The fourth stage of the planning process is evaluation.

The fourth stage of the planning process is evaluation. evaluation takes place at the end of a
specific period, usually a year

Hopkins (1991) refer to evaluation by teachers using their professional judgement and backing
this up by the collection of complementary evidence. By complementary evidence, they mean
a range of sources providing both quantitative and qualitative data which might include the
following: • Observation, both of pupils and around the school. • Obtaining the views and
opinions of those concerned in the changes brought about by the planning process.

They particularly mention the importance of obtaining the views of students. • Written
materials, such as teachers' records and pupils' work. • Statistical information, such as trends
in attendance rates. • More formal research, perhaps undertaken by teachers undertaking
postgraduate training

Teaching and learning in the 21st Century requires teachers and students to capitalise upon
the relative advantage of integrating Information and Communication Technologies (ICT) to
enhance current curriculum, pedagogy and assessment approaches, as well as transform
teaching and learning. While most educational systems agree that ICT has the potential to
transform teaching and learning, 

 train teachers to extend their skills with ICT

 Develop the use of ICT for tracking pupil performance
 Assist teachers to make use of appropriate ICT teaching and learning materials
to suit different age and ability levels
 provide guidance on suitability of software by relating to the curriculum
 encourage the use of suitable online resources
 share information about appropriate teaching and learning materials
 provide appropriate training courses to increase teachers’ ICT skills
 ensure that there is a robust technical and policy framework in place to support
ICT developments
 Implement ICT plans and ensure appropriate mechanisms for reporting and
disseminating information and for ongoing monitoring and evaluation
 Assist teachers to plan for the effective use of ICT across all areas of the
curriculum
 ensure high schools regularly update plans for the integration of ICT into the
curriculum
 exchange information with colleagues in national forums
 Provide appropriate ICT equipment, resources and advice for learners with
special needs
 Promote and support learners’ access to online learning environments in
support of seamless lifelong learning