Development and Validation of Audio-Based Material as Language Assessment Instrument for Grade 9 Second Language Learners in the Division of Abra

Abstract

This study aimed to develop and validate localized audio-based assessment materials for Grade 9 second language learners in the Division of Abra. Listening comprehension remains one of the most neglected skills in English language assessment despite its significant role in second language acquisition. To address the lack of localized listening assessment tools suitable for rural learners, the researcher developed five audio-based assessment materials anchored on the K–12 English Curriculum and guided by Krashen's Input Hypothesis and Vygotsky's Sociocultural Theory. The study utilized a developmental research design involving English language teachers, curriculum specialists, and language experts as validators. The developed materials were evaluated using an adapted Radio-Based Instruction validation tool focusing on content validity, audio and technical quality, language and cultural appropriateness, scoring rubric and assessment quality, and overall acceptability and usability. Findings revealed that the developed materials obtained initial validation ratings ranging from Valid to Highly Valid and significantly improved during the final validation, with overall mean scores ranging from 3.84 to 3.90, interpreted as Highly Valid. Fleiss' Kappa analysis also demonstrated significant agreement among validators, indicating that the developed materials were reliable and consistent. The study concluded that the audio-based assessment materials are valid, culturally responsive, curriculum-aligned, and suitable for assessing the listening skills of Grade 9 second language learners in the Division of Abra. The materials may therefore be adopted and utilized as supplementary listening assessment tools across schools within the division.