Assessment practices in multigrade Mathematics classroom: An action research study at primary level public school of Ghizer, Gilgit Baltistan (GB)

Date of Award


Document Type


Degree Name

Master of Education (M. Ed.)

First Supervisor/Advisor

Dr. Munira Amirali


Institute for Educational Development, Karachi


The connection between instruction and what is learned is complicated. Assessment is an integral part of the teaching and learning process that is intended to gauge the students’ knowledge and understanding of the concepts and provides information on the effectiveness of instructional strategies. Based on its efficacy in enhancing students’ learning it has been used in the multigrade classroom to evaluate students’ performance of mathematical understanding. Multigrade teaching is a cost-effective strategy used to engage students in the learning process in rural areas where the resources including the availability of teachers and their retention, number of classrooms, and students are scarce. It is prevalent at primary levels in most of the remote and rural areas of Pakistan. Besides, the pedagogies, in multigrade classrooms, the execution of classroom-based assessment practices has remained a complex process due to the involvement of two or more grades. Therefore, this study is aimed to facilitate the mathematics teacher in improving assessment practices in a multigrade mathematics classroom of a public primary school in district Ghizer, Gilgit Baltistan. The study employed action research within a qualitative research design. Data collection in the present study occurred in three stages i.e., the reconnaissance stage, the intervention phase, and the post-intervention phase. In the reconnaissance phase based on the semi-structured interviews, classroom observation, and document analysis revealed the teacher’s limited practice of assessment techniques. The findings of the study further disclosed that during the intervention phase, the execution of various assessment techniques provided the participant teacher an opportunity to strengthen her knowledge of assessment practices. Also, students’ interest and motivation were observed enhanced due to the provision of opportunities like collaborative work with peers and actively engagement in the learning process. Additionally, effective questioning techniques and constructive feedback also helped them to enhance their understanding of mathematical concepts.
In a nutshell, formative assessment strategies supported PT in reflecting on her instructional methods that can enhance students' learning in the classroom. Hence the assessment strategies assist teachers in reviewing their lessons considering the students' performance and learning needs. The findings of this action research could help instructors and educational practitioners to enhance the teaching and assessment of mathematics teachers in primary-level multigrade classrooms.

This document is available in the relevant AKU library