Abstract
The shift toward technology-driven assessment methods has increased the demand for Electronic-Based Online Assessment (EBOA) due to its potential benefits, such as reducing teacher workload, lowering assessment costs, providing instant feedback, and aligning with student preferences. Studies have shown that online assessments enhance student engagement and learning efficiency while offering scalability and flexibility in educational settings. However, challenges such as technological accessibility, digital literacy, and stakeholder acceptance remain significant barriers to their implementation. This study investigated the acceptability of electronic-based online assessment at Palawan State University-Laboratory Junior High School. Both students and teachers were willing to accept these assessments because of their ease of use, being environmentally friendly, the shorter time they demand, speed in getting feedback, fairness, and reservations for students with disabilities. Students' age, sex, grade, and income and teachers' service, age, sex, or income were not influential factors in their acceptance level of EBOA, which implies no demographic adjustments are needed when using EBOA. The shared perceptions between students and teachers highlight a favorable foundation for integrating EBOA into the university's educational practices. This study underscores the potential of EBOA to contribute positively to modern educational systems and of Palawan State University to lead the way in fostering innovative and inclusive assessment strategies. Future research may focus on longitudinal outcomes to assess the long-term impact of these assessments on academic performance and environmental sustainability.
