Assessment Literacy in Teacher Education: Integrating Performance and Perceptions via the ALiPP Framework
Saved in:
| Title: | Assessment Literacy in Teacher Education: Integrating Performance and Perceptions via the ALiPP Framework |
|---|---|
| Language: | English |
| Authors: | Ronald M. Quileste (ORCID |
| Source: | International Journal of Research in Education and Science. 2026 12(1):158-176. |
| Availability: | International Society for Technology, Education, and Science. e-mail: ijresoffice@gmail.com; Web site: https://www.ijres.net/index.php/ijres |
| Peer Reviewed: | Y |
| Page Count: | 19 |
| Publication Date: | 2026 |
| Document Type: | Journal Articles Reports - Research |
| Education Level: | Higher Education Postsecondary Education |
| Descriptors: | Assessment Literacy, Preservice Teacher Education, Foreign Countries, Preservice Teachers, Gender Differences, College Programs, Grade Point Average, Barriers |
| Geographic Terms: | Philippines |
| ISSN: | 2148-9955 |
| Abstract: | This study investigated assessment literacy development among 250 pre-service teachers at Xavier University, Philippines, from 2020 to 2024, using the Assessment Literacy Progression and Perception (ALiPP) framework. Employing a convergent parallel mixed-methods design, the study integrated quantitative data, including comprehensive examination scores, GPA, program, gender, and year level, with qualitative data from semi-structured interviews and written reflections to examine performance trends, predictors, and perceptions within the Philippine Outcomes-Based Education context. Statistical analyses included paired t-tests, correlation, ANOVA, and multiple regression, while thematic analysis explored challenges, supports, and perceived relevance. The ALiPP framework modeled assessment literacy as iterative cycles of performance and reflection, addressing gaps in longitudinal research. Findings informed curriculum recommendations emphasizing scaffolded learning, enhanced feedback, and early practicum integration. The study contributes to teacher education by offering a context-specific, mixed-methods approach to assessment literacy that is adaptable to diverse educational settings. |
| Abstractor: | As Provided |
| Entry Date: | 2026 |
| Accession Number: | EJ1494338 |
| Database: | ERIC |
| Abstract: | This study investigated assessment literacy development among 250 pre-service teachers at Xavier University, Philippines, from 2020 to 2024, using the Assessment Literacy Progression and Perception (ALiPP) framework. Employing a convergent parallel mixed-methods design, the study integrated quantitative data, including comprehensive examination scores, GPA, program, gender, and year level, with qualitative data from semi-structured interviews and written reflections to examine performance trends, predictors, and perceptions within the Philippine Outcomes-Based Education context. Statistical analyses included paired t-tests, correlation, ANOVA, and multiple regression, while thematic analysis explored challenges, supports, and perceived relevance. The ALiPP framework modeled assessment literacy as iterative cycles of performance and reflection, addressing gaps in longitudinal research. Findings informed curriculum recommendations emphasizing scaffolded learning, enhanced feedback, and early practicum integration. The study contributes to teacher education by offering a context-specific, mixed-methods approach to assessment literacy that is adaptable to diverse educational settings. |
|---|---|
| ISSN: | 2148-9955 |
