All except __________ are major components of classroom process.

The classroom process in teaching-learning theory is built from three tightly linked elements that operate directly inside the classroom: setting expected learning outcomes (what the lesson aims to achieve), classroom transaction (the actual teaching-learning interaction that delivers the lesson), and assessment of the student's learning (checking whether the outcomes were achieved). Together these three form one continuous cycle — plan the outcome, carry out the transaction, assess the outcome.

• Expected learning outcomes — the objectives set before the lesson begins; a core element of the cycle.

• Classroom transaction — the teaching-learning interaction itself; a core element of the cycle.

• Assessment of student's learning — checking whether the outcomes were met; a core element of the cycle.

• Evaluating teacher's performance — a supervisory/appraisal activity conducted by the institution to judge overall teaching quality; it happens around the classroom, not as a step inside the outcome-transaction-assessment cycle.

Expected learning outcomes, classroom transaction, and assessment of student's learning are the three defining steps of that cycle, while evaluating teacher's performance is an external administrative exercise rather than a step inside it.

So the exception — the one that is NOT a major component of the classroom process — is evaluating teacher's performance.