THE LITERACY ASSESSMENT PRACTICES OF TEACHERS IN TABACO CITY DIVISION

Abstract

This study investigated the literacy assessment practices of elementary teachers in Tabaco City Division during School Year 2024–2025. Using a quantitative descriptive-survey design, data were gathered from 262 teachers across four districts through a validated questionnaire checklist. The study examined assessment for learning (questioning techniques, observation and feedback), assessment as learning (self-monitoring, peer feedback), and assessment of learning (reading and writing assessments). Results revealed that teachers consistently employed questioning, observation, and feedback strategies, with high levels of usage across districts. Self-monitoring and peer feedback were also practiced, though with slightly lower frequencies. Reading and writing assessments were universally applied, with periodic writing tasks and oral reading tests serving as common tools. ANOVA results indicated no significant differences in usage levels among districts. Difficulties encountered included limited resources, time constraints, and challenges in providing individualized feedback. A training design was proposed to strengthen teachers’ competence in literacy assessment. Findings highlight the importance of continuous professional development, data-driven instruction, and policy support to enhance literacy outcomes.