CLASSROOM READING ASSESSMENT STRATEGIES FOR ELEMENTARY LEARNERS: BASIS FOR LEARNING ASSESSMENT PLAN IN READING

This study explored the profiles of reading teachers and their classroom reading assessment strategies, as well as the relationship between these profiles and the strategies used. Data were gathered from 80 teachers, examining variables such as age, length of service, highest educational attainment, position, and related trainings. Findings revealed that most teachers were aged 31–40 years, had 5–9 years of service, earned masteral units, and were in the Teacher I position, with many attending district-level trainings. Commonly employed assessment strategies included read-aloud sessions, reading logs, oral reading assessments, and performance-based activities, while phonics assessments and exit tickets were less frequently used. Statistical analysis showed significant correlations between age, length of service, position, and trainings attended with assessment strategies, while no significant relationship was found for educational attainment.