A model is proposed that describes assessment-evaluation as practiced in instruction as a cycle. The model addresses consequences as an important culminating step in each assessment-evaluation cycle, so that the success of each cycle depends on the conceptualization and its ultimate consistency with the consequences associated with each cycle. The model contains these steps: (1) domain selection and definition; (2) purpose identification; (3) design; (4) administration; (5) interpretation; (6) evaluation; (7) analysis; (8) refocus; (9) planning/decision making; and (10) communication. In addition to these steps and the evaluation components associated with each, another dimension must be used to describe the assessment-evaluation cycle, the level of formality. At each step of the cycle, there is a separate set of evaluation components to be applied to maintain the most accurate assessment results possible. A chart outlines the evaluation components in terms of questions that reflect the information needed in relation to each component. Three examples describe assessment-evaluation at different levels of formality. There is little that is novel with respect to the processes of assessment and evaluation in this model, but the model does allow teachers to reflect on their practices, administrators to develop good data, trainers to integrate assessment and evaluation, and researchers to develop investigations. (Contains 3 tables and 42 references.) (SLD)