Abstract This study investigated the impact of formative assessment via Google Forms on undergraduate students’ learning outcomes in Educational Technology and Media Literacy. A quasi-experimental design was employed to compare the performance of students assessed digitally through Google Forms with those evaluated using traditional paper-based methods. Data were collected from 192 students using pre-test and post-test measures, and results were analyzed through descriptive statistics and z-test analysis. Findings revealed that students accessed via Google Forms achieved higher post-test mean scores with lower variability compared to their counterparts in traditional assessments, indicating both superior performance and greater consistency. Gender comparisons showed nuanced patterns: female students slightly outperformed males in purely digital environments. These outcomes underscore the dual benefits of Google Form assessments in enhancing academic achievement and supporting gender inclusivity. The study contributes to the growing body of evidence on technology-mediated assessment, with implications for theory, policy, and practice in higher education