Assessing Student Learning

ED 52: Classroom Strategies in Multi-Grade School

THE MENTORS:
Bermejo, Florianne Collen
Butalid, April Godelle
Jarp, Gissele
Parilla, Gwennyth
 A.

Title Classroom strategies of Multigrade

Teachers

Authors Genesis B. Naparan and Vivian G.

Alinsug
Years Received 2020
Revised 2021
Accepted 2021
Available online 2021
Purpose of the Study This study examines the classroom
strategies of the ten multigrade
teachers of East district of
Tukuran, Zamboanga del Sur,
Philippines.
Findings 1. Classroom management-
represents an essential skill and
knowledge for teachers to achieve
a better learning experience for
the pupils (Wolff, Van den Bogert,
Jarodzka, & Boshuizen, 2015)

2. Collaborative learning-
involves students working together
and solving a specific problem,
completing a task, and solving a
certain problem (Laal & Laal, 2011)

3. Using Differentiated
instruction-is a way to
demonstrate how educators
incorporate strategies in
addressing the needs, interests,
and learning styles of their pupils
(Taylor,2015)

4. Connecting the Teaching to Real-

life Situations - is learning
designed to connect what students
are taught in school to real-world
 issues, problems, and
applications; learning experiences
should mirror the complexities and
ambiguities of real life. Children
work towards production of
discourse, products, and
performances that have value or
meaning beyond success in school;
this is learning by doing approach.
(New methods and new aims in
teaching, 1964).

5. Integration of technology in
teaching - simply refers to the use
of technology to enhance the
student learning experience.
Utilizing different types of
technology in the
classroom, including a virtual
classroom, creates learners who
are actively engaged with learning
objectives. The implementation of
technology also creates pathways
for differentiated instruction to
meet the unique needs of students
as individual learners within a
broader classroom climate.

6. the flexibility of the Teacher

- is a method of learning where
students are given freedom in how,
what, when and where they learn.

B.

Assessment for learning (AFL) is an approach to teaching and learning

that creates feedback which is then used to improve students ’performance.
Students become more involved in the learning process and from this gain
confidence in what they are expected to learn and to what standard.
Assessment for learning (AFL) is an approach to teaching and learning
that creates feedback which is then used to improve students ’performance.
Students become more involved in the learning process and from this gain
confidence in what they are expected to learn and to what standard.

There are five main processes that take place in assessment for learning:
(i) Questioning enables a student, with the help of their teacher, to
find out what level they are at.
(ii) The teacher provides feedback to each student about how to improve
their learning.
(iii) Students understand what successful work looks like for each task
they are doing.
(iv) Students become more independent in their learning, taking part in
peer assessment and self-assessment.
(v) Summative assessments (e.g. the student’s exam or portfolio
submission) are also used formatively to help them improve.
What is assessment for learning. (n.d.). Retrieved from
https://www.cambridge-community.org.uk/professional-
development/gswafl/index.html

Peer assessment or peer review provides a structured learning process

for students to critique and provide feedback to each other on their
work. It helps students develop lifelong skills in assessing and
providing feedback to others, and also equips them with skills to self-
assess and improve their own work. 

Peer assessment can:

 Empower students to take responsibility for and manage their own

learning.
 Enable students to learn to assess and give others constructive
feedback to develop lifelong assessment skills.
 Enhance students' learning through knowledge diffusion and
exchange of ideas.
 Motivate students to engage with course material more deeply.

Peer Assessment. Retrieved from https://teaching.cornell.edu/spring-

teaching-resources/assessment-evaluation/peer-assessment.