Analyzing Teachers’ Assessment Skills in Rural Multigrade Classrooms: A Qualitative Study Based on Lived Experiences

Authors

1 ۵٬۰۰۰ Assistant Professor, Department of Educational Sciences, Shahid Sadoughi Campus kermanshah

2 Bachelor's degree student in elementary education, Shahid Sadoughi Campus, Kermanshah

3 Professor at Farhangian University, Shahid Sadoughi pardis, Kermanshah

10.48310/istt.2026.21630.1196

Abstract

Background and Objective: Assessment plays a central role in improving learning quality and enhancing instructional effectiveness in multigrade classrooms. In rural schools, teachers face numerous challenges in implementing appropriate assessment procedures due to limited resources, diverse learning needs, and the simultaneous teaching of multiple grade levels. This study aimed to analyze the assessment skills of teachers in rural multigrade classrooms based on their lived professional experiences.
Materials and Methods: This qualitative research was conducted using a case study approach. The participants consisted of nine teachers from rural multigrade classrooms in the villages surrounding Kabudarahang (Mehraban district), selected through purposive sampling. Data were collected through semi-structured interviews and analyzed using open, axial, and selective coding.
Findings: Data analysis resulted in 79 open codes, 15 axial categories, and 5 selective themes. The findings revealed that teachers' assessment practices were shaped around five core skill areas: designing adaptable assessment tools (e.g., multilevel tests, portfolio-based assessment, integrative tasks), managing individual differences among students, managing limited instructional time, applying participatory assessment techniques (self-assessment and peer assessment), and adapting assessment strategies to environmental constraints such as resource shortages and lack of instructional materials.
Conclusion: The study highlights that effective assessment in multigrade classrooms requires flexible, context-responsive, and experience-based professional skills. Strengthening teachers’ assessment competencies, addressing existing challenges, and utilizing diverse and low-cost assessment tools can significantly enhance the quality of learning in rural multigrade classrooms. It is recommended that teacher training programs pay greater attention to assessment literacy specifically tailored to the needs of rural and multigrade schools.

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History

  • Receive Date: 24 November 2025
  • Revise Date: 18 January 2026
  • Accept Date: 27 January 2026
  • First Publish Date: 27 January 2026
  • Publish Date: 22 November 2025

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