SENIOR HIGH SCHOOL (GRADES 11-12) K-12 EDUCATIONAL PROGRAM Provide - - PowerPoint PPT Presentation

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
• n 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. Tough, Objective, Unsentimental Abstract, Bright, Fast-Learner Relaxed, Placid, Patient Abstracted, Imaginative, Idea-Oriented Forthright, Genuine, Artless Open To Change, Experimenting Artistic Sensitive, Aesthetic, Tender-Minded Artistically and musical ability,

• ccupations in arts and entertainment

industry Abstracted, Imaginative, Idea-Oriented Socially Bold, Venturesome, Thick-Skinned Open To Change, Experimenting

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

• thers, helping profession.

Socially Bold, Venturesome, Thick-Skinned Rule-Conscious, Dutiful Reactive, Affected By Feelings Open To Change, Experimenting Enterprising Warm-hearted, Caring, Attentive To Others Sales and leadership abilities, managerial and public speaking skills, business

• ccupations

Deferential, Cooperative, Avoids Conflict Socially Bold, Venturesome, Thick-Skinned Tough, Objective, Unsentimental Private, Discreet, Non-Disclosing Conventional Practical, Grounded, Down-To-Earth Clerical ability, office skills, clerical and record-keeping professions. Perfectionistic, Organized, Self-Disciplined Tough, Objective, Unsentimental

OCCUPATIONAL INTEREST PROFILE

Measurement

• f 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

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

• nly one ability is assigned for each.

Plot of Eigenvalues Number of Eigenvalues 1 2 3 4 5 6 7 8 9 10 11 Value

VALIDITY – 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
• utcome 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

• ccupational preferences scales.
• Further reliability and validity studies on the RASH

need to be done.