Enhancing the Reading Comprehension of Grade 2 Learners through Integrative Performance Assessment in English

This study assessed the effectiveness of integrative performance assessment in English in enhancing the reading comprehension of Grade 2 learners at Tuba Central School. Twenty-three (23) Grade 2 pupils served as the respondents. A questionnaire was used as the main tool for data gathering. The findings of the study revealed that the respondents’ level of reading comprehension before the implementation of the integrative performance assessment was satisfactory. After the implementation, their performance improved to a very satisfactory level. The results showed a significant difference between the respondents’ reading comprehension scores before and after the implementation. Based on these findings, the study concluded that the learners’ initial satisfactory performance was likely due to their prior exposure to traditional assessments, which may have limited their ability to engage deeply with texts. After the intervention, their reading comprehension improved to a very satisfactory level because the integrative performance assessment provided meaningful, hands-on, and contextualized learning experiences that encouraged deeper understanding. The significant difference between the pretest and posttest scores could be attributed to the authentic and task-based nature of the integrative assessments, which allowed learners to apply their reading skills in realistic and meaningful contexts.