This research aims to analyze the operational workflow of teachers in evaluating English learning at SMA YP PGRI 3 Makassar. The study employs a qualitative research method with data collection techniques in the form of interviews. The findings reveal that the evaluation system at SMA YP PGRI 3 Makassar is implemented in accordance with the applicable curriculum, namely the Merdeka Curriculum during a one-semester simulation period. The evaluation process covers planning, implementation, and reporting. Planning involves the development of teaching modules that include assessment rubrics for cognitive, affective, and psychomotor domains. Teachers also consider the results of previous evaluations to improve the effectiveness of assessments. Implementation utilizes various assessment techniques, including written and oral tests, assignments, observations, and practical demonstrations. The evaluation of affective aspects is conducted through direct observation and classroom interactions. Psychomotor evaluation is assessed through practical exercises and projects. Reporting involves compiling data on student achievement and submitting it to the school administration and parents. The report includes scores, grades, and comments on student performance and behavior. Regular meetings are held to discuss student progress and make decisions regarding promotions and graduation.