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
Academic Track
Strand
ABM
Accountancy, Business, and Management
STEM
Science, Technology, Engineering, and
Mathematics
HUMSS
GAS
Humanities and Social Sciences
General Academic strand (organizational
management, applied economics, and disaster
management , etc.)
Agri-Fishery Arts
Technical-Vocational
Livelihood Track
Industrial Arts
Home Economics
Information Communication Technology (ICT)
Sports Track
Arts and Design
Track
*Foundation courses such as human movement, general
coaching, student-athlete enhancement and formation, etc.
Music, Theater, Visual and Media Arts, Dance
READINESS ASSESSMENT FOR SENIOR HIGH SCHOOL
ASSESSMENT BENEFITS
• 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 FRAMEWORK
READINESS ASSESSMENT FOR SENIOR HIGH SCHOOL
ITEM CONSTRUCTION
• 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.
POTENTIAL FOR ACHIEVEMENT
CONTENT OF APPLIED TRACK SUBJECTS
CONTENT
(based on the applied track subjects of DepEd)
English for
Academic and
Professional
Purposes
Reading
Academic
Texts
Practical Research 1 Nature of
Inquiry and
&2
Research
Writing the Reaction
Paper/Review/
Critique
Identifying the
Inquiry and
Stating the
Problem
Kahulugan,
Filipino sa Piling kalikasan, at
Pagsulat ng
Larangan
katangian ng
akademikong
(Akademik, Isports, pagsulat ng
sulatin
sulating
Sining, Tech-Voc)
Learning from
Others and
Reviewing the
Literature
Writing the
Writing the Position
Concept Paper
Paper
Understanding
Finding Answers
Data and Ways
through Data
To Systematically
Collection
Collect Data
Writing the Report Survey/Field
Report Laboratory/ Scientific
Technical Report
Analyzing the
Meaning of the
Data and Drawing
Conclusions
Reporting and
Sharing the
Findings
Pagsulat ng piling
Pagsulat ng piling
Pagsulat ng iba’t
anyo ng sulating
anyo ng sulatin sa Kahulugan, kalikasan, at katangian ng
ibang sulatin sa
teknikallarangan ng pagsulat ng sulating Teknikal
sining at disenyo
bokasyunal
isports
akademik
ICT-Arts-1: Imaging & Design
Productivity and Content Creation ICTs as Platform for (Graphics, Visual and Information
Empowerment
ICT and its Impact to Society
Tools
Change
Design)
Technologies (ICT)
ICTs as Platform for Change
Entrepreneurship
Business Implementation
Understanding the
Market
Developing a Business Plan
Key Concepts and Competencies in
Entrepreneurship
OCCUPATIONAL INTEREST PROFILE
CONTENT
(based on Holland’s Occupational Themes and the 16PF Inventory)
Themes
16PF Descriptions
Abilities/skills/preferences
Tough, Objective, Unsentimental
Reserved, Impersonal, Distant
Realistic
Self-Assured, Unworried, Complacent
Mechanical ability, manual skills, outdoor
professions.
Open To Change, Experimenting
Relaxed, Placid, Patient
Reserved, Impersonal, Distant
Tough, Objective, Unsentimental
Abstract, Bright, Fast-Learner
Investigative
Relaxed, Placid, Patient
Abstracted, Imaginative, Idea-Oriented
Scientific and mathematical ability,
reasoning skills, scientific professions.
Forthright, Genuine, Artless
Open To Change, Experimenting
Sensitive, Aesthetic, Tender-Minded
Artistic
Abstracted, Imaginative, Idea-Oriented
Socially Bold, Venturesome, Thick-Skinned
Artistically and musical ability,
occupations in arts and entertainment
industry
Open To Change, Experimenting
S.R. Conn and M.L. Rieke (1994). 16PF Fifth Edition Technical Manual. Champaign, IL: Institute for Personality and Ability Testing, Inc.
OCCUPATIONAL INTEREST PROFILE
CONTENT
(based on Holland’s Occupational Themes and the 16PF Inventory)
Themes
16PF Descriptions
Abilities/skills/preferences
Warm-hearted, Caring, Attentive To Others
Socially Bold, Venturesome, Thick-Skinned
Social
Rule-Conscious, Dutiful
Teaching ability, skill in understanding
others, helping profession.
Reactive, Affected By Feelings
Open To Change, Experimenting
Warm-hearted, Caring, Attentive To Others
Deferential, Cooperative, Avoids Conflict
Enterprising
Socially Bold, Venturesome, Thick-Skinned
Tough, Objective, Unsentimental
Sales and leadership abilities, managerial
and public speaking skills, business
occupations
Private, Discreet, Non-Disclosing
Practical, Grounded, Down-To-Earth
Conventional
Perfectionistic, Organized, Self-Disciplined
Clerical ability, office skills, clerical and
record-keeping professions.
Tough, Objective, Unsentimental
S.R. Conn and M.L. Rieke (1994). 16PF Fifth Edition Technical Manual. Champaign, IL: Institute for Personality and Ability Testing, Inc.
READINESS ASSESSMENT FOR SENIOR HIGH SCHOOL
MEASUREMENT OF CORE COMPETENCIES RESULTS
Measurement
of Core
No. of Items
Competency
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
CORE COMPETENCIES AND OCCUPATIONAL INTEREST
MEASUREMENT OF SKILLS AND INTERESTS FOR TRACKING
(ACADEMIC, TECH-VOC, SPORTS, & ARTS TRACKS)
SENIOR HIGH SCHOOL
TRACKS
STRANDS
Occupational
Theme
Abilities
Enterprising
Entrepreneurial
Numerical
Verbal
Conventional
Clerical
Accountancy and Business
Management (ABM)
ACADEMIC
Science, Technology,
Engineering and
Mathematics (STEM)
Investigative
Scientific
Numerical
Verbal
Non-verbal
Mechanical
Skills
Business
Management/Administration
Financial Management
Legal Management
~Entrepreneurship
Accountancy
1. Working with numbers
Book keeping
2. Record-keeping
1. Entrepreneurial skills
2. Numeracy skills
3. Literacy skills
1.Science/Technology
2. Math Literacy skills
3.Research skills
4.Experimental
skills
Realistic
Medicine/Health Sciences
Biology
Chemistry
Geology
Physics
Mathematics
Zoology
Statistics
Engineering
Architecture
Information Technology
Computer Science
Mechanical Engineering
Social
Verbal
Investigative
Scientific
~Any
Numerical
Verbal
Scientific
Humanities and Social
Science (HUMSS)
General Academic Strand
(GAS)
Occupational field
1. Research skills
2. Literacy skills
3. People skills
1. Critical thinking skills
Communication Arts
Social work
Social Studies
Political Science
Literature
Psychology
Philosophy
Criminology
*Disaster Risk Management
*Applied Economics
CORE COMPETENCIES ASSESSMENT:
TRACKS/STRANDS
BASED
ON
ABILITIES
(OVERLAPPING ABILITIES IN THE ACADEMIC TRACK)
CORE COMPETENCIES ASSESSMENT:
TRACKS/STRANDS
BASED
ON
ABILITIES
(OVERLAPPING ABILITIES IN THE TECHNICAL-VOCATIONAL TRACK)
CORE COMPETENCIES ASSESSMENT:
TRACKS/STRANDS
BASED
ON
ABILITIES
(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.
VALIDITY – STUDY OF INTERNAL STRUCTURE
Plot of Eigenvalues
11
10
9
8
Value
7
6
5
4
3
2
1
0
Number of Eigenvalues
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
A3-Social Boldness
Realistic
FACTOR 2
(NEG) R3-Apprehension
Investigative
FACTOR 3
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
R4-Openness to Change
Conventional
FACTOR 5
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
Social
FACTOR 6
RASH RELIABILITY ANALYSIS
(SCALES’ INTERNAL CONSISTENCY)
Item Difficulty
Assessment of Achievement
Potential
No. of Items
English
Item Discrimination
Cronbach Alpha
FORM A
FORM B
FORM A
FORM B
FORM A
FORM B
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.