Assessment Literacy in Teacher Education: Integrating Performance and Perceptions via the ALiPP Framework
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| 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 |
| FullText | Text: Availability: 0 CustomLinks: – Url: https://eric.ed.gov/contentdelivery/servlet/ERICServlet?accno=EJ1494338 Name: ERIC Full Text Category: fullText Text: Full Text from ERIC |
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| Items | – Name: Title Label: Title Group: Ti Data: Assessment Literacy in Teacher Education: Integrating Performance and Perceptions via the ALiPP Framework – Name: Language Label: Language Group: Lang Data: English – Name: Author Label: Authors Group: Au Data: <searchLink fieldCode="AR" term="%22Ronald+M%2E+Quileste%22">Ronald M. Quileste</searchLink> (ORCID <externalLink term="https://orcid.org/0000-0002-6388-1445">0000-0002-6388-1445</externalLink>) – Name: TitleSource Label: Source Group: Src Data: <searchLink fieldCode="SO" term="%22International+Journal+of+Research+in+Education+and+Science%22"><i>International Journal of Research in Education and Science</i></searchLink>. 2026 12(1):158-176. – Name: Avail Label: Availability Group: Avail Data: International Society for Technology, Education, and Science. e-mail: ijresoffice@gmail.com; Web site: https://www.ijres.net/index.php/ijres – Name: PeerReviewed Label: Peer Reviewed Group: SrcInfo Data: Y – Name: Pages Label: Page Count Group: Src Data: 19 – Name: DatePubCY Label: Publication Date Group: Date Data: 2026 – Name: TypeDocument Label: Document Type Group: TypDoc Data: Journal Articles<br />Reports - Research – Name: Audience Label: Education Level Group: Audnce Data: <searchLink fieldCode="EL" term="%22Higher+Education%22">Higher Education</searchLink><br /><searchLink fieldCode="EL" term="%22Postsecondary+Education%22">Postsecondary Education</searchLink> – Name: Subject Label: Descriptors Group: Su Data: <searchLink fieldCode="DE" term="%22Assessment+Literacy%22">Assessment Literacy</searchLink><br /><searchLink fieldCode="DE" term="%22Preservice+Teacher+Education%22">Preservice Teacher Education</searchLink><br /><searchLink fieldCode="DE" term="%22Foreign+Countries%22">Foreign Countries</searchLink><br /><searchLink fieldCode="DE" term="%22Preservice+Teachers%22">Preservice Teachers</searchLink><br /><searchLink fieldCode="DE" term="%22Gender+Differences%22">Gender Differences</searchLink><br /><searchLink fieldCode="DE" term="%22College+Programs%22">College Programs</searchLink><br /><searchLink fieldCode="DE" term="%22Grade+Point+Average%22">Grade Point Average</searchLink><br /><searchLink fieldCode="DE" term="%22Barriers%22">Barriers</searchLink> – Name: Subject Label: Geographic Terms Group: Su Data: <searchLink fieldCode="DE" term="%22Philippines%22">Philippines</searchLink> – Name: ISSN Label: ISSN Group: ISSN Data: 2148-9955 – Name: Abstract Label: Abstract Group: Ab Data: 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. – Name: AbstractInfo Label: Abstractor Group: Ab Data: As Provided – Name: DateEntry Label: Entry Date Group: Date Data: 2026 – Name: AN Label: Accession Number Group: ID Data: EJ1494338 |
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| RecordInfo | BibRecord: BibEntity: Languages: – Text: English PhysicalDescription: Pagination: PageCount: 19 StartPage: 158 Subjects: – SubjectFull: Assessment Literacy Type: general – SubjectFull: Preservice Teacher Education Type: general – SubjectFull: Foreign Countries Type: general – SubjectFull: Preservice Teachers Type: general – SubjectFull: Gender Differences Type: general – SubjectFull: College Programs Type: general – SubjectFull: Grade Point Average Type: general – SubjectFull: Barriers Type: general – SubjectFull: Philippines Type: general Titles: – TitleFull: Assessment Literacy in Teacher Education: Integrating Performance and Perceptions via the ALiPP Framework Type: main BibRelationships: HasContributorRelationships: – PersonEntity: Name: NameFull: Ronald M. Quileste IsPartOfRelationships: – BibEntity: Dates: – D: 01 M: 01 Type: published Y: 2026 Identifiers: – Type: issn-electronic Value: 2148-9955 Numbering: – Type: volume Value: 12 – Type: issue Value: 1 Titles: – TitleFull: International Journal of Research in Education and Science Type: main |
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