Evaluation in the multigrade classroom involves more than just tests. It is an important part of the teaching and learning process that helps answer what students have learned and how well. A teacher evaluates based on the curriculum goals and objectives by looking at student learning, content covered, and learning experiences provided. Evaluation can be informal, through daily activities, or formal, through structured tests. When using tests in the multigrade classroom, teachers should design them for specific grades or abilities, teach test-taking skills, and create a relaxed testing environment. The most important part of evaluation is learning from students' mistakes to improve instruction. A teacher should also evaluate the curriculum implementation through classroom observations of student engagement and comfort.

1. EVALUATION IN THE
MULTIGRADE
CLASSROOM
CHAPTER 7 Presented by:
Pachica, Gerry
Penoy, Herlanie
Prudente, Joy Jr.

2. EVALUATION

3. Evaluation means many things and
it is definitely more than just the
process of test-making, test-giving,
test-taking.
It is very important part of the
teaching learning process.

4. Simply put, evaluation involves
asking and answering the
following:
What did the student
learn?
How well did the
student learn?
To be able to answer these questions, the
teacher must return to the starting point of
the curriculum:
The goals and objectives

5. • A teacher can only evaluate what he or
she has attempted to teach.
• Evaluation and the processes involved
in evaluation must always be viewed
and understood within the context of
the curriculum.

6. • Since the curriculum is a plan for helping
students to learn, all evaluation is actually
concerned with effectiveness of learning.
• One way of finding out whether teaching
and learning have been effective is by
looking into what the students have learned.

7. The teacher must also look
into other aspects of
evaluating the curriculum,
like:

8. • What content and skills have
been covered?
• What learning experiences,
activities and instructional
materials have been
developed?

9. EVALUATION OF
STUDENT LEARNING

10. • Keeping track of how students
are learning is a moment-to-
moment part of the teaching
process.
• It must be built into the
teaching-learning process.

11. Two ways of evaluating student
learning
•Informal means evaluation
•Formal means evaluation

12. Informal evaluation
These are usually built-in or part of
learning activities and generally
provide qualitative information about
whether or not and how well a student
learned what has been taught.

13. Formal evaluation
These are the most frequently used
forms of evaluation in single-grade
classrooms.
Highly structures means evaluation
are usually intended to yield or to
provide qualitative information.

14. Some consideration should
intended here about using
tests as formal means of
evaluation in the multi-
grade classroom.

15. Test should be designed or
constructed for specific grade
or ability levels.

16. Children should be helped to
understand the purposes of
the test – as one of the ways
of finding out how well they
have learned certain skills or
concepts in a particular unit of
study.

17. Children should also be
taught test-taking skills e.g.
consciousness of time, how
to review and prepare for a
test, what is expected.

18. A test should be given
under relatively more
relaxed conditions than is
typically set-up in most
classroom.

19. Test should not be the only
means of evaluation in a
multigrade classroom.

20. A final note about evaluation:
Learn from Children’s
Mistakes

21. It is important to remember in
terms of evaluation that a teacher
must focus just as much on what
children are learning as well as on
what they seem to have difficulty
with so that appropriate
adjustments can then made.

22. Evaluation of the
curriculum

23. • Assessing how well a curriculum
is planned and how well it is
implemented must be done both
at the level of educational
planners and administrators as
well as at the classroom level to
serve the purposes of improving
the quality of instruction.

24. A teacher should make it
habit to look around the
classroom at different
times of the day and make
a quick mental note of
details like:

25. • Are the children interested in and involved in
their work?
• Are they working with enough materials and
books?
• Are they able to cope with the assigned work?
• Are they comfortable relating to one another?
Can they work effectively in a small group? In
a whole group?
• Can they turn to each other for help or do they
only turn to me?

26. • Do they approach me for help as needed or do
they seem to be reluctant?
• Do they move about the classroom
independently and competently?
• Are they applying what they are learning in the
different subject areas or do they quickly forget
these after a test?
• Do they seem to enjoy going to school?
• Are their parents involved in the life of the
school?
• Do they receive the necessary support at home?

27. There are among indicators of the quality of teacher
investment in the teaching-learning process.
• The quality of the student learning is one of the
best indicators of the quality of instruction.
• The quality of instruction determines the quality
of curriculum implementation.
• -The quality of instruction depends heavily upon
the teacher – facilitator, instructor, planner,
manager, and also caregiver to the children in a
multigrade class.

28. That’s all
Thank you
Babush!!!