Development of a Contextualized Performance-Based Assessment Plan for Reading and Writing

Abstract

Abstract. This action research aimed to develop a contextualized performance-based assessment plan for Grade 11 Reading and Writing by addressing gaps in existing assessment practices and ensuring alignment with Most Essential Learning Competency (MELC). A qualitative action research design was employed, utilizing purposive sampling with the teacher-researcher’s own classes at Labas Senior High School as participants. The study involved approximately one class of Grade 11 students, with data gathered through self-reflection logs and classroom observations. Data was analyzed using thematic analysis to identify recurring issues related to assessment practices, content relevance, and student engagement. Findings revealed that instructional materials were predominantly Westernized, resulting in limited relatability and engagement among learners, and that assessment practices were often misaligned with intended competencies and lacked meaningful feedback mechanisms. In response, a contextualized assessment plan incorporating locally relevant texts from Santa Rosa, Laguna was developed, integrating varied and performance-based assessment methods aligned with content and performance standards. The study concluded that contextualization and alignment are essential in improving the effectiveness of assessment in Reading and Writing. It is recommended that educators adopt localized and Most Essential Learning Competency (MELC) assessment strategies, continuously reflect on their practices, and utilize diverse assessment tools to better capture students’ competencies and enhance overall learning outcomes.