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Levels of Teacher Performance in Formative Assessment in Multigrade and Single-Grade Classrooms

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Title: Levels of Teacher Performance in Formative Assessment in Multigrade and Single-Grade Classrooms
Language: English
Authors: Claudio Andrés Cerón Urzúa (ORCID 0000-0001-6063-7642), Ranjeeva Ranjan (ORCID 0000-0002-7667-2191), Rodrigo Arellano Saavedra (ORCID 0000-0001-8671-3623), Andrew Philominraj (ORCID 0000-0003-2251-7150)
Source: Journal of Education and Learning (EduLearn). 2024 18(2):579-587.
Availability: Institute of Advanced Engineering and Science. C5 Plumbon, Banguntapan, Yogyakarta, 55198, Indonesia. e-mail: edulearn@uad.ac.id; Web site: http://edulearn.intelektual.org/index.php/EduLearn/
Peer Reviewed: Y
Page Count: 9
Publication Date: 2024
Document Type: Journal Articles
Reports - Research
Education Level: Elementary Education
Junior High Schools
Middle Schools
Secondary Education
Descriptors: Foreign Countries, Elementary School Students, Middle School Students, Student Evaluation, Formative Evaluation, Multigraded Classes, Performance, Teacher Effectiveness, Grouping (Instructional Purposes)
Geographic Terms: Chile
ISSN: 2089-9823
2302-9277
Abstract: Formative assessment is an evaluative practice developed in the classroom for the improvement of learning using evidence on student progression. The objective of this research is to compare sample groups from multigrade and single-grade classrooms on the theme of formative assessment based on the students' opinion of the teacher's performance. The method used was a comparative quantitative method. The sample type is a probability sample of 683 students from 5th to 8th grade from urban and rural schools in the commune of Longaví, located in the Maule Region of Chile. A validated Likert scale questionnaire with a high level of reliability ([alpha] = 0.93) was used. The results of the research showed that, in the six dimensions, the best teacher performance concerning formative assessment is found in multi-grade schools and not in single-grade schools. This can be explained on the basis of several reasons, among them the level of adaptability that teachers have in this type of classroom, the heterogeneous characteristics of the classroom (different ages and learning goals) and the need for teachers to monitor the learning progression of students with different classroom characteristics.
Abstractor: As Provided
Entry Date: 2024
Accession Number: EJ1430474
Database: ERIC
FullText Text:
  Availability: 0
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  Data: Levels of Teacher Performance in Formative Assessment in Multigrade and Single-Grade Classrooms
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  Data: <searchLink fieldCode="AR" term="%22Claudio+Andrés+Cerón+Urzúa%22">Claudio Andrés Cerón Urzúa</searchLink> (ORCID <externalLink term="https://orcid.org/0000-0001-6063-7642">0000-0001-6063-7642</externalLink>)<br /><searchLink fieldCode="AR" term="%22Ranjeeva+Ranjan%22">Ranjeeva Ranjan</searchLink> (ORCID <externalLink term="https://orcid.org/0000-0002-7667-2191">0000-0002-7667-2191</externalLink>)<br /><searchLink fieldCode="AR" term="%22Rodrigo+Arellano+Saavedra%22">Rodrigo Arellano Saavedra</searchLink> (ORCID <externalLink term="https://orcid.org/0000-0001-8671-3623">0000-0001-8671-3623</externalLink>)<br /><searchLink fieldCode="AR" term="%22Andrew+Philominraj%22">Andrew Philominraj</searchLink> (ORCID <externalLink term="https://orcid.org/0000-0003-2251-7150">0000-0003-2251-7150</externalLink>)
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  Data: <searchLink fieldCode="SO" term="%22Journal+of+Education+and+Learning+%28EduLearn%29%22"><i>Journal of Education and Learning (EduLearn)</i></searchLink>. 2024 18(2):579-587.
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  Data: Institute of Advanced Engineering and Science. C5 Plumbon, Banguntapan, Yogyakarta, 55198, Indonesia. e-mail: edulearn@uad.ac.id; Web site: http://edulearn.intelektual.org/index.php/EduLearn/
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  Data: 9
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  Data: <searchLink fieldCode="EL" term="%22Elementary+Education%22">Elementary Education</searchLink><br /><searchLink fieldCode="EL" term="%22Junior+High+Schools%22">Junior High Schools</searchLink><br /><searchLink fieldCode="EL" term="%22Middle+Schools%22">Middle Schools</searchLink><br /><searchLink fieldCode="EL" term="%22Secondary+Education%22">Secondary Education</searchLink>
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  Data: <searchLink fieldCode="DE" term="%22Foreign+Countries%22">Foreign Countries</searchLink><br /><searchLink fieldCode="DE" term="%22Elementary+School+Students%22">Elementary School Students</searchLink><br /><searchLink fieldCode="DE" term="%22Middle+School+Students%22">Middle School Students</searchLink><br /><searchLink fieldCode="DE" term="%22Student+Evaluation%22">Student Evaluation</searchLink><br /><searchLink fieldCode="DE" term="%22Formative+Evaluation%22">Formative Evaluation</searchLink><br /><searchLink fieldCode="DE" term="%22Multigraded+Classes%22">Multigraded Classes</searchLink><br /><searchLink fieldCode="DE" term="%22Performance%22">Performance</searchLink><br /><searchLink fieldCode="DE" term="%22Teacher+Effectiveness%22">Teacher Effectiveness</searchLink><br /><searchLink fieldCode="DE" term="%22Grouping+%28Instructional+Purposes%29%22">Grouping (Instructional Purposes)</searchLink>
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  Data: <searchLink fieldCode="DE" term="%22Chile%22">Chile</searchLink>
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  Data: 2089-9823<br />2302-9277
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  Label: Abstract
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  Data: Formative assessment is an evaluative practice developed in the classroom for the improvement of learning using evidence on student progression. The objective of this research is to compare sample groups from multigrade and single-grade classrooms on the theme of formative assessment based on the students' opinion of the teacher's performance. The method used was a comparative quantitative method. The sample type is a probability sample of 683 students from 5th to 8th grade from urban and rural schools in the commune of Longaví, located in the Maule Region of Chile. A validated Likert scale questionnaire with a high level of reliability ([alpha] = 0.93) was used. The results of the research showed that, in the six dimensions, the best teacher performance concerning formative assessment is found in multi-grade schools and not in single-grade schools. This can be explained on the basis of several reasons, among them the level of adaptability that teachers have in this type of classroom, the heterogeneous characteristics of the classroom (different ages and learning goals) and the need for teachers to monitor the learning progression of students with different classroom characteristics.
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  Data: 2024
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  Data: EJ1430474
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      – Text: English
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        PageCount: 9
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      – SubjectFull: Foreign Countries
        Type: general
      – SubjectFull: Elementary School Students
        Type: general
      – SubjectFull: Middle School Students
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      – SubjectFull: Student Evaluation
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      – SubjectFull: Formative Evaluation
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      – SubjectFull: Multigraded Classes
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      – SubjectFull: Performance
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      – SubjectFull: Teacher Effectiveness
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      – SubjectFull: Grouping (Instructional Purposes)
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      – SubjectFull: Chile
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      – TitleFull: Levels of Teacher Performance in Formative Assessment in Multigrade and Single-Grade Classrooms
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