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DEPARTMENT OF EDUCATION DEPARTMENT OF EDUCATION

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1. What is the NCAE?

NCAE = National Career Assessment Examination It is an aptitude test geared toward providing information through test results for self-assessment, career awareness and career guidance of high school students for their post-secondary courses / application for scholarship. Test-taking is mandatory. Test results are recommendatory.

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2. What other features characterize the NCAE?

A locally developed test which was standardized and validated using Filipino respondents A paper-and-pencil test which utilizes scannable answer sheets that are processed electronically A multiple-choice type of test Culture fair and sensitive Provides an end-user-friendly report format (COR)

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3. Why was NCAE developed?

The NCAE was developed to: To foster the highest quality of education in the Philippines by regulating and monitoring the flow of students to post secondary institutions of learning and their potential contribution to national development To minimize indiscriminate wastage

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manpower and resources by working for a match between manpower skill outputs and job market demands

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4. What are the specific objectives of the NCAE?
To assess the skills of high school students planning to proceed to post

secondary courses and other career options, toward providing relevant information on their skills, abilities and readiness for academic and non- academic courses;

To provide information that will help high school students make wise career

decision; and

To provide bases for selecting scholarship awardees and recipients of study

grants from the Commission on Higher Education (CHED) and the Technical Education and Skills Development Authority (TESDA).

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5. How is NCAE different from NCEE?

Similarities Differences

Both are general

scholastic aptitude tests (GSAT)

NCAE includes scientific ability as an

area in GSAT

Still recommendatory – without cut-off

score

Includes technical-vocational aptitude,

entrepreneurial skill, non-verbal ability, logical reasoning ability and interest inventory

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6. Who are the target examinees of the NCAE?

All enrolled Third Year HS students in public and private high schools operating with permit Fourth Year HS Students and out-of-school youths who are applying for the CHED and TESDA scholarship

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7. What are the domains measured in the NCAE?
A. General Scholastic Aptitude (GSA) – 180 items

Scientific Ability (SA) ------------------------------------------------- 40 items Reading Comprehension (RC) ------------------------------------- 50 items Verbal Ability (VA) ---------------------------------------------------- 50 items Mathematical Ability (MA) ------------------------------------------ 40 items

B. Technical-Vocational Aptitude (TVA) – 40 items

Clerical Ability (CA) -------------------------------------------------- 20 items Visual Manipulative Skills (VMS) ---------------------------------- 20 items

C. Entrepreneurial Skills (ES) -------------------------------------------------- 20 items

Planning and Decision Making (PD) Budgeting, Marketing and Forecasting (BMF) Creativity (C)

D. Logical Reasoning Ability (LRA) ------------------------------------------ 15 items
E. Non-Verbal Ability (NVA) --------------------------------------------------- 20 items
F. Occupational Interest (OIISSS)--------------------------------------------- 260 items

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Areas of Occupational Interests:

A. Sciences

B. Engineering

C. Commerce

D. Professional Services

E. Personal Services

F. Cyberservices

G. Aesthetics

H. Environment

I. Military Training

J. Spiritual Vocation

K. Agriculture and Fishery

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This is an inventory / checklist of occupational interests which provides

an assessment on inclinations / preferences for comprehensive career guidance.

The students are provided with a profile chart of their occupational

inclinations and preferences thru the identified cluster occupations.

These major occupations are finely divided into two specific groups – the

baccalaureate courses and vocational courses.

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8. What information is derived from the NCAE COR?

COR = Certificate of Rating The COR contains the report on how the examinees performed in the test which is presented in a graph alongside the Standard Scores and Percentile Ranks. The descriptive rating of the Percentile Rank is also included. The overall GSA and TVA scores are reported along with scores in the subtests. The GSA score is the average of the standard scores in these areas: SA, RC, VA and MA.

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Likewise, the TVA score is the composite of the CA and VMS scores. Additionally, the NCAE reports scores for LRA, NVA and ES. The level of preference for each area of occupational interest is displayed based on percentage score which is as follows: high (76- 100), moderate (51-75), low (26-50) and very low (0-25) Examinees can gauge their individual strengths and weaknesses in every domain/area measured based on the test results.

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Potentials/Inclinations of Students Based on NCAE Results

C lerical Ability (C A). This is a test

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ability and skill to encode data/information and file office records, as w ell as ability to note details. High CA is the requisite skill for secretariat jobs for these jobes require good manual dexterity; thus individuals with high CA are potential computer operators. encoders, and stenographers. Visual M anipulative Skills (VM S). This subtest measures abilities that require perceptual and visual judgment in determining figures, symbols, and nature of space as well as skills in mentally manipulating objects and concrete

materials. M anipulative skills are required in occupations such as machine

technicians, jewelers, watchmakers, engravers, handicraft makers, and the like. N o nverbal A bility ( NVA ). This tests a person's reasoning ability to identify patterns presented in diagrammatic form. The series of figures presented in each item requires the perception of an operating principle underlying the changes in the figures. In each instance, the examinee must discover the principle's governing change/s of the figures and give evidence of his understanding by indicating the diagram that should logically follow. It tests abilities required in jobs such as engineering, science, architecture and any other jobs w hich involve working with diagrammatic and similar visual information. Lo gical Reaso ning Ability (LR A). This measures an individual's ability to understand and analyze complex written material and derive correct conclusions from it. Those w ith high LRA are likely to succeed in courses which require high analytical/critical thinking skills like law, economics, theology, social science and medical allied professions. Scientific Ability ( SA) . This is an assessment of the individual's scientific abilities and skills to adopt scientific methods, procedures and processes constructing knowledge and solving experimental or real-life

problems. One w

ho has high SA has greater probability to excel in academic programs that w

rk mostly on scientific methodologies (e.g. medical allied

professions). Those with average SA can be successful in the field of chemistry, physics, zoology, botany, biology, and other courses related to Reading C o mprehensio n (RC ). This measures the ability to understand what has been stated directly; to anlayze, interpret, and criticize what has been read; to recognize reasonable application of principles or

pinions expressed by the author. A student with hig RC has the potential

to make sound inferences, syntheses, generalizations, or conclusions on what he/she read. Students who possess the skills will most likely succeed in courses that involve public speaking and even writing such as mass communication, teaching, theology, and law. Verbal A bility (VA ). This subtest measures the assertive ability of a person in view of grammatical rules and logical arrangement of ideas. Individuals with hig VA have high sense of analogy; hence, they have potential in mass communication, law, teaching, and preaching vocation. Those with average VA can be developed in advertising careers. M athematical A bility (M A ). This subtest is used to assess quantitative abilities and computational skills, particularly, on working with numbers, perceiving relationship between two quantities and solving word

problems. One with high M A has high sense of mathematical calculus, a

requisite skill in engineering courses, aeronautics and marine courses.

Facsimile of the NCAE COR (2012)

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DEPARTMENT OF EDUCATION DEPARTMENT OF EDUCATION SA RC VA MA GSA CA VMS TVA NVA LRA PD BMF C ES GEN. SCHOLASTIC APTITUDE

TECH. &

VOCATIONAL APTITUDE NON VERBAL ABILITY LOG. REAS. ABILITY ENT. SKILL

9. How are the NCAE scores reported and interpreted?

The scores are reported in Standard Scores and Percentile Ranks. Standard Score - where the mean is 500 and the standard deviation is 100. The highest scores are in the 700’s; the lowest scores are in the 300’s. Percentile Rank - shows the examinees’ position among all the

examinees. If an examinee scores at percentile rank 99+, it means that

he scored above the other 99 percent of the examinees.

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PR = 80

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10. What is the legal basis of the NCAE?

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11. Is NCAE a prerequisite for entry to college?
Yes. NCAE will be part of the requirements for admission to the

tertiary education institutions starting SY 2010-2011. Although a requirement, the results of the NCAE are still

recommendatory. There is still no passage of law that makes the

results of the NCAE mandatory prior to enrolment in college/university courses or in vocational/technological courses or

ther short entrepreneurial courses.

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12. Is there a testing fee required in taking the NCAE?

None. The cost in the preparation of test materials and administration of the test does not entail any amount from the schools, parents and students. All expenses are shouldered by the Department.

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13. How long does it take for an examinee to receive

his/ her individual COR (test results)?

3-4 months

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14. How will the NCAE guide high school students and their parents

in determining the career track they should take?

The NCAE intends to provide information that will help outgoing high school

students make wise career decisions based on the results of the three domains of the test.

It also provides an interest inventory that will show the inclinations of the

students in a particular occupational field.

The test results will validate the previously thought career choice by showing

the student’s strengths and weaknesses in the aforementioned domains.

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15. How has the general public responded to the results of the exam? Are parents

willing to follow the test results for their children’s career plans?

In 2007, DepED-NETRC conducted a survey on the utilization of the NCAE results for SY 2006-2007. Nineteen (19) higher education institutions and TESDA accredited schools in twelve (12) schools divisions participated in the survey. The NCAE annual administration was viewed positively by 81.31% of the students. 80% of their parents affirmed in the necessity to administer the NCAE yearly.

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85% of the school officials favored the annual administration of the NCAE. Across the four groups of respondents (students, parents, school

fficials and CHED/TESDA institutions), the NCAE elicited high

acceptance level. All groups manifested agreement on the yearly administration of the NCAE.

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16.Based on the results of the test, what are the policy directions of DepED on the basic education curriculum? Policy Directions: Based on the results of the NCAE over the years, majority of our high school graduates have inclinations toward technical-vocational (tech-voc) occupations. The strengthening of 261 technical-vocational high schools is being carried out by the Department wherein improvements are being made in their curriculum, training, physical and policy support.

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The results validate DepED’s decision to put great stress on tech-voc program,

that is, to equip high school students with technical-vocational skills that can empower them to find meaningful employment, whether or not they pursue college education.

DepED’s tech-voc curriculum is being aligned with the training regulations of
TESDA. This will allow tech-voc high school graduates to acquire TESDA

certificates.

It is also the Department’s goal to improve the abilities of students in the

general scholastic domain.

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Moreover, the Department is currently working on

intensifying the career guidance programs in public national high schools and in orienting the guidance staff in the schools and division offices on how to maximize the utilization of the NCAE results in order to properly guide students in making wise career decisions.

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17. How can the results of the exam help solve the problem of job

mismatch?

With the results of the NCAE, the students will be directed to occupational fields where they would be potentially productive and successful.

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18. Can the results of the NCAE be used in ranking schools?

No. The results of the NCAE should NOT be used for other purposes other than career guidance.

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DEPARTMENT

OF EDUCATION DEPARTMENT OF EDUCATION

Public Private TOTAL 1,597,438

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1,256,841 340,597

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*Mean Raw Score

Areas # of Items MRS* SD MPS General Scholastic Aptitude GSA 180 68.16 21.45 37.87 Scientific Ability SA 40 12.51 5.06 31.28 Reading Comprehension RC 50 23.35 8.24 46.70 Verbal Ability VA 50 18.83 6.75 37.66 Mathematical Ability MA 40 13.48 5.39 33.70 Technical-Vocational Aptitude TVA 40 24.13 7.10 60.33 Clerical Ability CA 20 12.83 4.17 64.15 Visual Manipulative Skill VMS 20 11.30 3.92 56.50 Non-Verbal Ability NVA 20 8.67 3.85 43.35 Logical Reasoning Ability LRA 15 5.22 2.72 34.80 Entrepreneurial Skill ES 25 11.20 3.60 44.80 Planning & Decision Making PD 4 1.70 1.11 42.50 Budgeting, Marketing & Forecasting BMF 11 3.97 2.10 36.09 Creativity C 10 5.52 1.77 55.20

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What is the performance of junior high school students in Mean Percentage Scores in the NCAE subtests? 34

31.28 46.70 37.66 33.70 37.87 64.15 56.50 60.33 43.35 34.80 42.50 36.09 55.20 44.80 0.00 10.00 20.00 30.00 40.00 50.00 60.00 70.00 SA RC VA MA GSA CA VMS TVA NVA LRA PD BMF C ES

Mean in Percentage Score National Mean Performance by Domain

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Cluster 1 Regions: (Large: with 100,001 examinees and above Cluster 2 Regions: (Medium: with 75,000 examinees to 100,000) Cluster 3 Regions: (Small: with 74,999 examinees and below) Ilocos Region Eastern Visayas Cagayan Valley Western Visayas Southern Mindanao MIMAROPA Central Luzon Northern Mindanao Western Mindanao Central Visayas Central Mindanao CAR CALABARZON ARMM NCR CARAGA Bicol Region

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!) *+&,-( * ,&./( *%))&.0,)1(

What is the percentage distribution of NCAE examinees by aptitude level in GSA and cluster of regions?

APTITUDE LEVEL REGIONAL CLUSTER Total 1 2 3 n % n % n % n % HIGH 10,983 1.04 1,483 0.55 1,535 0.56 14,001 0.88 MODERATE 169,407 16.11 31,662 11.66 38,232 13.95 239,301 14.98 LOW 871,488 82.85 238,374 87.79 234,274 85.49 1,344,136 84.14 TOTAL 1,051,878 100 271,519 100 274,041 100 1,597,438 100

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37 !) *+&,-( * ,&./( *%))&.0,)1( What is the percentage distribution of NCAE examinees by aptitude level in TVA and cluster of regions?

APTITUDE LEVEL REGIONAL CLUSTER Total 1 2 3 n % n % n % n % HIGH 294,318 27.98 57,329 21.11 56,420 20.59 408,067 25.55 MODERATE 515,513 49.01 132,829 48.92 128,532 46.90 776,874 48.63 LOW 242,047 23.01 81,361 29.97 89,089 32.51 412,497 25.82 TOTAL 1,051,878 100 271,519 100 274,041 100 1,597,438 100

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!) *+&,-( * ,&./( *%))&.0,)1(

What is the percentage distribution of NCAE examinees by aptitude level and by cluster of regions in NVA?

APTITUDE LEVEL REGIONAL CLUSTER Total 1 2 3 n % n % n % n % HIGH 97,648 9.28 16,081 5.92 18,279 6.67 132,008 8.26 MODERATE 361,555 34.37 70,456 25.95 72,787 26.56 504,798 31.60 LOW 592,675 56.34 184,982 68.13 182,975 66.77 960,632 60.14 TOTAL 1,051,878 100 271,519 100 274,041 100 1,597,438 100

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What is the percentage distribution of NCAE examinees by aptitude level and by cluster of regions in LRA?

APTITUDE LEVEL REGIONAL CLUSTER Total 1 2 3 n % n % n % n % HIGH 32,920 3.13 5,903 2.17 5,520 2.01 44,343 2.78 MODERATE 181,474 17.25 36,049 13.28 39,587 14.45 257,110 16.10 LOW 837,484 79.62 229,567 84.55 228,934 83.54 1,295,985 81.13 TOTAL 1,051,878 100 271,519 100 274,041 100 1,597,438 100

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What is the percentage distribution of NCAE examinees by aptitude level and by cluster of regions in Entrepreneurial Skills?

APTITUDE LEVEL REGIONAL CLUSTER Total 1 2 3 n % n % n % n % HIGH 35,263 3.35 6,273 2.31 7,477 2.73 49,013 3.07 MODERATE 342,764 32.59 72,373 26.65 72,784 26.56 487,921 30.54 LOW 673,851 64.06 192,873 71.03 193,780 70.71 1,060,504 66.39 TOTAL 1,051,878 100 271,519 100 274,041 100 1,597,438 100

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Legend: High Aptitude (75%-100%) Moderate Aptitude (50%-74%) Low Aptitude (0%-49%)

What is the aptitude level of the junior high school students in the NCAE domains? NCAE DOMAIN APTITUDE LEVEL TOTAL HIGH MODERATE LOW n % n % n % n % GSA 343581 21.51% 311762 19.52% 942095 58.98% 1597438 100.00% TVA 490956 30.73% 335740 21.02% 770742 48.25% 1597438 100.00% NVA 401073 25.11% 366784 22.96% 829581 51.93% 1597438 100.00% LRA 434168 27.18% 186934 11.70% 976336 61.12% 1597438 100.00% ES 409082 25.61% 278274 17.42% 910082 56.97% 1597438 100.00% 42

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!"#$$%$&'($#)!(

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!&*+, %$-$+.,*/, ).,/0, 25.11% 22.96% 51.93% HIGH (25.11%) MODERATE (22.96%) LOW (51.93%)

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!"#$$%$ &'($#)!(

!&*+, %$-$+.,*/, ).,/0, 27.18% 11.70% 61.12% HIGH (27.18%) MODERATE (11.70%) LOW (61.12%) 46

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!&*+, %$-$+.,*/, ).,/0, 25.61% 17.42% 56.97% HIGH (25.61%) MODERATE (17.42%) LOW (56.97%) 47

GSA TVA NVA LRA ES PUBLIC 36.05 58.30 40.97 32.66 43.36 PRIVATE 44.58 67.78 52.17 42.59 50.10 0.00 10.00 20.00 30.00 40.00 50.00 60.00 70.00 80.00

PERSONAL VARIABLES

What is your immediate plan after graduation from high school?

A B C D E F G H I J K No Response GSA 42.14 34.07 32.07 32.42 35.76 33.69 34.64 31.18 31.77 36.09 36.23 33.99 TVA 65.49 56.56 51.99 51.36 58.60 54.49 53.49 51.21 52.27 59.59 59.43 52.88 NVA 48.32 39.29 36.01 36.16 40.95 37.71 38.68 35.55 36.51 41.74 42.44 37.72 LRA 39.66 30.17 28.50 29.02 32.30 29.77 31.59 27.44 28.23 32.63 32.68 30.82 ES 48.51 41.52 39.68 40.19 43.53 40.88 42.12 39.14 39.39 43.48 42.71 41.10 0.00 10.00 20.00 30.00 40.00 50.00 60.00 70.00 Legend N % A.) Take a 4-year or 5-year degree course 739,777 46.31 B.) Take a 2- or 3-year technical-vocational course 236,092 14.78 C.) Take a 6-month or 1 year vocational training 90,118 5.64 D.) Go into a small scale business/ industry 33,388 2.09 E.) Work part time and take a vocational training course 81,739 5.12 F.) Work abroad 56,670 3.55 G.) Go into show business or media related job 11,091 0.69 H.) Help in family's business 63,004 3.94 I.) Work in factory, construction, or odd job 11,958 0.75 J.) Rely on my parents' support and decision 133,785 8.37 K.) None / Don't know 71,896 4.50 No Response 67,920 4.25 48

Almost half of the examinees are bound to

take a 4-5 year degree course.

About 15% of them plan to take a 2-3 year

Tech Voc. Course.

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2 2 2 2 2 2 2 2

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What is the percentage distribution of NCAE examinees by Field of Interest?

A. Sciences, 7.87%

B. Engineering, 5.77%

C. Commerce, 7.10%

D. Professional

Services, 12.94%

E. Personal

Services, 4.18%

F. Cyberservices, 7.71%
G. Aesthetics, 3.57%
H. Environment, 12.50%
I. Military Training, 6.86%
J. Spiritual

Vocation, 18.36%

K. Agriculture &

Fishery, 13.14%

A. Sciences
B. Engineering
C. Commerce
D. Professional Services
E. Personal Services
F. Cyberservices
G. Aesthetics
H. Environment
I. Military Training
J. Spiritual Vocation
K. Agriculture & Fishery

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The first three broad occupational fields that yielded high preference level include: the professional

services, sciences and spiritual vocation. On the other hand, the fields with relatively Low level of of preference include: the Engineering, Aesthetics and Agriculture & Forestry.

To look into the percentage distribution of the examinees’ inclination in the specifics of each broad cluster of

the occupational interests, the succeeding graphs were plotted to show the results using the first priority

ccupation as the basis.
The results showed that the percentage distribution varied by specific occupation.

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SCHOOL LEVEL

1.

Train the non-Registered Guidance Counselors to analyze the test results to be able for them to successfully communicate these to the end users.

2.

Design an action plan having an intent to provide activities vis-à-vis the weaknesses in the test results as a “Stop Gap” mechanism.

3.

Make career awareness permeate the teaching-learning episodes instead of delimiting it to career guidance undertakings.

4.

Develop an outreach program involving the school’s successful graduates as source of inspiration during career orientation fora.

5.

Acquire a list of DOLE in-demand occupations to be factored in the career

rientations of junior students.

6.

Strengthen / implement a comprehensive and developmental Career Guidance Counseling Program.

7.

Formation of clubs and organizations need to be part of school activities to further enhance the aptitude of students and their work paths.

8.

Conduct a mock job fair in school.

9.

Conduct a quarterly career fora involving the parents.

10.

Conduct an environmental scanning for exposure to job opportunities.

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Policy Recommendations

DIVISION LEVEL

1.

Document the best practices of schools in career guidance activities.

2.

Make test results utilization check (e.g. NCAE and NAT) part of the conferences with School Heads.

3.

Monitor the schools’ activities in career guidance. CENTRAL / REGIONAL OFFICE

1.

Identify the training needs of the field staff on the NCAE test results utilization.

2.

Monitor on the career guidance process using the Division level’s consolidated data.

3.

Document the best practices on NCAE test results utilization and career guidance.

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Policy Recommendations

SLIDE 14