ELEC 1 Teaching Multi Grade Classes CBSUA- Calabanga Campus

MODULE
CBSUA – CALABANGA

COLLEGE OF EDUCATION

BACHELOR OF ELEMENTARY EDUCATION

A/Y 2021-2022

1ST SEMESTER

J.R. BALDEMOR, Instructor

ELEC 1 Teaching Multi Grade Classes CBSUA- Calabanga Campus

ELEC 1- TEACHING MULTI- GRADE CLASSES

LEARNING MODULE 7
Assessing Learning and teaching performance
in Multi grade class

Introduction

As you know, the evaluation of the learning outcomes of the diverse

students found in your multigrade classroom is not always easy.But assessment is
essential to find out how well your students are performing and whether your teaching
is going in the right direction. This section looks at two important uses of assessment: (i)
learner assessment, and (ii) assessment of your own teaching.

Learning At the end of the unit, the students will be able

Outcomes to:

a. Identify learning and teaching

performance
b. Evaluate learning outcomes of the
diverse students.

J.R. BALDEMOR, Instructor

ELEC 1 Teaching Multi Grade Classes CBSUA- Calabanga Campus

Pre- Competency

Using a graphic organizer, illustrate the interrelationship of test,

measurement, assessment and evaluation?

Assessing Learning and teaching performance

in Multi grade class

J.R. BALDEMOR, Instructor

ELEC 1 Teaching Multi Grade Classes CBSUA- Calabanga Campus

TOPIC 1

Assessing Learning and

teaching performance
in Multi grade class

Focusing More on Learner Assessment Than on Evaluation

As a multigrade teacher with students of many different ability levels, you must
decide what information to collect on each learner’s progress and how to collect it.
Individual learner assessment is just as important as comparative evaluation across
students. The latter is useful to evaluate one student’s progress against his/her peers,
but too much and too public evaluation around performance can lead to negative
labelling of some students as “clever” and others as “slow”.

Like all children, students in a multigrade classroom learn in a continuum,

moving from easier to more difficult material and from simple to more complex learning
steps. They follow a path of progress at their own pace. Since such self-paced learning,
as an integral part of multigrade teaching, promotes social, emotional, physical,
aesthetic, and cognitive development, one goal for you is to focus not only on
cognitive/academic achievement (e.g. reading and writing skills) but also to consider
psychomotor skills and the psychological and emotional development of your students.

Another goal you should have is to develop a positive attitude among students
about teachers and about learning. You can do this by assessing and rewarding other
aspects of your students’ development such as their willingness to assist in doing
classroom tasks, share resources with friends, and organize their own work. These
outcomes deal with attitudes, values and behaviors, but they are not easy to measure
despite their importance.

The assessment of students may be done daily or on a periodic basis depending on

the size of the class and your capacity as a teacher to work with each student in the
classroom individually. What is important is that assessment is not a one-time event but
is cyclic and continuous. It must also be adapted to the type of activity on which your
students are being assessed – group or paired work, individual work, etc.

It is always helpful to reflect on the purpose of assessment and to plan for it at four
different times during the teaching and learning process: before a new topic is introduced,

J.R. BALDEMOR, Instructor

ELEC 1 Teaching Multi Grade Classes CBSUA- Calabanga Campus

to determine what experiences or understanding students already have about that topic;
this information will help you decide what new information they need to be taught

• during a lesson, to find out if your students are learning the concepts being taught;
if you note problems for the class as a whole or for individual students you may be
able to solve them during the lesson
• at the end of a topic, to assess mastery prior to progression to the next topic, decide
if further remediation is required for some students, and provide feedback to you
about your own teaching methods
• at the end of a term or the school year, to assess if students have retained their
understanding of the lessons delivered

It is therefore important for you to adopt a cyclic process of assessment as

illustrated in Figure 5. The process may begin with the identification of grade- and age-
specific competencies expected to be mastered by your students.

In a multigrade teaching situation, you will have to use several methods for assessing
learner performance and learning outcomes:

J.R. BALDEMOR, Instructor

ELEC 1 Teaching Multi Grade Classes CBSUA- Calabanga Campus

• Individual assessment

select activities that help measure the learning of each student. This may include
collecting basic information through administering a test, checking individual
assignments and projects, using checklists, observing each student’s activities and
reading his/her written work, and keeping anecdotal records of each student’s
development. Keeping a portfolio for each student is an especially rich resource that will
help you assess the progress of your students over time and maintain a more permanent
record of their work.

Group assessment

observe how well each group works as a team who are the leaders, who needs
encouragement to participate, who prevents others from taking part – and the quality of
the group’s results. What did each individual student contribute to the results and how?

Self-assessment

ask your students about their favorite and most difficult subjects. What additional help
do they think they need to do better?

Peer assessment – ask the peer tutors you have selected about the progress each of the
students they are working with is making. Should different peers be assigned to work
with students who are having problems? In addition to measuring specific learning
outcomes such as reading and arithmetic knowledge, you may wish to observe and assess
the following skills and attitudes:

• Reporting, narrating, drawing pictures, picture reading, filling in maps, etc.

• Listening, talking, expressing opinions
• Expressing oneself through body movements, creative writing, etc.
• Reasoning, making logical connections
• Questioning by expressing curiosity, asking questions
• Analyzing and drawing inferences
• Learning by doing
• Expressing concern and sensitivity towards students who are disadvantaged or
have various kinds of disabilities
• Showing cooperation by taking responsibilities seriously and sharing and working
together

J.R. BALDEMOR, Instructor

ELEC 1 Teaching Multi Grade Classes CBSUA- Calabanga Campus

Practicing Self-Reflection on Your Teaching and Your Students’ Learning

Equally important to student assessment as a means to improve your teaching and

develop new and better practices is your continuous and routine reflection on your own
teaching skills, strategies, and methods – and on any other school responsibilities you
may have. One way to do this is to keep a record of your teaching activities such as how
you plan lessons, manage the classroom, schedule subjects, develop instructional
resources, assign appropriate tasks to students, guide and counsel students with
particular learning problems, and assist parents in monitoring the progress of their
children. Periodically reflecting on how you carried out these activities and what kinds of
results were achieved, especially as you go through another cycle of teaching, can be very
useful.

Other sources of feedback on your teaching are also important. This may include
assessment from your head-teacher/principal, your fellow teachers, and even informal
feedback from your students – why not ask them what they like and do not like about the
classroom environment and individual lessons?

J.R. BALDEMOR, Instructor

ELEC 1 Teaching Multi Grade Classes CBSUA- Calabanga Campus

Post-Competency

As a future teacher, how do you use assessment inside the classroom?

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What are the different forms of assessment you use in your own lesson plan (
Please refer to the module 5 post competency.

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J.R. BALDEMOR, Instructor

 ELEC 1 Teaching Multi Grade Classes CBSUA- Calabanga Campus

Rubric in scoring Pre-Competency and Post- Competency

Analytic Rubric

Criterion Exemplary Satisfactory Needs

(20) (15) Improvement
(10)
Organization The organization of
The thoughts were Thoughts were
thoughts were
adequately rumpled and
clearly structured.
organized. incomplete.
Clarity Ideas were stated
Ideas were clear Unclear ideas
relevant and clear.
stated nearly and
relevant. inconsequential.
Creativity of Idea Cleverly written Written with some Written with dull
skill ideas
Depth of Content was Content was Content was
Understanding visualized with the somehow misinterpreted.
in-depth comprehensive.
knowledge about
the topic
Total

In a Nutshell

Mission accomplished! You have now reached the end of the First chapter of this
module. How about giving yourself a treat? To officially end you’re your learning
experience, write your reflection and conclusion by completing this graphic
organizer

I am certain that I learned I think there is a need to … I could apply what I learned
about ……. by ….
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J.R. BALDEMOR, Instructor

ELEC 1 Teaching Multi Grade Classes CBSUA- Calabanga Campus

References

https://www.education.gov.pg/TISER/documents/pastep/pd-mt-1-introduction-to-multigrade-teaching-
student.pdf
For your queries and clarification, you can reach me at:

[email protected]
Jessica Rodriguez Baldemor
+639454883776/ 09517644711

J.R. BALDEMOR, Instructor