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Assessment for learning in the multigrade classroom
ARTICLE

International Journal of Educational Development Volume 21, Number 6 ISSN 0738-0593 Publisher: Elsevier Ltd

Abstract

This paper suggests that multigrade classrooms lend themselves particularly well to promoting assessment that enhances learning, rather than assessment aimed solely at selecting pupils for promotion to the next grade. Some strategies to encourage assessment for learning in the multigrade classroom are explored. These include facilitating individual responsibility for learning, drawing on other children as an assessment resource and using assessment tasks that have learning potential. For such strategies to be used, teachers need training, guidance and exemplification relating to the formative purposes of assessment and criterion- and pupil-referenced assessment.

Citation

Hargreaves, E. Assessment for learning in the multigrade classroom. International Journal of Educational Development, 21(6), 553-560. Elsevier Ltd. Retrieved August 9, 2024 from .

This record was imported from International Journal of Educational Development on March 1, 2019. International Journal of Educational Development is a publication of Elsevier.

Full text is availabe on Science Direct: http://dx.doi.org/10.1016/S0738-0593(01)00015-3

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