The study aimed at investigating the impact of electronic evaluation of testing anxiety and science achievement among grade eight students. The researcher used semi experimental methodology. The sample of the study consisted of (52) males students selected from the AL-Batinah South Region schools. It was divided into two groups: an experimental group consists of (26) students, and control group consists of (26) students. To achieve the aims of the study, the researcher prepared the electronic evaluation and its accompanying teacher guide. It was made sure of the reliability of the two cases by presenting them to specialized judges. As for the tools of the study, it was represented in the anxiety measurement, the reliability of which was approved by group of judges. In addition, the reliability coefficient was calculated for the he anxiety scale and for a science achievement, which consisted of 30 objective questions, using Cronbach's alpha equation. For the anxiety scale, the reliability coefficient was (0.73), while it was (0.76) for science achievement test. Hence, the tools were effective for purpose of this study. The data collected through the tools was analyzed and results showed a statistically significant difference between the experimental and control group in favor of the experimental group. This difference was significant at a level of (a=0.05) in the mean score of the anxiety scale as well as the sub-aspects (psychological, social, physical, cognitive). There was also a statistically significant difference at a level of (a=0.05) between the mean score of the experimental group in pre and post anxiety scale in favor of the post application. This study also found that there was a statistically significant difference at a level of (a=0.05) between the mean score of the experimental group and the mean score of the control group in the achievement test in favor of the experimental group. In addition a statistically there was significant difference at a level of (a=0.05) between the mean score of the experimental group in pre and post achievement test in favor of the post test. The study recommended the need to hold training workshops for teachers, student-teachers and supervisors to acquaint teachers with the electronic evaluation and to encourage teachers to implement the electronic evaluation in teaching and to integrate the electronic evaluation in the evaluation process. In addition, to benefit from the tools and materials of the current study and apply them in the educational field.