Authentic Task Assessment for Grade 10 Biology: A Mixed-Methods Analysis of Formative and Summative Performance on Feedback Mechanisms and Homeostasis
Keywords:
authentic task assessment, formative assessment, summative assessment, hormonal regulation, feedback mechanisms, feedback loops, nervous system, thematic analysisAbstract
This study determined the significance of assessment in evaluating Grade 10 Biology performance on Organisms as Having Feedback Mechanisms at Cabancalan National High School, Mandaue City, for the third quarter SY 2024-2025. Using a mixed-methods descriptive-comparative design, it analyzed formative and summative scores of 175 students across three MELCs: (1) explaining the role of hormones in female and male reproductive systems, (2) describing feedback mechanisms in the menstrual cycle, and (3) describing nervous system coordination for homeostasis; and explored teachers' lived experiences through thematic analysis of four biology teachers. Formative results showed 26.86% mastery for hormones, 11.43% for menstrual feedback (lowest, M=2.92, SD=1.47), and 31.43% for nervous system/homeostasis (highest formative mean M=3.78). Summative performance improved significantly: mastery rose to 44.57% (+17.71%), 42.86% (+31.43%), and 66.29% (+34.86%) respectively, with means of 3.99, 3.72, and 4.79. Paired t-tests revealed significant gains in all competencies (p<.001): hormones MD=0.611, d=0.379; menstrual feedback MD=0.800, d=0.418; nervous system/homeostasis MD=1.011, d=0.654, the largest and only medium-to-large effect. Qualitative analysis yielded three themes: (a) Barriers to Science Learning—abstract terminology, sociocultural sensitivity on reproductive health, and prior knowledge gaps; (b) Effective Strategies—visual scaffolds, flowcharts, comic strips, storytelling, real-life contextualization, and collaborative discourse; and (c) Time Constraints and Learning Pace—limited instructional time hindering deep formative assessment. Findings support integrating authentic, student-centered tasks to bridge abstract hormonal feedback to lived experience. Proposed output includes three authentic assessment tasks with rubrics.
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