Article Per Year (5 Year)
p-Index From 2021 - 2026
0.408
P-Index
This Author published in this journals
All Journal International Journal of Evaluation and Research in Education (IJERE) Journal of Education and Learning (EduLearn)
Mary Cris J. Go
Northern Bukidnon State College
Humanities Education Library & Information Science Social Sciences Other

Published : 2 Documents Claim Missing Document
Claim Missing Document
Check
Articles

Found 2 Documents
Search

 1 
Expert-derived indicators for evaluating design thinking prototypes in teacher education Mary Cris J. Go; Jovelyn G. Delosa; Christine C. Royo
International Journal of Evaluation and Research in Education (IJERE) Vol 15, No 3: June 2026
Publisher : Institute of Advanced Engineering and Science

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.11591/ijere.v15i3.38476

Abstract

Evaluating design thinking prototypes in teacher education remains challenging due to the absence of standardized and theory-aligned evaluation criteria. Existing assessment practices are often inconsistent and insufficiently aligned with the process-oriented nature of design thinking–based research. This study aimed to develop expert-derived indicators to inform the construction of a prototype evaluation instrument for teacher education research. Using a qualitative instrument development approach, a focus group discussion (FGD) was conducted with research advisors and panel members experienced in evaluating undergraduate and graduate research outputs. Data were analyzed using Braun and Clarke’s reflexive thematic analysis, resulting in six evaluation domains: problem alignment and functional relevance, novelty and intellectual property integrity, standardization of evaluation practices, alignment with design thinking processes, feasibility and sustainability, and demonstration of research and professional competencies. These domains were operationalized into a pool of observable indicators representing key dimensions of prototype quality. The resulting domains provide initial content validity evidence for the development of a standardized prototype evaluation instrument, supporting subsequent content validation and psychometric testing. The findings offer an expert-informed evaluation framework that contributes to more rigorous, transparent, and consistent assessment of design thinking prototypes in teacher education and higher education research.
Experiences of pre-service teachers in high-stakes assessments: implications for teacher education Mary Cris J. Go; Jovelyn G. Delosa
Journal of Education and Learning (EduLearn) Vol 20, No 2: May 2026
Publisher : Intelektual Pustaka Media Utama

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.11591/edulearn.v20i2.23660

Abstract

Teacher readiness for high-stakes assessments is a critical but underexplored area, especially given the challenges of low passing rates and insufficient preparation strategies. Literature shows studies emphasizing student readiness and performance, but less attention is given to the specific preparation, support mechanisms, and professional development for teachers regarding high-stakes assessments. This study aimed to examine pre-service teachers’ experiences in preparing for high-stakes assessments and identify key factors that influence their readiness. Using an interpretative phenomenological analysis (IPA) approach, data were gathered from semi-structured focus group discussions (FGDs) with seven graduating teacher education students. The analysis revealed five key themes: preparation strategies, essential competencies, concerns and fears, access to resources, and institutional support. These factors were identified as crucial to shaping students’ preparedness. The study concluded that targeted institutional interventions such as enhanced mentoring, improved access to resources, and stronger support systems are essential for improving teacher readiness. Recommendations included integrating holistic preparation strategies into teacher education curricula and fostering institutional support networks. This research contributed to the global discourse surrounding the experiences of pre-service teachers, proposing the need for design-thinking-based innovations to establish the readiness of pre-service teachers in taking high-stakes assessments, which defines their initial entry into the teaching profession.
Co-Authors Christine C. Royo Jovelyn G. Delosa