Assessing Academic Progress and Intervention Needs in English Learning Competencies of Grade 3 Learners

Abstract

This research delves into the continuous monitoring of Grade 3 learners' performance in English Learning Competencies (ELCs) to facilitate informed decision-making and targeted interventions for improved outcomes. Recognizing the pivotal role of teachers in this process, we emphasize the significance of ongoing assessment as a self-regulation strategy for students. The Quarterly Report Assessment (QRA) by the Department of Education serves as a cornerstone tool for evaluating academic progress, yet further exploration into underlying performance fluctuations, particularly in English competencies, is essential. This study focuses on the Most Essential Learning Competencies (MELCs) prescribed by DepEd, employing a documentary analysis approach to systematically examine student records and assessment data. Through meticulous documentation and analysis, educators can identify areas of strength and weakness, prioritize intervention strategies, and refine pedagogical approaches to meet the evolving needs of Grade 3 learners in English language acquisition.