SUMMATIVE ASSESSMENTS IN ENGLISH FOR SENIOR HIGH SCHOOL

Introduction: Language ability information is important and necessary. Universities are unlikely to admit students without some understanding of their English competence or competency. The same can be said for companies that hire interpreters or translators. These entities certainly need dependable measures of language ability.

Methods: This descriptive research design aimed to develop summative assessments to address the least mastered competencies in English among Senior High School students based on the level of English competencies as perceived by the Senior High School English teachers and the problems encountered by teachers in teaching the English competencies. The study employed a validated questionnaire to gather data.  The teacher respondents were selected using random sampling.  Frequency and percentage were used to analyze the data. 

Results: The study found out that teachers perceived learners to be at emerging level in listening competency, expanding level in reading, and viewing competency, and emerging level in writing competency. Moreover, all the English competencies were rated serious as to the problems encountered by teachers in teaching the English competencies.

Conclusions: Based on the results of the survey conducted to SHS English teachers, the following English language competencies, namely, reading, writing, and listening may be considered in the constructing of summative assessments. These English competencies were perceived by the teachers to have the lowest levels and contain weak points that need to be addressed through assessment tools. In like manner, serious cases of problems encountered in teaching these competencies may also be considered.