Siargao Island Institute of Technology

Dapa, Siargao Island, Province of Surigao del Norte

http//:www.siit.edu.ph

COLLEGE OF TEACHER EDUCATION

GEE 100–Teaching Multigrade

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Learning Module

Inclusive dates: April 8-April 15, 2024

Lira A. Golgat, LPT

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Name Agnes B. Conte

Sched code/class 118- M/Th 7-8:30am
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 Chapter 4. Assessment in Multigrade Classes

Lesson 1. Monitoring, Assessment and Evaluation in Multigrade

Classes

In multigrade classes, students are taught to be independent or to self-

regulate. In SRL (Self-Regulated Learning), students acquire adaptive and
independent learning skills which expectedly improve student motivation,
academic performance, and the achievement of the learning outcomes. The
self-regulation of students in the cognitive and affective domain promotes
lifelong learning as it enhances the motivation to learn, the reasoning and
meta-cognitive skills, and performance outcomes (Clark, 2012). Consequently,
alignment of the teaching approach used, and the assessment strategies are
required for a successful multigrade instruction.

In multigrade teaching, different approaches and strategies are utilized

to cater to the varying needs of the students. Basically, the multigrade
teachers use differentiated instruction. Differentiated instruction is a student-
centered strategy used in multigrade classrooms. To meet the needs and
abilities of multigrade students, varied approaches to assessment as well as
teaching and learning processes are utilized in differentiated instruction (Hill,
2002). For differentiation to be effective, teachers need to consider where a
student begins in its journey toward meeting the expected learning outcomes
(Hattie, 2012b as cited in Tomlinson & Moon, 2013) Assessment of student
learning is one of the challenges that hamper the use of differentiated
instruction (Shareefa, 2020) Thus, effective monitoring, assessment and
evaluation are important for the teachers to enhance learning and effectively
utilize the differentiated instruction approach.

A. Monitoring

Constant monitoring or observation is essential in multigrade classes. A

teacher must be very observant of all the students who are engaged in
differentiated independent activities. Good monitoring requires that a teacher
checks on each student and moves around the room. This helps the teacher to
know the students' progress in the lesson; to know the time needed by
students to complete given tasks, to enhance time management; to know the
number of pupils who understand the lesson; to know the behavior problems
that need to be addressed, and to respond to the difficulties of students. When
monitoring, the teacher gives enough attention and support to all the students
(The Gambia's Teachers Handbook on Multi-Grade Teaching, 2008).

B. Assessments

In multigrade settings, regular and frequent formative assessment is a

vital tool in the teaching-learning process (Little, 2005 as cited in Brown, B.,
2010). Multigrade settings are suitable for assessment because teachers
recognize individual differences in learning. It promotes learning that focuses
on enhancing learning rather than for the purpose of promoting students to
the next grade level (Hargreaves, 2001). Here are some key points on
assessment in Multigrade classes: (The Gambia's Teachers' Handbook on Multi-
Grade Teaching, 2008).

 must be related to the learning outcomes.

 should be differentiated.
 results must be used for planning strategies to enhance learning.
 should utilize assessment methods that cater to varied types of
students.
 should be communicated; students should know the scoring plan.
 should always be purposefully planned.

C. Evaluation

During evaluation, assessment results are analyzed and judged. It is a

judgment which a teacher makes to find out whether or not the students
achieved the learning outcomes. There are factors that may affect the
assessment performance of the students. It can be because of time
constraints, language barrier, or an invalid scoring system. A teacher may use
student feedback, student work, and her own reflection to evaluate the
success of the lesson and/or teaching practices. (The Gambia's Teachers'
Handbook on Multi-Grade Teaching, 2008).

Evaluation is done to make judgments. These questions may be asked.

 What is the overall result of the assessment?

 What is the performance of a particular pupil?
 What were the responses to particular questions?
 What pedagogical decisions should I take now based on the assessment
results?

LET’S

1. Briefly describe below how monitoring, assessment and evaluation

should be done in a multigrade classroom. (20 points.)
Monitoring- Continuous and active monitoring is crucial in a multigrade setting.
Teachers should keep a close eye on students' engagement, behavior, and
understanding during class activities and discussions. This can be done
through direct observation, participation in group activities, and regular check-
ins with students. Monitoring can also involve the use of tools such as
checklists, learning logs, and anecdotal records to track students' progress and
participation over time.

Assessment- Assessments in a multigrade classroom should be

differentiated. This means that teachers should develop different
assessments for different grade levels based on their respective learning
objectives. For example, a grade 2 student and a grade 4 student in the
same classroom might be given different tasks or questions during an
assessment. This allows teachers to evaluate each student based on the
expectations for their specific grade level.

Evaluation can also involve teacher evaluations, peer evaluations, and self-
evaluations. These provide different perspectives on a student's
performance and can help identify areas of strength and areas for
improvement.

Monitoring, assessment, and evaluation in a multigrade classroom

should be continuous, differentiated, comprehensive, and feedback-
focused. It should support the learning of all students, regardless of their
age or grade level, and be responsive to the unique dynamics of a
multigrade setting.

Lesson 2. Purpose and Methods of Assessment

Purpose of Assessment

Assessment is an integral part in the teaching learning process.

Assessments are utilized by teachers for different reasons or purposes.
According to SEAMEO- INNOTECH (A Review of the Current Situation and
Practices of Multigrade Schools in the Philippines, 2020), assessment results
are used to identify strengths and weaknesses as inputs to:

 modify and differentiate teaching and learning activities.

 determine what was learned by pupils or the learning progress of pupils.
 report the learning outcomes to parents and other stakeholders.
 determine the readiness of learners to move to the next competency
level.
 measure what a pupil has achieved in relation to the expected learning
outcomes.
 give feedback to pupils on their learning process.
  give feedback to teachers regarding appropriate teaching strategies and
instructional materials to use.
 assess the effectiveness of the teaching methods used.
 inform decision-makers who review or evaluate Multigrade schools for
continuous improvement.
 provide quality assurance from both internal and external sources.

Methods of Assessment

Multigrade teachers must understand that aside from factual knowledge,

pupils also acquire skills and positive attitudes. Therefore, the teacher must
use varied assessment tools and methods to assess the pupils' understanding
of the lesson such as games, assignments, research, tests, experiments,
projects, etc. (The Gambia's Teachers Handbook on Multi-Grade Teaching,
2008).

In the study conducted by SEAMEO-INNOTECH (A Review of the Current

Situation and Practices of Multigrade Schools in the Philippines, 2020) in the
multigrade schools in the Philippines, it was revealed that both traditional and
non- traditional assessment methods were utilized to assess student learning.
Among the traditional assessment methods employed were written quizzes,
oral recitation, assignment, worksheet/ seatwork, and projects. Ninety-three
per cent (93%) of multigrade schools being studied use authentic assessment
methods such as portfolio assessment, performance tasks, demonstration,
observations, and anecdotal records Formative assessment tools were
embedded in the Multigrade daily lesson plans and daily lesson logs.

Assessment of Skills and Attitudes

Social, emotional, or physical factors affect the students' performance.

Therefore, not only content knowledge should be assessed but also the skills
and attitudes demonstrated by the pupils. These include communication skills,
problem solving and investigative skills, and personal and social skills. (The
Gambia's Teachers Handbook on Multi-Grade Teaching, 2008).

Just like in the monograde classes, assessment in the multigrade classes

must also ensure that the 21" century skills are developed. These cognitive
and affective skills are very valuable in the labor market. Multigrade classes
need to equip the students with the necessary skills needed to adapt to the
rapidly and constantly changing world. Thus, a multigrade teacher must
creatively think of teaching strategies as well as assessment methods that
develop the students' ability to solve complex problems, to think critically
about tasks, to effectively communicate with others, to be able to collaborate
with others, to be adaptable to change, to effectively manage tasks, and to
acquire new skills (National Research Council, 2011).
Authentic Assessment

Authentic assessment methods can be used to align with the

constructivist teaching approach, differentiated instruction and self-regulated
teaching strategies utilized in multigrade classes. Authentic tasks imitate real-
world challenges and standards of performance. Authentic tasks must "involve
students in the actual challenges, standards, and habits needed for success in
the academic disciplines or in the workplace" (Koh, 2017). Authentic
assessment enables students to demonstrate their deep understanding and
higher-order thinking skills. Hence authentic assessment can effectively assess
students 21"-century competencies. Examples of authentic assessments are
performance tasks and project-based assessments.

LET’S

1. Complete the matrix below. Choose a topic. Describe the differentiated

assessment methods you will use for each grade level. Identify the skills
and vales developed in each assessment method. (30 points.)

Topic Grade Assessment Method Skills and Values

Level Developed

Math Problem 1 Manipulatives Activity: Skills: Counting,

Solving Students will use basic addition and
manipulatives, such as subtraction,
counters or blocks, to solve spatial reasoning.
simple addition and Values:
subtraction problems. Persistence,
problem-solving,
critical thinking,
collaboration.

Math Problem
2 Word Problems: Skills: Reading
Solving
Students will solve word comprehension,
problems that involve critical thinking,
addition and subtraction problem-solving,
within a given number basic arithmetic.
range. Values:
Persistence,
Logical reasoning,
attention to
 detail.

Math Problem
Solving
3

Problem Solving Task: Skills: Logical

Students will work on a reasoning, critical
multi-step problem-solving thinking, problem-
task that involves addition, solving,
subtraction, and arithmetic
multiplication. operations.
Values:
Perseverance,
analytical
thinking, attention
to detail, self-
confidence.