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1. EVALUATION IN THE
MULTIGRADE
CLASSROOM
CHAPTER 7

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

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 evaluatio
•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

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

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

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

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

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

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,

28. That’s all
Thank you