This document summarizes a presentation about assessing learning and teaching performance in multigrade classes. It discusses various assessment strategies that are similar between multigrade and monograde classes, including individualized learning, self-assessment, collaborative writing, and keeping logs. It emphasizes focusing on learner assessment over evaluation, and assessing social/emotional development as well as academic skills. Methods of assessment mentioned include individual, group, self, and peer assessment. The purpose of different types of assessment at various stages of learning are also outlined.

1. T
T E
E
K W Y
H
A A A
INTERES
TING!
A PRESENTATION BY: GROUP 4
NICE!
WELCOME TO
PODCAST

2. ASSESSING
LEARNING AND
TEACHING
PERFORMANCE IN
MULTIGRADE
CLASSES
Let’s talk about

3. THE
MEMBERS
GROUP 4
Realyn Carpio
Realyn Carpio
Te Ann Ildefonso
Te Ann Ildefonso
Christian Jay
Pagaduan
Christian Jay
Pagaduan
Emma Ann
Damian
Emma Ann
Damian
Clariza Abraham
Clariza Abraham
Jorielyn
Apostol
Jorielyn
Apostol

4. ASSESSMENT STRATEGIES
DEFINITION OF TERMS
DEFINITION OF TERMS
TEACHING PERFORMANCE
is the assessment of a
teacher’s performance
rating.
are methods teachers use to
evaluate their student’s progress
and plan the content in their
courses

5. Most of these assessments are
similar to the monograde class's
way of assessing their students.
Here are as follows:
Assessment Strategies in
Assessment Strategies in
Multigrade Schools
Multigrade Schools

6. Is a method of teaching in which
content, instructional
technology, and pace of learning
is based upon the abilities and
interest of each learner.
INDIVIDUALIZED LEARNING
INDIVIDUALIZED LEARNING

7. SELF-ASSESSMENT
SELF-ASSESSMENT
Is a powerful mechanism
for enhacing learning.

8. is a technique to help students
focus on what they are learning
in their class.
log
log
E N
L R N
I G
A

9. Is a process of producing
a written work as a group.
COLLABORATIVE
COLLABORATIVE
WRITING
WRITING

10. MAKEUP
BEAUTY
EYESHADOW
LIPSTICK
BLUSH
EYELINER
PARCEL
DELIVERY
GIFT
MAIL
ORDER
PACKAGE
LEARNER
ASSESSMENT,
AND
ASSESSMENT
OF YOUR
OWN
TEACHING
1 2
Assessing learning and
Assessing learning and
teaching performance in
teaching performance in
multigrade classes
multigrade classes
This section looks at two
important uses of assessment

11. ASSESSMENT
ASSESSMENT
is a process to:
is a process to:
Keep track of the learners’ progress
Promote self-reflection and personal accountability among students about their own
learning and;
Provide basis for the profiting of the student performance on the learning competencies
and standards of the curriculum.
Is an ongoing process of identifying, gathering, organizing, and interpreting
quantitative information about what learners know and can do.

12. Focusing more on learner
assessment than on Evaluation
Individual learning
assessment is just as
important as comparative
evaluation across students.
Students in a multigrade
classroom learn in a
continuum, moving from
easier to more difficult
material and from simple to
more complex learning steps.
1 2

13. Focusing more on learner
assessment than on Evaluation
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 anchievement
(e.g reading and writing skills) but
also to continue psychomotor skills
and the psychological and emotional
development of your students.
3 4

14. Focusing more on learner
assessment than on Evaluation
Another goal you should have
is to develop a positive
attitude among students
about teachers and about
learning.
5

15. PURPOSE OF THE
ASSESSMENT
Before a new topic
is introduced- to
determine what
experiences or
understanding
students already
have about the
topic.
During a lesson
– to find out if
your students
are learning the
concepts being
tought.
At the end of a topic –
to assess mastery prior
to progression to the
next topic decide if
futher remediation is
required to some
students and provide
feedback to you about
your own teaching
methods.
At the end of a term
or school year- to
assess if students
have retained their
understanding of the
lessons delivered.

16. Methods of
Assessment
04
01
03
02
Individual Assessment – select activities that help measure the
learning of each student.
Group Assessment – observe how well each group works as a
team.
Self Assessment – ask your students about their favorite most
favorite subject.
Peer Assessment – ask the peer tutors you have selected about the
progress of each of the students they are working with is making.

17. 01
02
03
04
Reporting,
narrating,
drawing
pictures, picture
reading, filling
in maps, Etc.
Listening
talking,
expressing
opinions.
Questioning
by expressing
curiosity,
asking
questions
Analyzing
and drawing
inferences
You may wish to observe and assess the
following skills and attitudes:

18. You may wish to observe and assess the
following skills and attitudes:
Learning
by Doing
Expressing concern
and sensitivity
towards students with
are disadvantaged
and have various
kinds of disabilities.
Showing
cooperation by
taking
responsibilities
seriously sharing
and Working
together.
05
06
07

19. Practicing self
reflection in
your teaching
and students
learning Periodically reflecting
on how you carried out
these activities and
what kinds of results
were achieved.
Assessment from your
head-teacher/
principal, fellow
teachers, or feedback
from your students.
Improve your teaching
and develop new and
better practice
1
Keep a record of
your teaching
activities.
2
3 4

20. Thanks everyone
Thanks everyone
for listening!
for listening!
You all are very clever indeed.
See you at our next Presentation Party!
GROUP 4