Exploring the ASPIRE Framework: Enhancing Assessment Literacy through Inquiry-Based Teacher Education

Authors

DOI:

https://doi.org/10.57092/ijetz.v4i3.447

Keywords:

ASPIRE Framework, Inquiry-based Learning, Assessment Literacy, Teacher Education, Mixed-methods Research

Abstract

Assessment literacy remains underdeveloped in many teacher education programs, with limited use of inquiry-based approaches. No empirical studies have applied the 5Es model specifically to assessment education, particularly in resource-constrained contexts. This mixed-methods study introduces the ASPIRE Framework (Assessment through Structured Pedagogy, Inquiry, and Reflective Engagement), an adaptation of the 5Es model integrating constructivist principles and the Filipino value of bayanihan. Implemented in a Philippine teacher education course (n = 29 pre-service teachers), ASPIRE was evaluated through surveys, a validated pretest-posttest, interviews, and assignment analysis. Engagement remained consistently high across phases (M = 3.64–3.75/4), and learning scores improved significantly by 9.22 points (Z = –3.96, p < 0.001, r = 0.73), indicating a substantial impact. Qualitative findings highlighted clarity, practicality, and strong collaborative learning, though time constraints limited group activities during the Explore phase. The framework’s low-resource design suggests adaptability in similar Southeast Asian settings. While results provide preliminary evidence that culturally responsive, inquiry-driven pedagogy can enhance assessment literacy, the small sample and single-course context limit generalizability. Future research should examine scalability across disciplines, compare ASPIRE with traditional approaches, and explore adaptations for diverse educational and cultural contexts.

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Author Biographies

Ronald M. Quileste, Xavier University-Ateneo de Cagayan

Ronald M. Quileste serves as an Associate Professor I at the School of Education, where he earned a Doctor of Philosophy in Education. He mentors Early Childhood Education pre-service teachers, guiding their professional development. His expertise spans Assessment of Learning, Educational Technology, and Art Education, enriching teacher training programs. With four years of experience as a preschool and elementary teacher, Quileste brings practical insights to his academic role. He also trains local daycare workers, enhancing community education. As an International Journal Research Reviewer, he contributes to scholarly discourse, ensuring rigorous standards in educational research and practice.

Maria Leah Paola Estacio, Xavier University-Ateneo de Cagayan

Engr. Maria Leah Paola M. Estacio is a versatile professional with expertise in academia, education administration, and entrepreneurship. A Chemical Engineering graduate from the University of the Philippines at Los Baños, she is both a licensed teacher and engineer. With over 15 years in educational administration, she has extensive experience teaching subjects like Physics, Algebra, Calculus, and Chemistry, and currently teaches courses aimed at pre-service teachers. Paola is also advancing her education, working on a PhD dissertation after completing a Master’s in School Management. Her research focuses on improving science and mathematics education. Beyond academia, she is a mother of four, runs a business in food processing, and is actively involved in community development, with a focus on youth empowerment. Her life reflects a commitment to educational excellence, entrepreneurial success, and community service.

Charity Rose Pagara, Xavier University-Ateneo de Cagayan

Charity Rose Pagara, PhD is the current Director of SOE Graduate Studies and Institute for the Development of Educational Administrators (IDEA) Program of Xavier University-Ateneo de Cagayan. She graduated as Cum Laude in Bachelor of Science in Biology and took Professional Course Units afterwards. She also finished her Master of Arts in Educational Management in2008 and Doctor of Philosophy in Education in 2011.

She was a K-12 trainer in science who advocates effective Science Education. She was awarded the International Visitor Leadership Program (IVLP) in 2017, a Mindanao Peacebuilding Institute Alumni – United Board Scholar in 2019 and has facilitated Peace projects and activities in Northern Mindanao. Her teaching &amp; research Interest includes Peace Education, Science, Art and Music Education, Assessment and Evaluation, Research Methods, and Statistical Methods.

She is one of the associate Research ethics reviewers of Northern Mindanao Medical Center (NMMC) and Xavier University. She currently explores learning Data Analytics, Data management, Data Science and Machine Learning.

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Published

2025-10-06

How to Cite

Quileste, R., Estacio, M. L. P., & Pagara, C. R. (2025). Exploring the ASPIRE Framework: Enhancing Assessment Literacy through Inquiry-Based Teacher Education. International Journal of Education and Teaching Zone, 4(3), 243–258. https://doi.org/10.57092/ijetz.v4i3.447