NCAE - Official Website of the Division of City Schools, Quezon City

Report
DIVISION OF CITY SCHOOLS, QUEZON CITY
DEPARTMENT
OF EDUCATION
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1. What is the NCAE?
 NCAE = National Career Assessment Examination
 It is an aptitude test geared toward providing information
through test results for self-assessment, career awareness and
career guidance of high school students for their post-secondary
courses / application for scholarship.
 Test-taking is mandatory.
 Test results are recommendatory.
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2. What other features characterize the NCAE?
 A locally developed test which was standardized and
validated using Filipino respondents
 A paper-and-pencil test which utilizes scannable answer sheets
that are processed electronically
 A multiple-choice type of test
 Culture fair and sensitive
 Provides an end-user-friendly report format (COR)
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3. Why was NCAE developed?
The NCAE was developed to:
 To foster the highest quality of education in the Philippines by
regulating and monitoring the flow of students to post secondary
institutions of learning and their potential contribution to national
development
 To minimize indiscriminate wastage of manpower and
resources by working for a match between manpower skill outputs
and job market demands
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4. What are the specific objectives of the NCAE?
 To assess the skills of high school students planning to proceed to post
secondary courses and other career options, toward providing relevant
information on their skills, abilities and readiness for academic and nonacademic courses;
 To provide information that will help high school students make wise career
decision; and
 To provide bases for selecting scholarship awardees and recipients of study
grants from the Commission on Higher Education (CHED) and the Technical
Education and Skills Development Authority (TESDA).
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5. How is NCAE different from NCEE?
Similarities

Both are general
scholastic aptitude tests
(GSAT)
Differences

NCAE includes scientific ability as an
area in GSAT

NCAE – without cut-off score

Includes technical-vocational aptitude,
entrepreneurial skill, non-verbal
ability, logical reasoning ability and
interest inventory
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6. Who are the target examinees of the NCAE?
 All enrolled Third Year HS students in public and private
high schools operating with permit
 Fourth Year HS Students and out-of-school youths who
are applying for the CHED and TESDA scholarship and who
were not able to take it during their Third Year level.
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7. What are the domains measured in the NCAE?
A. General Scholastic Aptitude (GSA) – 180 items
 Scientific Ability (SA) ------------------------------------------------- 40 items
 Reading Comprehension (RC) ------------------------------------- 50 items
 Verbal Ability (VA) ---------------------------------------------------- 50 items
 Mathematical Ability (MA) ------------------------------------------ 40 items
B. Technical-Vocational Aptitude (TVA) – 40 items
 Clerical Ability (CA) -------------------------------------------------- 20 items
 Visual Manipulative Skills (VMS) ---------------------------------- 20 items
C. Entrepreneurial Skills (ES) -------------------------------------------------- 20 items
 Planning and Decision Making (PD)
 Budgeting, Marketing and Forecasting (BMF)
 Creativity (C)
D. Logical Reasoning Ability (LRA) ------------------------------------------ 15 items
E. Non-Verbal Ability (NVA) -------------------------------------------------- 20 items
F. Occupational Interest (OIISSS)--------------------------------------------260 items
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
What is Occupational Interest Inventory of Students in
Secondary Schools (OIISSS)

 This
is an inventory / checklist of occupational interests which provides
an assessment on inclinations / preferences for comprehensive career
guidance.
 The
students are provided with a profile chart of their occupational
inclinations and preferences thru the identified cluster occupations.
 These
major occupations are finely divided into two specific groups – the
baccalaureate courses and vocational courses.
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Areas of Occupational Interests (Domain F):
A.
B.
C.
D.
E.
F.
G.
H.
I.
J.
K.
Sciences
Engineering
Commerce
Professional Services
Personal Services
Cyber services
Aesthetics
Environment
Military Training
Spiritual Vocation
Agriculture and Fishery
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8. What information is derived from the NCAE COR?
 COR = Certificate of Rating
 The COR contains the report on how the examinees performed in
the test which is presented in a graph alongside the Standard
Scores and Percentile Ranks.
 The descriptive rating of the Percentile Rank is also included.
 The overall GSA and TVA scores are reported along with scores in
the subtests.
 The GSA score is the average of the standard scores in these
areas: SA, RC, VA and MA.
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 Likewise, the TVA score is the composite of the CA and VMS
scores.
 Additionally, the NCAE reports scores for LRA, Non-Verbal Ability
and ES.
 The level of preference for each area of occupational interest is
displayed based on percentage score which is as follows: high (76100), moderate (51-75), low (26-50) and very low (0-25)
 Examinees can gauge their individual strengths and weaknesses
in every domain/area measured based on the test results.
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Facsimile of the NCAE COR (2012)
FRONT
BACK
Potentials/Inclinations of S tudents Based on NCAE Results
S c ie nt if ic A bilit y ( S A ) .
This is an assessment o f the individual's
scientific abilities and skills to ado pt scientific metho ds, pro cedures and
pro cesses co nstructing kno wledge and so lving experimental o r real-life
pro blems. One who has high SA has greater pro bability to excel in academic
pro grams that wo rk mo stly o n scientific metho do lo gies (e.g. medical allied
pro fessio ns). Tho se with average SA can be successful in the field o f
chemistry, physics, zo o lo gy, bo tany, bio lo gy, and o ther co urses related to
R e a ding C o m pre he ns io n ( R C ) .
This measures the ability to
understand what has been stated directly; to anlayze, interpret, and criticize
what has been read; to reco gnize reaso nable applicatio n o f principles o r
o pinio ns expressed by the autho r. A student with hig RC has the po tential
to make so und inferences, syntheses, generalizatio ns, o r co nclusio ns o n
what he/she read. Students who po ssess the skills will mo st likely succeed
in co urses that invo lve public speaking and even writing such as mass
co mmunicatio n, teaching, theo lo gy, and law.
V e rba l A bilit y ( V A ) . This subtest measures the assertive ability o f a
perso n in view o f grammatical rules and lo gical arrangement o f ideas.
Individuals with hig VA have high sense o f analo gy; hence, they have
po tential in mass co mmunicatio n, law, teaching, and preaching vo catio n.
Tho se with average VA can be develo ped in advertising careers.
M a t he m a t ic a l A bilit y ( M A ) . This subtest is used to assess
quantitative abilities and co mputatio nal skills, particularly, o n wo rking with
numbers, perceiving relatio nship between two quantities and so lving wo rd
pro blems. One with high M A has high sense o f mathematical calculus, a
requisite skill in engineering co urses, aero nautics and marine co urses.
C le ric a l A bilit y ( C A ) . This is a test o f ability and skill to enco de
data/info rmatio n and file o ffice reco rds, as well as ability to no te details. High CA
is the requisite skill fo r secretariat jo bs fo r these jo bes require go o d manual
dexterity; thus individuals with high CA are po tential co mputer o perato rs.
enco ders, and steno graphers.
V is ua l M a nipula t iv e S k ills ( V M S ) . This subtest measures abilities that
require perceptual and visual judgment in determining figures, symbo ls, and
nature o f space as well as skills in mentally manipulating o bjects and co ncrete
materials. M anipulative skills are required in o ccupatio ns such as machine
technicians, jewelers, watchmakers, engravers, handicraft makers, and the like.
N o nv e rba l A bilit y ( N V A ) . This tests a perso n's reaso ning ability to identify
patterns presented in diagrammatic fo rm. The series o f figures presented in each
item requires the perceptio n o f an o perating principle underlying the changes in
the figures. In each instance, the examinee must disco ver the principle's
go verning change/s o f the figures and give evidence o f his understanding by
indicating the diagram that sho uld lo gically fo llo w. It tests abilities required in jo bs
such as engineering, science, architecture and any o ther jo bs which invo lve
wo rking with diagrammatic and similar visual info rmatio n.
Lo gic a l R e a s o ning A bilit y ( LR A ) . This measures an individual's ability to
understand and analyze co mplex written material and derive co rrect co nclusio ns
fro m it. Tho se with high LRA are likely to succeed in co urses which require high
analytical/critical thinking skills like law, eco no mics, theo lo gy, so cial science and
medical allied pro fessio ns.
AN I NVENTORY OF OCCUPATI ONAL I NTERESTS
A. SCIENCES
Health - Medical
A1
Doctor of Medicine
A2
Dentist
A3
Pharmacist
A4
Medical Technologist
A5
Nurse
A6
Orthodentist
A7
Optometrist
A8
Cardiologist
A9
Geneticist
A10 Laboratory Technician**
A11 Radio Technician**
Specialized Areas
A12 Geologist
A13 Actuarial Mathematician
A14 Biologist
A15 Marine Biologist
A16 Food Technologist
A17 Radiologist
A18 Chemist
A19 Botanist
A20 Statistician
A21 Zoologist
A22 Volcanologist
A23 Doctor of Veterinary Med
A24 Seismologist
A25 Laboratory Aide**
A26 Laboratory Assistant**
B. ENGINEERING
B1
Mechanical Engineer
B2
Electrical Engineer
B3
Civ il Engineer
B4
Safety Engineer
B5
Mining Engineer
B6
Metallurgical Engineer
B7
Marine Engineer
B8
Agricultural Engineer
B9
Chemical Engineer
B10 Electrician**
B11 Technician**
B12 Car-auto Machinist**
B13 CP-radio Technician**
B14 Heav y Equip Operator**
B15 Gardener**
B16 Hobby ist**
B17 Goldsmith**
C. COMMERCE
C1
Marketing Officer
C2
Banker
C3
Budget Officer
C4
Financial Analy st
C5
Accountant
C6
Bookkeeper
C7
Businessman
C8
HR Manager
C9
Sales Manager
C10 Economist
C11 Adv ertising Ex ecutiv e
Allied Medical Science
C12 Stockroom Superv isor**
A27 Speech Pathologist
C13 Salesclerk**
A28 Occupational Therapist
C14 Storekeeper**
A29 Therapy Assistant**
C15 Cashier**
A30 Medical Representativ e
C16 Records Officer**
A31 Medical Superv isor
C17 Clerk**
A32 Barangay Health Official** C18 IT Sales Clerk**
A33 Hospital Manager
C19 Security Officer**
A34 Laboratory Utility **
C20 Sales Promo**
A35 Caregiv er**
C21 Warehouse Superv isor**
Medical Tourism /Wellness
A36 Cosmetic Surgeon
A37 Dermatologist
A38 Orthopedic Doctor
A39 Herbologist
A40 Chiropractor
A41 Optical Aide**
A42 Nursing Aide**
A43 Spa Aide**
A44 Gy m Instructor**
A45 Medical Secretary **
A46 Sales Representativ e**
TDPU-pjdc/7/16/12
D. PROFESSIONAL
SERVICES
D1
Legal-Judge
D2
Law y er
D3
Clerk of Court
D4
Legal Assistant**
D5
Legal Secretary **
D6
Clerk**
D7
Pre-School Teacher
D8
Teacher Aide**
D9
Elementary Teacher
D10 High School Teacher
D. PROFESSIONAL
F. CYBERSERVICES
SERVICES (cont...)
F1
Web Designer
D11 Registrar
F2
Analy st
D12 Values Teacher
F3
Programmer
D13 College Professor
F4
Instructor
D14 Non-Formal Educ Teacher
F5
Transcriptionist
D15 Tech-Vocational Aide** F6
Data Encoder**
D16 Book Author
F7
Cartoonist**
D17 Composer
F8
Animator**
D18 Guidance Counselor
F9
Illustrator**
D19 School Head
F10 Clerk**
D20 Assistant Principal
F11 Repairman**
D21 School Clerk**
F12 Radio Technician**
D22 School Aide**
F13 Online Sales Agent**
D23 Janitor**
F14 Technician**
D24 Security Officer**
F15 Call Center Agent**
F16 Database**
E. PERSONAL SERVICES
F17 Adv ertising Agent**
E1
Av iation-Pilot
F18 Computer Aide**
E2
Stew ardess
F19 Drafters**
E3
Ground Crew
E4
Radio Comptroller
G. AESTHETICS
E5
Technician**
Cosm etics
E6
Tow er Technician**
G1
Make-up Artist**
E7
Maritime-Ship Captain G2
Hair Cutter**
E8
Chief Mate
G3
Manicurist**
E9
Marine Engineer
G4
Hair Sty list**
E10 Messman/Cook**
G5
Hair Spa Aide**
E11 Seaman**
E12 Trav el Agent
House Construction
E13 Tour Guide**
G6
Architect
E14 Photographer**
G7
Surv ey or
E15 Ticketing Clerk**
G8
Interior Designer
E16 Hotel-HRM
G9
Foreman
E17 HR Superv isor
G10 Building Aide**
E18 Maintenance Superv isor G11 Painter**
E19 Chef
G12 Driv er**
E20 Attendant**
G13 Pipe Welder**
E21 Clerk**
G14 Carpenter**
E22 Baker**
G15 Mason**
E23 Elev ator Man**
E24 Chambermaid**
Theater/Movie
E25 Barista**
G16 Artist/Actor
E26 Reserv ation Clerk**
G17 Director
E27 Billing Clerk**
G19 Set Designer**
E28 Mass Comm-Journalist G20 Lights Designer**
E29 New s Editor
G21 Entertainer**
E30 Cameraman**
E31 Voice Ov er Talent**
Garm ents
E32 Technician**
G22 Tex tile Technician
E33 Operator**
G23 Fashion Designer
E34 Telephone Operator**
G24 Wholesaler**
E35 Proofreader**
G25 Dressmaker**
E36 Dubber**
G26 Bag Maker**
Garm ents
G27 Shoe Maker**
G28 Furniture Maker**
G29 Pottery Maker**
G30 Beadw orks Maker**
G31 Jew elry Maker**
G32 Silk Screen Maker**
G33 T-shirt Designer**
G34 Wood Carv er**
G35 Art Painter**
G36 Caricaturist**
H. ENVIRONMENT
H1
Urban Planner
H2
Real Estate Broker**
H3
Designer**
H4
Sales Representativ e**
H5
Driv er**
H6
Forester
I. MILITARY TRAINING
I1
Armed Forces Officer
I2
Military Officer
I3
Police Officer
I4
Police Aide**
I5
Desk Officer**
I6
Air Force Officer
I7
Traffic Enforcer**
I8
Barangay Tanod**
I9
Inv estigator
I10
Labor Leader
I11
Training Officer
I12
Strategists
I13
Barangay Officer**
I14
Rescue Volunteer**
I15
Barangay Aide**
I16
Barangay Cleaners**
I17
Clerk**
I18
Forensic
I19
DNA Analy sts
I20
Fingerprint Ex pert
I21
Laboratory Technician**
I22
Laboratory Encoder**
J. SPIRITUAL VOCATION
J1
Priest/Pastor
K. AGRICULTURE & FORESTRY
K1
Canning Worker
K2
Agriculutural Worker
K3
Fish Hachery Technician
K4
Aquaculturist
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9. How are the NCAE scores reported and interpreted?
 The scores are reported in Standard Scores and Percentile Ranks.
 Standard Score - where the mean is 500 and the standard deviation
is 100. The highest scores are in the 700’s; the lowest scores are in the
300’s.
 Percentile Rank - shows the examinees’ position among all the
examinees. If an examinee scores at percentile rank 99+, it means that
he scored above the other 99 percent of the examinees.
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10. What is the legal basis of the NCAE?
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11. Is NCAE a prerequisite for entry to college?
 Yes. NCAE will be part of the requirements for admission to the
tertiary education institutions starting SY 2010-2011.
 Although a requirement, the results of the NCAE are still
recommendatory. There is still no passage of law that makes the
results of the NCAE mandatory prior to enrolment in
college/university courses or in vocational/technological courses or
other short entrepreneurial courses.
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19
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12. Is there a testing fee required in taking the NCAE?
 None.
 The cost in the preparation of test materials and
administration of the test does not entail any amount
from the schools, parents and students.
 All expenses are shouldered by the Department.
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13. How long does it take for an examinee to receive
his/ her individual COR (test results)?
 3-4 months
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14. How will the NCAE guide high school students and their parents
in determining the career track they should take?
 The NCAE intends to provide information that will help outgoing high school
students make wise career decisions based on the results of the three domains of
the test.
 It also provides an interest inventory that will show the inclinations of the
students in a particular occupational field.
 The test results will validate the previously thought career choice by showing
the student’s strengths and weaknesses in the aforementioned domains.
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15. How has the general public responded to the results of the exam? Are parents
willing to follow the test results for their children’s career plans?
 In 2007, DepED-NETRC conducted a survey on the utilization of the NCAE
results for SY 2006-2007.
 Nineteen (19) higher education institutions and TESDA accredited
schools in twelve (12) schools divisions participated in the survey.
 The NCAE annual administration was viewed positively by 81.31% of the
students.
 80% of their parents affirmed in the necessity to administer the NCAE
yearly.
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 The results validate DepED’s decision to put great stress on tech-voc program,
that is, to equip high school students with technical-vocational skills that can
empower them to find meaningful employment, whether or not they pursue
college education.
 DepED’s tech-voc curriculum is being aligned with the training regulations of
TESDA. This will allow tech-voc high school graduates to acquire TESDA
certificates.
 It is also the Department’s goal to improve the abilities of students in the
general scholastic domain.
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
Moreover, the Department is currently working on
intensifying the career guidance programs in
public national high schools and in orienting the
guidance staff in the schools and division offices on
how to maximize the utilization of the NCAE results
in order to properly guide students in making wise
career decisions.
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17. How can the results of the exam help solve the problem of job
mismatch?
 With the results of the NCAE, the students will be
directed to occupational fields where they would be
potentially productive and successful.
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18. Can the results of the NCAE be used in ranking schools?
 No.
 The results of the NCAE should NOT be used for other
purposes other than career guidance.
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Policy Recommendations
SCHOOL LEVEL
1.
Train the non-Registered Guidance Counselors to analyze the test results to be
able for them to successfully communicate these to the end users.
2.
Design an action plan having an intent to provide activities vis-à-vis the
weaknesses in the test results as a “Stop Gap” mechanism.
3.
Make career awareness permeate the teaching-learning episodes instead of
delimiting it to career guidance undertakings.
4.
Develop an outreach program involving the school’s successful graduates as
source of inspiration during career orientation fora.
5.
Acquire a list of DOLE in-demand occupations to be factored in the career
orientations of junior students.
6.
Strengthen / implement a comprehensive and developmental Career Guidance
Counseling Program.
7.
Formation of clubs and organizations need to be part of school activities to
further enhance the aptitude of students and their work paths.
8.
Conduct a mock job fair in school.
9.
Conduct a quarterly career fora involving the parents.
10. Conduct an environmental scanning for exposure to job opportunities.
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Policy Recommendations
DIVISION LEVEL
1.
2.
3.
Document the best practices of schools in career guidance activities.
Make test results utilization check (e.g. NCAE and NAT) part of the
conferences with School Heads.
Monitor the schools’ activities in career guidance.
CENTRAL / REGIONAL OFFICE
1.
2.
3.
Identify the training needs of the field staff on the NCAE test results
utilization.
Monitor on the career guidance process using the Division level’s
consolidated data.
Document the best practices on NCAE test results utilization and career
guidance.
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
Thank you for listening

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