Testing Practices of English Teachers in Selected Public Secondary Schools

Effective language testing is crucial for assessing students’ proficiency and guiding teachers’ instructional strategies. Ensuring valid and reliable assessments is essential in junior high schools, where language skills are fundamental to academic success. However, challenges such as inconsistent test preparation and inadequate teacher training can hinder the effectiveness of these evaluations. This study investigated English language testing practices among junior high school teachers in selected public secondary schools within Bagumbayan District, Sultan Kudarat. It examined teachers’ preparation in creating language assessments, their use of formative and summative testing techniques, and the validity and reliability of these tests. Data were collected through surveys involving 14 English teachers, 453 Grade 7 students, and 10 school administrators. Results highlight the critical role of proper test preparation, the alignment of testing techniques with learning outcomes, and the importance of valid, reliable assessments in improving language proficiency. Findings indicate that while teachers demonstrate strong test-making practices, areas such as higher-order thinking skills assessment and real-world language application require further development. Recommendations include enhancing teacher professional development, promoting assessment literacy, and ensuring that language tests reflect authentic language use to improve student learning outcomes.