Documente Academic
Documente Profesional
Documente Cultură
PACT
Contents
1 Purpose of the Test 1
References 5 Appendix A: PACT Subtests and Aptitudes Measured 6 Appendix B: List of Educational Programs and Sample Courses 7 Appendix C: Sample Examinee Report 8 Appendix D: Sample Masterlist of Test Results 9
Appendix E: Sample Institutional Performance Profile 11
various items composing the battery measure a range of aptitudes deemed relevant to selected college and vocational courses. Appendix A lists the PACT subtests and the corresponding aptitudes they measure. None of the subtests are curriculum-bound. There are verbal and numeric items but their dependence on particular subjects in school is very minimal. The English and Filipino verbal items involve words that are common in high school and not specific to any particular subject. The numeric items require simple arithmetic operations.
Part I Part II
In order to ensure uniformity in testing procedures and validity of test results, a test administration manual was prepared to guide the examiners. The manual contains the general guidelines for the examiner, the materials needed for administration, the sample answer sheet, the timing of the test, and the general and specific directions to be followed by the examinees during the test. The examiner is required to carefully follow the standardized procedures for test administration.
It is in educational programs where the examinee obtains QIs of A, H, or VH that he/she is predicted to have from average to very high probability of successful performance. Educational programs with QIs of L and VL are not definitely ruled out for him/her but the chances of his/her doing well in courses within these programs are low. It is more advisable for him/her to consider other courses in which his/her stronger aptitudes could be used to an advantage. See Appendix B for the list of educational programs and sample courses within each group.
Sample Interpretation on Individual Level Third Year High School Student (Please refer to the ER in Appendix C.)
EXAMINEE 5, a Third Year high school student from ABCD School, took the test for the purpose of career guidance. In terms of the aptitude factors, he scored highest on Visualization followed by General Reasoning, Flexibility of Closure, Verbal Filipino, Perceptual Acuity, and Spatial Closure. He scored lowest on Verbal English and Perceptual Speed. His profile of aptitudes indicates that he has good chances of succeeding in any educational program as shown by the quality indices he obtained (A to VH). It is in Services that he obtained a QI of Very High (VH), which means that it is in this program that his aptitudes could be best utilized. His course choice, which is B.S. Marine Transportation, is within Services. If he pursues this course in college, he has a very high chance of succeeding because he has the required aptitudes for his chosen course.
Other Information
The PACT results may be used more effectively when seen in the light of other information about the student, such as: 1. family background, educational, socioeconomic status, etc. 2. academic background and grades 3. physical status and abilities 4. special talents 5. interests 6. results in other tests: CEMs Philippine Occupational Interest Survey (POIS), personality, motivation, etc.
2. How is the examinees academic performance? In which subjects does he/she excel? In which is he/she poor? 3. Has the examinee taken intelligence tests or other aptitude tests? Are the results of these tests congruent with the PACT results? 4. What are his/her special skills or talents? Has he/she received any award or recognition for his/her talents? B. On Interest 1. What are the students manifest interests as shown in his/her hobbies? Does he/she enjoy activities related to the occupations he/she shows interest in? 2. Is he/she physically and mentally fit for the kind of work he/she is interested in? 3. What extracurricular activities does the student engage in? Is he/she an active member of any organization? C. General 1. What are the students life goals, needs, and values? 2. Does the student know the requirements and consequences of the kind of work he/she has
Guide Questions
The following questions may be used for the interpretation of PACT results. They may also be aids for discussion during career guidance sessions. A. On Abilities 1. In the PACT Examinee Report, in which educational programs does the examinee have ratings of VH, H, or A?
3. 4. 5. 6.
chosen? Are his/her values and traits likely to be compatible with the demands of the occupation? What is the situation in his/her family? Does he/she find psychological support regarding his/her choice of a career? Does he/she have financial problems? What sources can be tapped in order to support him/her in pursuing a career? What are the manpower needs of his/her community? Is his/her chosen course relevant to these needs? What other factors interfere with working on a realistic choice? Why and how? What can be done to overcome these difficulties?
Guide Questions 1. Does the aptitude profile of the students reflect the direction towards which their high school program is preparing them? Does the school follow the general secondary curriculum? b. Does the school direct their programs to technical and vocational instruction in the fields of agriculture, fishery, trade-technical, home industry, and non-traditional courses? c. Does the school have advanced classes in science and mathematics? 2. How does the aptitude profile of the school relate with the needs of the community, on the local, national, and global level? 3. What curricular activities does the school provide to help students further develop their aptitudes? 4. What kind of career orientation program should the school prepare to match the students aptitude profile? 5. Given the students aptitude profile, what possible schools should the guidance counselor recommend to their students to consider applying to in college? a.
Sample Interpretation on Institutional Level Third Year High School (Please refer to the MTR and IPP in Appendices D and E, respectively.) A batch of 383 third year high school students from ABCD School took the PACT to guide them to which educational program their aptitudes can be used to an advantage. The MTR shows the test results of the Third Year High School students of ABCD School. Printed at the last page of the list of examinees are the mean SS and the SD of the examinees in the whole school in the eight aptitude factors measured by the test. This information is also shown in the first table of the IPP labeled Table of Descriptive Statistics. Given the norm groups mean of 500 and the standard deviation of 100, the mean scores of this group of students in all aptitude factors are Average with Verbal Filipino being the highest and Perceptual Acuity as the lowest. In addition, the scores of the students in all aptitude factors are close to the mean except in Visualization and Perceptual Acuity where the SD exceeded 100. Given the mean of 485 and SD of 123, the students scores in Perceptual Acuity are widely distributed. Majority of their scores range from 362 to 608, that is 485 123. The second table depicts the distribution of examinees by QIs across the educational programs. Majority of the students show Very High (VH) chance of succeeding in Agriculture, which includes courses like Veterinary Medicine, Forestry, Husbandry, and Agriculture. It is in Humanities and Arts where majority of the students appear to have High (H) chance of succeeding. This group of students may take courses like Fine Arts, Architecture, Mass Communication, and Comparative Literature. Furthermore, an Average (A) chance of succeeding in educational programs like Social Sciences, Business and Law, Engineering, and Trades and Craft can be expected from majority of the students. In order to see which educational program(s) each student has from average to very high chance of succeeding, refer to the MTR.
References
Anastasi, A. & Urbina, S. (1997). Psychological testing. (7th ed.). Singapore: Prentice-Hall, Inc. Dohm, T. E. (1980). The development of the Philippine Aptitude Classification Test. Unpublished manuscript. Linn, R. & Gronlund, N. (2000). Measurement and assessment in teaching (8th Edition). New Jersey: Prentice-Hall, Inc. Test Development Division. (1991). Philippine Aptitude Classification Test and Philippine Occupational Interest Survey score interpretation guide. Makati City, Philippines: Center for Educational Measurement, Inc.
Matching Letters/Numbers Form Matching Vocabulary Analogies Numeric Number Series Figural Reasoning Paper Form Board Hidden Figure Talasalitaan Mga Salitang Magkaugnay Hidden Blocks 1 Hidden Blocks 2
Perceptual Speed
Flexibility of Closure
The ability to keep one or more definite configurations in mind so as to make identification in spite of perceptual distractions
The ability to understand the Filipino language The ability to perceive the totality of regularly shaped objects (cubes) in a stack based on what is frontally seen in a drawing The ability to manipulate or transform the image of a spatial pattern into another visual arrangement The ability to visually perceive or detect: (a) the pattern of change in a series of geometric figures and (b) the differences in written information such as names and addresses
Verbal Filipino
Spatial Closure
Visualization
Perceptual Acuity
AGRICULTURE
ENGINEERING
Mechanical Engineering Electrical Engineering Civil Engineering Refrigeration Automotive Mechanic Mechanical Technology Nursing Medicine Dentistry Pharmacy Computer Science Biology Chemistry Physics
Mechanical Engineer Electrical Engineer Civil Engineer Refrigerator Mechanic Motor Vehicle Mechanic Technician Nurse Physician Dentist Pharmacist Computer Programmer Biologist Chemist Physicist
SCIENCE
10
11
Copyright 2007 by the Center for Educational Measurement, Inc. All Rights Reserved. No part of this score interpretation guide may be reproduced by any means, nor translated into a machine language without the written permission of the Center for Educational Measurement, Inc