Contextualized Learning Assessment Tool: Its Acceptability and Its Effect on the Reading Competencies of Grade 6 Learners in an Inclusive School

Abstract

This study aims to determine the acceptability of a contextualized researcher-made learning assessment tool and its effect on enhancing the reading competencies of Grade 6 learners at Valeriano E. Fugoso Memorial Elementary School (VEFMES). The researcher employed quantitative research through the use of different tools, such as the Philippine Informal Reading Inventory (PHIL-IRI), in determining the initial reading competencies of 142 Grade 6 pupils. Using the scores and background of the learners, the researcher developed a contextualized learning assessment tool. To determine the level of acceptability of this tool, the researcher collected descriptive assessments from 34 teacher-respondents using the Adopted LRMDS Educational Soundness General Evaluation Checklist. A reading assessment was also administered to the learners using the contextualized researcher-made learning assessment tool. Based on the findings, the level of acceptability of the researcher-made contextualized assessment tool was Moderately Acceptable with a weighted mean of 4.17. This means that the tool is considered effective for assessing the reading competencies of grade 6 pupils, although there is still potential for enhancement. The level of reading competencies of the pupils, as measured using the Phil-IRI, indicated that the majority, with 96 or 67.61% of the pupils, were at the instructional level. Instead, it is noticeable that the majority of the pupils’ reading competencies were independent, with 129 or 90.85% of the population. The difference between the means is -9.69, indicating that the contextualized assessment yielded higher learner scores on average. Lastly, it is recommended to use a contextualized learning assessment tool for reading assessments.