GROUP 5

Chapter 4: Assessment in Multigrade Classes

Objectives:
At the end of the Chapter you should be able to:
• describe how monitoring, assessment, and evaluation are done in a multigrade class;
• explain the principles and purpose of assessment;
• describe different assessment methods appropriate for multigrade classes; and
• create assessment tools appropriate for multigrade classes

Assessment is a very vital element in the teaching-learning process. The effective use of
various assessment methods can give feedback to the multigrade teacher whether the
intended learning outcomes are achieved and whether the teaching strategies used were
effective or not.

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

(Self-Regulated Learning) students acquire the adaptive and independent learning skills
which expectedly improve student motivation, academic performance and the
achievement of the learning outcomes.

In multigrade teaching, different approaches and strategies are utilized to cater 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).

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).
 A. 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; and
 should always be purposefully planned.

B. 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?

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, assessment results are used to identify
stregths and weaknessess as inputs to:
 modify and differentiate teaching and learning activities;
 determine what was learned by pupils or the learning progress of the 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; and
 assess the effectiveness of the teaching methods used;
 inform decision-makers who review or evaluate Multigrade schools for
continuous improvement; and
 provide quality assurance from both internal and external sources.
Methods of Assessment
Multigrades 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. (The
Gambia’s Teachers’ Handbook on Multi-grade Teaching, 2008).
In the study conducted by SEAMEO-INNOTECH, 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 quiz, oral
recitation, assignment, worksheet/ seatwork, and projects. Ninety-three percent (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 to 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 These include communication skills, problems solving,
investigative skills and personal and social skills. (The Gamba's Teachers' Handbook
on Multi-Grade Teaching, 2008).
Multi-Grade 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 student’s ability.

 To solve complex problems

 To think critically about tasks
 To effectively communicate with others
 To be able to collaborate with others
  To be adaptive to change
 To effectively manage tasks
 To acquire new skills
Authentic Assessment
Authentic Assessment can be used to align with the constructivist teaching
approach, differentiated instruction and self-regulated teaching strategies utilized in
multigrade classes.
Authentic task imitates real-world challenges and standards of performance.
Authentic task must "involve students in the actual challenges, standards, and
habits needed for success in the academic disciplines or in the work-place" (Koh
2017).
Authentic Assessment enables students to demonstrate their deep
understanding and higher order thinking skills.

Lesson 3: Information Gathering Techniques

Aside from the formative assessment used by the teacher, teacher can also
utilize various information gathering techniques. This information will form the basis
for the evaluation and reporting of students' performance. Hill (2002) identified the
following information -gathering techniques for purposes of evaluation.

Observation
Observation is an extensive means of assessing and evaluating students'
behavior and learning. It can provide valuable data to make valid judgements and
evaluations. By carefully observing students, the teacher learns about each student's
unique interests, personality, learning style and learning needs.

Checklist
Checklists can give valuable information about what students know and can
do against a set criterion. They can also be used by students as means of self-
evaluation.
Checklist for a collaborative activity Highly Evident Less
Evident Evident

1. Everyone in the group cooperated.

2. All the members shared their ideas to the group.

3. Each member listened and respected the ideas of others.

4. Decisions made were based on the decision the majority.

5. All members stayed on the task at hand.

6. The group followed the given task guidelines.

7. The group produced a quality output.

8. The members worked well with each other.

9. Everyone contributed to the completion of the task at hand.

10. The given time was well-utilized and the task was finished on time.

Self-evaluation
Name: Date:

Yes No

1. Did you speak clearly and confidently when called to answer?

2. Did you read the lesson in advance for the day?

3. Did you raise your hand or volunteer to answer questions raised by your teacher?

4. Did you listen attentively to your teacher and to your classmates?

5. Did you avoid distractions during the discussions?

6. Did you take down notes?

7. Did you speak with respect and courtesy?

8. What did you do well?

9. What do you need to improve next time?

It is important for students to assess their own performances against set

criteria. The teacher is informed of what the students consider as their strengths and
weaknesses.
Example of Self-evaluation

Anecdotal notes
 An anecdotal note is a teacher's narration about significant student behavior
Anecdotal notes might include student's development, interest in learning and work
habits, or exhibited behavior.
Example of Anecdotal notes
Date Comments and Action Signature

Aug 10, 2021 Being new to the multigrade class, Ana is bit shy and
withdrawn. I encouraged her to make friends.

Aug 16, 2021 Ana started to open up, she is actively interacting with other
students. I gave her a “Star” sticker to motivate her.

Aug 23, 2021 Ana takes more responsibility in class. I assigned her as a
group leader. Her mother is informed of her progress.

Portfolio
A portfolio is a compilation of students' work that creates picture of a student's
learning growth. Through a portfolio, the teacher is able to see the progress of each
student and the areas of learning which need attention. The portfolio may contain the
picture of students' best work, anecdotal record, teacher's observation sheet of the
student, assessment records, etc.

Rating scales
Rating scales are useful for gathering information about students' learning
Rating scales are created according to predetermined criteria. Rating scales can use
numbers, word, phrase or letter scales. Ratings of A for high performance through F
for failure, or such terms as excellent, very good, good, fair: and always, usually,
sometimes, rarely, and never may also be used.
Example of a Rating Scales
Behavior Demonstrated Excellent Proficient Needs Teachers
Improvement Comment

1. Demonstrated knowledge and

understanding of the assigned topic.

2. Prepared appropriate and attractive

visual aids.

3. Spoke clearly and confidently.

4. Did a logically sequence presentation.

5. Made eye contact with the audience.

6. Had appropriate pacing of the

presentation.
7. The topic was comprehensively
discussed.

8. Listened and responded positively to

questions.

9. Was able to capture the interest of the

audience.

10. Correct grammar and spelling were

observed.