How to evaluate learning in the multigrade classroom? Dilemmas and proposals of rural teachers

Abstract

Coming from few studies focused on the evaluation of learning in multigrade schools, documentary research was carried out that sought to account for difficulties, experiences, and proposals for evaluating the learning of teachers who studied the Specialty in Multigrade Teaching of the Normal Veracruzana, between 2015 and 2021. It became a multigrade teaching perspective that highlights its pedagogical value through the integration of the principle of flexibility in teaching practices. From a qualitative approach, and with the support of documentary analysis, a corpus of data was integrated, made up of products built by teachers in front of a group at the specialty Learning Evaluation Seminar; a content analysis was carried out with the support of Atlas.ti. The results indicate the presence of difficulties in the development of a formative evaluation that diversifies agents and is supported by varied techniques and instruments. When experiencing new forms of evaluation, teachers adopt potentialities in observation, the promotion of student-student hetero-evaluation, as well as in self-evaluation. They selected the anecdote, the portfolio, the rubric, and the checklist as relevant instruments for the multigrade group.