Abstract
This study examined the utilization and perceived effectiveness of digital-based assessment tools in Oral Communication classes among 150 senior high school students and 32 teachers from Cebu Province. Using a descriptive quantitative design, the study identified the frequency, extent, and perceived impact of digital assessment tools on engagement and performance. Findings revealed that students frequently used Zoom (69%), Google Meet (61%), Canva (55%), and Socrative (52%) for formative assessments, while teachers commonly used Microsoft Teams (50%), Canva (47%), and Duolingo for Schools (50%). The overall mean of 3.44 indicated that teachers strongly agreed on integrating digital tools to enhance assessment and engagement. Teachers also perceived a positive impact on student motivation (M = 3.66) and confidence (M = 3.38). Similarly, students reported improved engagement (M = 3.18) and communication skills (M = 3.20). Despite challenges such as limited feedback, personalization, and technical issues, both groups agreed that digital tools provide efficient, interactive, and engaging assessment methods. The findings underscore the importance of continued professional training and infrastructure improvement to optimize the use of digital-based assessments in oral communication instruction.
