CHAPTER 4 :Assessment in Multigrade Classes

Overview

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 actively involved and responsible in their own learning process. How the students
learn is as important as what the students learn. Furthermore, assessment must reflect what is actually learned. In
Multigrade classes, learning is individualized. Thus, the assessment and evaluation must also consider individual growth
of each student (Hill, 2002).

In this Chapter, the concepts and of monitoring, assessment and evaluation will be discussed as well as the principles
and purpose of assessment.

Intended Learning Outcomes

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 multigradeclasses;and

•create assessment tools appropriate for multigrade classes

LET'S DIG DEEPER

In multigrade classes, students are taught to be independent or to self- In SRL (Self-Regulated Learning), students
acquire the adaptive and regulate. 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 is 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 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 assessment because teachers recognize individual
differences in learning. It promotes learning Here are some key that focuses on enhancing learning rather than for the
purpose of promoting students to the next grade level (Hargreaves, 2001). 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.

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

Ipinadala mo

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

LET'S BEGIN

If you are given the chance to choose how your teacher will assess your understanding of the lesson, which would you
prefer: a written test or a performance task? Why? Write your answer below.

WE ARE ON OUR WAY

1. How does formative assessment differ from summative assessment?

2. How does traditional assessment differ from authentic assessment?

3. Are all performance tasks authentic assessments?

4. Is self-assessment better than peer assessment?

LET'S DIG DEEPER

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; 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

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 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 quiz, 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-b

Ipinadala mo

project -based assessments.