International Journal of
Information and Education Technology

Abstract

Numerous studies have examined the development and validation of scales concerning technology use, integration, self-efficacy, and perceived barriers among teachers or students in utilizing technology. However, there has been limited focus on how teachers optimize assessment activities through the integration of digital technology for transformative learning. To bridge this research gap, this study aimed to develop and validate a scale that focuses on optimizing assessment activities with digital technology integration for transformative learning among senior high school teachers. Initially, a 40-item questionnaire was crafted and underwent face and content validations. Subsequently, a revised 48-item questionnaire was piloted among teachers in a specific region of the Philippines. The collected data underwent exploratory factor analysis using Varimax with Kaiser normalization rotation extraction, and Cronbach’s alpha reliability testing. A 27-item scale comprising seven latent constructs was developed and validated. The seven constructs were as follows: creating video presentations, utilizing digital platforms, employing learning management systems, utilizing survey administration software, incorporating digital art, utilizing graphic design software, and integrating social media publishing. These factors provide insights into how teachers can optimize their assessment activities by leveraging these seven constructs with digital tools, ensuring students gain meaningful learning experiences.