

            For instance, when a teacher has to evaluate a student which is outstanding academically in comparison with the other ones, and he/she (the teacher) does not have an explicit parameter to set if that student could be promoted to the next year or not. Here is when a teacher should come up with a plan a decide what to do, due to the fact that it does not exit a frame to evaluate such a thing.

            So, in order to give sense to the process of decision-making I will dare to say that teachers need to establish a strategy to do it correctly. Which is: identifying the purpose for evaluation, collecting information, interpreting that information and finally making decisions.  

            Just to conclude, according to the author the strategy for making decisions at the moment of evaluate or assess students in a proper way there should exits a comparison of objectives, plans, practices, input factors and learning outcomes with one another when there is a discrepancy between them.