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This paper has aimed to illustrate how assessment may be used to enhance learning, especially in multi-grade classrooms where students are learning at different levels. It suggests how, even in a system dominated by the concept of guardedness and a system designed for monograde rather than multi-grade classrooms, the multi-grade teacher can select whether to rely on these summative tests as their principal technique of assessment or to supplement them with other assessments that may also serve formative purposes. In the multi-grade class- room, the teacher’s lack of time to dedicate to any one grade within her class is a major dif?culty. In the multi-grade classroom, consequently, the teacher has a more urgent reason to consider a variety of assessment possibilities, which enhance learning straight.

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