Educators are seeking new ways to improve education with the underlying objective of improving learning. The ways of improving and requiring the necessary skills are observed to vary from one student to another. It includes creative and innovative ways of assessing learning progress and providing feedback and interaction effectively under adverse circumstances with the aid of digital tools and resources. Thus, great considerations in ensuring the reliability and authenticity of innovative assessments while utilizing online distance learning are another challenge that educators must be facing. Empowering conceptual understanding, creativity, and innovative minds to provide reliable assessments through feedback or interaction is the undertaking of this study. The study employed a descriptive-developmental research design. This method was the most appropriate since the study dealt with finding the effectiveness of digital literacy and innovative assessment techniques in the instructional delivery of chemistry in an online distance learning modality. The participants of this study were the Forty (40) Grade 8 Level students at San Pedro National High School. This involved two (2) online distance learning modality sections of the grade 8 level composed of 20 students in each section. The instruments that were utilized to obtain the needed data were a questionnaire for digital literacy skills and a researcher-made test to measure the performance of learners before and after the experiment. Innovative assessment techniques such as feedback and interaction were proven effective in the development of conceptual understanding of the students in the instructional delivery of Chemistry under the online distance learning modality. More importantly, there is a significant difference in the conceptual understanding of the respondents before and after the exposure to innovative assessment techniques, feedback, and interaction.

assessment