Design thinking in teacher education and its adoption in crafting assessment tools
Mark Joshua R. Loto, Regine A. Andalecio, Ellyn J. De Chavez, John Lynos E. Preclaro & Nerrie E. Malaluan
Abstract
This study aimed to explore how design thinking, a human-centered approach, can be used in crafting assessment tools in Teacher Education programs. Its ultimate goal was to develop a teachers’ guide for designing assessments based on the design thinking approach. The study employed a descriptive research design to examine the prevalence, depth, and perceived benefits of design thinking within Teacher Education programs. Data were gathered through a researcher-made survey questionnaire administered to 225 respondents, consisting of 18 teachers and 207 students, as well as interviews with randomly selected faculty members to support the findings. The Statistical Package for the Social Sciences (SPSS) was used to analyze and interpret the collected data. The study revealed a high extent of utilization of current strategies and approaches teachers use in designing student assessments (M=3.58), a high level of understanding and appreciation of design thinking among both teachers and students (M=3.77), and a strong perception of the usefulness of design thinking phases in crafting assessment tools (M=3.81). It also highlighted significant discrepancies between the perceptions of the two groups. The findings suggest that incorporating the design thinking phases, empathizing, defining, ideating, prototyping, and testing, into assessment tool development can significantly enhance classroom assessment practices by aligning them with the demands of 21st-century learning. The proposed teachers’ guide will be a valuable resource to help educators understand and apply the design thinking approach in crafting effective assessment tools. This guide is expected to benefit not only current faculty members but also future implementers and users.
Keywords
design thinking, assessment tools, student learning, student-centered approach
Author information & Contribution
Mark Joshua R. Loto. Corresponding author. Bachelor of Secondary Education major in Sciences. Batangas State University – The National Engineering University Lipa Campus. Email: 21-37389@g.batstate-u.edu.ph
Regine A. Andalecio. Bachelor of Secondary Education major in Sciences. Batangas State University – The National Engineering University Lipa Campus.
Ellyn J. De Chavez. Bachelor of Secondary Education major in Sciences. Batangas State University – The National Engineering University Lipa Campus.
John Lynos E. Preclaro. Bachelor of Secondary Education major in Sciences. Batangas State University – The National Engineering University Lipa Campus.
Nerrie E. Malaluan. Doctor of Education major in Educational Management, Vice Chancellor for Academic Affairs – BatStateU Pablo Borbon Campus, Batangas State University – The National Engineering University.
"Author 1, Author 2, Author 3, and Author 4 conceptualized and finalized the research framework, drafted and revised the manuscript, and gathered, analyzed and interpreted the data. Author 5 provided approval for publication of the content. All authors contributed, read, and approved the final version of the manuscript."
Disclosure statement
No potential conflict of interest was reported by the author(s).
Funding
This work was not supported by any funding.
Declaration
AI tools were not used in writing this paper.
Notes
*This paper is a finalist at the 4th International Research Competition (IRC)-2024
Acknowledgement
To Jesus Christ, our Lord, and Savior, for giving them the wisdom, strength, support, and knowledge to explore things, for the guidance in helping them surpass all the trials that they’ve encountered, and for giving them the determination to pursue and make this study possible.
The researchers would like to extend their deepest and sincerest gratitude to all the people who helped them in any manner, and who have shared the effort and knowledge to make this research a reality.
Whatever has been accomplished and whatever has been the product of every endeavor, there is a great source of all effort, striving, guidance, and gracious blessings without whom this task would have been impossible.
The researchers would like to give their deepest gratitude to the beloved Dean of the College of Teacher Education, Dr. Emerita T. Generoso, who is the key person in allowing the conduct of this study. Thank you for the time, suggestion and encouragement. Allowing them to get the necessary information they need to make this thesis possible.
They would also like to express their sincere gratitude to the research adviser, Dr. Nerrie E. Malaluan, for the continuous support of the study, for her patience, motivation, enthusiasm, and immense knowledge.
To Mrs. Baby Lileth A. Rosales and Mr. Ronie Mendoza, members of the thesis committee, for their invaluable guidance and direction throughout this study.
To the students and faculty members of the College of Teacher Education BatStateU - The NEU Lipa who helped the researchers in gathering the needed information for the development of the study
To the researcher’s loving parents, for their moral encouragement, financial assistance as well as their spiritual support in every path the researchers take.
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Cite this article:
Loto, M.J.R., De Chavez, E.J., Andalecio, R.A., Preclaro, J.L.E. & Malaluan, N.E. (2025). Design thinking in teacher education and its adoption in crafting assessment tools. The Research Probe, 5(1), 85-107. https://doi.org/10.53378/trp.v5.179
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