Exploring the Formative Assessment of Grade 1 Learners: Narratives of Teachers

Abstract

This study explored the lived experiences of Grade 1 teachers in conducting formative assessment in Compostela West and East Districts, Division of Davao de Oro. It examined their experiences in conducting formative assessment, their coping mechanisms in addressing assessment-related challenges, and the educational insights drawn from their narratives. A qualitative phenomenological research design was used to capture the realities of teachers in monitoring learner progress, responding to diverse learning needs, adjusting instruction, and supporting foundational literacy, numeracy, and classroom participation in early grade classrooms. The participants were Grade 1 teachers with a total of 10, composed of five in-depth interview informants (IDI-I1 to IDI-I5) and five focus group discussion participants (FGD-P1 to FGD-P5), currently teaching in selected public elementary schools within Compostela West and East Districts, with direct involvement in classroom-based formative assessment practices. Thematic analysis revealed that Grade 1 teachers’ experiences with formative assessment were shaped by child-friendly assessment strategies, learner engagement, monitoring of progress, and challenges related to learner focus, readiness, and diverse learning needs. The findings highlight formative assessment as a tool for improving teaching practices and learner participation, while underscoring the need for training, resources, learner monitoring support, and teacher collaboration to strengthen its implementation.