Open Access Graduate Research Paper
Educational evaluation--Methodology; Nongraded schools;
Many schools are implementing multi-age programs. This non-traditional teaching approach calls for methods of assessing students' learning that are consistent with the ways in which they are taught. The traditional methods of assessment require teachers to use the same assessment tool with every child. This is not consistent with the individualized approach to pedagogy that is fundamental in multi-age classrooms. Furthermore standardized assessment does not challenge some students, it frustrates other students, and does not provide the kinds of information needed for formative evaluation.
The author of this project has developed a summary of assessment tools to implement in eight-to ten-year-old multi-age classrooms. This project is divided into two main sections. The first section contains four general assessment tools that can be adapted for use in any multi-age setting. These include student-centered portfolios, learning logs, community circle, and observations. The second section has assessment tools for use in specific content areas. The areas included are reading, writing, spelling, math, and cross-disciplinary thematic units. The tools in the project can be used to assess and evaluate multi-age classroom children in a non-threatening manner that is consistent with the ways in which they are taught.
Year of Submission
Master of Arts in Education
Department of Curriculum and Instruction
Mary J. Selke
1 PDF file (v, 102 pages)
©1997 Tamera Frost
Frost, Tamera, "A summary of assessment strategies for a multi-age classroom" (1997). Graduate Research Papers. 707.