LOCALIZED AND CONTEXTUALIZED INTERACTIVE ASSESSMENT IN MODULAR CONTEXT

Purpose: This study aimed to investigate the effectiveness of localized and contextualized interactive assessment in teaching English to grade five learners at Trece Martires City Elementary School during the new normal. Design/methodology/approach: A pre-experimental method was used, specifically a one-group, pretest-posttest design. Thirty grade five pupils who were identified as having difficulties in understanding English learning competencies, based on the pre-test results, were selected using purposive sampling. The participants' pre-test and post-test results were compared using paired t-tests. Findings: The findings revealed that the integration of localized and contextualized interactive assessment in teaching English improved the academic performance of the participants. Research limitations/implications: The concept of localization and contextualization is based on the belief that learners learn best when their classroom experiences are meaningful and applicable to their daily lives. Lasting learning is achieved when learners are actively engaged. To effectively use localization and contextualization in teaching, it is essential to incorporate learning by doing, applied learning, and manipulative learning. Originality/value: Deep learning can be achieved when learners are placed in an authentic learning environment that allows them to interact with and adapt to various learning opportunities and resources within their community. By connecting and presenting lessons in the context of the local environment, culture, and resources, instructors and students gain a better understanding of the topics. This approach makes classes more relevant, personalized, and meaningful. Keywords: localized and contextualized interactive assessment, academic performance, English, grade five pupils, pre-experimental Want to replicate/adapt/cite this research? Let us know by filling out this link: bit.ly/CaviteUtilization1