POLYTECHNIC UNIVERSITY OF THE PHILIPPINES

RAGAY, CAMARINES SUR BRANCH

LOWER, STA.CRUZ RAGAY, CAMARINES SUR

CHAPTER 4
Assessment
in
Multigrade
Classes
 Warm-Up Exercise

TUMPAK-GROUP CHALLENGE!

Instruction:
The class is divided into two groups. You
are going to answer the questions given by the facilita-
tors. Each group will receive a point if they have the
same answers.
 PRIMING

GROUP 1

Antonio, Melanie
Balayo, Maria Joan
Cano, Jamella
Claro,Clarice
Betito, Kimberly
Jose, Mary Ann
Valdez, Leanne
Vargas, Mary Ann
 PRIMING

Group 1: CLASSROOM BUNTINGS

Instruction:
There will be a classroom fiesta on this activity. In your
own understanding, write the terms, ideas, concepts in your
buntings related on how monitoring, assessment and evaluation
should be done in a multigrade classroom.
 PRIMING

Rubrics
Content accuracy 40%
Creativity 30%
Presentation 20%
Teamwork 10%
Total 100%
 PRIMING

GROUP 2

Cruzat , Guia
Delos Angeles, Jennie
De Luna, Rose Ann
Claro,Prila Marie
Protacio, Janeth
Magante, Bernadette
Reyes, Vevien Joy
Nunez, Irene
 PRIMING

Group 2: ADVERTISEMENT

Instruction:
This is a business-like strategy for advertising the
concept/topic for the day. Based on your own understanding,
you are going to make an advertisement through oral or print
about "assessment " where you can determine the principle or
purpose of assessment. You are encouraged to be creative in
promoting your products (concepts or ideas in class).
 PRIMING

Rubrics
Content accuracy 40%
Creativity 30%
Presentation 20%
Teamwork 10%
Total 100%
 PRIMING

GROUP 3

Divina, Florilyn
Estrope, Dianna Marie
Ebora, Lyka
Janda,Rayshelle
Mien, Gracellie
Payomo, Rebecca
Manlunas, Angela
Naz, Mirasol
 PRIMING

Group 3: PIC(K) me! KNOW me!

Instructions: The facilitators will prepare a set of pictures

representing different information gathering techniques. These
techniques can include methods such as observations, checklists,
self-evaluation, rating scales, anecdotal notes, and portfolios.
You are going to identify and label the information gathering
technique depicted in each picture. Present it and explain in the
class.
 PRIMING

Rubrics
Content accuracy 40%
Creativity 30%
Presentation 20%
Teamwork 10%
Total 100%
 Group Activity Processing

1. How do you find the activity?

2. What did you feel while answering the tasks?

3. What difficulties did you encounter while answering the tasks?

4. What helped you to come up with your answer/s in the activity?

 Activity
Brain Storming: Think-a-Lot

1. Briefly describe how monitoring, assessment and evaluation

should be done in a multigrade classroom.
2. What are the purpose of assessment?
3. What are the different assessment methods appropriate for
multigrade classes?
4. What are the different information gathering techniques?
 GROUP 1

Antonio, Melanie
Balayo, Maria Joan
Cano, Jamella
Claro,Clarice
Betito, Kimberly
Jose, Mary Ann
Valdez, Leanne
Vargas, Mary Ann
 GROUP 2

Cruzat , Guia
Delos Angeles, Jennie
De Luna, Rose Ann
Claro,Prila Marie
Protacio, Janeth
Magante, Bernadette
Reyes, Vevien Joy
Nunez, Irene
 GROUP 3

Divina, Florilyn
Estrope, Dianna Marie
Ebora, Lyka
Janda,Rayshelle
Mien, Gracellie
Payomo, Rebecca
Manlunas, Angela
Naz, Mirasol
 ANALYSIS

1. How do you find the activity?

2. What did you learn from the activity?

3. What difficulties did you encounter while answering the tasks?

4. What helped you to come up with your answer/s in the activity?

 ABSTRACTION

Based on the given responses, what insights/

realization do you have about assessment in multi-
grade classes?
POLYTECHNIC UNIVERSITY OF THE PHILIPPINES
RAGAY, CAMARINES SUR BRANCH
LOWER, STA.CRUZ RAGAY, CAMARINES SUR

CHAPTER 4
Assessment
in
Multigrade
Classes
 Learning Outcomes
Knowledge
 Describe how monitoring, assessment and evaluation are done in a multigrade
class;
 Determine the purpose of assessment;
 Describe the different assessment methods appropriate for multigrade classes
 Identify different types of information gathering techniques
Skills
 Create an assessment tools appropriate for multigrade classes

 Create a matrix describing the different assessment methods and skills and
values developed in each assessment methods.

Values and Attitude:

 Show appreciation of one’s effort in accomplishing the task
LESSON 1
 Self Regulated Learning (SLR)
- Students acquire the adaptive and independent
learning skills which expectedly improve student motiva-
tion, academic performance and the achievement of the
learning outcomes.

Adaptive Learning Independent Learning

Skills Skills

Students are getting Students are becoming

better at adjusting and more capable of
changing their learning learning by themselves
strategies. without always
needing a teacher to
guide them.
 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)

Cognitive Domain Affective Domain

This is about how This is about how

students think and students feel and handle
understand things. their emotions.
 Differentiated Instruction

is a student-centered strategy used in multigrade classroom.

To meet the needs and abilities of multigrade students, varied ap-
proaches to assessment as well as teaching and learning process are
utilized in differentiated instruction (Hill, 2002)

 For differentiation to be effective, teacher need to consider where a student

begins in its journey toward meeting the expected learning outcomes.
Assessment of student learning is one of the challenges that hamper the
use of differentiated instruction.
 A Monitoring
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.

 Helps to know the students progress in lesson

 To know the time needed by students to complete the given tasks
 To enhance time management
 To know the number of pupils who understand the lesson
 To know the behaviors problems that need to be addressed and;
 To respond to the difficulties of students
 B Assessments

 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.

 In Multigrade settings, regular and frequent formative assessment

is a vital tool in the teaching-learning process

Formative Is a process of assessing students’

Assessment learning while they are still in the
learning process.
 B Assessments

Here are some key points on assessment in Multigrade classes

 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 Evaluations, assessment results are analyzed and judged.

It is a judgement which a teacher makes to find out whether or not
the students achieved the learning outcomes.

 A teacher may use student feedback, student work

and her own reflection to evaluate the success of
the lesson and/or teaching practices.
 C Evaluation

Evaluation is done to make judgements. These questions may be

asked.

• What is 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 of Assessment
Assessment is an integral part in the teaching-learning
process. Assessment are utilized by teachers for different reasons or purposes.

According to SEAMEO-INOTECH (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 process 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.
 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
In the study conducted by SEAMEO-INNOTECH (A review of the current Sit-
uation 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 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 in the multigrade daily lesson

plan 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 Gamba’s Teachers’ Handbook on
Multi-Grade Teaching, 2008)
 Assessment of Skills
and Attitudes
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
 To acquire new skills
 Authentic Assessment

Authentic Assesment methods can be used to align with the constructivist

teaching approach , differentiated instruction and self regulated teaching
strategies utilized in multigrade classes.

 Authentic Task imitate 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 under-
standing and higher order thinking skills.
LESSON 3
 A Observation

- Is an extensive means of assessing and evaluating students’ be-

havior 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
 B Checklist

- Checklist can give valuable

information about what students
know and can do against a set
criterion. They can also used by
students as means of self-eval-
uation.
C Self-Evaluation

- It is important for students to

assess their own perfor-
mances against set criteria.
The teacher is informed of
what the students consider
as their strengths and weak-
nesses.
 D Anecdotal Notes

- Is a teacher’s narration about significant student behavior. Annecdotal

notes might include student’s development, interest in learning and work
habits or exhibited behavior.
 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 atten-
tion. The portfolio may contain the picture of student’s best work, anecdo-
tal record, teacher’s observation sheet of the student, assessment
records, etc.
F Rating Scales

- Are useful for gathering informa-

tion about students’ learning. Rating
scales are created according to pre-
determined 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.
 APPLICATION
Instruction:
Complete the matrix below. Choose a topic. Describe the
differentiated assessment methods you will use for each grade
level and how monitoring should be done on it. Identify the skills
and values developed in each assessment method.
TOPIC GRADE ASSESSMENT METHODS MONITORING SKILLS AND VALUES
LEVEL DEVELOPED
Slow Average Fast
learners learners learners

3
APPLICATION
GROUP 1

Antonio, Melanie
Balayo, Maria Joan
Cano, Jamella
Claro,Clarice
Betito, Kimberly
Jose, Mary Ann
Valdez, Leanne
Vargas, Mary Ann
APPLICATION

GROUP 2

Cruzat , Guia
Delos Angeles, Jennie
De Luna, Rose Ann
Claro,Prila Marie
Protacio, Janeth
Magante, Bernadette
Reyes, Vevien Joy
Nunez, Irene
APPLICATION

GROUP 3

Divina, Florilyn
Estrope, Dianna Marie
Ebora, Lyka
Janda,Rayshelle
Mien, Gracellie
Payomo, Rebecca
Manlunas, Angela
Naz, Mirasol
 APPLICATION

Rubrics
Content accuracy 30%
Clarity 30%
Creativity 40%
Total 100%
 ASSIGNMENT

Direction:
Create an assessment tools appropriate for
multi-grade classes. You can choose any subject and
any grade level.
Thank You !