National Achievement Test Dr Benito

May 2010

NATIONAL

ACHIEVEMENT

TEST:

Presented by:

NELIA V. BENITO, PhD, CESO IVDirector III, NETRC

An Overview

O U T L I N ERecent DepED Memo on NAT Administration

NAT Frequently Asked Questions

Test Results Dissemination through the NETRC Website

NAT Results in Grade 6 and Year 2 (SY 2008-09)

Guidelines in the Utilization of NAT Results

Schematic Diagram on Strategies in the Improvement of NAT Results in Schools

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DepEd Memo No. 522, s.

2009

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DepEd Memo No. 522, s.

2009

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List of Private Madaris included in the NAT-Grade 3

Name of Madrasah Region/Division Enrolment

Banaybanay Pilot Madrasah XI – Davao Oriental 13

Jamiatu Muslim Mindanao ARMM – Marawi City 15

Amanoddin Mascara Integrated Learning Center ARMM – Marawi City 19

Khadija Pilot School ARMM – Marawi City 32

Jamiatu Marawi Al‐Islamia Foundation ARMM – Marawi City 39

Jamiatu Janobel Filibbien ARMM – Marawi City 51

Mahad Darul‐Ulom Al Islamie ARMM – Lanao del Sur 15

Mahad Falah Al Kharie ARMM – Lanao del Sur 41

As‐Salihen Integrated School ARMM – Lanao del Sur 27

Koronadal United Muslim Association (KUMA) Learning Center

XII – Koronadal City 6

IBN KHALDON Asian Integrated Inst. NCR – Taguig City 14

TOTAL 272

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What is the NAT?

The National Achievement Test (NAT) is a Philippine‐madestandardized test designed to determine pupils/students’achievement level, strengths and weaknesses in five keycurricular subject areas at the end of the school year.

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What is the purpose of the NAT?

The NAT was developed to measure what pupils/students in Grade Three, Grade Six and Second Year know and can do in five subject areas: Science, Mathematics, English, Filipino, and HeKaSi (Heograpiya, Kasaysayan at Sibika) in elementary and Araling Panlipunan in secondary level.

Specifically, the test aims to:

1. provide empirical information on the achievement level of pupils/students in Grade Three, Grade Six and Second Year to serve as guide for policy makers, administrators, curriculum planners, supervisors, principals and teachers in their respective courses of action.

2. identify and analyze variations on achievement levels across the years by region, division, school and other variables

3. determine the rate of improvement in basic education with respect to individual schools within certain time frames.

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Who are the target clienteles of the NAT?

Grade 3 ‐ public schools only

Grade 6 ‐ both public andprivate schools

Year 2 ‐ both public and private schools

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What is the coverage of the NAT and how many test items does it comprise?

TEST NAT G3 NAT G6 NAT Y2

Subject Area Coverage 1. Science 1. Science 1. Science

2. Mathematics 2. Mathematics 2. Mathematics

3. English 3. English 3. English

4. Filipino 4. Filipino 4. Filipino

5. HeKaSi 5. Araling Panlipunan

Number of Items Per Subject

30 40 60

Total Number of Items 120 200 300

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Test DevelopmentProcess

Planning the Test

Developing the Table of Specifications

Item Writing

Test Assembly and Review of Test Items

Pilot Testing or Try Out of the Test (at least 2 forms of the final test)

Item Analysis

Items Useful

Validity/Reliability

Organize final form of the test

Norming

Preparation of the Test Manual/Examiner’s Handbook

Yes

NoReject

How is the NAT developed?

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What features characterize the NAT?

• A multiple‐choice test• A sampling of competencies intended for the whole year coverage

• A standardized test with mostly moderately difficult items• Anchored on Bloom’s Taxonomy of Cognitive Objectives / Dimensions

• High‐Ordered Thinking Skills (HOTS) • The performance of an examinee is compared to the performance of a national populace.

• The rating is expressed in percentage score or percent of correct responses.

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What is the rationale of DepEd in administering the NAT in Grade Three, Grade Six and Second Year?

The NAT, which is a system‐based assessment, was specifically designed to gauge learning outcomes across target levels in identified periods of basic education. In particular, it spans from mid assessment of elementary education which falls on the third grade, and then to a terminal exit assessment which falls on the sixth grade. The test results in NAT‐Grade Six can likewise serve as measurement of incoming first year students’ readiness for high school.

On the other hand, the NAT for Second Year high school serves as mid assessment of the secondary level.

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What information is derived from the NAT Certificate of Rating (NAT-COR)?

• Raw scores obtained by an examinee five subjects are reported in a table alongside with the percentage scores.

• Total test scores for raw and percentage scores are revealed at the bottom part of the table.

• A Mastery Level Descriptive Equivalent on the obtained percentage scores is provided to guide end‐users in interpreting test results.

• Percentage of Correct Responses (PCR) per learning competency by subject area is likewise presented to have a glimpse on the performance of the pupil/student in every skill measured in the test.

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Facsimile of NAT-COR – Grade 6

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Facsimile of NAT-COR – Grade 6 (back portion)

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Facsimile of NAT-COR – Year 2

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Facsimile of NAT-COR – Year 2 (back portion)

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How are the NAT scores reported and interpreted to each examinee?

• The COR comprises the Percentage of Correct Responses (PCR) per learning competency by subject area. The PCR is interpreted using the Achievement Level Descriptive Equivalent below.

Percentage Descriptive Equivalent96% ‐ 100% Mastered86 % ‐ 95% Closely Approximating Mastery66 % ‐ 85 % Moving Towards Mastery35 % ‐ 65% Average Mastery16% ‐ 34% Low Mastery5% ‐ 15% Very Low Mastery0 % ‐ 4% Absolutely No Mastery

Achievement Level

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Is there a passing score in the NAT?

The NAT has no passing grade or score. It uses the Mean Percentage Score (MPS) to indicate the percentage of correctly answered items in a test. For instance, a 50 MPS would mean that an examinee correctly answered 20 of a 40‐item subject area test. The computation of grades in school, however, is done very differently from the NAT (Refer to DepED Order No. 70, s. 2003, “Revised Grading System for Elementary and Secondary Schools; www.deped.gov.ph).

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Does an MPS below 75 mean that the examinees failed the test?

An MPS below 75 does not mean thatpupils/students who took the test failed it. Forinstance, a 66 MPS in the total test would mean thatthe examinees were “moving towards mastery.” TheNAT uses a seven‐descriptive equivalent ofAchievement Level based on the normal curve whereinan MPS of 75 and above is a national target.

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Test Results Dissemination

NETRC Website:

netrc.sysportal.net

• Link to Homepage: http://netrc.sysportal.net/HomePage.aspx

• Link to Individual Accounts:http://netrc.sysportal.net/signin.aspx

Webpage on Terms and Conditions

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NETRC Website Home Page

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Sample Downloads from the NETRC Website netrc.sysportal.net

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Log In to Individual Account

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Webpage on Test Results by Testing Program

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Test Results by Region

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Subject Category Competency Mean SD

Filipino Grade V 1.a Pagsasalita 80.41 16.99

1.b Pagbasa 77.01 20.05

1.c Pagsulat 75.99 34.26

Grade VI 1.d Pagsasalita 67.43 28.02

1.e Pagbasa 71.09 14.79

1.f Pagsulat 72.27 27.49

Mathematics Grade V 2.a Computation of rational numbers 80.84 26.92

2.b Solve word problems on rational numbers 82.44 29.03

2.c Identify geometric figures 66.91 35.46

2.d Solve word problems on measurement 82.97 27.06

2.e Interpret graphs 73.23 29.18

Grade VI 2.f Interpret measurement data 65.82 41.04

2.g Solve word problems on measurement 58.21 25.79

2.h Computation of rational numbers 75.31 31.72

2.i Solve word problems on rational numbers 73.94 24.44

2.j Interpret graphs 75.14 29.80

English Grade V 3.a Speaking 83.70 22.46

3.b Reading 72.47 20.45

Grade VI 3.c Language 62.19 19.76

3.d Reading 53.73 17.97

netrc.sysportal.net

Sample Download: Regional Performance by Competencies-NCR (NAT Grade Six SY 08-09)

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netrc.sysportal.net

Sample Download: Regional Performance by Competencies-NCR (NAT Grade Six SY 08-09) (cont’d)

Science Grade V 4.a Identify major parts of a body system and their functions 80.68 30.76

4.b Explain how a body system works 62.59 27.56

4.c Classify vertebrates into five subclasses 69.76 32.94

4.d Describe characteristics of living things for survival 60.25 37.27

4.e Describe characteristics of different kinds of plants 62.96 36.91

4.f Differentiate physical from chemical changes 69.25 37.92

4.g Describe characteristics of planets 56.43 38.12

Grade VI 4.h Identify major parts of a body system and their functions 53.94 24.00

4.i Present the feeding interrelationships among living things 64.65 31.25

4.j Illustrate the interdependence of plants and animals for gases 70.76 30.26

4.k Cite examples of chemicals which can be harmful to health 76.81 33.81

4.l Identify energy forms and their uses 55.76 28.89

4.m Identify factors that affect motion of an object 63.09 31.60

4.n identify factors that affect climate of a place 60.93 36.07

4.o Explain theories about the universe 36.08 30.40

HEKASI Grade V 5.a Naipaliwanag ang kinalalagyan at katangiang pisikal ng bansa 81.86 27.49

5.b Natutukoy ang nagawa ng mga bayani noong panahon ng mga Espanyol 72.41 25.50

5.c Nauunawaan ang mga unang Pilipino 67.64 28.31

5.d Nabibigyang halaga ang panahon ng Ikatlong Republika 65.93 31.92

Grade VI 5.e Naipagkakapuri ang pagiging kabilang ng mga Pilipinong nandarayuhan sa ibang bansa bilang mamamayanng bansang Pilipinas 79.55 28.21

5.f Natutukoy ang mga likas na yaman ng teritoryo ng Pilipinas 71.51 25.39

5.g Nakikilala at nasusuri ang bahaging ginampanan ng pamahalaan at mamamayan para sa kabutihan ng bansa 64.30 22.16

5.h Nasusuri ang pagpapanatili ng kalayaan ng bansa 70.89 32.09

5.i Nakikilala at naipaliwanag ang kahalagahan ng mamamayan at pamahalaan sa pag-unlad ng bansa 75.53 24.16

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Sample Download: Division Performance-Batangas Province netrc.sysportal.net

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Sample Download: SchoolPerformance-Nasugbu West CS netrc.sysportal.net

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NAT ResultsSY 2008-2009

• Grade 6

• Year 2

35NATIONAL ACHIEVEMENT TEST - GRADE SIX SY2008-2009 35

NAT-G6 2009 National PerformanceMPS by Subject Area and Total Test

0.00

20.00

40.00

60.00

80.00

2006 53.66 54.05 46.77 60.68 58.12 54.66

2007 60.29 60.78 51.58 66.02 61.05 59.94

2008 63.89 61.62 57.90 73.18 67.44 64.81

2009 68.70 62.14 59.63 72.21 68.99 66.33

MATH ENGLISH SCIENCE FILIPINO HEKASI TOTAL TEST

Perc

enta

ge S

core

2009 vs 2006 15.04 8.09 12.86 11.53 10.87 11.67% Increase 28.02 14.97 27.50 19.00 18.71 21.36


NAT-G6 2009 National Performance

Frequency and Percentage Distribution of EXAMINEESbased on the Criteria of Achievement/ Mastery Level

Mastery Level Public Private Overall

F % F % F %

Mastered 96-100% 1 0.00% 0.00% 1 0.00%

Closely Approximating Mastery

86-95% 113,047 6.82% 353 0.36% 113,400 6.46%

Moving Towards Mastery

66-85% 864,038 52.16% 19,987

20.26% 884,025 50.37%

Average Mastery 35-65% 625,541 37.76% 68,201

69.13% 693,742 39.53%

Low Mastery 15-34% 53,582 3.23% 10,108

10.25% 63,690 3.63%

Very Low Mastery 5-14% 156 0.01% 4 0.00% 160 0.01%

Absolutely No Mastery

0-14% 53 0.00% 3 0.00% 56 0.00%

PUBLIC and PRIVATE (31.8% of private schools)


NAT-G6 2009 National Performance

Frequency and Percentage Distribution of SCHOOLSbased on the Criteria of Achievement/ Mastery Level

Mastery Level Public Private Overall

F % F % F %

Mastered 96-100% 0.00% 0.00% 0.00%

Closely Approximating Mastery

86-95% 1,033 3.31% 3 0.13% 1,036 3.08%

Moving Towards Mastery

66-85% 16,456 52.75% 114 4.78% 16,570 49.34%

Average Mastery 35-65% 13,367 42.85% 2,235 93.67% 15,602 46.46%

Low Mastery 15-34% 340 1.09.% 34 1.42% 374 1.11%

Very Low Mastery 5-14% 0.00% 0.00% 0.00%

Absolutely No Mastery

0-14% 0.00% 0.00% 0.00%

PUBLIC and PRIVATE (31.8% of private schools)

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NAT-Y2 2009 National Performance(Excluding Private Schools)

MPS by Subject Area and Total Test

**Private schools not included

0.92-2.219.760.882.28-6.63% Inc./Dec.0.43-1.144.550.381.17-2.812009vs2006

NATIONAL ACHIEVEMENT TEST – SECOND YEAR SY 2008-2009

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FREQUENCY AND PERCENTAGE DISTRIBUTION OF EXAMINEESBY ACHIEVEMENT LEVEL(PUBLIC VS. PRIVATE)

n % n % n %96-100% Mastered 0 0.00 0 0.00 0 0.0086-95% Closely Approximating Mastery 1,505 0.13 27 0.01 1,532 0.1066-85% Moving Towards Mastery 144,669 12.35 16,233 5.04 160,902 10.7735-65% Average Mastery 795,182 67.89 231,031 71.69 1,026,213 68.7115-34% Low Mastery 229,576 19.60 74,910 23.24 304,486 20.395-14% Very Low Mastery 278 0.02 48 0.01 326 0.020-4% Absolutely No Mastery 73 0.01 14 0.00 87 0.01

1,171,283 100.00 322,263 100.00 1,493,546 100.00Total

OverallPublic PrivateAchievement Level

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FREQUENCY AND PERCENTAGE DISTRIBUTION OF SCHOOLSBY ACHIEVEMENT LEVEL(PUBLIC VS. PRIVATE)

n % n % n %96-100% Mastered 0 0.00 0 0.00 0 0.0086-95% Closely Approximating Mastery 4 0.06 0 0.01 4 0.0466-85% Moving Towards Mastery 584 8.64 28 5.04 612 5.4235-65% Average Mastery 5,783 85.55 4,116 71.69 9,899 87.6815-34% Low Mastery 389 5.75 386 23.24 775 6.865-14% Very Low Mastery 0 0.00 0 0.01 0 0.000-4% Absolutely No Mastery 0 0.00 0 0.00 0 0.00

6,760 100.00 4,530 100.00 11,290 100.00Total

Public Private OverallAchievement Level

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What are the guidelines in the utilizationof NAT results?

DepED Memo. No. 228, s. 2007

“Utilization of the Certificate of Rating in theNational Achievement Test in Grade Six for RemedialInstruction in First Year”

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FEEDBACK

DepEd-NETRCPolicy Statement:Maximized utilization of NAT Results: School Level

NAT Results:- Institutional

PerformanceProfile

- CompetencyAnalysis Profile

Strategies in the Improvement of NAT Results

Improved NAT Results in the succeeding school year assessment

CONTEXT INPUTS THROUGHPUTS OUTCOMES

Classroom Level Stakeholders

Division Level

District Level

School Management

Schematic Diagram on Strategies in the Improvement of NAT Results in Schools

“Assessment helps us see the difference between teaching and learning.”

-Carole CooperGlobal Learning Communities

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Thank you!

Documents

National Achievement Test Dr Benito