ISSN: 2782-893X
eISSN: 2799-0664
ISSN: 2782- 893X
— This study aimed to investigate the integration of peer assessment in multigrade teaching. Though many teachers have practiced peer assessment, there is limited knowledge in multigrade teaching, and even less research examining how it is used in multigrade classrooms. The study used the instrumental case study design to address this gap in knowledge by exploring the concept of multigrade teachers handling intermediate classes in the Schools Division of Calbayog City for the school year 2023-2024 in integrating peer assessment, how it is conducted, and the challenges associated with it. Findings show that multigrade teachers view peer assessment as a tool for learning in multigrade classes. It is an approach to learning that is collaborative in nature. It is a powerful motivator that helps multigrade learners take responsibility for their own learning The process of conducting peer assessment in multigrade classes include preparation, orientation, modifying rubrics or checklist, providing clear instructions and objectives, modeling the process, assigning groups or pair strategically, facilitating the peer assessment activity, session wrap-up and reinforcing. However, there are several things to be considered in integrating peer assessment in multigrade teaching such as the bias, feedback quality, standardization of criteria, and peer resistance. Keywords — peer assessment, multigrade teaching, multigrade learners, multigrade teachers, instrumental case study