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NAT Overview and 2012 Test Results

Department of Education National Education Testing and Research Center

DEPARTMENT

OF EDUCATION

1. What is the NAT?

The National Achievement Test (NAT) is a Philippine-made standardized test designed to determine pupils/students achievement level, strengths and weaknesses in five key curricular subject areas at the end of the school year.

2. What is the purpose of the NAT?

The NAT was developed to measure what pupils/students in Grade Three, Grade Six and Fourth 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 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.

6. 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 Blooms 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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7. What is the rationale of DepEd in administering the NAT in Grade Three, Grade Six and Fourth Year?
The NAT is a system-based assessment specifically designed to gauge learning outcomes across target levels in identified periods of basic education. NAT-Grade Three - Pursuant to Every Child a Reader Program (ECARP), it serves as midassessment of elementary education. NAT-Grade Six - It serves as terminal exit assessment of elementary education and as measurement of incoming first year students readiness for high school (pursuant to DepED Order No. 5, s. 2005). NAT-Fourth Year - It serves as exit assessment of the secondary level of basic education (pursuant to DepED Order No. 5, s. 2005).
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3. Who are the target clienteles of the NAT in 2013?

Grade 3 - public schools (census) - Madrasah schools Grade 6 - public and private schools (census) Year 4 - public and private schools (census)

4. What is the coverage of the NAT and how many test items does it comprise?
TEST NAT G3 NAT G6 1. Science 2. Mathematics 3. English 4. Filipino 5. HeKaSi NAT Y4 1. Science 2. Mathematics 3. English 4. Filipino 5. Araling Panlipunan Critical Thinking Skills (20 items) Number of Items Per Subject Total Number of Items 7 15- Sci, Math 30-Eng, Fil 90 items 40 200 60 (Except for Math, 50) 310

Subject Area Coverage 1. Science 2. Mathematics 3. English 4. Filipino

8. 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 quartile distribution of the obtained of mean 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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11. Is there a passing score in the NAT? None. It uses the MPS to indicate the percentage of correctly answered items in a test. The computation of grades in school, however, is done very differently from the NAT. (Refer to DepED Order No. 73, s. 2012, Guidelines on the Assessment and Rating of Learning Outcomes under the K to 12 Basic Education Curriculum; www.deped.gov.ph)

12. Does an MPS below 75 mean that the examinees failed the test?
No. An MPS below 75 would mean that the examinees test performance does not belong to the upper average of the total number of test-takers. The standard criterion set by the Department in terms of achievement level is 75% which is the national target.

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The Performance of Grade Three Pupils in the NAT

Department of Education National Education Testing and Research Center

The National Performance of Grade Three Pupils in the NAT Subtests

70 60 MEAN PERCENTAGE SCORES

12

50

40

30

20

10

0 RC-ENGLISH SY2007-2008 SY2008-2009 SY2009-2010 SY2010-2011 SY2011-2012 59.03 59.37 61.74 56.13 54.42 RC-FILIPINO 56.96 54.76 61.25 62.06 58.61

GRAMMAR ENGLISH 58.15 62.93 61.94 59.38 57.23

GRAMMAR FILIPINO 48.24 58.15 63.94 64 56.97

SCIENCE 56.13 60.51 61.68 53.48 55.15

MATH 62.8 62.4 65.09 64.15 59.87

OVERALL 57.42 59.3 62.44 59.58 56.98

On the average, the Grade 3 children in public schools obtained an MPS of 56.98 in the 2012 NAT. This finding is a retrogression in relation to the previous years performance.

Percentage Distribution of Examinees by Achievement Level by Subject Area in the 2012 NAT G3
45.00 40.00 35.00 30.00 25.00 20.00 15.00 10.00 5.00 0.00 Absolutely No Mastery RC - English Very Low Low Average Moving Towards Closely Mastery Approximating Mastery Grammar Filipino Science Mastered

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RC - Filipino

Grammar English

Mathematics

ACHIEVEMENT LEVEL MPS DESCRIPTIVE EQUIVALENT

PERCENTAGE DISTRIBUTION EXAMINEES RC - English RC - Filipino 1.02 9.08 25.29 40.68 21.90 1.94 0.09 100.00 1.54 10.86 29.01 40.56 16.51 1.42 0.10 100.00 Grammar Grammar English Filipino 10.69 12.59 21.80 26.23 20.18 6.35 2.16 100.00 6.35 11.07 25.53 32.48 18.21 4.84 1.51 100.00 Science 1.97 13.96 27.31 27.70 22.21 6.33 0.52 100.00 Mathematics 7.65 17.98 22.81 26.59 20.18 4.35 0.44 100.00

96 - 100% Mastered 86 - 95% Closely Approximating Mastery 66 - 85% Moving Towards Mastery 35 - 65% Average 15 - 34% Low 5 - 14% Very Low 0 - 4% Absolutely No Mastery TOTAL

Most Improved Region in the NAT Grade Three (National)

80 70 60 50 40 30 20 10 0

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2010-2011

2011-2012

SCHOOL YEAR I 20102011 20112012 II III IV-A IV-B V

MEAN PERCENTAGE SCORES VI VII VIII IX X XI XII CAR ARM CAR M AGA

NCR

60.94 56.47 61.83 61.48 64.49 54.96 57.12 50.91 72.53 65.48 63.00 55.05 64.41 51.47 52.13 55.98 75.70

53.27 57.28 62.03 56.23 64.12 54.13 54.22 50.22 68.43 60.25 60.94 54.81 62.19 45.17 51.91 54.50 74.47

Regions II and III are the most improved regions in the NAT Grade 3.

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The Performance of Grade Six Pupils in the NAT

Department of Education National Education Testing and Research Center

The Performance of Grade Six Pupils in the NAT Subtests

90.00 80.00 70.00 Percentage Score 60.00 50.00 40.00 30.00 20.00 10.00 0.00 FILIPINO SY2006 - 2007 SY2007 - 2008 SY2008 - 2009 SY2009 - 2010 SY 2010 - 2011 SY2011 - 2012 66.02 73.18 MATHEMATI CS 60.29 63.89 67.37 63.26 68.41 66.47

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ENGLISH 60.78 61.62 61.81 67.81 65.11 66.27

SCIENCE 51.58 57.90 58.86 63.14 60.35 66.11

HEKASI 61.05 67.44 67.84 70.88 70.38 65.97

OVERALL 59.94 64.81 65.55 68.01 68.14 66.79

** * * *

71.90 74.98 76.44 69.15

*All private schools were included **Sampling private schools only

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Key Findings: National Data 1.The achievement rate of Grade 6 examinees in the NAT approximates a status quo performance for the past three years. 2.Over the years, they performed best in Filipino in contrast with the remaining subjects: Math, Science, HeKaSi and English. 3.In the recent NAT, the examinees showed marked increase in Science; while slightly improved performance in English.

Percentage Distribution of Examinees by Achievement Level and by Subject Area

60.00 50.00 40.00 30.00 20.00 10.00 0.00
Absolutely No Mastery Very Low Low Average Moving Towards Mastery Closely Approximating Mastery Mastered

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FILIPINO

MATHEMATICS

ENGLISH

SCIENCE

HEKASI

ACHIEVEMENT LEVEL PERCENTAGE DISTRIBUTION OF EXAMINEES MPS DESCRIPTIVE EQUIVALENT FILIPINO MATH ENGLISH SCIENCE HEKASI 96 - 100 % Mastered 0.67 7.21 1.09 2.82 0.55 Closely Approximating 86 - 95 % Mastery 13.63 20.10 15.74 15.15 14.69 66 - 85 % Moving Towards Mastery 47.92 29.99 40.20 37.72 42.47 35 - 65 % Average 34.49 27.97 34.20 35.28 32.40 15 - 34 % Low 3.23 14.36 8.57 8.81 9.58 5 - 14 % Very Low 0.05 0.36 0.18 0.21 0.29 0-4% Absolutely No Mastery 0.00 0.01 0.01 0.01 0.03

The Performance of Grade Six Pupils in the NAT SY2011-2012

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90.00 80.00 70.00

80.36

72.87

71.90

69.35

67.94

68.43

70.39

70.27

66.21

66.71

59.87

63.85

50.00 40.00 30.00 20.00 10.00 0.00

66.13

67.18

72.60

60.00

Key Findings: Region VIII and CARAGA showed high performance in the NAT.

54.88

79.48

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The Performance of Fourth Year Students in the NAT

Department of Education National Education Testing and Research Center

The National Performance of High School Students in the NAT Mean Percentage Score
60 50 40 30 20 10 0 OVERALL FILIPINO MATHEMATICS ENGLISH SCIENCE ARALING PANLIPUNAN

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CRITICAL THINKING SKILL TEST

SY2004 - 2005

SY2005 - 2006

SY2011 - 2012

SCHOOL YEAR SY2004 - 2005 SY2005 - 2006 SY2011 - 2012

CRITICAL ARALING MATHEMA THINKING ENGLISH SCIENCE PANLIPUN OVERALL FILIPINO TICS SKILL AN TEST 46.80 44.33 48.90 42.48 40.51 51.27 50.70 47.82 46.37 51.33 47.73 51.80 39.49 37.98 40.53 50.01 47.62 54.22 NA NA 48.57

On the average , the fourth year students obtained an MPS of 48.90 in the 2012 NAT, an improved performance when compared with the previous years (44.33 in 2006 and 46.80 in 2005).

Frequency and Percentage Distribution of Examinees in Achievement Level in All Subject Area
80.00 70.00 60.00 50.00 40.00 30.00 20.00 10.00 0.00 Absolutely No Mastery Very Low Low Average Moving Towards Mastery Closely Approximating Mastery Mastered

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FILIPINO

MATHEMATICS

ENGLISH

SCIENCE

ARALIN PANLIPUNAN

CRITICAL THINKING

ACHIEVEMENT LEVEL MPS

PERCENTAGE DISTRIBUTION

CRITICAL MATHEMAT ARALING THINKING DESCRIPTIVE EQUIVALENT FILIPINO ENGLISH SCIENCE ICS PANLIPUNAN SKILL TEST 0.00 0.01 13.93 74.45 11.51 0.09 0.01 1.02 5.33 15.79 38.51 38.26 1.06 0.02 0.00 1.18 23.21 57.11 18.30 0.17 0.03 0.00 0.54 7.94 49.95 41.14 0.41 0.03 0.00 0.64 24.12 62.79 12.25 0.18 0.01 0.04 1.40 16.62 59.76 20.34 1.45 0.39 Closely Approximating Mastery Moving Towards Mastery Average Low Very Low Absolutely No Mastery

96 - 100% Mastered 86 - 95% 66 - 85% 35 - 65% 15 - 34% 5 - 14% 0 - 4%

The Regional Performance of High School Students in the NAT Subtests 23 Regional Performance in Mean Percentage Score
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60 62.42 49.32 48.44 48.92 48.11 47.98 49.10 37.11

II 47.75 III 50.20 IV-A 47.17 IV-B 50.46 V 46.36 VI 49.75 VII 51.98 VIII 55.38 IX 48.44 X 48.92 XI 48.11 XII 47.98 NCR 49.32 CAR 49.10 ARMM 37.11 CARAG A 62.42

PERCENTAGE SCORE

50 51.98 55.38

50.20

47.75

47.17

30

20

10

0
I 2012 42.60

CARAGA showed the best performance followed by Region VIII in the NATY4. Five out of 17 regions surpassed the 50% MPS: Regions III, IV-B, VII, VIII and CARAGA.

42.60

46.36

49.75

40

50.46

The Regional Performance of High School Students in the NAT Mean Percentage Score (Cluster 1)
53 52 51 50 49 48 47 46 45 44 III IV-A V VI NCR

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SCHOOL YEAR 2011-2012

MEAN PERCENTAGE SCORES III 50.20 IV-A 47.17 VI 49.75 VII 51.98 NCR 49.32

Cluster 1 Large Size Region with 100,001 and more Examinees Central Visayas Region showed the best performance in Cluster 1.

The Regional Performance of High School Students in the NAT Mean Percentage Score (Cluster 3)
80 70 60 50 40 30 20 10 0 II IV-B VIII X XI XII CAR ARMM CARAGA

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SCHOOL YEAR

MEAN PERCENTAGE SCORES II 47.75 IV-B 64.12 VIII X XI XII CAR ARMM CARA GA

2011-2012

68.43 60.94 54.81 62.19 51.91 54.50 74.47

Cluster 3 Small Size Region with 74,999 and Below Examinees

CARAGA showed the best performance in NATY4 among Cluster 3 regions; with Region VIII closely trailing behind.

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Policy Recommendations
- School Level / - Division Level For Teachers

Policy Recommendations NAT G3, G6 and Y4

SCHOOL LEVEL

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1. Provide remedial classes to poor readers. 2. Early detection of potential non-readers in the first grade should be a primary concern in each school. 3. Producing fluent readers in the third grade should form part of the crafted vision in each school. 4. Developing reading comprehension skills should permeate all learning areas not only in reading. 5. Maximize the implementation of ECARP at the school level. 6. Expose students to authentic learning activities using constructivist approach (learning by doing). 7. School-based assessment for learning (formative assessment) should utilize varied forms of assessment. 8. Conduct Parent-Teacher-Child Conferencing on the childs progress in school. 9. Maximize the utilization of NAT results for intervention and remedial instruction.

Policy Recommendations NAT G3, G6 and Y4

DIVISION LEVEL 1. Support sustainable implementation of programs geared towards raising learning outcomes School commitment R.O., C.O. support 2.Strengthen educational supervision at the school level. 3.Subject area specialists be made available to schools without specialists (twinning system). 4.Provide supplementary materials (modular form) to enhance the competencies of those in schools with more than one shift as an enabling mechanism to extend time on task.

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Policy Recommendations NAT G3, G6 and Y4

CAPABILITY BUILDING FOR TEACHERS 1. Make developing genuine love for reading among children a part of the in-service training for teachers. 2.Provide training for teachers on developing childrens strategies in reading. 3.Provide formative assessment/evaluation training.

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End of Presentation