Google Forms-Based Adaptive Assessment As A Digital Assessment Strategy To Examine Senior High School Students’ Engagement And Cognitive Load
DOI:
https://doi.org/10.17977/um038v9i22026p224-232Keywords:
adaptive assesment, google forms, cognitive load, student engagement, digital assessmentAbstract
This study aims to analyze the implementation of adaptive assessment using Google Forms and its relationship with students’ cognitive load and student engagement at the senior high school level. A mixed methods approach with a descriptive design was employed. The participants consisted off thirty-five eleventh-grade students at SMAN selected through purposive sampling. The research instruments included multiple-choice tests analyzed using Classical Test Theory (CTT) and Likert-scale questionnaires to measure the three variables. Quantitative data were analyzed descriptively, while qualitative data were obtained through observation and interviews. The results indicate that adaptive assessment, cognitive load, and student engagement are at a moderate level. The branching mechanism in Google Forms allows gradual adjustment of question difficulty, preventing excessive cognitive load while maintaining student engagement during the assessment process. Student engagement is influenced by curiosity and the challenge arising from varying levels of difficulty. These findings suggest that adaptive assessment using Google Forms can serve as a practical digital assessment strategy, although further development is needed to enhance its adaptivity and improve students’ learning experiences.
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