OPINII ALE CADRELOR DIDACTICE CU PRIVIRE LA REALIZAREA ETAPEI DE EVALUARE ÎN ÎNVĂŢĂMÂNTUL SIMULTAN
TEACHERS’ OPINIONS ON THE ASSESSMENT IMPLEMENTATION IN MULTI-GRADE TEACHING

Summary/Abstract: The assessment is an essential component of the teaching process, alongside teaching and learning. This component aims to improve the results of students, either individually or in groups, and to determine progress in their personal development. In multigrade teaching, where classes of students present different stages of skill development, the assessment is a challenge for teachers. The multigrade classroom is characterized by a specific organization of activity, tasks, and working times. Alongside the varied use of assessment strategies, the aim is to develop self-assessment and continuous assessment, as these enable students to reflect on their individual results, identify ways to improve them in the short term, and teachers receive information about each student individually. This article is based on the analysis of data collected in a research study conducted during the 2021-2022 school year, on a sample of 175 primary school teachers. The research aimed to identify the particularities of the teaching process in multigrade classes, in general, and the assessment, in particular. The data obtained were ordered according to the following criteria: a) frequently used assessment methods, b) the context in which certain assessment methods are applied, and c) the concrete ways of involving students in order to train and develop self-assessment skills. The ordering of the data takes into account the socio-professional criteria of the teachers involved in the research: location of school, professional experience, teaching degree, and age. The results of the study have implications for the methodological particularities regarding the multigrade teaching.

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