Technology- Based Formative Assessment and Learning Outcomes in Science among Grade 10 Students in an Online Instructional Delivery Program

Abstract

This study introduced the elements of technology-based formative assessment and assessed its effect on the learning outcomes of the students. Descriptive correlational research design-led in attaining the study’s objectives to determine the relationship of technology-based formative assessments and learning outcomes in science among 58 grade 10 students in an online instructional delivery program. Utilizing a researcher-made survey questionnaire, it intended to measure whether the perception of the elements of technology-based formative assessments affects students’ problem-solving skills and the student’s active engagement in an online learning set- up. The findings showed that the elements of technology-based formative assessment in terms of classroom culture, learning goals, methodologies, assessment qualities, and feedback is not significantly related to the problem-solving skills of the students. Moreover, the result implies that the elements of technology-based formative assessment are not the determining factors to improve the problem–solving skills of the students. On the other hand, the elements of technology-based formative assessment in terms of classroom culture, learning goals, methodologies, assessment qualities, and feedback has a significant relationship with student’s active engagement as to learner to learner, learner-to-teacher, and learner-to-content which increased student’s active engagement in an online learning set- up. Moreover, in the level of active engagement of the students, the more that the technology-based formative assessment is utilized the more that they are actively engaged in an online learning set- up. Keywords: technology-based formative assessment, problem-solving skills, learning outcomes, active engagement