Digital Assessment in Science Education: Self-Reported Practices and Challenges among Jordanian Teachers

Background/purpose. This study addresses the limited integration of digital learning applications in science education assessment in Jordan, where technological adoption in schools faces infrastructural and skill-related challenges. The main purpose was to investigate the extent to which science teachers in Mafraq Directorate of Education use digital applications for assessing student learning, identify influencing factors (gender, experience, qualification, rank), and explore barriers to effective integration.

Materials/Methods. A descriptive survey design was employed, collecting data from 125 science teachers in Mafraq, Jordan, using a 23-item questionnaire. Means, standard deviations, and a four-way ANOVA were calculated to analyze the extent of digital application use and differences based on gender, years of experience, academic qualification, and professional rank. Barriers were assessed through ranked mean scores.

Results. The study found a moderate level of digital application use in science assessment. Teachers with postgraduate qualifications and higher professional ranks demonstrated significantly greater use of these tools, while no notable differences were observed based on gender or years of experience. Key barriers included a shortage of devices, unreliable internet connectivity, and limited access to specialized digital tools, with several barriers rated as high and others as moderate.

Conclusion. Despite moderate use of digital applications, infrastructural limitations and skill gaps hinder effective integration. Enhancing school infrastructure, providing targeted professional development, and fostering supportive school cultures are critical to advancing digital assessment in science education.

Keywords: Digital Learning, Jordan, Learning Assessment, Science Education, Teacher Perspectives

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