CHAPTER 4

ASSESSMENT IN
MULTIGRADE
CLASSES
Lesson 1 – Monitoring,
Assessment and
Evaluation in Multigrade
Classes
LET’S BEGIN
Encircle 10 words in the box that relate to
assessment
LET’S BEGIN
Encircle 10 words in the box that relate to
assessment
W E A R E O N O U R WAY
1. List down 3 ideas/concepts related to
assessment.
2. List down 2 ideas/concepts that you would
like to know more about assessment.
3. Write down 1 idea/concept about
assessment which you think you have
already mastered.
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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. 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).
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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).
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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.
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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;
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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).
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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).
LET’S DIG DEEPER
• 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.
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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).
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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 PRACTICE
Briefly describe below how monitoring, assessment and
evaluation should be done in a multigrade classroom.
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.
W E A R E O N O U R 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?
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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:
LET’S DIG DEEPER
• 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;
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• 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.
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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).
LET’S DIG DEEPER
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 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.
LET’S DIG DEEPER
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).
LET’S DIG DEEPER
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.
LET’S DIG DEEPER
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).
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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).
LET’S DIG DEEPER
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 PRACTICE
Complete the matrix below. Choose a topic. Describe the
differentiated assessment methods you will use for each grade
level. Identify the skills and values developed in each
assessment method.
LET’S PRACTICE
Lesson 3 – Information
Gathering Techniques
LET’S BEGIN
Which of these assessment tools and methods
used by your teachers did you like best as a
student? Encircle them.
portfolio
observation notes
checklist
rating scales
anecdotal report
self-evaluation
W E A R E O N O U R WAY
1. Are observation notes and anecdotal
records objective ways of evaluating the
students!
2. Are checklists the same as the rating
scales?
3. Can a self-evaluation be a checklist?
LET’S DIG DEEPER
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.
LET’S DIG DEEPER
A. 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.
LET’S DIG DEEPER
B. 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.
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C. Self-evaluation
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.
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D. 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.
LET’S DIG DEEPER
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E. Portfolio
A portfolio is a compilation of students' work that creates a
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.
LET’S DIG DEEPER
F. 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.
LET’S DIG DEEPER
LET’S DIG DEEPER
LET’S PRACTICE
1. Create a sample 10-item rating scale for a poem recitation.
Use the space below.

2. Create a sample 10-item self-evaluation for good behavior in

class. Use the space below.
THANK YOU!