This document outlines guidelines for administering the 2013 National Achievement Test (NAT). It details the responsibilities of testing staff at the division and school levels, including the Schools Division Superintendent, Division Testing Coordinator, Private School Supervisor, School Head/Chief Examiner, School Testing Coordinator, and Room Examiners. It also provides instructions for orientation of staff, handling of test materials, and preparation of enrolment data, including school IDs and learner reference numbers.
The document provides guidelines for administering national education tests in the Philippines. It outlines the roles and responsibilities of various testing staff at the division and school levels. It also describes procedures for test materials handling, orientation of staff, and preparation of student enrollment data to be submitted. Key staff include the Division Testing Coordinator, School Testing Coordinator, Room Examiners, and Chief Examiners who oversee the security and distribution of test materials on exam days.
2013 ncae test admin guidelines-dr. fernandezkHaye Arca
The document outlines guidelines for test administration of the 2013 NCAE, including responsibilities of testing staff at the division and school level, guidelines for test materials distribution and handling, and instructions that should be disseminated to examinees regarding what to bring and information needed for the examination.
The document provides guidelines and procedures for administering the 2012 National Achievement Test (NAT) and National Career Assessment Examination (NCAE) in the Philippines. It outlines the responsibilities of various testing staff, including the chief examiner, room examiners, room supervisors, and monitors. It also describes the forms and test materials used, such as the Examiner's Test Report Envelope (ETRE) and Chief Examiner's Test Report Envelope (CETRE). Procedures are specified for activities before, during, and after the exam administration.
This document outlines guidelines for administering the 2014 National Career Aptitude Examination (NCAE) in the Philippines. It details the roles and responsibilities of various testing staff, including the Schools Division Superintendent, Division Testing Coordinator, Private School Supervisor, Chief Examiner, Room Examiners, and others. It also provides instructions on test composition, enrollment data preparation, school and learner identification numbers, test materials distribution, and other test administration procedures. Adherence to the standardized guidelines is important to ensure a fair and secure testing environment.
The document is an examiner's handbook that provides instructions for administering a national achievement test in the Philippines. It outlines the pre-test, test proper, and post-test activities. Key steps include preparing the testing room, orienting examinees, distributing test booklets and answer sheets, filling in identifying information, reading instructions, monitoring the exam, collecting materials, and reporting results. The handbook aims to standardize test administration across examiners.
This document provides guidelines for administering the 2014 National Achievement Test (NAT). It outlines the roles and responsibilities of testing staff at different levels, including the Division Testing Coordinator, Private School Supervisor, Chief Examiner, Room Examiner, and Room Supervisor. It also provides instructions for preparing and submitting enrolment data, assigning school IDs, and administering the test for special groups of examinees.
The document provides guidelines for administering the 2015 National Achievement Test (NAT) in the Philippines. It outlines the roles and responsibilities of testing staff at the division, school, and classroom levels. It also provides instructions on test materials distribution and storage, enrolment data preparation, and test day procedures. The goal is to ensure standardized and secure administration of the NAT nationwide.
The document provides guidelines for administering the National Achievement Test (NAT) in the Philippines. It outlines the roles and responsibilities of various testing staff at the division and school levels, including the Schools Division Superintendent, Division Testing Coordinator, Private School Supervisor, Chief Examiner, Room Examiner, and Room Supervisor. It also provides instructions on preparing student enrollment data, assigning learner reference numbers, and properly administering the test for special student groups.
The document provides guidelines for administering national education tests in the Philippines. It outlines the roles and responsibilities of various testing staff at the division and school levels. It also describes procedures for test materials handling, orientation of staff, and preparation of student enrollment data to be submitted. Key staff include the Division Testing Coordinator, School Testing Coordinator, Room Examiners, and Chief Examiners who oversee the security and distribution of test materials on exam days.
2013 ncae test admin guidelines-dr. fernandezkHaye Arca
The document outlines guidelines for test administration of the 2013 NCAE, including responsibilities of testing staff at the division and school level, guidelines for test materials distribution and handling, and instructions that should be disseminated to examinees regarding what to bring and information needed for the examination.
The document provides guidelines and procedures for administering the 2012 National Achievement Test (NAT) and National Career Assessment Examination (NCAE) in the Philippines. It outlines the responsibilities of various testing staff, including the chief examiner, room examiners, room supervisors, and monitors. It also describes the forms and test materials used, such as the Examiner's Test Report Envelope (ETRE) and Chief Examiner's Test Report Envelope (CETRE). Procedures are specified for activities before, during, and after the exam administration.
This document outlines guidelines for administering the 2014 National Career Aptitude Examination (NCAE) in the Philippines. It details the roles and responsibilities of various testing staff, including the Schools Division Superintendent, Division Testing Coordinator, Private School Supervisor, Chief Examiner, Room Examiners, and others. It also provides instructions on test composition, enrollment data preparation, school and learner identification numbers, test materials distribution, and other test administration procedures. Adherence to the standardized guidelines is important to ensure a fair and secure testing environment.
The document is an examiner's handbook that provides instructions for administering a national achievement test in the Philippines. It outlines the pre-test, test proper, and post-test activities. Key steps include preparing the testing room, orienting examinees, distributing test booklets and answer sheets, filling in identifying information, reading instructions, monitoring the exam, collecting materials, and reporting results. The handbook aims to standardize test administration across examiners.
This document provides guidelines for administering the 2014 National Achievement Test (NAT). It outlines the roles and responsibilities of testing staff at different levels, including the Division Testing Coordinator, Private School Supervisor, Chief Examiner, Room Examiner, and Room Supervisor. It also provides instructions for preparing and submitting enrolment data, assigning school IDs, and administering the test for special groups of examinees.
The document provides guidelines for administering the 2015 National Achievement Test (NAT) in the Philippines. It outlines the roles and responsibilities of testing staff at the division, school, and classroom levels. It also provides instructions on test materials distribution and storage, enrolment data preparation, and test day procedures. The goal is to ensure standardized and secure administration of the NAT nationwide.
The document provides guidelines for administering the National Achievement Test (NAT) in the Philippines. It outlines the roles and responsibilities of various testing staff at the division and school levels, including the Schools Division Superintendent, Division Testing Coordinator, Private School Supervisor, Chief Examiner, Room Examiner, and Room Supervisor. It also provides instructions on preparing student enrollment data, assigning learner reference numbers, and properly administering the test for special student groups.
This document is an examiner's handbook for administering the National Achievement Test for fourth year students in the Philippines. It outlines the procedures for the pre-test, test proper, and post-test activities. The pre-test activities include preparing the board displays, seating arrangements for examinees, orientation, and distributing test booklets and answer sheets. The test proper involves reading directions, administering the test within time limits, and collecting materials. Post-test activities include preparing reports, accounting for all materials, and packing test materials for submission. The handbook provides step-by-step guidance to ensure standardized administration of the achievement test.
This document provides instructions for examiners administering a language assessment test for primary grades. It outlines the examiner's workflow and responsibilities at each stage of the testing process, including pre-test preparation, test administration, and post-test procedures. The examiner is to strictly follow the provided instructions to ensure standardized and fair administration of the test. Key responsibilities include preparing materials, seating examinees, providing orientation, distributing test booklets and answer sheets, and checking information. Detailed steps are given for each part of the pre-test, test, and post-test stages.
2 2016 ncae guidelines - national career assessment examinationjhaymz02
This document outlines guidelines and procedures for administering the 2016 National Career Assessment Examination (NCAE) in the Philippines. It defines acronyms used and outlines responsibilities of testing staff like the Chief Examiner and Room Examiner. It describes how test booklets, answer sheets, and learner information will be organized and distributed. It includes forms for inventorying and tracking test materials before, during, and after the exam. Procedures are defined for storing materials securely and transporting them to/from the testing centers and the division office.
This document outlines guidelines and procedures for administering the 2016 National Career Assessment Examination (NCAE) in the Philippines. It defines acronyms used and responsibilities of testing staff like the Chief Examiner and Room Examiner. It describes the process of allocating test booklets and answer sheets to schools and verifying quantities. It provides instructions for storing materials and forms to document the number of test booklets and answer sheets before and after testing. Schools must submit these forms separately to the Division Testing Coordinator. The document also describes procedures for packaging and forwarding used test materials to the test administrator for processing.
6 2016 tept-pst guidelines-edited 7.28.15 teacher’s english proficiency tes...jhaymz02
The document provides guidelines for administering the Teacher's English Proficiency Test and Process Skills Test in Science and Mathematics (TEPT-PST) to Grade 7 and 8 public school teachers. The test will be conducted in clusters from November 2016 to January 2017 on Sundays. Each testing session will last 2 hours and 30 minutes with no break. Test booklets and answer sheets will be provided for 100% of examinees. Room examiners will monitor the test and all materials will be collected and accounted for by the chief examiner after each session.
Master of physiotherapy(m.p.t.) part i(semester i & ii)BASIT Rehman
This document outlines the curriculum and examination scheme for the Master of Physiotherapy program. Some key points:
- The MPT program is spread over two years with four semesters. Examinations are held in November/December and April/May.
- Admission requires a BPT degree or equivalent with 50% aggregate marks.
- The MPT can be pursued in specializations like musculoskeletal physiotherapy, neurophysiotherapy, cardiorespiratory physiotherapy, and sports physiotherapy.
- Each semester consists of several papers that are examined both internally (20% weightage) and externally (80% weightage). Students must obtain a minimum of 50% marks in each paper and
The document outlines the general rules for a 3-year law course (LLB Honors) at Dev Ahilya Vishwavidyalaya university. Some key points:
- The course is divided into 6 semesters over 3 years, with exams held in December and May.
- Students must attend a minimum of 75% of lectures to be promoted to the next semester.
- To be eligible for the course, students must have a bachelor's degree and scored a minimum of 45% (40% for SC/ST applicants).
- Promotion rules allow students to carry backlogs of up to 2 papers from year to year, with more than 3 backlogs resulting in becoming an
This document provides information about the National Entrance Screening Test (NEST) 2014, which is used for admission to the 5-year Integrated MSc programs at the National Institute of Science Education and Research (NISER) in Bhubaneswar, the University of Mumbai - Department of Atomic Energy Centre for Excellence in Basic Sciences (UM-DAE CBS) in Mumbai, and the Integrated Science Education and Research Center (ISERC) at Visva-Bharati University. NEST 2014 will be a 3 hour exam testing comprehension and analytical abilities in biology, chemistry, mathematics, physics and general science. Based on exam performance, a common merit list will be used to fill the 100 seats at NIS
BOT New Modified Syllabus & Regulations_TN Dr. MGR Medical Universisty, Chenn...Phinoj K Abraham
Finally find out today...!!
Dear all,
Herewith I am attaching our 'BOT syllabus' (Full, neat copy..!!) (TN Dr. MGR Medical University_New Modified Regulations & Syllabus (Semester) Bachelor of Occupational Therapy (B.O.T)) I hope this may be helpful for some of us during various academic credential evaluation..!!
FACET Construction Engineering Pvt. Ltd. is an engineering consulting firm based in India that provides facade consulting, facade design and engineering, and structural design services for projects across the globe. It works with architects, developers, and building owners on new construction and recladding projects. FACET has experience with a wide range of project types including hotels, residential buildings, commercial buildings, airports, and infrastructure. It emphasizes practical design solutions, cost effectiveness, and meeting schedules on all of its projects.
The Art of Service created a series of 4 short presentations to give a high level introduction into the various concepts of Cloud Computing.
For more information please contact Ivanka Menken at service@theartofservice.com
Bring Your Own Device (BYOD) is impacting IT organizations today, whether they realize it or not. Either companies are providing employee incentives such as issuing smartphones or tablets, or employees are bringing their own devices to work. To make BYOD a great opportunity, forward thinking companies are embracing this trend and realizing the next significant increase in end-user productivity.
The key factors of success lie in managing the risk while enjoying the benefits of the consumerization of IT:
- Securing company data by securing applications and data
- Ensuring malware on employee devices cannot compromise company data or servers (hint: through app-level security, encryption, connectivity, VPN)
- Maintaining, but separating, the personal and professional data on employee devices
Join Apperian's Director of EMEA Business Development, Julien-David Nitlech, on July 31st at 2:00 PM CEST, as he discusses the complexities and opportunities of mobilizing your workforce. JD explains the support Apperian provides to manage the deployment of your company's applications, from sourcing and securing, distribution, management, and promotion... so you focus on the productivity and communication benefits that mobility will provide to your company.
The document discusses creating an inclusive ecosystem to accelerate changes that promote gender diversity in organizations. It provides case studies of 6 organizations that have implemented integrated strategies promoting inclusion and diversity. These cases demonstrate common themes of clear goals, visible leadership, evidence-based initiatives, and broad engagement. The document advocates a holistic approach addressing both formal policies and informal culture. It discusses defining inclusion and the need for both internal changes and external outreach. Research suggests open cultures most improve gender diversity and submissions to the document reinforce strategies like leadership commitment, unconscious bias training, work-life balance, and sponsorship programs.
This document contains an activity sheet for children to copy the names of various insects and color in their pictures. It lists the names of 7 common insects - cockroach, mosquito, fly, dragonfly, bee, ant, and butterfly. It instructs children to fill in their name, date, copy the insect names underneath the corresponding pictures, and color the pictures nicely.
This document is an examiner's handbook for administering the National Achievement Test for fourth year students in the Philippines. It outlines the procedures for the pre-test, test proper, and post-test activities. The pre-test activities include preparing the board displays, seating arrangements for examinees, orientation, and distributing test booklets and answer sheets. The test proper involves reading directions, administering the test within time limits, and collecting materials. Post-test activities include preparing reports, accounting for all materials, and packing test materials for submission. The handbook provides step-by-step guidance to ensure standardized administration of the achievement test.
This document provides instructions for examiners administering a language assessment test for primary grades. It outlines the examiner's workflow and responsibilities at each stage of the testing process, including pre-test preparation, test administration, and post-test procedures. The examiner is to strictly follow the provided instructions to ensure standardized and fair administration of the test. Key responsibilities include preparing materials, seating examinees, providing orientation, distributing test booklets and answer sheets, and checking information. Detailed steps are given for each part of the pre-test, test, and post-test stages.
2 2016 ncae guidelines - national career assessment examinationjhaymz02
This document outlines guidelines and procedures for administering the 2016 National Career Assessment Examination (NCAE) in the Philippines. It defines acronyms used and outlines responsibilities of testing staff like the Chief Examiner and Room Examiner. It describes how test booklets, answer sheets, and learner information will be organized and distributed. It includes forms for inventorying and tracking test materials before, during, and after the exam. Procedures are defined for storing materials securely and transporting them to/from the testing centers and the division office.
This document outlines guidelines and procedures for administering the 2016 National Career Assessment Examination (NCAE) in the Philippines. It defines acronyms used and responsibilities of testing staff like the Chief Examiner and Room Examiner. It describes the process of allocating test booklets and answer sheets to schools and verifying quantities. It provides instructions for storing materials and forms to document the number of test booklets and answer sheets before and after testing. Schools must submit these forms separately to the Division Testing Coordinator. The document also describes procedures for packaging and forwarding used test materials to the test administrator for processing.
6 2016 tept-pst guidelines-edited 7.28.15 teacher’s english proficiency tes...jhaymz02
The document provides guidelines for administering the Teacher's English Proficiency Test and Process Skills Test in Science and Mathematics (TEPT-PST) to Grade 7 and 8 public school teachers. The test will be conducted in clusters from November 2016 to January 2017 on Sundays. Each testing session will last 2 hours and 30 minutes with no break. Test booklets and answer sheets will be provided for 100% of examinees. Room examiners will monitor the test and all materials will be collected and accounted for by the chief examiner after each session.
Master of physiotherapy(m.p.t.) part i(semester i & ii)BASIT Rehman
This document outlines the curriculum and examination scheme for the Master of Physiotherapy program. Some key points:
- The MPT program is spread over two years with four semesters. Examinations are held in November/December and April/May.
- Admission requires a BPT degree or equivalent with 50% aggregate marks.
- The MPT can be pursued in specializations like musculoskeletal physiotherapy, neurophysiotherapy, cardiorespiratory physiotherapy, and sports physiotherapy.
- Each semester consists of several papers that are examined both internally (20% weightage) and externally (80% weightage). Students must obtain a minimum of 50% marks in each paper and
The document outlines the general rules for a 3-year law course (LLB Honors) at Dev Ahilya Vishwavidyalaya university. Some key points:
- The course is divided into 6 semesters over 3 years, with exams held in December and May.
- Students must attend a minimum of 75% of lectures to be promoted to the next semester.
- To be eligible for the course, students must have a bachelor's degree and scored a minimum of 45% (40% for SC/ST applicants).
- Promotion rules allow students to carry backlogs of up to 2 papers from year to year, with more than 3 backlogs resulting in becoming an
This document provides information about the National Entrance Screening Test (NEST) 2014, which is used for admission to the 5-year Integrated MSc programs at the National Institute of Science Education and Research (NISER) in Bhubaneswar, the University of Mumbai - Department of Atomic Energy Centre for Excellence in Basic Sciences (UM-DAE CBS) in Mumbai, and the Integrated Science Education and Research Center (ISERC) at Visva-Bharati University. NEST 2014 will be a 3 hour exam testing comprehension and analytical abilities in biology, chemistry, mathematics, physics and general science. Based on exam performance, a common merit list will be used to fill the 100 seats at NIS
BOT New Modified Syllabus & Regulations_TN Dr. MGR Medical Universisty, Chenn...Phinoj K Abraham
Finally find out today...!!
Dear all,
Herewith I am attaching our 'BOT syllabus' (Full, neat copy..!!) (TN Dr. MGR Medical University_New Modified Regulations & Syllabus (Semester) Bachelor of Occupational Therapy (B.O.T)) I hope this may be helpful for some of us during various academic credential evaluation..!!
FACET Construction Engineering Pvt. Ltd. is an engineering consulting firm based in India that provides facade consulting, facade design and engineering, and structural design services for projects across the globe. It works with architects, developers, and building owners on new construction and recladding projects. FACET has experience with a wide range of project types including hotels, residential buildings, commercial buildings, airports, and infrastructure. It emphasizes practical design solutions, cost effectiveness, and meeting schedules on all of its projects.
The Art of Service created a series of 4 short presentations to give a high level introduction into the various concepts of Cloud Computing.
For more information please contact Ivanka Menken at service@theartofservice.com
Bring Your Own Device (BYOD) is impacting IT organizations today, whether they realize it or not. Either companies are providing employee incentives such as issuing smartphones or tablets, or employees are bringing their own devices to work. To make BYOD a great opportunity, forward thinking companies are embracing this trend and realizing the next significant increase in end-user productivity.
The key factors of success lie in managing the risk while enjoying the benefits of the consumerization of IT:
- Securing company data by securing applications and data
- Ensuring malware on employee devices cannot compromise company data or servers (hint: through app-level security, encryption, connectivity, VPN)
- Maintaining, but separating, the personal and professional data on employee devices
Join Apperian's Director of EMEA Business Development, Julien-David Nitlech, on July 31st at 2:00 PM CEST, as he discusses the complexities and opportunities of mobilizing your workforce. JD explains the support Apperian provides to manage the deployment of your company's applications, from sourcing and securing, distribution, management, and promotion... so you focus on the productivity and communication benefits that mobility will provide to your company.
The document discusses creating an inclusive ecosystem to accelerate changes that promote gender diversity in organizations. It provides case studies of 6 organizations that have implemented integrated strategies promoting inclusion and diversity. These cases demonstrate common themes of clear goals, visible leadership, evidence-based initiatives, and broad engagement. The document advocates a holistic approach addressing both formal policies and informal culture. It discusses defining inclusion and the need for both internal changes and external outreach. Research suggests open cultures most improve gender diversity and submissions to the document reinforce strategies like leadership commitment, unconscious bias training, work-life balance, and sponsorship programs.
This document contains an activity sheet for children to copy the names of various insects and color in their pictures. It lists the names of 7 common insects - cockroach, mosquito, fly, dragonfly, bee, ant, and butterfly. It instructs children to fill in their name, date, copy the insect names underneath the corresponding pictures, and color the pictures nicely.
The document summarizes a conference for the Council of Manufacturing Associations that took place on January 16-17, 2014. It was chaired by Brock Landry of Venable LLP. The conference included presentations and articles on various legal topics impacting non-profits, such as new laws in New York, antitrust risks, tax compliance, employment laws, and preventing fraud. Venable LLP's nonprofit practice is highly ranked and recognizes for its work advising non-profits and associations. Contact information is provided for Brock Landry and Bill Hall at Venable LLP to discuss legal services for non-profits.
Dr. Chad Moutray, Chief Economist at the National Association of Manufacturers, provide the CEO’s of US Manufacturing Trade Associations a snapshot of what’s happening in manufacturing and the US economy.
This document discusses referents in mathematics education. It explains that referents are things that numbers refer to, like quantities, units of measurement, or values. Using explicit referents gives meaning and magnitude to numerals. Referents can be continuous or discrete, and affect concepts like place value, addition, subtraction, multiplication, and division. Understanding referents is important for properly working with fractions and measurement. The document provides examples of how referents influence different math operations and encourages using referents to avoid "naked numbers" in elementary math education. It links to additional resources on referents and units.
The document provides analytics on the Twitter activity around the hashtag #namcma over an 8 day period. It summarizes:
1) There were 537,322 total impressions from 64,564 accounts reached through 302 tweets from 50 contributors.
2) The top contributor was @ShopFloorNAM who generated the most impressions and retweets.
3) The most retweeted tweets were from @ShopFloorNAM about the keynote speaker from CEA and a call to help spread the word about manufacturers on Twitter.
Centennial College offers post-secondary and post-graduate programs across several schools and campuses. Programs are available in various fields including business, health, engineering, hospitality and more. Admission requirements vary depending on the level of program but generally require a minimum grade of 50% in previous education levels and an IELTS score of at least 6.0 overall. The document provides details on over 50 specific programs offered across Centennial College including their duration, campus location, and school.
2015 nat test admin guidelines edited feb 2015Reynaldo Cadiz
The document provides guidelines for administering the 2015 National Achievement Test (NAT) in the Philippines. It outlines the roles and responsibilities of testing staff at the division, school, and classroom levels. It also provides instructions on test materials distribution and storage, enrolment data preparation, and test day procedures. The goal is to ensure standardized and secure administration of the NAT nationwide.
The document provides guidelines for administering the National Achievement Test for Grade 12 (NAT G12) in the 2022-2023 school year. It discusses the test design, administration process, roles of testing personnel, and examiner handbook. The NAT G12 will be administered on January 30-31, 2023 to all grade 12 students in public and private schools using a paper-based format. It will assess students' proficiency in core senior high school subjects based on 21st century skills. Testing personnel such as room examiners, school heads, and division coordinators are responsible for ensuring the secure and standardized administration of the exam.
The document provides guidelines for administering the National Achievement Tests for Grade 12 (NATG12), Grade 6 (NATG6), and the Early Language, Literacy, and Numeracy Assessment (ELLNA) in the Philippines. It discusses the testing windows, guidelines, roles of testing personnel, sampling procedures for NATG6, and examiner's handbook for NATG12 administration. The assessments aim to evaluate student learning at key stages and determine if national learning standards are being met.
The document provides guidelines for administering the Early Language, Literacy, and Numeracy Assessment (ELLNA), National Achievement Test for Grade 6 (NATG6), and National Achievement Test for Grade 12 (NATG12) in the Philippines. It discusses the testing windows, personnel roles and responsibilities, and sampling guidelines for the NATG6. Key personnel like the Regional Testing Coordinator, Division Testing Coordinator, and Chief Examiner are responsible for overseeing the administration at different levels. The ELLNA will be administered to Grade 3 students nationwide, while the NATG6 and NATG12 will be administered to sampled students in Grades 6 and 12 respectively.
The document provides guidelines for sampling Grade 6 learners who will take the National Achievement Test for Grade 6 (NATG6) and preparing the lists of sampled learners. It instructs preparing a list of all Grade 6 learners with key information. This list should then be sorted and the allocation from the Bureau of Education Assessment should be referred to for the sample size. Random learners matching the sample size should then be selected and listed separately. The final list of actual examinees should also be prepared and submitted.
The document provides guidelines for the administration of the National Achievement Test for Grade 12 (NATG12), National Achievement Test for Grade 6 (NATG6), and Early Language, Literacy, and Numeracy Assessment (ELLNA) for School Year 2023-2024. It discusses the testing windows, roles and responsibilities of testing personnel such as the Chief Examiner, Room Examiner, and Regional Testing Coordinator. It also outlines the pre-test, test proper and post-test activities that need to be conducted, and provides an overview of the NATG12 Examiner's Handbook.
This document outlines instructions for principals and examiners regarding the UG practical examination conducted by Karnatak University in March/April 2018. It provides details on examination dates, instructions for principals before, during and after the exam, and instructions for examiners before, during and after the exam. Key points include exam dates from March 23 to April 6, 2018, instructions on setting up exam batches, appointing examiners, conducting exams, and submitting marks lists and attendance sheets after the completion of exams.
This document provides information and guidance for Campus Testing Coordinators regarding the administration of the STAAR Alternate 2 assessment. It outlines the responsibilities of Campus Testing Coordinators, such as attending required training, maintaining test security, organizing test materials, and ensuring test administrators are properly trained. It also reviews allowable accommodations, test administration procedures and timelines, and required documentation for the STAAR Alternate 2 assessment.
Exam Verbatim 07-16, updated July 20, 2016. This document was developed by NETPDC and approved by PERS-81 and OPNAV N132. The Verbatim matches requirements outlined in BUPERSINST 1430.16 and reflects the current Green answer sheet.
The document outlines guidelines for administering a regional unified numeracy test in DepEd Region VIII. It aims to assess learners' competencies in the four fundamental math operations (addition, subtraction, multiplication, division) from grades 3 to 10. Teachers must give the 10-12 item test within 10-15 minutes depending on grade level. They are responsible for orientation, administration, scoring, and reporting results. Learners are categorized as highly numerate, moderately numerate, or non-numerate based on their scores. Identified non-numerates must receive intervention through additional testing and enrichment activities. Monitoring and evaluation of the test is done by CID Chiefs, Supervisors and other personnel.
Schoo Plant and The Instructional SupervisorsIyah Alexander
The document outlines the functions and responsibilities of various stakeholders involved in the management and administration of educational facilities in the Philippines. It discusses the roles of the Physical Facilities and Schools Engineering Division, Regional Directors, School Superintendents, District Supervisors, Principals, and other groups such as Regional/Division Physical Facilities Coordinators, School Governing Councils, PTAs, and Local School Boards. It also provides details on the requirements and procedures for establishing new schools, separating school annexes, integrating schools, and renaming schools. Finally, it describes allowable uses of school facilities and properties, including for civil service exams, literacy activities, elections, religious instruction, civic activities, and as evacuation centers during
This document outlines a testing code of ethics for standardized testing in North Carolina public schools. It discusses the importance of standardized tests in evaluating student achievement, curriculum, and school performance. It also emphasizes the need for fair and ethical testing practices, including securing tests, properly training staff, ensuring accommodations are provided, and using tests and results appropriately. The code of ethics prohibits unethical practices like encouraging absence or discouraging effort, and allows for sanctions if violated.
This document provides information about administering a pre-test on LAPG/NAT. It begins by defining acronyms used in test administration like DTC, SH, STC, RE, and LRN. It then lists 5 tasks related to test security, materials handling, and orientation and asks to identify if they are the responsibility of the DTC, SH or RE. The answers provided indicate that maintaining security of materials and counting/releasing packs is the responsibility of the DTC and CE, orienting teachers is the CE's responsibility, and keeping custody of and supervising the answer sheet is the responsibility of the RE.
This document outlines procedures for administering an exit assessment exam for Grade 12 students in the Philippines over two days. It provides details on the roles and responsibilities of the Chief Examiner and Room Examiners, test materials including test booklets and answer sheets, sample board works laying out the test schedule, and instructions for seating arrangements and test administration. Examiners are to closely follow standardized procedures around distributing materials, reading directions, monitoring the exam, and collecting/packaging materials after completion to ensure a fair and secure administration of the high-stakes exam.
This document provides information and guidelines for administering an Early Language, Literacy and Numeracy Assessment (ELLNA) test for Grade 4 students. It details the test design which covers language, literacy and numeracy components. It also outlines the roles and responsibilities of different testing personnel from the Division level down to the school level who will administer and monitor the test. Specific instructions are provided regarding the test materials, administration procedures, security measures, and post-test documentation and retrieval of materials. The test is scheduled to take place on October 10, 2018.
This document outlines Fairmont High School's policy for tests, examinations, and irregularities. It provides details on:
- Test and examination schedules, including dates that will be published and made available to learners. Tests will take place on Mondays and Thursdays.
- Rules for attending tests and examinations, including arriving on time, providing medical certificates if absent, and rules around sporting commitments.
- Behavior expectations in the test/exam venue, including no disturbances, talking, or leaving without permission.
- Requirements for writing tests and exams, such as providing one's own paper and stationery in blue or black ink only.
- What constitutes an irregularity, such as
This document provides an overview and timeline for implementing the Spring 2016 administration of the SAT, PSAT 8/9, and PSAT 10 in Michigan. It outlines important dates, roles and responsibilities of various staff, and logistical planning details. Key dates include April 12-15 for most SAT testing, April 12-13 for most PSAT 8/9 and PSAT 10 testing, and April 26 for make-up exams. Roles like Test Center Supervisor, Associate Supervisor and Proctor are defined. Steps like setting up test centers, ordering materials, and completing student questionnaires are also summarized.
This document provides information about the National Learning Camp Assessment (NLCA) that will be administered to Grades 7 to 10 students in public schools across the Philippines in 2023-2024. It discusses the rationale, objectives, testing windows, administration procedures, and security measures for the online computer-based assessment. The assessment aims to evaluate the effectiveness of learning camps and will be administered using the Moodle platform. School personnel are oriented on test administration schedules and protocols to ensure the readiness and security of the assessment.
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[To download this presentation, visit:
https://www.oeconsulting.com.sg/training-presentations]
This presentation is a curated compilation of PowerPoint diagrams and templates designed to illustrate 20 different digital transformation frameworks and models. These frameworks are based on recent industry trends and best practices, ensuring that the content remains relevant and up-to-date.
Key highlights include Microsoft's Digital Transformation Framework, which focuses on driving innovation and efficiency, and McKinsey's Ten Guiding Principles, which provide strategic insights for successful digital transformation. Additionally, Forrester's framework emphasizes enhancing customer experiences and modernizing IT infrastructure, while IDC's MaturityScape helps assess and develop organizational digital maturity. MIT's framework explores cutting-edge strategies for achieving digital success.
These materials are perfect for enhancing your business or classroom presentations, offering visual aids to supplement your insights. Please note that while comprehensive, these slides are intended as supplementary resources and may not be complete for standalone instructional purposes.
Frameworks/Models included:
Microsoft’s Digital Transformation Framework
McKinsey’s Ten Guiding Principles of Digital Transformation
Forrester’s Digital Transformation Framework
IDC’s Digital Transformation MaturityScape
MIT’s Digital Transformation Framework
Gartner’s Digital Transformation Framework
Accenture’s Digital Strategy & Enterprise Frameworks
Deloitte’s Digital Industrial Transformation Framework
Capgemini’s Digital Transformation Framework
PwC’s Digital Transformation Framework
Cisco’s Digital Transformation Framework
Cognizant’s Digital Transformation Framework
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2013 nat test admin guidelines qc
1. National EducationTesting and Research Center
Department of Education
2013
The 2013 NAT
Test Administration Guidelines
DEPARTMENT OF EDUCATIONDEPARTMENT OF EDUCATION
2. Acronyms
2
SDS - Schools Division Superintendent
DTC -DivisionTesting Coordinator
PSS -Private School Supervisor
SH -School Head
STC -SchoolTesting Coordinator
CE -Chief Examiner
RS -Room Supervisor
RE -Room Examiner
LRN -Learner Reference Number (new)
TMs -Test Materials
TB -Test Booklet
AS -Answer Sheet
EH -Examiner’s Handbook
SSH -Scannable School Header
ETRE -Examiner’sTransmittal Report Envelope
CETRE -Chief Examiner’sTransmittal Report Envelope
COR - Certificate of Rating
4. The Testing Staff at the Division Level
4
Division Level SDS*
DTC PSS
School Level
School Head/ Chief Examiner
School Testing Coordinator
Room Supervisors
RE 1 RE 2 RE 3 RE 4
*Assignment of the testing staff by school shall be done by the SDS.
RE n
5. The Schools Division Superintendent
(SDS)
5
The Schools Division Superintendent (SDS) as LEM Chairman shall:
1. be responsible for the smooth conduct of the test in the division;
2. designate examination centers; the designated testing centers should be
conducive to testing (e.g. free from noise, no distracting activities nearby,
proper light & ventilation, etc.);
3. assign one of the division supervisors as DivisionTesting Coordinator;
4. designate Room Examiners from among the teachers and/or teaching staff
who are reliable, competent, experienced in the conduct of NAT, and
have no history of lostTest Booklets (TBs); and
5. remind Private Schools Supervisor to manage tardiness of some private school
teachers on examination day.
THE TESTING STAFF AND THEIR ROLES
6. The Division Testing Coordinator
1. Prepares accurately, with the assistance of PSS, the enrolment data
using the prescribed format and corresponding guidelines
2. On behalf of the SDS, the DTC with the help of the School Head
chooses REs who are credible, trustworthy and with testing
experience.
3. Orients the SHs or STCs prior to test administration.
4. Maintains the security and confidentiality of test materials received
from the NETRC through a courier and issues an Oath of
Confidentiality for the SHs on this regard
5. Examines the packing guide of TMs upon receipt
6. Notifies NETRC on the condition ofTMs received
7. Accounts all theTMs before final packing
6
7. The Private School Supervisor
7
1. Disseminates information regarding the NAT and
DepED’s latest issuances on it to private schools in the
division
2. Coordinates with private school principals regarding the
conduct of the exam to its target clientele; formulates
an agreement with the SH regarding proper test
administration
3. Checks closely if private schools operating without
permit were included vis-à-vis the official list from the
region. The said schools should be excluded. Likewise,
make sure schools with permit are still operating.
8. The Private School Supervisor (cont)
8
4. Prepares and provides the DTC with the enrolment data
on private schools to be tested, which will be used in the
budget preparation and submitted to NETRC for the
allocation ofTMs
5. Assists the DTC in the echo-orientation in the Division
Level for private schools*
6. Closely supervises the delivery and retrieval ofTMs on
testing day and assists the DTC in the accounting ofTMs
7. Oversees the conduct of the test in private schools
*No extra funding from NETRC is provided for this activity.
9. The School Testing Coordinator (STC)*
9
1. Double checks the enrolment data of the school prior to
submission to the DTC;
2. Attends the orientation at the division leveltogether with
the Chief Examiner;
3. Accomplishes the replica of the School Header received
during the Orientation;
4. Assists the CE in all the testing activities; and
5. Double checks theTMs before final packing, being
accountable also on these materials.
*The STC stays in his/her respective school to assist the Chief Examiner in all the
testing activities .
10. The Chief Examiner*
10
1. Maintains the security and confidentiality of test materials received
from the DTC after getting theTMs from the DTC; Countersigns the
Oath of Confidentiality (test boxes are opened on Examination Day);
2. Is accountable and responsible for allTMs received and this ends only
after theTMs are returned to the DTC;
3. Assigns a Distribution/Retrieval Room where all REs can be met
before and after the test administration and where all TM may be
deposited for safekeeping at the pre- and post-test periods;
4. Counts all packs ofTBs and/orASs before releasing them to each RE;
5. Records pertinent data about the test materials released to and
received from the REs in theAccounting Form (Form 3) and Forms 4,
5, 6 and in the SSH.
* The School Head of his/her respective school is the Chief Examiner.
11. The Chief Examiner* (cont)
11
5. Distributes theTBs to each RE and instructs him/her to count these
without opening the pack and before leaving the Distribution room;
6. Monitors proper accomplishment of the different forms by the RE
while the test proper is in progress;
7. Follows the instructions forAccounting and Packing ofTMs found at
the latter part of the EH.
8. Is aware of the details of the testing program to be administered; and
9. Orients every teacher in his/her respective school on the guidelines
and EH relative to the test administration.
* The School Head of his/her respective school is the Chief Examiner.
12. 12
1. Counts the TBs and ASs without opening the plastic bags
containing them before proceeding to his/her assigned
testing room. Any discrepancy should be acted upon
immediately and this should be reported in the CE’s Report;
2. Signs Form 3 as he/she receives the TMs from the CE/STC while
still in the Distribution Room.
3. Checks if the examinees have lead pencils to use and a sheet of
blank paper for computation purposes;
4. Facilitates the recording of the Examinee Number and Test
Booklet Number of the Examinees in the NETRC Form 2 (Seat
Plan);
The Room Examiner
13. 13
5. Supervises closely the shading of bubbles in the Name Grid, LRN
and other data/ non-test items in the AS;
6. Follows strictly the EH during test administration;
7. Keeps custody of all the used and unusedTBs but are not allowed
to read the contents; otherwise, he/she will be given
corresponding sanctions based on DECS Order No. 85, s. 1999;
8. Checks the contents of the ETRE before he/she seals it while
still in the examination room; and
9. Accomplishes Form 7.
10. Returns all materials he/she received to the CE/RS at the
Retrieval Room in the prescribed order/form/of submission.
The Room Examiner (cont)
15. The Room Supervisor
15
1. Monitors the conduct of the test administration in a testing
center with 5 or more testing rooms for Grade 6 andYear 4
and 10 or more rooms for Grade 3;
2. Checks if the REs adhere to the instructions in the EH and
observe the time allotments; and
3. Counts and double counts theTBs per pack and the number
of ETREs returned by the REs.
Notes:
The number of RSs assigned in a testing center will depend on the following ratios:
1 RS is assigned in every 10 rooms if there are 20 examinees/room (- Grade 3)
1 RS is assigned in every 5 rooms if there are 30 examinees/room (- Grade 6 &Yr 4)
16. The Monitors
16
1. NETRC staff-monitors will be assigned to any testing
center(s) nationwide, unannounced in the field.
2. External-volunteer monitors from civil society (e.g.
SK, church members, NGO’s, et.al.) are expected to
report incidents of cheating. The process should be
duly documented with photos and narrative reports.
3. The expenses incurred by external-volunteers are not
chargeable to NETRC funds.
17. Orientation at the Division and School Levels
17
This is primarily aimed to orient all the testing staff in the NAT
administration. But due to budgetary constraints only one
representative per school is authorized to attend - either the SH or
the STC. However, a 100% attendance is imposed for the school
representative. Sanctions should be meted out for non-
attendance.
Hence, a mechanism should be devised so that all testing staff are
properly oriented; one of which is orienting all the teaching
force in the school by the SH/STC to be ready on exam day
in case there will be shortage of REs in other testing centers.
19. Guidelines in the Preparation/Submission of Enrolment Data
19
1. Enrolment data needed: Gr 3, Gr 6, 4th Yr (for NAT) and Yr 3 (for
NCAE)- no segregation; Cut-off date is July 31, 2012; Date of
Submission by DTC to NETRC – NCAE Orientation (August)
2. Use the Prescribed Standard Format in Excel. Enrolment data in other
formats (Word, PDF, JPEG file) will be returned to the DTC;
3. Private schools are NOT included in NAT-G3 except for the Private
MADARIS elementary schools;
4. Do not include in the list private schools operating without permit
5. Only those Y4 students graduating in March 2013 (with no back
subjects) will be included in the enrolment data for NAT- Y4. Fourth
Year students in Night High Schools may take the NAT as long as they
are candidates for graduation in March.
6. Group schools by municipality (CD), integrating the list of private
schools into the public schools to facilitate the delivery and retrieval of
TM’s for the NAT G6 and Y4 in every division.
20. Guidelines on the Use of School IDs
20
1. BEIS and NETRC are using similar School IDs both recognized by
the Department;
2. New schools without School IDs are given temporary ones by the
NETRC and no other sources to avoid duplication and to facilitate
allocation of test materials;
3. The School IDs issued by NETRC will be used temporarily for
future test administrations until such time BEIS issues the
permanent ID;
4. In case there are several School IDs for one school, follow the
School ID indicated in the Scannable School Header(SSH) and
check the correctness of School ID in theTMs received.
21. Guidelines on the Use of School IDs
21
5. For Schools with similar School ID.
- Use the bar coded school ID found in the school header.
6. School ID to be used
- For students who already transferred, the school ID of
the present/new school will be used.
-Schools affected by the calamities and those who are
temporarily relocated will use the same school ID.
22. Regular and Special Science Classes in the
Elementary Level and Engineering and Science
Education Program (ESEP) in the Secondary Level
22
- In elementary schools with Special Science Curriculum, assign
a separate Examination Room for those examinees in the said
classes.
- School IDs of examinees from regular and special science classes
must be the same because they belong to one school.
- Separate test results may be provided by NETRC for the special
science classes as long as examinees will “properly shade” the
identifying portion in theAS (Do you belong to a section with special
science curriculum? – Elementary Level; Do you belong to a section for
Engineering and Science Education Program (ESEP) in your school? –
Secondary Level)
23. Guidelines on the Use of
Learner Reference Number (LRN) for
Pupils/Students IN or FROM Public Schools
23
1. Use the LRN that was provided by the
Office of the Planning Service, DepED
Central Office.
2. The LRN must be reflected in each of the
examinees’AS and in Form 1.
Note: The LRN is a number of permanent nature.
25. Filling Out the Scannable School Header (SSH)
25
Data must be prepared by the STC days ahead of the exam day.
Transcribe the data in the School Header using a PENCIL
(lead# 2) during examination day.
Every variable is labeled with S if a school concern and G/Y if
a grade/year concern.
There are variables specific only for private schools (GASTPE)
and for the public schools only (CFSS, etc.)
GASTPE Grantees (for private schools only) must be specified
by year levels
-Take note of the bubbles for EVS and ECS.
26. Filling Out the School Header
26
- Nominal Counts of Data. Start filling out the last box for
ones, next box for tens, next third box from the last is for
hundreds, and so forth (zeroes have to be filled out for the
empty boxes to the left of the number). – decimal place value
system
Ex.Actual number of examinees: 203
An actual number of 94 examinees is filled out as:
Use the same School ID as prescribed by BEIS.
Take note of new features or additional information in every
set of School Header.
2 0 30
9 40 0
27. NAT Grade 3
School Heade
27
PRINCIPAL I
PRINCIPAL II A
PRINCIPAL III B 0 0
PRINCIPAL IV C 1 1
TIC/OIC D1 2 2
0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 HEAD TEACHER I D2 3
1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 HEAD TEACHER II E 4
2 2 2 2 2 2 2 2 2 2 2 2 2 2 2 2 2 2 HEAD TEACHER III F 5
3 3 3 3 3 3 3 3 3 3 3 3 3 3 3 3 3 3 HEAD TEACHER IV G 6
4 4 4 4 4 4 4 4 4 4 4 4 4 4 4 4 4 4 H 7
5 5 5 5 5 5 5 5 5 5 5 5 5 5 5 5 5 5 I 8
6 6 6 6 6 6 6 6 6 6 6 6 6 6 6 6 6 6 J 9
7 7 7 7 7 7 7 7 7 7 7 7 7 7 7 7 7 7 K
8 8 8 8 8 8 8 8 8 8 8 8 8 8 8 8 8 8 YES L
9 9 9 9 9 9 9 9 9 9 9 9 9 9 9 9 9 9 NO M
N
P
R
0 0 0 0 0 0 0 0 0 0
0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 1 1 1 1 1 1 1 1 1 1 CENTRAL/PILOT ELEMENTARY SCHOOL
1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 2 2 2 2 2 2 2 2 2 2 NON-CENTRAL ELEMENTARY SCHOOL
2 2 2 2 2 2 2 2 2 2 2 2 2 2 2 2 2 2 3 3 3 3 3 3 3 3 3 3 PRIMARY SCHOOL
3 3 3 3 3 3 3 3 3 3 3 3 3 3 3 3 3 3 4 4 4 4 4 4 4 4 4 4 MULTI-GRADE SCHOOL
4 4 4 4 4 4 4 4 4 4 4 4 4 4 4 4 4 4 5 5 5 5 5 5 5 5 5 5 STATE COLLEGE/UNIVERSITY ES
5 5 5 5 5 5 5 5 5 5 5 5 5 5 5 5 5 5 6 6 6 6 6 6 6 6 6 6 PRIVATE SECTARIAN
6 6 6 6 6 6 6 6 6 6 6 6 6 6 6 6 6 6 7 7 7 7 7 7 7 7 7 7 PRIVATE NON-SECTARIAN
7 7 7 7 7 7 7 7 7 7 7 7 7 7 7 7 7 7 8 8 8 8 8 8 8 8 8 8 MADARIS SCHOOL
8 8 8 8 8 8 8 8 8 8 8 8 8 8 8 8 8 8 9 9 9 9 9 9 9 9 9 9
9 9 9 9 9 9 9 9 9 9 9 9 9 9 9 9 9 9
LOCAL GOVERNMENT PRIVATE COMPANIES LONE DISTRICT HINTERLAND
NON-GOVERNMENT ORG. INDIVIDUAL DONOR 1st DISTRICT COASTAL AREA
2nd DISTRICT ON AN ISLET
Y N ALIVE Y N STRIVE 3rd DISTRICT WITHIN THE CITY PROPER
Y N TEEP Y N ANNEX SCHOOL 4th DISTRICT OUTSIDE THE CITY PROPER
Y N CHILD-FRIENDLY (PUBLIC) Y N WITH SPECIAL SCIENCE 5th DISTRICT WITHIN THE TOWN PROPER
Y N WITH MOTHER TONGUE INSTRUCTION CURRICULUM 6th DISTRICT OUTSIDE THE TOWN PROPER
YES NO 1 2 3 4 1. Do you conduct reviews before your pupils take the NAT?
Yes No Yes, to some extent
2. Do you keep track of the yearly NAT results of your school?
Yes No Yes, to some extent
Y N SCIENCE LABORATORY Y N INDUSTRIAL ARTS ROOM 3. If yes, how did you attain the NAT results of your school?
Y N COMPUTER LABORATORY Y N SCHOOL PLAYGROUND website Division Office other means
Y N SPEECH LABORATORY Y N POTABLE DRINKING WATER 4. In what way does your school utilize the NAT results?
Y N CANTEEN Y N ELECTRICITY SUPPLY Intervention Remedial Instruction
Y N MULTI-PURPOSE HALL Y N INTERNET ACCESS/ 5. Are the NAT results of Grade 3 effective as assessment
Y N AUDIO-VISUAL ROOM CONNECTION to Every-Child-A-Reader?
Y N FACULTY ROOM Y N WELL-VENTILATED Yes No Yes, to some extent
Y N GUIDANCE COUNSELOR ROOM CLASSROOMS 6. Do you maximize the use of instructional technology in
Y N SPORTS FACILITIES Y N PROPERLY LIGHTED the classroom?
Y N COMFORT ROOMS CLASSROOMS Yes No Yes, to some extent
Y N HOME ECONOMICS ROOM Y N SOLAR ENERGY 7. Are the teachers in core subjects assigned non-teaching loads?
Yes No Yes, to some extent
March 2013
FEMALE
1
2
NATIONAL ACHIEVEMENT TEST FOR GRADE THREE (G3)
School Header
NAME OF SCHOOL
ADDRESS OF SCHOOL
NUMBER OF ACTUAL EXAMINEES (G3
HEADED BY
REG DIV
SCHOOL LOCATION
12
3
4A
4B
5
6
7
8
DOES THE SCHOOL
CONDUCT SPED
CLASSES? (S)
9
10
11
ELEMENTARY SCHOOL TYPE
NCR
CAR
ARMM
CARAGA
SCHOOL ID
IS THE SCHOOL SUPPORTED / SPONSORED BY
IS YOUR SCHOOL CLASSIFIED AS (Y FOR YES; N FOR NO)
LEGISLATIVE/
CONGRESSIONAL DISTRICT
GRADE 1 GRADE 2 GRADE 3 GRADE 4 GRADE 5 GRADE 6
NUMBER OF TEACHERS
TEACHING BY GRADE LEVEL
DOCTORAL
DEGREE
NUMBER OF TEACHERS
DOES THE SCHOOL HAVE THE FOLLOWING
(Y FOR YES; N FOR NO)
DOES THE SCHOOL CONDUCT REMEDIAL CLASSES
FOR GRADE 3?
SHIFTS PER DAY (G3)
NUMBER OF
TEACHERS WITH
TEACHING LOAD
(School) WHEN WAS
YOUR SCHOOL
ESTABLISHED
COMPLETED
BACHELOR'S
DEGREE
COMPLETED
MASTER'S
DEGREE
COMPLETED
MALE
28. NAT Grade 6
School Header
28
A
B 0 0
C 1 1 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0
D1 2 2 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 0 0 0 0
D2 3 2 2 2 2 2 2 2 2 2 2 2 2 2 2 2 2 2 2 1 1 1 1
E 4 3 3 3 3 3 3 3 3 3 3 3 3 3 3 3 3 3 3 2 2 2 2
F 5 4 4 4 4 4 4 4 4 4 4 4 4 4 4 4 4 4 4 3 3 3 3
G 6 5 5 5 5 5 5 5 5 5 5 5 5 5 5 5 5 5 5 4 4 4 4
H 7 6 6 6 6 6 6 6 6 6 6 6 6 6 6 6 6 6 6 5 5 5 5
I 8 7 7 7 7 7 7 7 7 7 7 7 7 7 7 7 7 7 7 6 6 6 6
J 9 8 8 8 8 8 8 8 8 8 8 8 8 8 8 8 8 8 8 7 7 7 7
K 9 9 9 9 9 9 9 9 9 9 9 9 9 9 9 9 9 9 8 8 8 8
L 9 9 9 9
M
N
P CENTRAL/PILOT ELEMENTARY SCHOOL
R NON-CENTRAL ELEMENTARY SCHOOL
PRIMARY SCHOOL
MULTI-GRADE SCHOOL 0 0 0 0 0 0 0 0 0 0
STATE COLLEGE/UNIVERSITY ES 1 1 1 1 1 1 1 1 1 1
LOCAL GOVERNMENT PRIVATE SECTARIAN 2 2 2 2 2 2 2 2 2 2
NON-GOVERNMENT ORG. PRIVATE NON-SECTARIAN 3 3 3 3 3 3 3 3 3 3
PRIVATE COMPANIES MADARIS SCHOOL 4 4 4 4 4 4 4 4 4 4
INDIVIDUAL DONOR 5 5 5 5 5 5 5 5 5 5
6 6 6 6 6 6 6 6 6 6
WITHIN THE CITY PROPER HINTERLAND 7 7 7 7 7 7 7 7 7 7
LONE DISTRICT 4th DISTRICT OUTSIDE THE CITY PROPER COASTAL AREA 8 8 8 8 8 8 8 8 8 8
1st DISTRICT 5th DISTRICT WITHIN THE TOWN PROPER ON AN ISLET 9 9 9 9 9 9 9 9 9 9
2nd DISTRICT 6th DISTRICT OUTSIDE THE TOWN PROPER
3rd DISTRICT
Y N SCIENCE LABORATORY Y N HOME ECONOMICS ROOM YES
PRINCIPAL I Y N COMPUTER LABORATORY Y N INDUSTRIAL ARTS ROOM NO
PRINCIPAL II Y N SPEECH LABORATORY Y N SCHOOL PLAYGROUND
PRINCIPAL III Y N CANTEEN Y N POTABLE DRINKING WATER
PRINCIPAL IV Y N MULTI-PURPOSE HALL Y N ELECTRICITY SUPPLY
TIC/OIC Y N AUDIO-VISUAL ROOM Y N INTERNET ACCESS/CONNECTION
HEAD TEACHER I Y N FACULTY ROOM Y N WELL-VENTILATED CLASSROOMS
HEAD TEACHER II Y N GUIDANCE COUNSELOR ROOM Y N PROPERLY LIGHTED CLASSROOMS 1 2 3 4
HEAD TEACHER III Y N SPORTS FACILITIES Y N SOLAR ENERGY
HEAD TEACHER IV Y N COMFORT ROOMS
1. Do you conduct reviews before your pupils take the NAT? 5. Do you maximize the use of instructional technology in the
Yes No Yes, to some extent classroom?
2. Do you keep track of the yearly NAT results of your school? Yes No Yes, to some extent Y N ALIVE
Yes No Yes, to some extent 6. Are the teachers in core subjects assigned non-teaching loads? Y N TEEP
3. If yes, how did you attain the NAT results of your school? Yes No Yes, to some extent Y N CHILD-FRIENDLY (PUBLIC)
website Division Office other means 7.To what extent are the teachers with subject area specialization Y N STRIVE
4. In what way does your school utilize the NAT results? assigned to teach the core subjects? Y N ANNEX SCHOOL
Intervention Remedial Instruction Yes No Yes, to some extent Y N WITH SPECIAL SCIENCE CURRICULUM
Y N WITH MOTHER TONGUE INSTRUCTION
March 2013
IS YOUR SCHOOL CLASSIFIED AS
(Y FOR YES; N FOR NO)
GRADE 6
ELEMENTARY SCHOOL TYPE
NUMBER OF ACTUAL EXAMINEES (G6
HEADED BY
NUMBER OF TEACHERS
TEACHING BY GRADE LEVEL
GRADE 1 GRADE 2 GRADE 3 GRADE 4 GRADE 5
DOES THE SCHOOL HAVE THE FOLLOWING
(Y FOR YES; N FOR NO)
WHEN WAS
YOUR SCHOOL
ESTABLISHED
SCHOOL LOCATION
LEGISLATIVE/CONGRESSIONAL DISTRICT
CARAGA
IS THE SCHOOL SUPPORTED/SPONSORED BY
NCR
CAR
ARMM
7
8
9
10
11
12
3
4A
4B
5
SHIFTS/DAY
6
(G6)
MALE FEMALE
1
2
NATIONAL ACHIEVEMENT TEST FOR GRADE SIX (G6)
School Header
NAME OF SCHOOL
SCHOOL ID ADDRESS OF SCHOOL
REG DIV
DOES THE SCHOOL
CONDUCT SPED
CLASSES? (S)
29. NAT Year 4
School Header
29
A
B 0 0
C 1 1 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0
D1 2 2 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1
D2 3 2 2 2 2 2 2 2 2 2 2 2 2 2 2 2 2 2 2 2 2 2 2 2 2
E 4 3 3 3 3 3 3 3 3 3 3 3 3 3 3 3 3 3 3 3 3 3 3 3 3
F 5 4 4 4 4 4 4 4 4 4 4 4 4 4 4 4 4 4 4 4 4 4 4 4 4
G 6 5 5 5 5 5 5 5 5 5 5 5 5 5 5 5 5 5 5 5 5 5 5 5 5
H 7 6 6 6 6 6 6 6 6 6 6 6 6 6 6 6 6 6 6 6 6 6 6 6 6
I 8 7 7 7 7 7 7 7 7 7 7 7 7 7 7 7 7 7 7 7 7 7 7 7 7
J 9 8 8 8 8 8 8 8 8 8 8 8 8 8 8 8 8 8 8 8 8 8 8 8 8
K 9 9 9 9 9 9 9 9 9 9 9 9 9 9 9 9 9 9 9 9 9 9 9 9
L
M
N
P PRINCIPAL I PRINCIPAL IV HEAD TEACHER II
R PRINCIPAL II TIC/OIC HEAD TEACHER III 0 0 0 0 0 0 0 0 0 0
PRINCIPAL III HEAD TEACHER I HEAD TEACHER IV 1 1 1 1 1 1 1 1 1 1
2 2 2 2 2 2 2 2 2 2
3 3 3 3 3 3 3 3 3 3
4 4 4 4 4 4 4 4 4 4
NATIONAL BARANGAY/COMMUNITY HIGH SCHOOL STATE COLLEGE/UNIVERSITY HIGH SCHOOL 5 5 5 5 5 5 5 5 5 5
NATIONAL COMPREHENSIVE HIGH SCHOOL PRIVATE SECTARIAN HIGH SCHOOL 6 6 6 6 6 6 6 6 6 6
INTEGRATED SCHOOL PRIVATE NON-SECTARIAN HIGH SCHOOL 7 7 7 7 7 7 7 7 7 7
PUBLIC SCIENCE HIGH SCHOL PRIVATE SCIENCE HIGH SCHOOL 8 8 8 8 8 8 8 8 8 8
PUBLIC VOCATIONAL HIGH SCHOOL PRIVATE VOCATIONAL HIGH SCHOOL 9 9 9 9 9 9 9 9 9 9
LONE DISTRICT 4th DISTRICT
1st DISTRICT 5th DISTRICT WITHIN THE CITY PROPER
2nd DISTRICT 6th DISTRICT OUTSIDE THE CITY PROPER
3rd DISTRICT WITHIN THE TOWN PROPER
OUTSIDE THE TOWN PROPER
HINTERLAND 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0
COASTAL AREA 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1
YES NO ON AN ISLET 2 2 2 2 2 2 2 2 2 2 2 2 2 2 2 2
3 3 3 3 3 3 3 3 3 3 3 3 3 3 3 3
4 4 4 4 4 4 4 4 4 4 4 4 4 4 4 4
Y N SCIENCE LABORATORY Y N HOME ECONOMICS ROOM 5 5 5 5 5 5 5 5 5 5 5 5 5 5 5 5
Y N COMPUTER LABORATORY Y N INDUSTRIAL ARTS ROOM 6 6 6 6 6 6 6 6 6 6 6 6 6 6 6 6
Y N SPEECH LABORATORY Y N SCHOOL PLAYGROUND 7 7 7 7 7 7 7 7 7 7 7 7 7 7 7 7
Y N CANTEEN Y N POTABLE DRINKING WATER 8 8 8 8 8 8 8 8 8 8 8 8 8 8 8 8
Y N MULTI-PURPOSE HALL Y N ELECTRICITY SUPPLY 9 9 9 9 9 9 9 9 9 9 9 9 9 9 9 9
Y N AUDIO-VISUAL ROOM Y N INTERNET ACCESS/CONNECTION
Y N FACULTY ROOM Y N WELL-VENTILATED CLASSROOMS
Y N GUIDANCE COUNSELOR ROOM Y N PROPERLY LIGHTED CLASSROOMS
Y N SPORTS FACILITIES Y N SOLAR ENERGY LOCAL GOVERNMENT PRIVATE COMPANIES
Y N COMFORT ROOMS NON-GOVERNMENT ORG. INDIVIDUAL DONOR
1. Do you conduct reviews before your pupils take the NAT? 4. In what way does your school utilize the NAT results?
Yes No Yes, to some extent Intervention Remedial Instruction Y N SEDIP
2. Do you keep track of the yearly NAT results of your school? 5. To what extent are computers used by the students in school? Y N ALIVE
Yes No Yes, to some extent Yes No Yes, to some extent Y N STRIVE
3. If yes, how did you attain the NAT results of your school? 6. Are the teachers teaching the core subjects (Science, Math, English, Y N CHILD-FRIENDLY (PUBLIC SCHOOL)
website Division Office other means Filipino, Araling Panlipunan) involved in other school activities? Y N WITH GASTPE GRANTEES (PRIVATE SCHOOLS)
Yes No Yes, to some extent Y N WITH ENGINEERING & SCIENCE EDUCATION
PROGRAM (ESEP) FOR PUBLIC SCHOOLS
March 2013
NATIONAL ACHIEVEMENT TEST FOR YEAR FOUR (Y4)
School Header
NAME OF SCHOOL
REG DIV
SCHOOL ID ADDRESS OF SCHOOL
O. OF GASTPE GRANTEES (Y2)NO. OF GASTPE GRANTEES (Y1)
8
MALE FEMALE
1
2
3
NUMBER OF ACTUAL EXAMINEES (Y4
4A
4B
5
6
7
9
10
ECSEVS
11
12
NCR
IS YOUR SCHOOL CLASSIFIED AS
(Y FOR YES; N FOR NO)
CAR
ARMM
CARAGA
WHEN WAS
YOUR SCHOOL
ESTABLISHED?
IS THE SCHOOL SUPPORTED/SPONSORED BY
1ST YEAR
HIGH SCHOOL TYPE
LEGISLATIVE/CONGRESSIONAL DISTRICT
HEADED BY
TEACHING BY YEAR LEVEL
2ND YEAR 3RD YEAR 4TH YEAR
NUMBER OF TEACHERS
DOES THE SCHOOL HAVE THE FOLLOWING (Y FOR YES; N FOR NO)
SCHOOL LOCATION
DOES THE SCHOOL CONDUCT SPED
CLASS(ES)?
O. OF GASTPE GRANTEES (Y4)
EVS ECS
(FOR PRIVATE SCHOOLS ONLY)
NO. OF GASTPE GRANTEES (Y3)
ECSEVS EVS ECS
31. Grounding/Preparation Stage –
Information Dissemination
A. Examinees:
1. Inform the examinees to bring pencils (lead#2) on exam
day.
2. Inform the fourth year students taking NAT to bring
snacks/lunch on exam day.They are not allowed to leave the
campus.
3. Inform the fourth year students that they should know the
Program they are classified/enrolled:
a) Basic Education Curriculum (BEC), b) Engineering Science
and Education Program (ESEP), c)Technical-Vocational
Education (Tech-Voc), d) Special Program for theArts (SPA)
31
32. Grounding/Preparation Stage –
Information Dissemination
A. Examinees:
4. Inform the examinees to have a copy of their Ratings in the
3
rd
grading or the gen. ave. in the past year: Math, English,
Science, Filipino and HeKaSi/Araling Panlipunan.
5. Inform the examinees to have a copy of their LRN.
6. Inform the examinees of the specific coverage per level of
the NAT (see BoardWork slides)
7. Remind them to eat breakfast but to come early to the
Testing Center.
8. Remind them to wear their school uniform and student ID.
9. Remind them to observe courtesy, show respect to the
Testing Officials esp. the REs.32
33. Grounding/Preparation Stage –
Information Dissemination
B. Schools:
1. Inform all schools that the list of examinees must be
alphabetically arranged in the whole school. All males first then the
females, except on Special Science Curriculum where the
examinees have to be grouped together in one or two rooms.
2. For the two-session tests (Grade 3 and Grade 6), divide the
number of pupils in the said list of examinees EXACTLY into two.
Exactly the first half will take the test during the first session and
the other half during the second session. This is because theTB for
these tests is 50% of the number of examines. AS shall be 100%
provided.
33
34. Grounding/Preparation Stage –
Information Dissemination
B. Schools:
3. For FourthYear, there will only be one session: theTM to
be provided to students shall be in the ratio of 1:1.
4. In a session, in case there are five or less examinees in
excess in a large testing center, they can be integrated in the
last five rooms, each accommodating an examinee.The
examinee will be the last in the list/seat plan.
5. Private schools without permit to operate are excluded
fromTestAdministration.
34
35. Grounding/Preparation Stage –
Information Dissemination
B. Schools:
6. Examinees from small-size private schools can be merged
and tested in one testing center in a city or in a municipality.
A MasterTeacher shall be assigned as the CE.
7.There should be a separate ETRE for each school in case
there is merging of small size schools into one testing center.
8. Inclusion Policies
- Examinees with Hearing Impairment (HI) may take the test
and may be included in the regular testing room
- Only thoseY4 students graduating in March 2013 will be
allowed to take the NAT -Y4 (without back subjects)
35
36. Grounding/Preparation Stage –
Information Dissemination
B. Schools:
9. In a SmallTesting Center (e.g. 35 registrants only and
cannot be merged with other small testing centers)
-The examinees may be accommodated in the same testing
room with the 30 examinees (if no other room is available)
10. No integration of excess examinees will be done if there
are enough testing rooms and room examiners (coming
from other schools) to serve in the testing center.
11. Non-testing officials are not allowed to stay in the vicinity
of the testing rooms.
36
37. Grounding/Preparation Stage –
Information Dissemination
C. Preparation of Classrooms:
1. Classroom advisers with the help of the UtilityWorkers
Janitors will see to the cleanliness and orderliness of the
classrooms assigned asTesting Rooms.
2. For Grade 3, only 20 chairs should be contained in the
Examination Room, well-spaced & spread out.
3. For Grade 6 andYear 4, 30 arm chairs should be provided.
4. First and last rows close to the walls. Extra chairs in the room
must be arranged neatly along the corridor so as not to pose as
obstruction.
5. The Principal must see to it that these rooms are well lighted,
ventilated and testing-conducive.37
38. Grounding/Preparation Stage –
Information Dissemination
D. Teacher-Readiness:
1. Allow the REs to get hold of the EH during the Orientation
2. Inform REs to study and prepare the BoardWork before theTesting
Day (see slides)
3. Post the BoardWork and the Replica of theAS ahead of time in the
ER. Include posting on the black board the School ID of the school
children being tested in the ER.
4. Inform them to be at the assigned Examination Center at 6:30 a.m. to
receive the materials from the CE at the Distribution Room and to
inspect the readiness of the Room assigned to him/her.
5. Be in good disposition, emotionally ready to administer theTest
6. Observe the prescribed time allotment
7. Wear ID and school teachers’ uniform
38
39. Board Work : NAT Grade 3
Note:
One TB for Reading and Grammar in Filipino and English, Science, and Mathematics
Time Started Time to End
General Directions
& Sample Items 5 mins __________
Part I (EDQ) 1 – 10 5 mins ___________
Part II (Test Proper) Time Started Time to End
Reading Test in English 1 – 20 __________
Reading Test in Filipino 1 – 20
English Grammar 1 – 10
Filipino Grammar 1 – 10
Science 1 – 15
Mathematics 1 – 15 ___________
Total time limit: 1 hr & 30 mins
* Use same board work for the second session.
39
40. Board Work : NAT Grade 6
Note:
One TB for Filipino, Mathematics, English, Science, and HeKaSi
Time Started Time to End
General Directions
& Sample Items 5 mins __________
Part I (EDQ) 1 – 15 5 mins __________
Part II (Test Proper)
Filipino 1 – 40 ___________
Mathematics 1 – 40
English 1 – 40 __________
Break 15 mins __________
Science 1 – 40 ____________
HEKASI 1 – 40 __________
Composition Writing in sample schools 20 mins
Total time limit: 3 hrs & 50 mins
* Use same board work for the second session.40
41. Board Work : NAT Fourth Year
Note: One TB for Filipino, Mathematics, English, Science, Araling Panlipunan and Critical Thinking Skills
Parts of the Test Item Time Time Time
Numbers Limit Started Ended
General Directions and
Sample Items 1 – 5 5 mins. ______
Part I (EDQ) 1 – 15 5 mins. ______
Part II (Test Proper )
(A.M.)
Filipino 1 – 60 60 mins. ______
Araling Panlipunan 1 – 60 60 mins. ______
BREAK 10 mins.
Mathematics 1 – 50 70 mins. ______ ______
LUNCH BREAK
(P.M.)
Science 1 – 60 80 mins. ______
English 1 – 60 60 mins.
Critical Thinking Skills Test 1 – 20 30 mins. ______
Total Time Limit: 6 hrs.
41
42. TESTING DAY: Pre-Test Guidelines
42
Concern Guidelines
Distribution
Time for theTest
Materials (TMs)
Early in the morning of Examination date in nearby schools
A day before the Examination date to far schools or even
earlier to far flung schools
Check the Identity
of the Examinee
During Entrance to
the Room
Check the identities of the examinees inside each Examination
Room by all means (e.g. I.D., notebooks bearing the
examinee's name, etc.) using the following procedure:
1. Countercheck the identity of each examinee through
his/her I.D. (disseminated earlier by the school)
2. If I.D. is not available, ask the examinee to present a
notebook or any belonging bearing his/her name.
3. In the absence of # 1 and # 2 identification materials, ask
the classmates inside the Examination Room to attest the
identity.
43. Pretest : Entrance Seating Arrangement
43
1. Examinees will be seated alphabetically arranged, from the first line of chairs to
the last line, starting from the right of the RE facing the class. Do not reserve the
seat of a late-comer or the absentee. Late comer/s will be seated at the back and
given theTB andAS with the last Serial No.
2. Do not allow electronic devices (calculators & cell phones), references
(dictionaries) and rulers in the exam room.
3. All belongings shall be placed in front beneath the blackboard. Only pencils,
sharpeners and a computation paper shall be with the examinees while test is
going on.
4. CountTBs before opening package in front of examinees.
Note:
No other persons should be allowed in the premises of the Examination Rooms
except the testing staff and authorized monitors.
NAT Grade 3:
20 examinees in a room
Seats are 4 rows of 5
NAT Grade 6 andYear 4:
30 examinees in a room
Seats are 6 rows of 5
44. Pretest : Distributing and Checking
the TBs and ASs
44
Distribute from right to left and from lowest serial number of theTB andAS.
Check page by page simultaneously.
Place defective/unusedTB andAS, if any, in the original plastic bag, secured and safe from
harm while performing other duties as RE.
No examinees should start accomplishing the NAME GRID unless they have shown their
pencils
GOAROUNDTHE ROOM. Check and double check if all examinees have shaded the
correct circles pertaining to the NAME GRID and all the necessary information about the
examinee.
Remind examinees to use eraser for pencils.Tape or liquid erasers are NOT allowed.
Do not start theTest Proper unless each examinee has properly shaded the NAME GRID.
45. Test Proper
45
Read verbatim the information in boxed portions of the handbook. Do
NOT translate in local language/dialect.
Always record the time started and the time when clustered subject
tests will end.
Do NOT add nor subtract minutes in the time allocated.
Accomplish the Seat Plan while the examinees are answering the EDQ.
Accomplish Form 7 while test is in progress.
Provide close supervision of examinees in accomplishing the Scannable
Answer Sheet before reliable data can be generated.
46. Instructions for the Recording of Time
46
1. Time allocation serves as guide in the recording of time
but the corresponding actual time in answering each
subject should be written in the time started and time to
end.
2. The recording of time is done by cluster of subjects
answered before and after breaks (snacks and lunch);
for which the time records should be written in the
blanks provided.
47. Post Test
47
Give examinees five minutes to inspect and clean their
Answer Sheet.
Instruct the examinees to detach and submit to you the
examinee stub together with theTB and AS. (The examinee
stubs should be turned over by the RE to the Guidance
Counselor or CE/SH during the Retrieval Phase).
Count allTBs and ASs, make sure none is missing, before
allowing the examinees to leave the room.
48. Post Test : Accounting of Test Materials
and Preparation of Reports
48
Count and arrangeTBs and ASs consecutively arranged by
its serial numbers.
Accomplish the ETRE’s Data. Indicate the number of
registrants and the actual number of examinees.
After the contents have been accounted for, SEAL the
ETRE with the DepED-NETRC paper tape while still in
the testing room and sign across it.
Account for and submit to the CE all that you have
received.
49. Post Test : Contents of ETRE
49
Post Test : Contents of CETRE
Notes: a) Original Forms 5 & 6 shall be submitted separately to the DTCs;
b) Xerox copy of accomplished Forms 3 & 4 shall also be provided the
DTC
1. Report on time test started and ended by cluster of subjects
(BoardWork on ActualTime Record)
2. UsedASs placed in original plastic bag
3. Form 1 and Form 2
4. Form 7
1. UnusedASs
2. Form 3
3. Form 4
4. Scannable School Header
50. Post Test : Materials for Immediate
Submission to the Division Office
50
1. Bundles of ETREs and CETREs placed in the original AS boxes
2. Bundles of used and unusedTBs placed in the originalTB boxes
3. Examiner’s Handbooks
4. NETRC Form 5 to be submitted to the DTC (who will place it inside box no. 1
for theTBs of the Division (on top of theTBs)
5. NETRC Form 6 to be submitted to the DTC (who will place it inside box no. 1
of ETRE’s/CETRE’s of the Division (on top of the CETREs)
6. Xerox copies of accomplished Form 3 and Form 4.
Reminders:
The SHs have to return theTMs within the Day of the Examination.
Take note of the guidelines regarding the time and date of the Forwarder’s
retrieval of theTMs.
Accomplish the Questionnaire on Forwarder’s Performance.
Notify the NETRC ifTMs are ready for retrieval or if they were not retrieved
promptly.
Reminder: Don’t mix-upTBs with ASs.There are two separate warehouses for these
TMs. Otherwise, misplacedTMs will not be accounted for properly.
51. Oath of Confidentiality (New)
Form 1 – List ofActual Examinees
Form 2 – Seat Plan
Form 3 –Test Materials Accounting Form
Form 4 – Chief Examiner’s Report Form
Form 5 – Test Booklet Quantity and CompletenessVerification Sheet
Form 6 – Answer Sheet Quantity and CompletenessVerification Sheet
Form 7 – Room Examiner’sTestAdministration Evaluation Report51
The Forms
52. Oath of Confidentiality
52
As part of the testing staff nationwide, tasked to receive, administer
and retrieve the Test Materials for the National Career Assessment
Examination (NCAE), I hereby solemnly swear that I will strictly observe
security measures to maintain the confidentiality of saidTMs.
Received from: Received by:
(The DivisionTesting Coordinator) (School Head/SchoolTesting Coordinator)
____________________ ____________________
Print Name and Sign Print Name and Sign
____________________ ____________________
Date Date
53. The Generic Forms
Form 1
53
NETRC FORM 1
REGION: __________________________________________ DIVISION: ____________________________________________
SCHOOL: _____________________________________________________ SCHOOL ID: _______________________
ADDRESS: ____________________________________________________ Number of Male: ______ Number of Female: ______ Total: ______
GRADE LEVEL : _________ YEAR LEVEL: __________
EVS ECS EVS ECS
1 16
2 17
3 18
4 19
5 20
6 21
7 22
8 23
9 24
10 25
11 26
12 27
13 28
14 29
15 30
IMPORTANT
1. Names listed as they appeared in the Seat Plan.
2. Check if the LRN of each examinee listed in Form 1
matches with the shaded LRN in the front side of
his/her Scannable Answer Sheet.
3. Leave the space blank if not a GASTPE grantee.
EVS - Education Voucher System
ECS - Education Contracting Service
Learner Reference
Number (LRN)
NAME
(To be accomplished by the Room Examiner)
LIST OF ACTUAL EXAMINEES
Room Examiner
School
NAME
GASTPE Grantee GASTPE GranteeLearner Reference
Number (LRN)
54. Form 2
54
REGION: ____________________ SCHOOL NAME/TESTING CENTER: __________________________________ DATE OF EXAM. _____________
DIVISION: ___________________ SCHOOL ADDRESS: _______________________________________________ ROOM NO. __________________
Name Name Name Name Name Name
Exam. No. Exam. No. Exam. No. Exam. No. Exam. No. Exam. No.
TB No. TB No. TB No. TB No. TB No. TB No.
Name Name Name Name Name Name
Exam. No. Exam. No. Exam. No. Exam. No. Exam. No. Exam. No.
TB No. TB No. TB No. TB No. TB No. TB No.
Name Name Name Name Name Name
Exam. No. Exam. No. Exam. No. Exam. No. Exam. No. Exam. No.
TB No. TB No. TB No. TB No. TB No. TB No.
Name Name Name Name Name Name
Exam. No. Exam. No. Exam. No. Exam. No. Exam. No. Exam. No.
TB No. TB No. TB No. TB No. TB No. TB No.
Name Name Name Name Name Name
Exam. No. Exam. No. Exam. No. Exam. No. Exam. No. Exam. No.
TB No. TB No. TB No. TB No. TB No. TB No.
Exam. No. - Examinee Number in the Answer Sheet
TB No. - Test Booklet Number ROOM EXAMINER'S SIGNATURE OVER PRINTED NAME
25 26 27 28
23 24
9 10
SCHOOL where Room Examiner teaches
Testing Program: ________________________________
29 30
19 20
NETRC Form 2 SEAT PLAN
1 2 3 4
21 22
11 12
5 6
7 8
13 14 15 16 17 18
Note: Only twenty seaters for Grade 3.
55. Form 3
55
NETRC FORM 3
Name of School: ___________________ Address of School: ______________________ Name of Chief Examiner: _____________ Testing Program: _______________
1.
2.
3.
Signature: ___________________________
4.
Date: 5.
Test Booklets.
No. Name in Print of Examiner
Exam
Room
No.
No. of TB Inclusive Serial Numbers Signature of Examiner
No. of
Used TB
No. of
Unused
TB
Serial Number(s)
of Unused TB
Signature of Examiner Remarks
1 2 3 4 5 6 7 8 9 10 11
1
2
3
4
5
6
7
8
9
10
11
12
NOTE:
Each carton/package is sealed. Only the Chief Examiner is authorized
to break the seal in the presence of the examiners
Republic of the Philippines
Department of Education
NATIONAL EDUCATION TESTING AND RESEARCH CENTER
TEST MATERIALS ACCOUNTING FORM
Distribution Phase Retrieval Phase
This is to certify that I received _______________ carton(s)/ package(s) which
contain Test booklets (TBs) and Answer Sheets (ASs). The seals of these are all
Intact.
Page _____ of ______ pages
All Examiners are required to affix their signature in Column 6 as they receive
the materials for their respective examination rooms.
INSTRUCTIONS:
Each carton/package is sealed. Only the Chief Examiner is authorized to
break the seal in the presence of the examiner.
The Chief Examiner fills up the information required in each column.
The duly accomplished form is to be placed inside the Chief Examiner's
Transmittal Report Envelope (CETRE) for transmittal to the NETRC, Pasig
Notedown under "Remarks" the total number of defective and replaced
57. Forms 5 and 6
57
Form 5
TEST BOOKLET QUANTITY and COMPLETENESS
VERIFICATION SHEET
Name of School: _____________________ Region: ____________
School ID: ______________ __ Division: ___________
PRE-TEST
1. How many test booklets were allotted to your testing center as
indicated in the Packing Guide, including buffer? _________
2. Upon opening of boxes, are the test materials:
______ complete _______ incomplete _______ with excess
3. If incomplete, how many are lacking/missing? _______
4. What is/are the Serial Number/s?
_______________________________________
5. If excess, how many? _______
6. What is/are the Serial Number/s?
_________________________________________
POST-TEST
1. After retrieval, are the test booklets complete? _______
2. If not, how many are missing/lacking? ______
3. What is/are the Serial Number/s? _________________
___________________________________________________
Prepared by:
_____________________________________________________
Signature over Printed Name of School Testing Coordinator (STC)
Attested by:
_______________________________________________
Signature over Printed Name of Chief Examiner
_______________________________________________
School
NOTE: This form is to be submitted separately to the DTC.
NETRC Form 6
ANSWER SHEET QUANTITY and COMPLETENESS
VERIFICATION SHEET
Name of School: _____________________ Region: _____________
School ID: _________________ Division: _____________
PRE-TEST
1. How many answer sheets were allotted to your testing center
as indicated in the Packing Guide, including buffer? _________
2. Upon opening of boxes, are the test materials:
________ complete _________ incomplete _________ with excess
3. If incomplete, how many are lacking/missing? _______
4. What is/are the Serial Number/s?
_______________________________________
5 If excess, how many? _______
6. What is/are the Serial Number/s?
_________________________________________
POST-TEST
1. After retrieval, are the answer sheets complete? _______
2. If not, how many are missing/lacking? ______
3. What is/are the Serial Number/s?
___________________________________________
Prepared by:
_______________________________________________________________
Signature over Printed Name of School Testing Coordinator (STC)
Attested by:
______________________________________
Signature over Printed Name of Chief Examiner
______________________________________
School
NOTE: This form is to be submitted separately to the DTC.
58. Form 7
58
NETRC Form 7
Room Examiner’s Test Administration- Evaluation Report
Testing Program: __________________________ Date: ________________
Region: ____ Division:_________ Testing Center/School: ________________________ Room No. _____
Name of the Room Examiner: _______________________ _______________
Printed Name Signature
Direction: Please complete/answer truthfully and objectively all the subsequent indicators.
A. Fill in the blanks:
1. Number of Registrants in the Exam. Room ____ Actual Examinees ____
2. Were the following Testing Staff in this testing Center coming from another School?
Room Examiners: ____Yes ____No Room Supervisors: ____Yes ____ No
3. From what School are you teaching? _______________
4. Specifics of the Test Materials Received:
4.1 Test Materials Quantity No. of copies needed if
Insufficient Condition/Remarks
Test Booklets
Answer Sheets
Examiner’s Handbook
Name Grid Replica
Form 1 and 2
Form 7
ETRE
4.2 Condition of the Test Booklets Quantity Serial Numbers
In good condition
Not in good condition
- With misprints
- With same Serial Numbers
- With blurred Serial Numbers
- Without Serial Number
5. Time when Test Materials were received from the Chief Examiner _______
6. Number of Times Test Booklets were used: ____ Once ____ Twice ____ Thrice
B. Pre-test Activities. Describe the pre-test activities in terms of the following:
Evident Not Evident
• Distribution Activities: The Chief Examiner required each
Examiner to count the Test Booklet in sealed plastic bags
in the distribution room. ______ ______
• Testing room was ready. ______ ______
• List of examinees posted at the door ______ ______
• First and last rows close to the walls ______ ______
A. Test Proper
Rate yourself based on the following aspects: Evident
Not
Evident
1. Instruction on the accomplishment of name grid, personal
information and shading the chosen answer was followed.
2. Accomplishment of seat plan was well done.
3. Time limit for testing was well adhered to.
4. Testing discipline is imposed strictly.
1.1 No unnecessary noise while the exam was in progress
1.2 Cheating in any form was strictly prohibited (e.g. talking to
classmates, use of dictionary, cell phone, calculator, and the
like).
5. Refraining from the following were strictly followed:
2.1 reading/copying test items in the test
booklet by the room examiner. Note that any violation
has corresponding sanctions stipulated in DECS Order # 85
s. 1999 (found in page ----- in the Examiner’s
Handbook); and
2.2 explaining/translating to the examinees
certain word/s used in the item.
6. Kept custody on the TBs and ASs while test was in progress
B. Post Test
Describe the procedure adopted in the retrieval of test booklets and Answer
Sheets
Evident Not
Evident
1. Required each examinee to insert first Answer Sheet in the test
booklet before submitting to you, the examiner.
2. Checked the number of test booklets and Answer Sheets before the
examinees were dismissed.
3. Arranged the TBs and ASs according to serial numbers
4. Placed the used Answer Sheets in original plastic bag
5. Sealed the ETRE while still inside the examination room
6. The ETRE contained the following:
used Answer Sheets in plastic bag
Forms 1 & 2 and Form 7 and the Time Record copied from the board
7. The Test Booklets were counted and recounted by the:
Chief Examiner
Room Supervisor
8. Unused Answer Sheets were submitted to the Chief Examiner
9. Retained the Name Grid Replica in the Testing Center
10. Submitted the Examinee Stubs for Grade VI to the Chief Examiner
Specify the problem(s) encountered, solution(s) you gave and the recommendations to
improve the conduct of future national tests.
Problem 1: ____________________________________________________________
Solution/s made : _____________________________________________________
________________________________________________________________________
Recommendation/s: __________________________________________________
________________________________________________________________________
Problem 2: ____________________________________________________________
Solution/s made : _____________________________________________________
________________________________________________________________________
Recommendation/s: __________________________________________________
________________________________________________________________________
59. Room Examiner’s Transmittal Report
Envelope
59
Republic of the Philippines
DEPARTMENT OF EDUCATION
NATIONAL EDUCATION TESTING AND RESEARCH CENTER
2nd Floor, Mabini Bldg., DepED Complex, Meralco Avenue, Pasig City
ROOM EXAMINER’S TRANSMITTAL REPORT ENVELOPE (ETRE)
(Brown Envelope)
Region: ________ Division: __________________________________________________________ School ID: _____________________
Name of School: ___________________________________________________________________ Type of School: ____________________________________
Address of School: _________________________________________________________________
Street Barangay Municipality Province/City
ROOM NUMBER: ______
No. of Registrants: Male _____ Female ______ Total ______
No. of Examinees: Male _____ Female ______ Total ______
1. Arrange the used Answer Sheets consecutively.
2. Double check the number of used SCANNABLE ANSWER SHEETS and fill up the following:
Quantity of used AS: ______ Serial No. ____________ to __________
3. Place inside this ETRE the following contents:
3.1 Used Answer Sheets with serial numbers arranged consecutively placed in the original plastic bag
3.2 One copy of the NETRC Form 1 back to back with NETRC Form 2
3.3 Examiner’s Narrative Report
3.4 Time started and ended, copied from the board and signed by the Examiner
4. Seal this ETRE with the DepED-NETRC paper tape and sign across while still in the examination room.
* DO NOT PUT UNUSED SCANNABLE ANSWER SHEET/S INSIDE THIS ENVELOPE.
SUBMITTED BY:
___________________________________________ _______________________________________
Signature over Printed Name of Room Examiner School
60. Chief Examiner’s Transmittal Report
Envelope
60
Republic of the Philippines
DEPARTMENT OF EDUCATION
NATIONAL EDUCATION TESTING AND RESEARCH CENTER
2nd Floor, Mabini Bldg., DepED Complex, Meralco Avenue, Pasig City
CHIEF EXAMINER’S TRANSMITTAL REPORT ENVELOPE (CETRE)
(White Envelope)
Region: ________ Division: __________________________________________________________ School ID: _____________________
Name of School: ___________________________________________________________________ Type of School: ____________________________________
Address of School: _________________________________________________________________
Street Barangay Municipality Province/City
NUMBER OF ROOMS: ______
Total No. of Registrants: Male _____ Female ______ Total ______
Total No. of Examinees: Male _____ Female ______ Total ______
Place in this Envelope the following:
1. NETRC Form 3 – Test Materials Accounting Form
2. NETRC Form 4 – Chief Examiner’s Report Form
3. School Header
4. Unused Scannable Answer Sheets
Quantity of unused AS: __________
Note: Forms 5 and 6 should not be placed inside this CETRE but to be submitted separately to the DTC.
SUBMITTED BY:
________________________________________ ___________________________________________________
Signature over Printed Name of Chief Examiner School
61. 61
In case there will be a shortage of Answer Sheets (ASs) in one testing center, Scannable
Answer Sheets (SASs) may be photocopied.
The photocopied ASs SHOULD BE PLACED INSIDE THE RESPECTIVE ETRE corresponding with
the list of actual examinees in Forms 1 and 2.
No Examinee Number should be written in Form 2 (Seat Plan) for the examinees with
photocopied ASs. Instead, indicate in the blank “(Photocopied).”
Sample:
Using a red marker, indicate at the upper right corner of the ETRE this note:
The instructions above are important in order for NETRC to locate, transcribe and
electronically process the photocopied ASs.
Name Kristina M. Dela Cruz
Exam. No. (Photocopied)
TB No. 016657
With _______Photocopied Answer Sheets
(quantity)
ROOM EXAMINER’STRANSMITTAL REPORT ENVELOPE (ETRE)
(Brown Envelope)
On Photocopied Answer Sheets
62. On the Storage of Examiner’s
Handbook and Replicas of Name Grid
62
Examiner’s HB will be stored in the Division Office.
Name Grid replicas will be stored in the schools or
testing centers. Both documents are for future use.
Replicas of the name grid intended for each testing
program should be properly stored and utilized in each
school.These are generic to all testing programs; hence,
may be used in future testing activities in case no
reprints will be provided.
63. TMs for Retrieval by the NETRC
63
1. AllTBs packed in original boxes;
2. All usedASs in ETREs (Forms 1, 2 and 7 inside);
3. All unusedASs in CETREs (Forms 3 and 4, and School Headers
inside) packed in original boxes for ASs ; and
4. Forms 5 and 6 submitted to DTCs for proper placement in
respective boxes
Reminder: Don’t mix-upTBs with ASs.There are two
separate warehouses for theseTMs. Otherwise,
misplacedTMs will not be accounted for properly.
65. Test Results Dissemination
65
No hardcopy will be provided to all division offices.This in line with the
Secretary’s mandate to utilize ICT in education.
Explore the NETRC website to avail of the NETRC test results.
Schools can only log in by using their own School ID as Username and
Password.
Example:
Username: 702406
Password: 702406
The results will be posted for six (6) months only.
Secure soft copy of the results, which is convertible to Excel file, from
theWebsite.
NETRCWebsite
Homepage: http://netrc.sysportal.net/HomePage.aspx
Division/School Account Log In Page:
http://netrc.sysportal.net/signin.aspx
66. On Archiving of Division Test Results of
National Examinations
66
Please access and download the test results
through the NETRC website
Available for 6 months only
68. Non-utilization of the COR in “some
division”
68
- The utilization of the COR are stipulated in the
following memoranda:
- DepED Memo NO. 228, s. 2007
- DepED Memo No. 278, s. 2010
69. Practices in some divisions relative to
the utilization of COR
69
Attach the COR in Form 137 in Grade 6 as part of the
student’s credentials before enrolment.
The COR is photocopied. One copy is for the High
School where the students intend to enroll.
Original COR is given to each examinee.
70. Refusal of Private Schools to Take
National Exams
70
Send a communication to NETRC regarding private
schools who refuse to be administered the national
exams (NCAE, NAT, etc.).The communication will be
indorsed to the Secretary of Education.
71. On Request for Data on the Least
Mastered Skills
71
This report may be derived from the PCR which
is available in the NETRC website
34% and below – belonging to the Least
Mastered/Learned Competencies
END OF PRESENTATION