Home⇛International Journal of Transformative Multidisciplinary Studies⇛vol. 2 no. 2 (2026)

Integration of Authentic Assessment in Teaching Science and Academic Performance among Students

Joyna Jamero | Jenelyn Sabellina

Discipline: Education

 

Abstract:

1 Lawigan-Bura National High School, Camiguin, Philippines 2 Camiguin Polytechnic State College, Camiguin, Philippines * joyna.jamero @deped.gov.ph Volume 2, Issue 2, June 2026 Authentic assessment plays a crucial role in Science education by focusing on real-world applications, performance-based tasks, and higher-order thinking skills. This study investigated the extent of authentic assessment (AA) integration among Science teachers in the GUINSACAT District and its relationship with students' academic performance. Using a descriptive-correlational design, data were gathered from a total population of 40 Science teachers, and students' first-quarter grades for the 2025-2026 school year served as the metric for academic performance. Results showed that teachers demonstrated a "High Extent" of AA integration, frequently utilizing performance tasks, real-life applications, and student feedback. Students' performance was categorized as "Very Satisfactory" with an average grade of 85.33. However, the study revealed no significant relationship between the extent of authentic assessment integration and students' grades (r_s = -0.006, p = 0.971). Similarly, there were no significant differences in assessment practices across age, teaching experience, and educational attainment groups. While Science education often emphasizes the value of performance-based tasks, these findings indicate that within the current grading framework of this cohort, teacher-reported assessment integration does not statistically correlate with quarterly grade outcomes. A proposed action plan is presented to strengthen institutional support and refine the implementation of assessment strategies in Science classes. Integration of Authentic Assessment in Teaching Science, IJTMS, 2 (2), 750-765, 2026 751 1.



References:

  1. Acut, D., & Antonio, R. (2023). Effectiveness of Science-Technology-Society (STS) approach on students’ learning outcomes in science education: Evidence from a meta-analysis. Journal of Technology and Science Education, 13(3), 718–739. https://doi.org/10.3926/jotse.2151
  2. Amistad-Sarzadilla, K. M. (2025). Grit level and academic performance in science of students at risk of dropping out. Journal of Interdisciplinary Perspectives, 3(2), 342–351. https://doi.org/10.69569/jip.2024.0621
  3. Chin, J. M.-C., Ching, G. S., del Castillo, F., Wen, T.-H., Huang, Y.-C., del Castillo, C. D., Gungon, J. L., & Trajera, S. M. (2022). Perspectives on the barriers to and needs of teachers’ professional development in the Philippines during COVID-19. Sustainability, 14(1), 470. https://doi.org/10.3390/su14010470
  4. Chomeya, R. (2010). Quality of psychology test between Likert scale 5 and 6 points. Journal of Social Sciences, 6(3), 399–403. https://doi.org/10.3844/jssp.2010.399.403
  5. Creswell, J. W., & Creswell, J. D. (2023). Research design: Qualitative, quantitative, and mixed methods approaches (6th ed.). SAGE Publications.
  6. Darling-Hammond, L., Flook, L., Cook-Harvey, C., Barron, B., & Osher, D. (2020). Implications for educational practice of the science of learning and development. Applied Developmental Science, 24(2), 97–140. https://doi.org/10.1080/10888691.2018.1537791
  7. Department of Education. (2015). Policy guidelines on classroom assessment for the K to 12 Basic Education Program (DepEd Order No. 8, s. 2015). https://www.deped.gov.ph/wp-content/uploads/2015/04/DO_s2015_08.pdf
  8. Dubuc, M. M., Aubertin-Leheudre, M., & Karelis, A. D. (2022). Predictors of academic performance in high school students: The longitudinal ASAP study. International Journal of Exercise Science, 15(4), 616–631. https://doi.org/10.70252/ZAZQ9758
  9. Etikan, I., Musa, S. A., & Alkassim, R. S. (2016). Comparison of convenience sampling and purposive sampling. American Journal of Theoretical and Applied Statistics, 5(1), 1–4. https://doi.org/10.11648/j.ajtas.20160501.11
  10. Gulikers, J. T. M., Bastiaens, T. J., & Kirschner, P. A. (2004). A five-dimensional framework for authentic assessment. Educational Technology Research and Development, 52(3), 67–86. https://doi.org/10.1007/BF02504676
  11. Ibon, A. S., Pagayonan, E. N., & Galay-Limos, J. A. (2025). Innovative teaching strategies and adaptations of science teachers in secondary schools of Sablayan District. International Journal of Research Studies in Management, 13(8), 75–92. https://doi.org/10.5861/ijrsm.2025.25522
  12. Jamaluddin, F., Abdul Razak, A. Z., & Abdul Rahim, S. S. (2025). Navigating the challenges and future pathways of STEM education in Asia-Pacific region: A comprehensive scoping review. STEM Education, 5(1), 53–88. https://doi.org/10.3934/steme.2025004
  13. Koh, K., Delanoy, N., Thomas, C., Bene, R., Chapman, O., Turner, J., Danysk, G., & Hone, G. (2019). The role of authentic assessment tasks in problem-based learning. Papers on Postsecondary Learning and Teaching, 3, 17–24. https://journalhosting.ucalgary.ca/index.php/pplt/article/view/53144
  14. Loyola-Carrillo, P., Vega-Muñoz, A., Salazar-Sepúlveda, G., Gil-Marín, M., & Adsuar-Sala, J. (2025). Studying engagement in educational settings: A mapping review on high-impact academic engagement research. Frontiers in Psychology, 16, 1519509. https://doi.org/10.3389/fpsyg.2025.1519509
  15. Lund, J., & Tannehill, D. (2014). Standards-based physical education curriculum development (3rd ed.). Jones & Bartlett Learning. https://books.google.com/books?id=HYmOAwAAQBAJ
  16. Magulod, G. C., Jr. (2019). Learning styles, study habits and academic performance of Filipino university students in applied science courses: Implications for instruction. Journal of Technology and Science Education, 9(2), 184–198. https://doi.org/10.3926/jotse.504
  17. Myint Lay, A. A. (2021). The relationship between teachers’ efficacy and classroom management. Journal of Education and Practice, 12(26), 26–33. https://doi.org/10.7176/JEP/12-26-03
  18. Osin, & Sahoo, M. (2022). Performance-based assessment in science at elementary school level. International Journal of Advance and Applied Research, 9(5), 646–650. https://mitanjalisahoo.github.io/publications/publication5.html
  19. Ozan, C. (2019). Authentic assessment increased academic achievement and attitude towards the educational measurement of prospective teachers. International Journal of Evaluation and Research in Education, 8(2), 299–312. https://doi.org/10.11591/ijere.v8i2.18564
  20. Piaget, J. (1954). The construction of reality in the child. Basic Books.
  21. Romorosa, Q., & Ucang, J. (2025). Professional development in the lens of public school teachers. International Journal of Research in Education and Science, 11(1), 140–149. https://doi.org/10.46328/ijres.3540
  22. Sabio, R. A., & Sabio, C. J. (2024). Challenges in implementing online learning in Philippine higher education: Business students’ perspective. International Journal of Learning and Teaching, 10(3), 348–353. https://doi.org/10.18178/ijlt.10.3.348-353
  23. Seeram, E. (2019). An overview of correlational research. Radiologic Technology, 91(2), 176–179. https://search.ebscohost.com/login.aspx?direct=true&profile=ehost&scope=site&authtype=crawler&jrnl=00338397&AN=139298367
  24. Sheikh, A. B. M., & Manap, M. N. A. (2024). Classroom assessment practices. Open Journal of Social Sciences, 12(3), 239–258. https://doi.org/10.4236/jss.2024.123018
  25. Tasquier, G., Knain, E., & Jornet, A. (2022). Scientific literacies for change making: Equipping the young to tackle current societal challenges. Frontiers in Education, 7, 689329. https://doi.org/10.3389/feduc.2022.689329
  26. Tutunaru, T. (2023). Improving assessment and feedback in the learning process: Directions and best practices. Research and Education, 8, 38–60. https://researchandeducation.ro/2023/07/31/improving-assessment-and-feedback-in-the-learning-process-directions-and-best-practices.html
  27. United Nations Children’s Fund, & Southeast Asian Ministers of Education Organization. (2020). SEA-PLM 2019 main regional report: Children’s learning in 6 Southeast Asian countries. https://research.acer.edu.au/ar_misc/52/
  28. Viac, C., & Fraser, P. (2020). Teachers’ well-being: A framework for data collection and analysis (OECD Education Working Papers No. 213). OECD Publishing. https://doi.org/10.1787/c36fc9d3-en
  29. Vlachopoulos, D. (2025). Authentic assessment: Bridging higher education and real-world skills through diverse methodologies. In INTED2025 proceedings (pp. 2225–2234). IATED Academy. https://doi.org/10.21125/inted.2025.0628

Tools


Copyright © 2026  KITE Digital Educational Solutions |  Exclusively distributed by CE-Logic