Validation of the model for evaluating academic progress in multi-grade classes in elementary schools

Normal 0 false false false EN-US X-NONE AR-SA /* Style Definitions */ table.MsoNormalTable {mso-style-name:"Table Normal"; mso-tstyle-rowband-size:0; mso-tstyle-colband-size:0; mso-style-noshow:yes; mso-style-priority:99; mso-style-parent:""; mso-padding-alt:0in 5.4pt 0in 5.4pt; mso-para-margin:0in; mso-para-margin-bottom:.0001pt; mso-pagination:widow-orphan; font-size:10.0pt; font-family:"Calibri",sans-serif; mso-bidi-font-family:Arial;} Introduction: Multi-grade classes in elementary schools involve the simultaneous education of students from two or more grades in one classroom. The purpose of the study was to validate the model for evaluating academic achievement in multi-grade classes in elementary schools. Methodology: The research method was descriptive survey type. The statistical population was experts in the field of education and evaluation of academic achievement at the national level, 20 people were selected using the available sampling method, and the list of these components was prepared in the form of a 46-question questionnaire. The questionnaire was provided to the experts in two stages, and after receiving their opinions, CVR and CVI were calculated and the validity of the model was confirmed. Findings: Considering both CVR indices equal to or greater than 0.49 and CVI greater than 0.79, the model has the necessary and sufficient validity, and it can be said that the components obtained in the qualitative section are the components of the model for evaluating academic progress in multi-grade classes. Conclusion: Using integrated evaluation along with using various tools to collect information, providing the necessary resources, paying attention to all factors affecting evaluation, removing obstacles and problems, and using appropriate strategies can lead to positive outcomes such as improving the teaching and learning process and strengthening learners' skills in various fields.