readiness assessment for senior high school

SENIOR HIGH SCHOOL (GRADES 11-12) K-12 EDUCATIONAL PROGRAM

• Provide time for students to consolidate acquired academic skills and competencies in preparation for their chosen career path after high school.

• Graduates of the new educational system will be equipped with the skills and competencies that serves as a foundation for their future career.

READINESS ASSESSMENT FOR SENIOR HIGH SCHOOL SHS TRACKS AND STRANDS

• An aptitude assessment tool that provides predictive information regarding the potential for success of students in a particular track or strand.

Track Strand

Academic Track

ABM Accountancy, Business, and Management

STEM Science, Technology, Engineering, and Mathematics

HUMSS Humanities and Social Sciences

GAS

General Academic strand (organizational management, applied economics, and disaster management , etc.)

Technical-Vocational Livelihood Track

Agri-Fishery Arts

Industrial Arts

Home Economics

Information Communication Technology (ICT)

Sports Track *Foundation courses such as human movement, general coaching, student-athlete enhancement and formation, etc.

Arts and Design Track

Music, Theater, Visual and Media Arts, Dance

• Identify specific strengths and weaknesses in line with the five applied track subjects of the SHS curriculum.

• Enables students to identify tracks or strands based on their core competencies and occupational interests.

• Assist teachers, guidance counselors, parents, and the students themselves in career exploration and planning for educational and vocational guidance.

READINESS ASSESSMENT FOR SENIOR HIGH SCHOOL ASSESSMENT BENEFITS

READINESS ASSESSMENT FOR SENIOR HIGH SCHOOL ASSESSMENT FRAMEWORK

• Assessment of Achievement Potential - FGD with SMEs was done to identify and determine the power standards to be assessed in the SHS curriculum.

• Measurement of Core Competencies - identified based on a comprehensive review of literature vis-a-vis the SHS curriculum.

• Occupational Interest Profile - framework is derived from John Holland’s Occupational Themes as reflected in Cattell’s 16 personality factors.

READINESS ASSESSMENT FOR SENIOR HIGH SCHOOL ITEM CONSTRUCTION

CONTENT (based on the applied track subjects of DepEd)

English for Academic and Professional

Purposes

Reading Academic

Texts

Writing the Reaction Paper/Review/

Critique

Writing the Concept Paper

Writing the Position Paper

Writing the Report Survey/Field Report Laboratory/ Scientific

Technical Report

Practical Research 1 & 2

Nature of Inquiry and

Research

Identifying the Inquiry and Stating the

Problem

Learning from Others and

Reviewing the Literature

Understanding Data and Ways

To Systematically Collect Data

Finding Answers through Data

Collection

Analyzing the Meaning of the

Data and Drawing Conclusions

Reporting and Sharing the

Findings

Filipino sa Piling Larangan

(Akademik, Isports, Sining, Tech-Voc)

Kahulugan, kalikasan, at katangian ng pagsulat ng

sulating akademik

Pagsulat ng akademikong

sulatin

Pagsulat ng iba’t ibang sulatin sa

sining at disenyo

Pagsulat ng piling anyo ng sulatin sa

larangan ng isports

Kahulugan, kalikasan, at katangian ng pagsulat ng sulating Teknikal

Pagsulat ng piling anyo ng sulating teknikal-bokasyunal

Empowerment Technologies (ICT)

ICT and its Impact to Society Productivity and Content Creation

Tools ICTs as Platform for Change

ICTs as Platform for Change

ICT-Arts-1: Imaging & Design (Graphics, Visual and Information

Design)

Entrepreneurship Business Implementation

Understanding the

Market Developing a Business Plan

Key Concepts and Competencies in Entrepreneurship

POTENTIAL FOR ACHIEVEMENT CONTENT OF APPLIED TRACK SUBJECTS

CONTENT (based on Holland’s Occupational Themes and the 16PF Inventory)

Themes 16PF Descriptions Abilities/skills/preferences

Realistic

Tough, Objective, Unsentimental

Mechanical ability, manual skills, outdoor professions.

Reserved, Impersonal, Distant

Self-Assured, Unworried, Complacent

Open To Change, Experimenting

Relaxed, Placid, Patient

Investigative

Reserved, Impersonal, Distant

Scientific and mathematical ability, reasoning skills, scientific professions.


Abstract, Bright, Fast-Learner

Relaxed, Placid, Patient

Abstracted, Imaginative, Idea-Oriented

Forthright, Genuine, Artless


Artistic

Sensitive, Aesthetic, Tender-Minded

Artistically and musical ability, occupations in arts and entertainment industry

Abstracted, Imaginative, Idea-Oriented

Socially Bold, Venturesome, Thick-Skinned


OCCUPATIONAL INTEREST PROFILE

S.R. Conn and M.L. Rieke (1994). 16PF Fifth Edition Technical Manual. Champaign, IL: Institute for Personality and Ability Testing, Inc.

S.R. Conn and M.L. Rieke (1994). 16PF Fifth Edition Technical Manual. Champaign, IL: Institute for Personality and Ability Testing, Inc.

CONTENT (based on Holland’s Occupational Themes and the 16PF Inventory)

Themes 16PF Descriptions Abilities/skills/preferences

Social

Warm-hearted, Caring, Attentive To Others

Teaching ability, skill in understanding others, helping profession.


Rule-Conscious, Dutiful

Reactive, Affected By Feelings


Enterprising

Warm-hearted, Caring, Attentive To Others

Sales and leadership abilities, managerial and public speaking skills, business occupations

Deferential, Cooperative, Avoids Conflict



Private, Discreet, Non-Disclosing

Conventional

Practical, Grounded, Down-To-Earth

Clerical ability, office skills, clerical and record-keeping professions. Perfectionistic, Organized, Self-Disciplined


OCCUPATIONAL INTEREST PROFILE

Measurement of Core

Competency No. of Items Item Difficulty Item Discrimination Cronbach Alpha

Clerical 25 0.62 0.49 0.79

Verbal 25 0.62 0.42 0.83

Numerical 25 0.60 0.46 0.81

Non-verbal 20 0.61 0.26 0.52

Scientific 25 0.50 0.45 0.77

Entrepreneurial 20 0.45 0.35 0.65

Mechanical 20 0.43 0.35 0.55

Artistic 10

TOTAL 170 0.55 0.40 0.70

READINESS ASSESSMENT FOR SENIOR HIGH SCHOOL MEASUREMENT OF CORE COMPETENCIES RESULTS

SENIOR HIGH SCHOOL TRACKS

STRANDS Occupational

Theme Abilities Skills Occupational field

ACADEMIC

Accountancy and Business Management (ABM)

Enterprising

Entrepreneurial Numerical

Verbal

1. Entrepreneurial skills 2. Numeracy skills 3. Literacy skills

Business Management/Administration Financial Management Legal Management ~Entrepreneurship

Conventional Clerical 1. Working with numbers 2. Record-keeping

Accountancy Book keeping

Science, Technology, Engineering and

Mathematics (STEM)

Investigative

Scientific Numerical

Verbal Non-verbal Mechanical

1.Science/Technology 2. Math Literacy skills 3.Research skills 4.Experimental skills

Medicine/Health Sciences Biology Chemistry Geology Physics Mathematics Zoology Statistics Engineering Architecture Information Technology Computer Science

Realistic Mechanical Engineering

Humanities and Social Science (HUMSS)

Social Verbal

1. Research skills 2. Literacy skills 3. People skills

Communication Arts Social work Social Studies Political Science Literature Psychology Philosophy Criminology

Investigative Scientific 1. Critical thinking skills

General Academic Strand (GAS)

~Any

Numerical Verbal

Scientific

*Disaster Risk Management *Applied Economics

(ACADEMIC, TECH-VOC, SPORTS, & ARTS TRACKS)

CORE COMPETENCIES AND OCCUPATIONAL INTEREST

MEASUREMENT OF SKILLS AND INTERESTS FOR TRACKING

(OVERLAPPING ABILITIES IN THE ACADEMIC TRACK)

CORE COMPETENCIES ASSESSMENT:

TRACKS/STRANDS BASED ON ABILITIES



(OVERLAPPING ABILITIES IN THE TECHNICAL-VOCATIONAL TRACK)



(ABILITIES IN THE SPORTS AND ARTS TRACK)

Both Sports and Arts tracks are more on performance based tracks and are best evaluated by means of conducting performance tests, therefore

only one ability is assigned for each.

Plot of Eigenvalues

Number of Eigenvalues

0

1

2

3

4

5

6

7

8

9

10

11

Valu

eVALIDITY – STUDY OF INTERNAL STRUCTURE

RASH FACTOR ANALYSIS (SEARCH FOR OCCUPATIONAL THEMES)

FACTOR Cronbach Alpha

FACTOR 1 0.756

FACTOR 2 0.946

FACTOR 3 0.329

FACTOR 4 0.810

FACTOR 5 0.061

FACTOR 6 0.830

RASH FACTOR ANALYSIS (SEARCH FOR OCCUPATIONAL THEMES)

Enterprising FACTOR 1

Realistic FACTOR 2

Investigative FACTOR 3

A3-Social Boldness (NEG) R3-Apprehension S5-Apprehension

S2-Social Boldness (NEG) R5-Tension E5-Privateness

E3-Social Boldness (NEG) I5-Tension A1-Sensitivity

S1-Warmth (NEG) R1-Sensitivity 14-Abstractedness

E1-Warmth (NEG) I1-Sensitivity A2-Abstractedness

(NEG) I5-Privateness (NEG) E4-Sensitivity R3-Apprehension

E2-Dominance (NEG) C3-Sensitivity (NEG) S4-Emotional Stability

Artistic FACTOR 4

Conventional FACTOR 5

Social FACTOR 6

R4-Openness to Change S3-Rule-Consciousness R2-Warmth

I6-Openness to Change C2-Perfectionism I2-Warmth

A4-Openness to Change A1-Sensitivity S1-Warmth

14-Abstractedness (NEG) R5-Tension E1-Warmth

A2-Abstractedness (NEG) I3-Tension

A1-Sensitivity (MEG) C1-Abstractedness

E2-Dominance

(NEG) C1-Abstractedness

RASH RELIABILITY ANALYSIS (SCALES’ INTERNAL CONSISTENCY)

Assessment of Achievement Potential

No. of Items

Item Difficulty Item Discrimination Cronbach Alpha

FORM A FORM B FORM A FORM B FORM A FORM B

English 48 0.44 0.42 0.26 0.36 0.63 0.80

Filipino 45 0.48 0.46 0.35 0.39 0.77 0.81

Research 40 0.38 0.40 0.26 0.33 0.53 0.72

ICT 29 0.48 0.41 0.36 0.43 0.68 0.79

Entrepreneurship 25 0.38 0.36 0.25 0.25 0.25 0.23

ONGOING RASH RELIABILITY

AND VALIDITY STUDIES

Reliability: Parallel Forms Study

Validity: Convergent Validity Study Series

CONCLUSIONS • There is evidence of RASH’s validity, given the

outcome of the factor analysis studies done on the test.

• Evidence of the reliability of the RASH is seen in the Cronbach alpha values being greater than .70 for 4 of 7 core competency scales, 4of 5 achievement scales (FORM B), and for 4 of the 6 occupational preferences scales.

• Further reliability and validity studies on the RASH need to be done.

readiness assessment for senior high school

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