Integration of Authentic Assessment in Teaching Science and Academic Performance among Students
Joyna Jamero, Jenelyn Sabellina
Received: 19 April 2026; Revised: 01 June 2026; Accepted: 03 June 2026; Published: 06 June 2026
DOI: https://doi.org/10.66074/ITX22Q44W3
Abstract
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.
Keywords: academic performance, authentic assessment, GUINSACAT
Corresponding Author Information: Lawigan-Bura National High School, Camiguin, Philippines; joyna.jamero@deped.gov.ph
Volume 2, Issue 2, June 2026