NAT Overview and 2012 Test Results

Department of EducationNational Education Testing and Research Center

DEPARTMENT OF EDUCATIONDEPARTMENT OF EDUCATION

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1. What is the NAT?

The National Achievement Test (NAT) is aPhilippine-made standardized test designed todetermine pupils/students’ achievementlevel, strengths and weaknesses in five key curricularsubject areas at the end of the school year.

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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.

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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 Bloom’s 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 gaugelearning outcomes across target levels in identified periods of basic education.

NAT-Grade Three- Pursuant to Every Child a Reader Program (ECARP), it serves as mid-assessment of elementary education.

NAT-Grade Six- It serves as terminal exit assessment of elementary education and asmeasurement 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)

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TEST NAT G3 NAT G6 NAT Y4

Subject Area Coverage 1. Science 1. Science 1. Science

2. Mathematics 2. Mathematics 2. Mathematics

3. English 3. English 3. English

4. Filipino 4. Filipino 4. Filipino

5. HeKaSi 5. Araling Panlipunan

Critical Thinking Skills(20 items)

Number of Items Per Subject

15- Sci, Math30-Eng, Fil

40 60 (Except for Math, 50)

Total Number of Items 90 items 200 310

4. What is the coverage of the NAT and how many test items does it comprise?

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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 ofcorrectly answered items in a test.

The computation of grades in school, however, isdone very differently from the NAT.

(Refer to DepED Order No. 73, s. 2012, “Guidelineson the Assessment and Rating of Learning Outcomesunder the K to 12 Basic Education Curriculum;www.deped.gov.ph)

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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 averageof the total number of test-takers.

• The standard criterion set by the Department in termsof achievement level is 75% which is the national target.

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The Performance of Grade Three Pupils in the NAT

Department of EducationNational Education Testing and Research Center

The National Performance of Grade Three Pupils in the NAT Subtests

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RC-ENGLISH RC-FILIPINOGRAMMAR ENGLISH

GRAMMAR FILIPINO

SCIENCE MATH OVERALL

SY2007-2008 59.03 56.96 58.15 48.24 56.13 62.8 57.42

SY2008-2009 59.37 54.76 62.93 58.15 60.51 62.4 59.3

SY2009-2010 61.74 61.25 61.94 63.94 61.68 65.09 62.44

SY2010-2011 56.13 62.06 59.38 64 53.48 64.15 59.58

SY2011-2012 54.42 58.61 57.23 56.97 55.15 59.87 56.98

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• 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 Levelby Subject Area in the 2012 NAT – G3

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0.00

5.00

10.00

15.00

20.00

25.00

30.00

35.00

40.00

45.00

Absolutely No Mastery

Very Low Low Average Moving Towards Mastery

Closely Approximating

Mastery

Mastered

RC - English RC - Filipino Grammar English Grammar Filipino Science Mathematics

ACHIEVEMENT LEVEL PERCENTAGE DISTRIBUTION EXAMINEES

MPS DESCRIPTIVE EQUIVALENT RC - English RC - Filipino Grammar English

Grammar Filipino Science Mathematics

96 - 100% Mastered 1.02 1.54 10.69 6.35 1.97 7.65

86 - 95% Closely Approximating Mastery 9.08 10.86 12.59 11.07 13.96 17.98

66 - 85% Moving Towards Mastery 25.29 29.01 21.80 25.53 27.31 22.81

35 - 65% Average 40.68 40.56 26.23 32.48 27.70 26.59

15 - 34% Low 21.90 16.51 20.18 18.21 22.21 20.18

5 - 14% Very Low 1.94 1.42 6.35 4.84 6.33 4.35

0 - 4% Absolutely No Mastery 0.09 0.10 2.16 1.51 0.52 0.44

TOTAL 100.00 100.00 100.00 100.00 100.00 100.00

01020304050607080

2010-2011 2011-2012

SCHOOL YEAR

MEAN PERCENTAGE SCORES

I II III IV-A IV-B V VI VII VIII IX X XI XII NCR CAR ARMM

CARAGA

2010-2011 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

2011-2012 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

Most Improved Region in the NAT Grade Three(National)

• 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 EducationNational Education Testing and Research Center

16The Performance of Grade Six Pupils in the NAT Subtests

FILIPINOMATHEMATI

CSENGLISH SCIENCE HEKASI OVERALL

SY2006 - 2007 66.02 60.29 60.78 51.58 61.05 59.94SY2007 - 2008 73.18 63.89 61.62 57.90 67.44 64.81SY2008 - 2009 71.90 67.37 61.81 58.86 67.84 65.55SY2009 - 2010 74.98 63.26 67.81 63.14 70.88 68.01SY 2010 - 2011 76.44 68.41 65.11 60.35 70.38 68.14SY2011 - 2012 69.15 66.47 66.27 66.11 65.97 66.79

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70.00

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90.00

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*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.

18Percentage Distribution of Examinees by Achievement Level and by Subject Area

ACHIEVEMENT LEVEL PERCENTAGE DISTRIBUTION OF EXAMINEESMPS DESCRIPTIVE EQUIVALENT FILIPINO MATH ENGLISH SCIENCE HEKASI

96 - 100 % Mastered 0.67 7.21 1.09 2.82 0.55

86 - 95 %Closely Approximating Mastery 13.63 20.10 15.74 15.15 14.69

66 - 85 % Moving Towards Mastery 47.92 29.99 40.20 37.72 42.4735 - 65 % Average 34.49 27.97 34.20 35.28 32.4015 - 34 % Low 3.23 14.36 8.57 8.81 9.585 - 14 % Very Low 0.05 0.36 0.18 0.21 0.290 - 4 % Absolutely No Mastery 0.00 0.01 0.01 0.01 0.03

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20.00

30.00

40.00

50.00

60.00

Absolutely No Mastery

Very Low Low Average Moving Towards Mastery

Closely Approximating

Mastery

Mastered

FILIPINO MATHEMATICS ENGLISH SCIENCE HEKASI

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

Key Findings:

Region VIII and CARAGA showed high performance in the NAT.

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The Performance of Fourth Year Students in the NAT

Department of EducationNational Education Testing and Research Center

The National Performance of High School Students in the NAT

SCHOOL YEAR OVERALL FILIPINO MATHEMATICS ENGLISH SCIENCE

ARALING PANLIPUN

AN

CRITICAL THINKING

SKILL TEST

SY2004 - 2005 46.80 42.48 50.70 51.33 39.49 50.01 NA

SY2005 - 2006 44.33 40.51 47.82 47.73 37.98 47.62 NA

SY2011 - 2012 48.90 51.27 46.37 51.80 40.53 54.22 48.57

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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).

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OVERALL FILIPINO MATHEMATICS ENGLISH SCIENCE ARALING PANLIPUNAN

CRITICAL THINKING SKILL

TEST

Mean Percentage Score

SY2004 - 2005 SY2005 - 2006 SY2011 - 2012

22Frequency and Percentage Distribution of Examinees in Achievement Level in All Subject Area

0.00 10.00 20.00 30.00 40.00 50.00 60.00 70.00 80.00

Absolutely No Mastery

Very Low Low Average Moving Towards Mastery

Closely Approximating

Mastery

Mastered

FILIPINO MATHEMATICS ENGLISH SCIENCE ARALIN PANLIPUNAN CRITICAL THINKING

ACHIEVEMENT LEVEL PERCENTAGE DISTRIBUTION

MPS DESCRIPTIVE EQUIVALENT FILIPINO MATHEMATICS ENGLISH SCIENCE ARALING

PANLIPUNAN

CRITICAL THINKING

SKILL TEST

96 - 100% Mastered 0.00 1.02 0.00 0.00 0.00 0.04

86 - 95% Closely Approximating Mastery 0.01 5.33 1.18 0.54 0.64 1.40

66 - 85% Moving Towards Mastery 13.93 15.79 23.21 7.94 24.12 16.62 35 - 65% Average 74.45 38.51 57.11 49.95 62.79 59.76 15 - 34% Low 11.51 38.26 18.30 41.14 12.25 20.34 5 - 14% Very Low 0.09 1.06 0.17 0.41 0.18 1.45 0 - 4% Absolutely No Mastery 0.01 0.02 0.03 0.03 0.01 0.39

The Regional Performance of High School Students in the NAT Subtests 23

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.

I II III IV-A IV-B V VI VII VIII IX X XI XII NCR CAR ARMMCARAG

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2012 42.60 47.75 50.20 47.17 50.46 46.36 49.75 51.98 55.38 48.44 48.92 48.11 47.98 49.32 49.10 37.11 62.42

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Regional Performance in Mean Percentage Score

The Regional Performance of High School Students in the NAT

Cluster 1 – Large Size Region with 100,001 and more Examinees

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44 45 46 47 48 49 50 51 52 53

III IV-A V VI NCR

Mean Percentage Score (Cluster 1)

SCHOOL YEAR

MEAN PERCENTAGE SCORES

III IV-A VI VII NCR

2011-2012 50.20 47.17 49.75 51.98 49.32

Central Visayas Region showed the best performance in Cluster 1.

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

25The Regional Performance of High School Students in the NAT

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II IV-B VIII X XI XII CAR ARMM CARAGA

Mean Percentage Score (Cluster 3)

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

SCHOOL YEAR

MEAN PERCENTAGE SCORES

II IV-B VIII X XI XII CAR ARMM CARAGA

2011-2012 47.75 64.12 68.43 60.94 54.81 62.19 51.91 54.50 74.47

Policy Recommendations

- School Level /- Division Level

For Teachers

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Policy RecommendationsNAT G3, G6 and Y4

SCHOOL LEVEL

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 child’s progress in

school.9. Maximize the utilization of NAT results for intervention and remedial

instruction.

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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.

Policy RecommendationsNAT G3, G6 and Y4

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CAPABILITY BUILDING FOR TEACHERS1. Make developing genuine love for reading among

children a part of the in-service training for teachers.2.Provide training for teachers on developing children’s

strategies in reading.3.Provide formative assessment/evaluation training.

Policy RecommendationsNAT G3, G6 and Y4

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• End of Presentation

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