Student Affairs Merit System: A Digital Performance Assessment System Using Rule-Based Algorithm
Downloads
The digitalization of student affairs processes has become essential to promoting transparency, efficiency, and fairness in higher education. This study introduces and evaluates the Student Affairs Merit System (SAMS), a web-based platform developed to modernize the evaluation of co-curricular and extracurricular activities at Centro Escolar University (CEU) Manila. The system integrates an automated merit point computation engine, an artificial intelligence (AI)–powered chatbot for user guidance, a notification module, and a role-based authentication framework within a multi-tiered validation workflow. A descriptive-developmental research design was employed. System quality was assessed using the ISO/IEC 25010 framework across seven domains: Functionality Suitability, Performance Efficiency, Compatibility, Usability, Reliability, Security, and Maintainability. Survey data were gathered from 52 end-users who rated the system on a four-point Likert scale, and responses were analyzed using descriptive statistics. All seven domains yielded mean scores within the Strongly Agree range (M = 3.73–3.81). Compatibility recorded the highest mean (M = 3.81), while Usability recorded the lowest (M = 3.73), identifying interface navigation as the primary area for refinement. The findings indicate that SAMS is a reliable, efficient, and secure digital solution that is ready for broader institutional deployment, with targeted enhancements recommended to optimize the overall user experience. The study contributes to the growing literature on digital performance assessment by demonstrating how standardized evaluation frameworks and AI-assisted guidance can be combined to support equitable merit recognition in higher education.
Aditi, A., Saxena, H., Prof, G., & Malik, A. (2024). AI-enhanced accessibility solutions using chatbot. International Journal of Scientific Research in Engineering and Management.
https://doi.org/10.55041/ijsrem34701
Alfonso, L., Maaliw, R., Adao, R., Lagman, A., Juanatas, I., & Fernando-Raguro, M. (2022). Web-based performance evaluation system platform using rule-based algorithm. 2022 10th International Conference on Information and Education Technology (ICIET), 124–129.
https://doi.org/10.1109/ICIET55102.2022.9778996
Arboleda-Velasquez, J. (2024). MERIT (Manuscript Evaluation Reflecting Intrinsic Tenets): A framework for efficient and equitable academic peer review. ScienceBank. https://doi.org/10.61340/rwng4653
Betsurmath, C., Mamatha, H., Chidambaram, S., & Prashant, V. (2024). Design, development and validation of a digital performance-based appraisal system. Indian Journal of Science and Technology. https://doi.org/10.17485/ijst/v17i6.2711
Busso, M., Montaño, S., Muñoz-Morales, J., & Pope, N. (2024). The unintended consequences of merit-based teacher selection: Evidence from a large-scale reform in Colombia. SSRN Electronic Journal. https://doi.org/10.2139/ssrn.4958544
Chang, D., Lin, M., Hajian, S., & Wang, Q. (2023). Educational design principles of using AI chatbot that supports self-regulated learning: Goal setting, feedback, and personalization. Sustainability, 15(17), 12921. https://doi.org/10.3390/su151712921
Curzi, Y., & Ferrarini, F. (2023). High-performance work systems and firm innovation: The moderating role of digital technology and employee participation. Management Research Review.
https://doi.org/10.1108/mrr-11-2022-0751
Dawood, M. (2024). Assessing the effectiveness of chatbots in providing personalized academic advising and support in higher education. Studies in Technology Enhanced Learning, 4(1), 1–12.
https://doi.org/10.21428/8c225f6e.7140f8f4
Dehankar, A., Kirpan, S., Jha, A., Thosare, G., Bhaisare, A., & Mankar, S. (2022). AI chatbot using Dialog Flow. International Journal of Computer Science and Mobile Computing.
https://doi.org/10.47760/ijcsmc.2022.v11i05.006
Dhina, M., Hadisoebroto, G., Setiawati, I., Undang, G., Masluh, M., & Mubaroq, S. (2021). Digital performance assessment: Measuring a pharmacy physics laboratory's skill. Journal of Physics: Conference Series, 1869, 012099.
https://doi.org/10.1088/1742-6596/1869/1/012099
Duarte-Vidal, L., Herrera, R., Atencio, E., & Rivera, M. (2021). Interoperability of digital tools for the monitoring and control of construction projects. Applied Sciences, 11(21), 10370.
https://doi.org/10.3390/app112110370
Faber, J., Feskens, R., & Visscher, A. (2022). A best-evidence meta-analysis of the effects of digital monitoring tools for teachers on student achievement. School Effectiveness and School Improvement, 34, 169–188. https://doi.org/10.1080/09243453.2022.2142247
Firoiu, D., Pîrvu, R., Jianu, E., Cismaș, L., Tudor, S., & Lățea, G. (2022). Digital performance in EU member states in the context of the transition to a climate-neutral economy. Sustainability, 14(6), 3343.
https://doi.org/10.3390/su14063343
Franţuzan, L., Callo, T., & Bâlici, V. (2023). The strategic concept of meritology in learning. Revista Romaneasca pentru Educatie Multidimensionala. https://doi.org/10.18662/rrem/15.1/698
Funa, A. (2024). Digital badges as rewards in science education: Students' perceptions and experiences. Dalat University Journal of Science, 14(2). https://doi.org/10.37569/dalatuniversity.14.2.1212(2024)
Geshkov, M. (2021). Application of digital technologies in performance appraisal. Trakia Journal of Sciences. https://doi.org/10.15547/tjs.2021.s.01.016
Goulding, J., Twining, P., & Sharp, H. (2023). Awarding digital badges instead of grades. ASCILITE Publications. https://doi.org/10.14742/apubs.2023.599
Hartnett, M. (2021). How and why are digital badges being used in higher education in New Zealand? Australasian Journal of Educational Technology, 37(3), 104–118. https://doi.org/10.14742/AJET.6098
Huber, M., Heath, C., Baxter, C., & Reed, A. (2022). Using digital badges to design a comprehensive model for high-impact experiential learning. In Handbook of Research on Credential Innovations for Inclusive Pathways to Professions. IGI Global.
https://doi.org/10.4018/978-1-7998-3820-3.ch021
Idiyatova, Y., Sadvakassova, A., & Mukhatayev, A. (2024). Modern approaches to the assessment of academic achievements in higher education institutions: A systematic review. Higher Education in Kazakhstan, 46(2), 25–37.
https://doi.org/10.59787/2413-5488-2024-46-2-25-37
Kalischko, T., & Riedl, R. (2021). Electronic performance monitoring in the digital workplace: Conceptualization, review of effects and moderators, and future research opportunities. Frontiers in Psychology, 12, 633031.
https://doi.org/10.3389/fpsyg.2021.633031
Ma'rup, M., Tobirin, & Rokhman, A. (2024). Utilization of artificial intelligence chatbots in improving public services: A meta-analysis study. Open Access Indonesia Journal of Social Sciences, 7(4), 1610–1617.
https://doi.org/10.37275/oaijss.v7i4.255
Márquez, J., Lazcano, L., Bada, C., & Arroyo-Barrigüete, J. (2023). Class participation and feedback as enablers of student academic performance. SAGE Open, 13.
https://doi.org/10.1177/21582440231177298
Mashilo, M., & Shekgola, M. (2024). Utilising artificial intelligence chatbots for student support at comprehensive open distance e-learning institutions in the Fifth Industrial Revolution. Journal of Education Society & Multiculturalism, 26–47.
https://doi.org/10.2478/jesm-2024-0003
Mohd Rahim, N. I., Iahad, N. A., Yusof, A. F., & Al-Sharafi, M. A. (2022). AI-based chatbots adoption model for higher-education institutions: A hybrid PLS-SEM-neural network modelling approach. Sustainability, 14(19), 12726.
https://doi.org/10.3390/su141912726
Naquita, M. P., & Balagtas, M. U. (2022). Use of interdisciplinary approach in performance-based assessment in the new normal. European Journal of Educational Research, 11(4), 2475–2486.
https://doi.org/10.12973/eu-jer.11.4.2475
Ndunagu, J. N., Ezeanya, C. U., Onuorah, B. O., Onyeakazi, J. C., & Ukwandu, E. (2025). A chatbot student support system in open and distance learning institutions. Computers, 14, 96.
https://doi.org/10.3390/computers14030096
Nikolova, N. (2024). Development of a system for assessment of digital professional suitability in the company environment. Environment. Technologies. Resources. Proceedings of the International Scientific and Practical Conference.
https://doi.org/10.17770/etr2024vol3.8136
Nugroho, A., Rahayu, N., & Yusuf, R. (2023). The role of e-government to improve the implementation of merit system in Indonesian local governments. KnE Social Sciences.
https://doi.org/10.18502/kss.v8i11.13570
Ober, T., Cheng, Y., Carter, M., & Liu, C. (2023). Leveraging performance and feedback-seeking indicators from a digital learning platform for early prediction of students' learning outcomes. Journal of Computer Assisted Learning, 40, 219–240.
https://doi.org/10.1111/jcal.12870
Osabutey, E., Senyo, P., & Bempong, B. (2022). Evaluating the potential impact of online assessment on students' academic performance. Information Technology & People, 37, 152–170.
https://doi.org/10.1108/itp-05-2021-0377
Patel, V., Cwalina, T., Gupta, A., Nortjé, N., Mullangi, S., Parikh, R., Shih, Y., & Hussaini, S. (2023). Oncologist participation and performance in the merit-based incentive payment system. The Oncologist, 28, e228–e232. https://doi.org/10.1093/oncolo/oyad033
Prange, A., & Sonntag, D. (2021). Assessing cognitive test performance using automatic digital pen features analysis. Proceedings of the 29th ACM Conference on User Modeling, Adaptation and Personalization. https://doi.org/10.1145/3450613.3456812
Saltos-Rivas, R., Novoa-Hernández, P., & Rodríguez, R. (2022). How reliable and valid are the evaluations of digital competence in higher education: A systematic mapping study. SAGE Open, 12. https://doi.org/10.1177/21582440211068492
Sousa-Vieira, M., Ferrero-Castro, D., & López-Ardao, J. (2021). Design, development and use of a digital badges system in higher education. Applied Sciences, 12(1), 220. https://doi.org/10.3390/app12010220
Sowmya, A. M., Sarkar, R. I., Singh, S., Sinha, S., & Manjunath, R. V. (2024). Smart virtual assistant academic model for a university website. International Journal of Innovative Science and Research Technology, 9(4).
https://doi.org/10.38124/ijisrt/IJISRT24APR1711
Sun, Y., & Shi, Y. (2023). Problems and countermeasures in digital government performance evaluation. Social Security and Administration Management. https://doi.org/10.23977/socsam.2023.040806
Thornhill-Miller, B., Camarda, A., Mercier, M., Burkhardt, J., Morisseau, T., Bourgeois-Bougrine, S., Vinchon, F., Hayek, S., Augereau-Landais, M., Mourey, F., Feybesse, C., Sundquist, D., & Lubart, T. (2023). Creativity, critical thinking, communication, and collaboration: Assessment, certification, and promotion of 21st century skills for the future of work and education. Journal of Intelligence, 11, 54. https://doi.org/10.3390/jintelligence11030054
Tkachenko, I., Tarasova, K., & Gracheva, D. (2024). Exploring the relationship between performance and response process data in digital literacy assessment. Journal of Modern Foreign Psychology. https://doi.org/10.17759/jmfp.2024130105
Topping, K. (2021). Digital peer assessment in school teacher education and development: A systematic review. Research Papers in Education, 38, 472–498. https://doi.org/10.1080/02671522.2021.1961301
Truskowska, E., Emmett, Y., & Guerandel, A. (2023). Digital badges: An evaluation of their use in a psychiatry module. The Asia Pacific Scholar. https://doi.org/10.29060/taps.2023-8-2/oa2869
Uanhoro, J., & Young, S. (2022). Investigation of the effect of badges in the online homework system for undergraduate general physics course. Education Sciences, 12(3), 217.
https://doi.org/10.3390/educsci12030217
Velázquez-García, L., Longar-Blanco, M., Cedillo-Hernandez, A., & Bustos-Farías, E. (2024). Gamification in the classroom: Motivating higher education students using digital badges. International Journal of Learning and Teaching.
https://doi.org/10.18178/ijlt.10.4.532-538
Vinith, K., & Pinto, D. (2023). Information technology in surveillance of employee performance. EPRA International Journal of Environmental Economics, Commerce and Educational Management. https://doi.org/10.36713/epra14255
Viphanphong, W., Limna, P., Kraiwanit, T., &
Jangjarat, K. (2023). Merit piggy bank in the digital economy. Shanti Journal, 2(1).
https://doi.org/10.3126/shantij.v2i1.53727
Wang, Y., Li, K., Luo, Y., Li, G., Guo, Y., & Wang, Z. (2024). Fast, robust and interpretable participant contribution estimation for federated learning. 2024 IEEE 40th International Conference on Data Engineering (ICDE), 2298–2311.
https://doi.org/10.1109/ICDE60146.2024.00182
Wellberg, S., & Evans, C. (2022). Assumptions underlying performance assessment reforms intended to improve instructional practices: A research-based framework. Practical Assessment, Research, and Evaluation, 27(1), 23.
https://doi.org/10.7275/pare.1334
Widayanto, M. T., Yuliana, I., Ismawati, & Natan, N. (2021). Implementation of performance assessment to determine employee performance. International Journal of Science, Technology & Management, 2(3), 81–88. https://doi.org/10.46729/ijstm.v2i5.302
Wu, W., Berestova, A., Lobuteva, A., & Stroiteleva, N. (2021). An intelligent computer system for assessing student performance. International Journal of Emerging Technologies in Learning, 16.
https://doi.org/10.3991/IJET.V16I02.18739
Zhang, Q. (2024). An empirical study of Mythware platform on improving academic performance of college students. International Journal of Sociologies and Anthropologies Science Reviews.
https://doi.org/10.60027/ijsasr.2024.4452
Zhu, S., Guo, Q., & Yang, H. (2023). Beyond the traditional: A systematic review of digital game-based assessment for students' knowledge, skills, and affections. Sustainability, 15(5), 4693.
