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PURPOSES FOR EVALUATION 255coiisciousncss of tcachcrs antl otlic-1- tL'1' practitioners as to \\.hat actually happens (asopposed to what is suppscd to happen) in the language teaching classroom. This t) pv ofcvaluation is also tlcvclopmcntal antl formative.Evaluation of this kind is tlcf'initc~lT not conccrncd \vith mcasurcnicnt. 'I'hroughalvarcncss-raising activities, tcachcrs arc involved in dcscrihing antl Iwttcr understantlingtheir o\\ n contexts \vith a \ic\\ to improving thc teaching ant1 learning procc\.aluations arc both illuminative ant1 formati\e in purp)sc.Thc! focus more on thantl less on the product, of tcaching antl learning antl have a tnajor role to play in tcachci-SummaryIn this section \\ c hac examined the general purpows foi e\ aluation (accountal)ilit>,lopmcnt, antl tcachrr self dc\clopment). Accountabilit: 15 us\\itli sumniati\c e\aluation 1% hilc cui riculum tle\clopmcnt and teacher sclt tiarc Ixttcr informed 11) c\ aluation as a formati\c pro~ccc1 . 13 Specific topic-related purposes for evalu a t' iontion, ivc t-xaniinc \va!s in \vhich evaluation is important to classroom tcachcrsantl ho\v their a\varcncss can 1)c raised by evaluation acti\-ities. We arc concerned 1% ithformative and illuminative evaluation, associated Tvith curriculum drvc~lopmcnt antl tcachcrself-development.What is meant by thc cni.ironmen/ ofthc classroom since it is this that pro\.itlcs the focusfor our cduations? Thr cmvironnicnt is macle up of man! things including the socialorganization of thc classroom, the tcxtlmoks, the inodc(s) of teacher presentation, antl theresourcrs available to the teacher. Thus, \vhcxn \vc ask the question 'Do our teaching antlItm-ning Ixogrammcs \vork?' (i.e. arc they cffcctivc?), \\e need to itlrntify clearly the focusof OUI- question. Are \vc intcrc~stctl in evaluating the classroom organization, aspccts ofntation, or is thc focus on the textbook or thc \Yay tcach grammarlThcc\aluator has to he clear as to \\.hat is hcing cxamincd.Kcv factors arc that:123c\aluation is not restricted to the testing of Icarncrs' alditicsmore than just thc end product is important \\ hcn cvaluating a learning Iirogramnicthcrc arc diftercnt conditions that may explain, or contrihutc to\\ artls an cxplanationof, why a prugrammc is su4 other information, rclatcd Ilkrcnt aspccts of the teaching antl learningpi-ocess, should be incluclctl in an evaluation of the. curriculum, to complcmcnt (latatvpically tlcrivetl lrom a test analysis of learner pcrformancc.In other ~vords, the varied processes of teaching arc as important as the outcomc of learning,antl in 01-der to improve learning outcomes, there is a need to examine more closclv thoseconditions that ma? contribute to succcssful language learning. What is ncctlcd is a d edctlexamination of the cnvironmcnt created by the teacher antl Icarncrs to promote cffcctiwlanguage learning. Evaluation is thc means hy lvhich \vc can gain a Iwttcr understanding of\&at is cffcctivc, \\-hat is less cttc.cti\.c, antl xvhat ai1ptw-s to he of no use at all. In ortlcr todo this, evaluation must focus on both the means antl thc product of the learning pro .