Developing and Validating SPADE–IPP: A Holistic Framework for Student-Generated Assessment Literacy in Teacher Education

Abstract

This study developed and validated the SPADE–IPP Framework, a cyclical model empowering pre-service teachers to craft student-generated assessments aligned with Outcomes-Based Education (OBE), the Philippine Professional Standards for Teachers (PPST), and the Ignatian Pedagogical Paradigm (IPP). Addressing gaps in holistic assessment literacy—where technical skills often eclipse ethical reflection—a mixed-methods developmental design was employed across four phases at Xavier University–Ateneo de Cagayan's School of Education. Phase 1 derived elements from 60 student-generated outputs; Phase 2 synthesized the six components (Standards, Purpose, Assessment Format, Design Principles, Evidence, IPP overlay); Phase 3 validated via expert Delphi (CVI=0.92; Polit, et al.,2007), with high reliability (overall Cronbach’s α = 0.89; Cronbach, 1951); and Phase 4 implemented with pre-/post-tests (n=50) and reflections. Findings revealed pre-framework fragmentation (Course Learning Outcomes (CLO) alignment M=72–81%; PPST/IPP M=35–56%), with significant post-gains (Wilcoxon Z=-4.56, p<0.001; d=0.82; Cohen, 1988) and themes of enhanced alignment (68%), IPP confidence (55%), and format balance (62%). Bachelor of Secondary Education (BSED) subgroups (58%) showed amplified IPP integration (d=0.91). SPADE–IPP bridges psychometric rigor with cura personalis, offering replicable guidance for Jesuit/value-oriented programs and advancing transformative teacher preparation.