Experiences in Utilizing an Assessment Tool for English and Filipino Reading Programs

This descriptive phenomenological study sought to explore the experiences of reading coordinators and a school principal as an assessment tool in English and Filipino reading programs. This study employed a qualitative research design to delve into the experiences of key stakeholders. The participants were two reading coordinators who handle English and Filipino reading programs and one school principal from a public elementary school, who were all purposively chosen based on their direct involvement in the implementation of the Philippine Informal Reading Inventory (Phil-IRI) Assessment Tool.  Data collection was conducted through semi-structured interviews with each participant. The result shows that Phil-IRI, a reading assessment tool, has been praised for providing detailed insights into individual students' reading strengths and weaknesses, enabling individualized instruction and program evaluation. However, challenges such as time constraints, the need for more in-depth training on data interpretation and application, and managing student anxiety during the assessment have been identified. Despite these challenges, the Phil-IRI data positively influenced instructional practices, allowing teachers to differentiate instruction more effectively, select appropriate reading materials, and monitor student progress. It also increased student awareness of their reading skills, motivating them to engage more in reading activities. The study explored the implementation of the Phil-IRI in English and Filipino reading programs, revealing its effectiveness depends on addressing time constraints, training needs, and student anxiety. It emphasized the need for professional development, streamlined administration, and a supportive assessment environment for improved reading outcomes.