Volume 5, Issue 2 (June 2026)
IJER 2026, 5(2): 0-0 |
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Fattahianfar A, yavari H R, Bakhtiari R A, Rafiei N, Tighbakhsh S. (2026). Comparative Identification of Assessment Methods in Multi-Grade and Single-Grade Classrooms. IJER. 5(2),
URL: http://ijer.hormozgan.ac.ir/article-1-543-en.html
URL: http://ijer.hormozgan.ac.ir/article-1-543-en.html
Abuzar Fattahianfar1 
, Hamid reza Yavari2 , Reza Abbasi Bakhtiari *3 , Nafiseh Rafiei4 , Samira Tighbakhsh5
, Hamid reza Yavari2 , Reza Abbasi Bakhtiari *3 , Nafiseh Rafiei4 , Samira Tighbakhsh5
1- PhD Student, Department of Educational Sciences, Isf.C., Islamic Azad University, Isfahan, Iran, 4669236075@iau.ir
2- PhD Student, Department of Educational Sciences, Mey.C., Islamic Azad University, Meymeh, Iran, h.yavari9590@iau.ir
3- Department of Educational Sciences, Mey.C., Islamic Azad University, Meymeh, Iran (Corresponding Author) ,re.abbasi@iau.ir
4- Assistant Professor, Department of Educational Sciences & Psychology, Payame Noor University, Tehran, Iran, rafie@pnu.ac.ir
5- Department of Educational sciences, Mey.C., Islamic Azad Univercity, Meymeh, Iran, Samira.Tighbakhs@iau.ac.ir
2- PhD Student, Department of Educational Sciences, Mey.C., Islamic Azad University, Meymeh, Iran, h.yavari9590@iau.ir
3- Department of Educational Sciences, Mey.C., Islamic Azad University, Meymeh, Iran (Corresponding Author) ,
4- Assistant Professor, Department of Educational Sciences & Psychology, Payame Noor University, Tehran, Iran, rafie@pnu.ac.ir
5- Department of Educational sciences, Mey.C., Islamic Azad Univercity, Meymeh, Iran, Samira.Tighbakhs@iau.ac.ir
Abstract: (336 Views)
Objective: To comparatively, this study examine the assessment methods used in single-grade versus multi-grade classrooms within the Iranian educational system, considering the structural differences and their impact on measuring learning objectives and improving educational quality.
Methods: This study employed a descriptive-analytical approach utilizing document analysis. Data were gathered through a review of credible scientific sources, research articles, and documented teacher field experiences regarding assessment practices in both classroom settings.
Results: In multi-grade classrooms, flexible and process-oriented methods such as descriptive evaluation, performance-based assessment, portfolio assessment, self-assessment, and direct observation were found to be more effective for measuring learning, enhancing student participation, strengthening academic self-awareness, and improving educational quality. Conversely, single-grade classrooms predominantly focus on final results and grading, which may overlook individual student differences.
Conclusions: The structural and instructional differences between single-grade and multi-grade settings necessitate distinct assessment strategies. Multi-grade classrooms benefit significantly from continuous, process-oriented assessment methods, while the traditional, outcome-focused assessment common in single-grade settings may be insufficient for diverse learning needs.
Methods: This study employed a descriptive-analytical approach utilizing document analysis. Data were gathered through a review of credible scientific sources, research articles, and documented teacher field experiences regarding assessment practices in both classroom settings.
Results: In multi-grade classrooms, flexible and process-oriented methods such as descriptive evaluation, performance-based assessment, portfolio assessment, self-assessment, and direct observation were found to be more effective for measuring learning, enhancing student participation, strengthening academic self-awareness, and improving educational quality. Conversely, single-grade classrooms predominantly focus on final results and grading, which may overlook individual student differences.
Conclusions: The structural and instructional differences between single-grade and multi-grade settings necessitate distinct assessment strategies. Multi-grade classrooms benefit significantly from continuous, process-oriented assessment methods, while the traditional, outcome-focused assessment common in single-grade settings may be insufficient for diverse learning needs.
Keywords: Assessment Methods, Multi-grade Classes, Single-grade Classes, Educational Evaluation, Learning Process
Type of Study: Original |
Subject:
Educational Studies
Received: 2025/12/8 | Accepted: 2026/02/14 | Published: 2026/06/1
Received: 2025/12/8 | Accepted: 2026/02/14 | Published: 2026/06/1
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