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
ABM Accountancy, Business, and Management
Science, Technology, Engineering, and
STEM
Mathematics
Academic Track
HUMSS Humanities and Social Sciences
General Academic strand (organizational
GAS management, applied economics, and disaster
management , etc.)
Agri-Fishery Arts
Technical-Vocational Industrial Arts
Livelihood Track Home Economics
Information Communication Technology (ICT)
*Foundation courses such as human movement, general
Sports Track
coaching, student-athlete enhancement and formation, etc.
Arts and Design
Music, Theater, Visual and Media Arts, Dance
Track
 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 Writing the Report Survey/Field

Reading Writing the Reaction Writing the Writing the Position
Academic and Report Laboratory/ Scientific
Academic Paper/Review/ Concept Paper Paper
Professional Texts Critique
Technical Report
Purposes

Identifying the Learning from Understanding Analyzing the Reporting and

Practical Research 1 Nature of Inquiry and Others and Data and Ways
Finding Answers
Meaning of the Sharing the
Inquiry and through Data Findings
&2 Research
Stating the Reviewing the To Systematically
Collection
Data and Drawing
Problem Literature Collect Data Conclusions

Kahulugan,
Filipino sa Piling kalikasan, at Pagsulat ng piling
Pagsulat ng piling
Pagsulat ng Pagsulat ng iba’t anyo ng sulating
Larangan katangian ng anyo ng sulatin sa Kahulugan, kalikasan, at katangian ng
akademikong ibang sulatin sa teknikal-
(Akademik, Isports, pagsulat ng sulatin sining at disenyo
larangan ng pagsulat ng sulating Teknikal
bokasyunal
Sining, Tech-Voc) sulating 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

Key Concepts and Competencies in

Business Implementation Understanding the
Entrepreneurship Market
Developing a Business Plan 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
Mechanical ability, manual skills, outdoor
Realistic Self-Assured, Unworried, Complacent professions.
Open To Change, Experimenting
Relaxed, Placid, Patient
Reserved, Impersonal, Distant
Tough, Objective, Unsentimental
Abstract, Bright, Fast-Learner
Scientific and mathematical ability,
Investigative Relaxed, Placid, Patient
reasoning skills, scientific professions.
Abstracted, Imaginative, Idea-Oriented
Forthright, Genuine, Artless
Open To Change, Experimenting
Sensitive, Aesthetic, Tender-Minded
Abstracted, Imaginative, Idea-Oriented Artistically and musical ability,
Artistic occupations in arts and entertainment
Socially Bold, Venturesome, Thick-Skinned 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
Teaching ability, skill in understanding
Social Rule-Conscious, Dutiful
others, helping profession.
Reactive, Affected By Feelings
Open To Change, Experimenting

Warm-hearted, Caring, Attentive To Others

Deferential, Cooperative, Avoids Conflict

Sales and leadership abilities, managerial
Enterprising Socially Bold, Venturesome, Thick-Skinned and public speaking skills, business
occupations
Tough, Objective, Unsentimental

Private, Discreet, Non-Disclosing

Practical, Grounded, Down-To-Earth

Clerical ability, office skills, clerical and
Conventional Perfectionistic, Organized, Self-Disciplined 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 Item Difficulty Item Discrimination Cronbach Alpha
Competency
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 Occupational
STRANDS Abilities Skills Occupational field
TRACKS Theme
Business
1. Entrepreneurial skills
Entrepreneurial Management/Administration
2. Numeracy skills
Enterprising Numerical Financial Management
3. Literacy skills
Accountancy and Business Verbal Legal Management
Management (ABM) ~Entrepreneurship
Accountancy
1. Working with numbers
Conventional Clerical Book keeping
2. Record-keeping

Medicine/Health Sciences
Biology
Chemistry
Geology
1.Science/Technology Physics
Scientific
2. Math Literacy skills Mathematics
Science, Technology, Investigative Numerical
3.Research skills Zoology
Engineering and Verbal
4.Experimental
ACADEMIC Mathematics (STEM) Non-verbal Statistics
skills Engineering
Mechanical
Architecture
Information Technology
Computer Science
Realistic Mechanical Engineering
Communication Arts
1. Research skills Social work
Social Verbal
2. Literacy skills Social Studies
Humanities and Social 3. People skills Political Science
Science (HUMSS) Literature
Psychology
Investigative Scientific 1. Critical thinking skills
Philosophy
Criminology
Numerical
General Academic Strand *Disaster Risk Management
~Any Verbal
(GAS) *Applied Economics
Scientific
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

6
Value

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 Realistic Investigative
FACTOR 1 FACTOR 2 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 Conventional Social

FACTOR 4 FACTOR 5 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)
Item Difficulty Item Discrimination Cronbach Alpha
Assessment of Achievement
No. of Items
Potential
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.