Authentic Assessment in Science VI: A Descriptive Correlational Study of Teachers’ Practices and Student Performance

Abstract

An authentic assessment evaluates a student’s ability to apply knowledge and skills learned in the classroom to real-world contexts and situations. This study aimed to determine the extent of utilization of various authentic assessment tools by elementary Science VI teachers and examine their relationship with students’ academic performance. A descriptive-correlational research design was employed, involving selected public elementary school Science VI teachers and their students. Findings revealed that authentic assessment tools such as performance tasks, laboratory activities, portfolios, reflections, and project-based learning were frequently used in classroom instruction. The results also showed a weak but significant positive correlation between the use of laboratory activities and student reflections with academic performance. However, no significant relationship was found between project-based assessments and student achievement. The study concludes that while not all authentic assessment tools have the same level of impact, overall, their use positively influences student learning in science. Pupils exposed to authentic assessments demonstrated better understanding and application of scientific concepts compared to traditional assessment methods. It is recommended that curriculum planners and educational leaders develop a curriculum framework that emphasizes the use of authentic assessment strategies aligned with clear learning competencies. Moreover, teachers should receive appropriate training and support to effectively implement these tools in science instruction, ensuring that assessment becomes a meaningful part of the learning process.