Picture-Based Formative Assessment: Improving Science Achievement Among Learners-at-Risk

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Science builds critical thinking and problem-solving skills, yet many elementary learners struggle with complex concepts, unfamiliar vocabulary, and difficult applications — especially those who are most at risk of falling behind. At Balatbat Elementary School, 31 purposively selected Learners-at-Risk from Grades 4 through 6 were identified as showing learning gaps, low classroom participation, and reduced academic confidence during School Year 2026 to 2027. This action research asked one important question: Can picture-based formative assessment improve Science achievement among these struggling learners? The study used a mixed-methods design combining both quantitative scores and qualitative insights. Over four weeks, learners engaged in structured picture-based formative assessment activities where they observed Science images, answered questions, discussed ideas with classmates, and received immediate feedback from their teacher. Before the intervention, pretest results revealed low baseline Science performance across all grade levels — Grade 4 averaged 5.33, Grade 5 averaged 8.10, and Grade 6 averaged 10.73 out of 30 items — clearly confirming the presence of significant learning gaps. After the four-week intervention, posttest scores rose significantly across all grade levels, demonstrating that picture-based formative assessment is a powerful, accessible, and effective strategy for improving Science learning among Learners-at-Risk in the intermediate grades.