en Educational Studies پژوهشي Original <div style="text-align: justify;"><span style="color:#669933;"><span style="font-size:14px;"><span style="font-family:Times New Roman;"><span style="line-height:2;"><b>Objective:</b> <span lang="EN">To comparatively</span>, this study<span lang="EN"> 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.</span><br> <b>Methods</b>: <span lang="EN">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.</span><br> <b>Results</b>: <span lang="EN">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.</span><br> <b>Conclusions</b>: <span lang="EN">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.</span></span></span></span></span></div> Assessment Methods, Multi-grade Classes, Single-grade Classes, Educational Evaluation, Learning Process 0 0 http://ijer.hormozgan.ac.ir/browse.php?a_code=A-10-552-1&slc_lang=en&sid=1 Abuzar Fattahianfar 4669236075@iau.ir 0009-0000-3008-1030 No PhD Student, Department of Educational Sciences, Isf.C., Islamic Azad University, Isfahan, Iran, 4669236075@iau.ir Hamid reza yavari h.yavari9590@iau.ir 0009-0006-9113-6668 No PhD Student, Department of Educational Sciences, Mey.C., Islamic Azad University, Meymeh, Iran, h.yavari9590@iau.ir Reza Abbasi Bakhtiari re.abbasi@iau.ir 0009-0003-9338-2991 Yes Department of Educational Sciences, Mey.C., Islamic Azad University, Meymeh, Iran (Corresponding Author) Nafiseh Rafiei rafie@pnu.ac.ir 0000-0002-0334-2642 No Assistant Professor, Department of Educational Sciences & Psychology, Payame Noor University, Tehran, Iran, rafie@pnu.ac.ir Samira Tighbakhsh Samira.Tighbakhs@iau.ac.ir 0009-0008-4346-8267 No Department of Educational sciences, Mey.C., Islamic Azad Univercity, Meymeh, Iran, Samira.Tighbakhs@iau.ac.ir