Dr. Ronald M. Quileste is a faculty member of the School of Education at Xavier University – Ateneo de Cagayan. A licensed professional teacher, he completed his Bachelor’s degree in Early Childhood Education (Cum Laude), Master’s in School Management, and Doctor of Education at Xavier University.
Dr. Quileste’s academic work centers on teacher education, professional formation, educational assessment, and research methodology. He teaches undergraduate and graduate courses in Assessment of Learning, Measurement and Evaluation, Curriculum Development, Educational Technology, and Foundations of Education. His work in graduate studies supports students in instrument development, validation, and research design, particularly in classroom-based and action research contexts.
A productive scholar, he has presented in local, national, and international conferences and published in peer-reviewed international journals. His research interests include assessment literacy, quantitative methods i
EDUCATION
Doctor of Philosophy in Education, Xavier University Ateneo de Cagayan
Master of Arts in Education major in School Management, Xavier University Ateneo de Cagayan
Bachelor in Elementary Education major in Early Childhood Program, Xavier University Ateneo de Cagayan
RESEARCH, TEACHING, or OTHER INTERESTS
Education, Artificial Intelligence, Multidisciplinary, Research and Theory
1
Scopus Publications
4
Scholar Citations
2
Scholar h-index
Scopus Publications
Whose Standards? Examining Power, Fairness, and Voice in Pre-Service Teachers’ Conceptions of Assessment Ronald Quileste Journal of Education and Training Studies, 2026 This study examined how pre-service teachers in a CHED-aligned Philippine teacher education program understand fairness, power, and voice in assessment, and how these conceptions evolve through critical pedagogy-informed interventions. Anchored in Critical Action Research and guided by Freirean and Critical Assessment Literacy (CAL) framework, the study engaged 50 participants in the foundational course Assessment of Learning 1, integrating co-rubric design, peer feedback, and dialogic reflections alongside technical assessment tasks. Data were collected through semi-structured journal entries, focus group dialogues, praxis portfolios, and researcher reflections, and analyzed using Critical Thematic Analysis. Findings revealed that initial conceptions of fairness were largely procedural, power was unexamined, and student voice was peripheral. Through iterative interventions, participants reconceptualized fairness as equity, reframed power as reflective stewardship, and embraced student voice as essential to ethical assessment. These shifts, evident in 55–65% of post-course codes, demonstrated that technical competence alone is insufficient for transformative Teacher Assessment Literacy; ethical reflection and dialogic engagement are critical for developing Critical Assessment Literacy (CAL). The study offers a contextually grounded model for integrating technical, ethical, dialogic, and transformative literacies, highlighting the potential for pre-service programs to foster equity-centered, culturally responsive assessment practices in postcolonial Philippine classrooms.
RECENT SCHOLAR PUBLICATIONS
Micro-scaffolded peer consultation in hybrid literature classes: Enhancing analytical skills through the Seed–Pollinate–Synthesize (SPS) cycle R Quileste, N Calib-og, JM Abalde, IV Caayupan, MN Kiseo, M Salarda, ... Indonesian Journal of Education and Pedagogy 3 (1), 28-42 , 2026 2026
Developing and validating SPADE–IPP: A holistic framework for student-generated assessment literacy in teacher education R Quileste International Journal of Instruction 19 (3), 439-454 , 2026 2026
Assessment Literacy in Teacher Education: Integrating Performance and Perceptions via the ALiPP Framework. RM Quileste International Journal of Research in Education and Science 12 (1), 158-176 , 2026 2026
Developing inclusive teacher education: A Stakeholder-driven feasibility study of ECE and SNED micro-credentials RM Quileste Indonesian Journal of Education and Pedagogy 2 (3), 192-211 , 2025 2025
Group-Based Flipped Classroom as a Decolonial Pedagogy for Empowering Grade 11 Filipino Learners in Online Oral Communication R Quileste, A Daguimol, CG Blanela, K Gapasin, AH Ibrahim, R Discipulo, ... Jurnal Studi Guru dan Pembelajaran 8 (3), 1982-2000 , 2025 2025
Whose Standards? Examining Power, Fairness, and Voice in Pre-Service Teachers’ Conceptions of Assessment RM Quileste Journal of Education and Training Studies 14 (2), 6-18 , 2025 2025
ENHANCING VERBAL ENGAGEMENT IN DIVERSE CLASSROOMS: THE PEER-SUPPORTED VERBAL ENGAGEMENT MODEL (PSVEM) R Quileste, D Ogoy, CJ Roble, AY Gonzalez, MG Golez, WM Caberoy JURNAL PAJAR (Pendidikan dan Pengajaran) 9 (8), 805-817 , 2025 2025
Exploring the ASPIRE Framework: Enhancing Assessment Literacy through Inquiry-Based Teacher Education RM Quileste, MLPM Estacio, CRA Pagara International Journal of Education and Teaching Zone (IJETZ) 4 (3), 243 - 258 , 2025 2025
From Fidelity to Flexibility: Developing the Adaptive Fidelity Framework (AFF) for Pedagogical Innovations in Teacher Education MLPM Estacio, RM Quileste, KM Morales Jurnal Studi Guru dan Pembelajaran 8 (3), 1666-1681 , 2025 2025
Becoming Persons for Others: Examining Values Formation among Pre-Service Teachers RM Quileste IOER International Multidisciplinary Research Journal 7 (3), 175-183 , 2025 2025
Pioneering the I-COPE Model: Integrating Outcomes-Based Education, Ignatian Pedagogical Paradigm, and 5Es Inquiry Framework in Pre-Service Teacher Education for Technology … RM Quileste Journal of Education and Teaching (JET) 6 (3), 747-762 , 2025 2025
Enhancing Kindergartners’ Letter Sound Identification with the Phonics Play Approach (PPA): An Action Research Study RM Quileste, GRJ Labial, N Saa INKUIRI: Jurnal Pendidikan IPA 14 (2), 236 - 245 , 2025 2025
Improving Kindergarten Transitions with Visible Routines: An Action Research Study Using Reflective Practice RM Quileste, LMS Ferrarez, AFC Abao IOER International Multidisciplinary Research Journal 7 (2), 10-20 , 2025 2025
A COMPREHENSIVE PROGRAM EVALUATION OF THE LITTLE IGGY CENTER: STAKEHOLDER SATISFACTION AND DEVELOPMENTAL OUTCOMES RM QUILESTE, CFM LUNA, PBS MENDOZA IOER International Multidisciplinary Research Journal 7 (1), 89-99 , 2025 2025
The Lived Experiences of Daycare Teachers: Their Implications to Learners’ Outcomes R Quileste, CR Pagara IOER International Multidisciplinary Research Journal 4 (1), 22-31 , 2022 2022 Citations: 2
The pedagogical content knowledge of the school of education pre-service teachers in test construction RM Quileste, LASR Moreno JPAIR Institutional Research Journal 14 (1), 72-89 , 2020 2020 Citations: 2
MOST CITED SCHOLAR PUBLICATIONS
The Lived Experiences of Daycare Teachers: Their Implications to Learners’ Outcomes R Quileste, CR Pagara IOER International Multidisciplinary Research Journal 4 (1), 22-31 , 2022 2022 Citations: 2
The pedagogical content knowledge of the school of education pre-service teachers in test construction RM Quileste, LASR Moreno JPAIR Institutional Research Journal 14 (1), 72-89 , 2020 2020 Citations: 2
Micro-scaffolded peer consultation in hybrid literature classes: Enhancing analytical skills through the Seed–Pollinate–Synthesize (SPS) cycle R Quileste, N Calib-og, JM Abalde, IV Caayupan, MN Kiseo, M Salarda, ... Indonesian Journal of Education and Pedagogy 3 (1), 28-42 , 2026 2026
Developing and validating SPADE–IPP: A holistic framework for student-generated assessment literacy in teacher education R Quileste International Journal of Instruction 19 (3), 439-454 , 2026 2026
Assessment Literacy in Teacher Education: Integrating Performance and Perceptions via the ALiPP Framework. RM Quileste International Journal of Research in Education and Science 12 (1), 158-176 , 2026 2026
Developing inclusive teacher education: A Stakeholder-driven feasibility study of ECE and SNED micro-credentials RM Quileste Indonesian Journal of Education and Pedagogy 2 (3), 192-211 , 2025 2025
Group-Based Flipped Classroom as a Decolonial Pedagogy for Empowering Grade 11 Filipino Learners in Online Oral Communication R Quileste, A Daguimol, CG Blanela, K Gapasin, AH Ibrahim, R Discipulo, ... Jurnal Studi Guru dan Pembelajaran 8 (3), 1982-2000 , 2025 2025
Whose Standards? Examining Power, Fairness, and Voice in Pre-Service Teachers’ Conceptions of Assessment RM Quileste Journal of Education and Training Studies 14 (2), 6-18 , 2025 2025
ENHANCING VERBAL ENGAGEMENT IN DIVERSE CLASSROOMS: THE PEER-SUPPORTED VERBAL ENGAGEMENT MODEL (PSVEM) R Quileste, D Ogoy, CJ Roble, AY Gonzalez, MG Golez, WM Caberoy JURNAL PAJAR (Pendidikan dan Pengajaran) 9 (8), 805-817 , 2025 2025
Exploring the ASPIRE Framework: Enhancing Assessment Literacy through Inquiry-Based Teacher Education RM Quileste, MLPM Estacio, CRA Pagara International Journal of Education and Teaching Zone (IJETZ) 4 (3), 243 - 258 , 2025 2025
From Fidelity to Flexibility: Developing the Adaptive Fidelity Framework (AFF) for Pedagogical Innovations in Teacher Education MLPM Estacio, RM Quileste, KM Morales Jurnal Studi Guru dan Pembelajaran 8 (3), 1666-1681 , 2025 2025
Becoming Persons for Others: Examining Values Formation among Pre-Service Teachers RM Quileste IOER International Multidisciplinary Research Journal 7 (3), 175-183 , 2025 2025
Pioneering the I-COPE Model: Integrating Outcomes-Based Education, Ignatian Pedagogical Paradigm, and 5Es Inquiry Framework in Pre-Service Teacher Education for Technology … RM Quileste Journal of Education and Teaching (JET) 6 (3), 747-762 , 2025 2025
Enhancing Kindergartners’ Letter Sound Identification with the Phonics Play Approach (PPA): An Action Research Study RM Quileste, GRJ Labial, N Saa INKUIRI: Jurnal Pendidikan IPA 14 (2), 236 - 245 , 2025 2025
Improving Kindergarten Transitions with Visible Routines: An Action Research Study Using Reflective Practice RM Quileste, LMS Ferrarez, AFC Abao IOER International Multidisciplinary Research Journal 7 (2), 10-20 , 2025 2025
A COMPREHENSIVE PROGRAM EVALUATION OF THE LITTLE IGGY CENTER: STAKEHOLDER SATISFACTION AND DEVELOPMENTAL OUTCOMES RM QUILESTE, CFM LUNA, PBS MENDOZA IOER International Multidisciplinary Research Journal 7 (1), 89-99 , 2025 2025
