ü  Formative evaluation. 

ü  Identify student performance

ü  Develop new activities for students

ü  Helping teachers identify the bridge

ü  Implementing new techniques. 

ü  Students continually learn new things.

Summative evaluation.
takes place at the end of an activity and therefore has no bearing on that version of the activity. Its purpose is to assess the impact and provide information that can be fed into repeat releases or related activities. Summative assessment is valuable for long-term courses.

ü  Summative evaluation.

ü  Impact of a learning program

ü  Final exam.

ü  Standardized exams.

ü  Partial exams.

ü  Teachers need to evaluate to measure results and assess their impact.

Teachers must evaluate to disseminate the results, that is, inform the interested parties of the result to make future plans and initiatives.

Teachers must develop some rubrics for mind maps, timelines, graphic organizers, etc.

When teachers evaluate, they have to bear in mind that it is important to ask questions in order to be objective in the evaluation.

For example:
•         Did the learning activity engage your attention?

•         Are the visual components attractive to the eyes?

•         Is he well organized and following homework instructions?

•         It's easy to understand?

•         Does it have the appropriate language and organization of content? 

•         Are the ideas well structured?

•         Is the learning activity understandable?

Needs analysis and evaluation in ESP. (s/f). Core.ac.uk. Recuperado el 1 de julio de 2022, de https://core.ac.uk/download/pdf/141455507.pdf

Sistema Virtual de Educación. (s/f). Edu.ec. Recuperado el 1 de julio de 2022, de https://evirtual.espe.edu.ec/programas_scorm.cgi?id_curso=21152&id_unidad=237679&id_pkg=75493&wAccion=ver_scos7 

ALFAMEDIA.(13.05.214) Objetives of  learning.mariapinto.es/alfamedia/aprendizaje/aprendizaje.htm

depends on  adequate supply  and utilization  of physical  and material resources  among others  as they 

enhance proper teaching and learning" (p.15). Also, the physical resources might determine the the success or failure in the teaching learning process.

Physical resources are:
-Chairs
-Desks
-Floors
-Rooms
-Furniture
-Buildings, etc.

According to Encyclopedia of Education (2012) the physical reources are:
-Mechanical
-Plumbing
-Electrical
-Security

Physical resources are considered as didactic materials such as:
-books
-charts
-computers
-learning activities
-libraries
-laboratories, etc.

The physical resources have the following characteristics:
-Adequacy
-Safety
-Coordination
-Efficiency and Unity
-Beauty
-Adaptability
-Economy
-Preparing improvements

Importance of Physical Resources in Educational System:
-It creates conducive environment for teaching and learning.
-It motivates the school teachers in the execution of their duties.
-It enhances the activities of teaching and learning.
-It helps in the actualization of educational goals through learner’s and teachers’ high performance.

On the other hand, teachers must consider some constraints that they have to face and they are:
-Insufficient funding
-Lack of storage space
-Insufficient teachers 
-Delays in the disposal

References:
Universidad de las Fuerzas Armadas ESPE. (2022). Temas 8 y 9: Learning environment resources. CI: Design Management Learning. https://evirtual.espe.edu.ec/programas_scorm.cgi?id_curso=21152&id_unidad=237679&id_pkg=75493&wAccion=ver_scos

Amadi, E., Ezeugo & Chinyere R. (2019). Physical Resources Availability and the Academic Performance of Students in the Universal Basic Education Scheme, Rivers State. International Journal of Innovative Development and Policy Studies 7(1):13-23. https://www.researchgate.net/publication/332607029_Physical_Resources_Availability_and_the_Academic_Performance_of_Students_in_the_Universal_Basic_Education_Scheme_Rivers_State 

The term also encompasses the culture of a school or class, its presiding ethos and characteristics, including how individuals interact with and treat one another, as well as the ways in which teachers may organize an educational setting to facilitate learning, for example:

By conducting classes in relevant natural ecosystems, grouping desks in specific ways, decorating the walls with learning materials, or utilizing audio, visual, and digital technologies. And because the qualities and characteristics of a learning environment are determined by a wide variety of factors, school policies, governance structures, and other features may also be considered elements of a “learning environment.”

Educators may also argue that learning environments have both a direct and indirect influence on student learning, including their engagement in what is being taught, their motivation to learn, and their sense of well-being, belonging, and personal safety. For example, learning environments filled with sunlight and stimulating educational materials would likely be considered more conducive to learning than drab spaces without windows or decoration, as would schools with fewer incidences of misbehavior, disorder, bullying, and illegal activity.

References:

Great Schools Partnership. (29 de 08 de 2013). Obtained from GLOSSARY OF EDUCATION REFORM: https://www.edglossary.org/learning-environment/