Identifying the criteria and indicators of the assessment as learning in multi-grade classes of primary school: a qualitative study

Creating the groundwork for worthy education of students who are capable, active, knowledgeable and independent and respect values ​​and cultures is one of the most important concerns of knowledgeable trustees in educational systems. The approach of assessment as learning as the newest approach, by targeting and providing suitable conditions, provides the basis for the formation and strengthening of students' competencies as independent, flexible and critical citizens. The current research was based on the qualitative research approach and descriptive phenomenological method with the aim of identifying the criteria and indicators of assessment as learning in multi-grade classes. For this purpose, using the criterion sampling method and semi-structured interviews with 14 participants, the data was collected and analyzed using the colaizzi method. In order to make the findings believable, three methods of external audit, review of results by informants and long-term engagement were used. The results of the research led to the identification and classification of 3 criteria and 17 indicators for the approach of assessment as learning in multi-grade classes of elementary school. It seems that the criteria and indicators identified for multi-grade classes can provide the necessary basis for making a suitable tool for measuring the assessment as learning approach in determining the performance quality of multi-grade teachers and providing improvement solutions.