Formative Assessment Literacy and Learner Achievement Support in Secondary Education

This study explored the extent to which formative assessment literacy predicted learner achievement support among teachers in secondary education. A cross-sectional explanatory predictive survey design was employed at Isabela National High School in the City of Ilagan, Isabela. Participants were selected through proportionate stratified random sampling across academic departments. Data were gathered using a validated questionnaire that measured learning intention clarification, evidence elicitation, assessment interpretation, actionable feedback, instructional adjustment, learner involvement, and academic support practices. The instrument demonstrated strong content validity and internal consistency. Descriptive statistics and partial least squares structural equation modeling were used to analyze the data. Results showed high overall levels of formative assessment literacy and learner achievement support. However, learner involvement in assessment, remediation and enrichment, and support for learner self-regulation received comparatively lower ratings. Formative assessment literacy significantly and positively predicted learner achievement support, with a path coefficient of .676 and an explained variance of 45.7 percent. Instructional adjustment and interpretation of assessment evidence emerged as the most influential areas requiring improvement. The findings indicated that teachers who effectively interpreted assessment evidence and modified instruction were more likely to provide diagnostic assistance, differentiated activities, progress monitoring, and timely interventions. The study concluded that strengthening teachers’ capacity to convert assessment evidence into responsive instructional action could improve learner support. Sustained professional development, collaborative analysis of learner work, structured remediation, and greater learner participation in assessment were recommended.