NATG10 Primer | DepEd-BEA

National Achievement Test

for Grade 10 (NATG10)

PRIMER
Department of Education
Bureau of Education Assessment
2023

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 NATG10 Primer | DepEd-BEA

Introduction

The Department of Education (DepEd) ensures the

continuous improvement of its systems to provide all
learners access to quality basic education. To assess the
continuous improvement of teaching and learning
processes, sound information and data on learning outcomes are
needed as proxy indicators of system effectiveness and efficiency. In
line with this, DepEd through the Bureau of Education Assessment
(BEA) administers the National Achievement Test for Grade 10
(NATG10).

The NATG10 is part of the exit assessment per Section 3

of DepEd Order (DO) No. 55, s. 2016 titled, “Policy
Guidelines on the National Assessment of Student
Learning for the K to 12 Basic Education Program”. The
results of this assessment shall be utilized to

a. determine if learners are meeting the learning standards;

b. help provide information to improve instructional practices;
c. assess/evaluate effectiveness and efficiency of education service
delivery using learning outcomes as indicators; and
d. provide empirical information as bases for curriculum, learning
delivery, assessment and policy reviews, and policy formulation.

DO 55, s. 2016 laid the framework for all exit assessments which covers
the target clientele, purpose, design, test administration procedures, and
results utilization.

DepEd Order No. 29, s. 2017 titled, “Policy Guidelines on

System Assessment in the K to 12 Basic Education
Program,” decreed the NATG10 as part of DepEd’s internal
system assessment which aims to generate reliable data
for use in planning, monitoring, and evaluating cycles of the department.

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The policy directs all DepEd offices to organize advocacy activities that
will lead to understanding and acceptance of, and support for
participation in national and international large-scale assessments
among teachers, administrative personnel, students, and education
stakeholders.

Primer Objectives
The purpose of the NATG10 Primer is to raise greater
awareness among the DepEd field offices and schools on
national assessments. This primer shall be used to facilitate
school-based rapid assessment of learning gaps and to
design regional, division, or school-level interventions. It may aid schools
in helping learners/examinees prepare the needed learner- and school-
related data/information before the examination.

The dissemination of primers and conduct of information campaigns

intend to ensure that the school-level and national-level assessments
are aligned and to identify complementary quality standards beyond
those covered by the national assessments for a holistic evaluation of
education quality. In addition, the dissemination of the primers may
provide information to parents and other stakeholders for the
appreciation of the role of assessment in the continuous improvement of
the delivery of basic education services.

Further, this Primer provides an overview of the test design, test

administration, and data reporting and utilization. It also includes sample
test items per learning area across the 21st Century Skills domains.

Test Design
The NATG10 covers the following 21st Century Skills:
Problem Solving, Information Literacy, and Critical Thinking
using learning areas in English, Science, Mathematics,
Filipino, and Araling Panlipunan as test content. Competencies from
each learning area are arranged according to 21st Century Skills.

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Moreover, the test design is progressive in nature wherein test items

measure varying levels of skills in a multiple-choice format using English
and Filipino languages. Test items are constructed and validated based
on the subskills and progression indicators of 21st Century Skills.

21st Century Skills

The following tables present the subskills and progression indicators for
Problem Solving, Information Literacy, and Critical Thinking.

Problem Solving
Subskill Progression Indicator
Analyzing Identify association
outcome Identify cause and effect
Predict outcome
Executing Identify a strategy/method
strategy/method Select appropriate methods to solve the problem
Identify alternative methods to solve the problem
Understanding Generate hypothesis about the problem
the problem Modify hypothesis about the problem
Generalize hypothesis to other problems

Information Literacy
Subskill Progression Indicator
Ability to manage Classify information
information Organize structure of the classification
Sequence the information
Ability to identify Acknowledge different types of information
types of Present required information when explicitly asked
information Interpret questions or forms to provide appropriate
information
Ability to Present information in another medium
communicate Organize information in another medium
information Re-organize or sequence the information

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Critical Thinking
Subskill Progression Indicator
Analyzing Identify that there is a different information
relevance Differentiate between relevant and irrelevant
information
Draw on relevant information only
Evaluating Identify the source of information
sources Evaluate the credibility of the source
Develop the criteria for evaluation of the source
Using evidence State evidence
to formulate an Link evidence to the argument
argument Draw a conclusion based on various evidence

Test Administration
The NATG10 shall be administered to enrolled Grade 10 learners in
public and private schools in a paper-based modality. The census
participation of regional offices, schools division offices, and schools is
implemented to collect large-scale data, as well as monitoring of
achievement at the micro- or school level, and to provide a balance
between the classroom-based assessment and the system-wide
assessment. On the other hand, test accommodations for learners with
special educational needs shall be provided as articulated in Section 9 of
DO 55, s. 2016.

Answer Sheet

A scannable answer sheet shall be used by the learners or

examinees to record their test responses. The answer sheet
also collects their demographic information and school-related
variables. A lead pencil is required in using the answer sheet.
Room examiners shall ensure that answer sheets are free from any
erasures or unnecessary marks because these are electronically
processed.

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The learner demographic and school-related information to

be filled in/shaded on the first page of the answer sheet is
important in the generation of accurate and complete
assessment data for field offices, researchers, and other
stakeholders. Hence, the role of room examiners in checking whether
examinees are supplying the correct information in the answer sheet is
very crucial.

Data Reporting and Utilization

Test scores shall be reported as percentages. Normative
data using the measure of standard deviations are
computed based on the Mean Percentage Scores
(MPS). Test results are presented by levels of progression; the target
proficiency level is at least 75%. The levels of proficiency, descriptions,
and their corresponding range of percentage scores are shown in the
table below.

Levels of Proficiency
Level MPS Description
At this level, the learners are highly capable of
Highly solving problems, managing and communicating
90-100
Proficient accurate information, and analyzing and
evaluating data to create/formulate ideas.
At this level, learners are skilled in solving
problems, managing and communicating
Proficient 75-89
information, and analyzing and evaluating data to
create/formulate ideas.
At this level, learners meet the minimum level of
Nearly skills in solving problems, managing and
50-74
Proficient communicating information, and analyzing and
evaluating data to comprehend ideas.
At this level, the learners can identify strategies
Low
25-49 in solving problems, and differentiate and
Proficient
organize information.
Not At this level, learners can solve simple problems,
0-24
Proficient classify, and identify the source of information.

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Duties and Responsibilities of DepEd Field

Offices and Schools
As indicated in DO 29, s. 2017, equally important to the successful
conduct of system performance evaluation is the learners' understanding
of their role in the process. Therefore, using developmentally appropriate
methods, the field offices and schools are directed to

a. conduct orientation activities for learners explaining to them the

relationship between their performance on the assessments and
its effect on curriculum policies and assessment standards;
b. conduct a post-assessment debriefing session that will allow
students to share their experiences; and
c. inform the learners about the results and their implications on the
educational system.

Test Results
The table below shows the summary of the national ratings of the
NATG10 administered in school year 2018-2019 to 478,587 examinees.
The MPS per learning area (English, Science, Mathematics) indicates
that the examinees exhibited low proficiency in Problem Solving,
Information Literacy, and Critical Thinking.

OVERALL
Problem- Information Critical
Learning Area
Solving Literacy Thinking
MPS SD MPS SD MPS SD
English 50.63 21.99 40.84 18.53 38.97 17.50
Science 39.25 17.16 36.84 15.65 33.48 15.04
Mathematics 38.59 17.46 32.37 16.34 31.83 14.18

This information serves as evidence and a basis for monitoring and

evaluating the current system and recommending policies and solutions
for improvement.

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Sample Test Items

MATHEMATICS
21st Century Skill: Problem Solving
Sub-skill: Executing strategy/method

Item Number Progression Indicator

1 Identify a strategy/method
2 Select the appropriate method to solve the problem
3 Identify alternative methods to solve the problem

For Items 1 to 3, study the situation below.

Ana was asked by her Mathematics teacher to solve the problem below:

Find the zeroes of P( x) = x 3 − x 2 − 4 x + 4 .

1. Which method was used to solve the problem if at first, the numerical coefficients
of P(x) were written in horizontal form and divided by possible factors of the
constant term?

A. Long Division
B. Factor Theorem
C. Synthetic Division
D. Remainder Theorem

2. After finding one zero of the function P(x), which method is the most appropriate
way of finding the remaining zeroes of P(x)?

A. Completing the Square

B. Continuous Division
C. Quadratic Formula
D. Factoring

3. An alternative method for finding zeroes of P(x) is to substitute possible zeroes for
x in P(x) and check if P(x) = 0. What principle is used in this method?

A. Long Division
B. Synthetic Division
C. Factor Theorem
D. Remainder Theorem

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21st Century Skill: Information Literacy

Sub-skill: Ability to manage information

Item Number Progression Indicator

4 Classify information
5 Organize structure of the classification
6 Sequence the information

For Items 4 to 6. The following table below shows the frequency distribution of the
number of hours spent per week in chatting on a smartphone by Grade 10 learners
at a local high school.

Time Per Week Number of Midpoint of

Product (fm)
(hours) Learners (f) Class (m)
0–5 8 2.5 20.0
5 – 10 11 7.5 82.5
10 – 15 15 12.5 187.5
15 – 20 12 17.5 210.0
20 – 25 9 22.5 202.5
25 – 30 5 27.5 137.5

4. How many Grade 10 learners were chatting on a smartphone based on the table
above?
A. 30
B. 60
C. 75
D. 90

5. How many learners spend more than 10 hours chatting per week?
A. 11
B. 19
C. 41
D. 52

6. Which is the correct order of process in finding the mean of the set of data given?

I. Find the midpoint of 0 – 5, 5 – 10, 10 – 15 and so on.

II. Add 20.0, 82.5, 187.5 and so on.
III. Multiply 8 by 2.5, 11 by 7.5, 15 by 12.5 and so on.
IV. Divide 20.0 + 82.5 + 187.5 + 210.0 + 202.5 + 137.5 by 8 + 11 + 15 + 12 + 9
+ 5.

A. I – II – III – IV
B. I – III – II – IV
C. II – I – III – IV
D. III – II – I – IV

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21st Century Skill: Critical Thinking

Sub-skill: Analyzing relevance

Item Number Progression Indicator

7 Identify that there is different information
8 Differentiate between relevant and irrelevant information
9 Draw on relevant information only

For Items 7 to 9, refer to the given problem below.

A straight water slide that is two meters wide makes a 40° angle with
the surface of the water. If the slide is 12 meters high from the foot of
a vertical platform, how long is it?

7. Which box contains information that is all given in the problem?

A. I. Width of the water slide
II. Angle formed by the slide and the vertical platform

B. I. Height of the water slide

II. Angle formed by the slide and the vertical platform

C. I. Length of the water slide

II. Angle formed by the slide with the surface of the water

D. I. Angle formed by the slide with the surface of the water

II. Height of the water slide

8. Which information is NOT needed to solve the problem?

A. height of the water slide
B. width of the water slide
C. angle formed by the slide with the surface of the water
D. angle formed by the vertical platform with the surface of the water

9. How long is the water slide?

A. 19.2 meters
B. 18.7 meters
C. 18.0 meters
D. 17.5 meters

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SCIENCE
21st Century Skill: Problem Solving
Sub-skill: Understanding the problem

Item Number: Progression Indicator

10 Generate hypothesis about the problem
11 Modify hypothesis about the problem
12 Generalize hypothesis to other problems

For Items 10 to 11. Albert’s activity was recorded in the table below.

Strength of
Rate of magnetic field No. of turns of
Setup magnetic field
change (teslas/second) wire
(tesla)
1 20 5 50
2 20 5 100
3 20 5 150

10. What hypothesis was tested by Albert?

A. The number of turns of wire affects the amount of induced current.
B. The strength of the magnetic field affects the amount of induced current.
C. The rate of magnetic field change affects the amount of induced current.
D. The direction of the magnetic field affects the amount of induced current.

11. What hypothesis is suited for the activity?

A. Setup 1 would record the greatest amount of induced current because the
strength of the magnetic field affects electromagnetic induction.

B. Setup 2 would record the greatest amount of induced current because the
rate of magnetic field change affects electromagnetic induction.

C. Setup 3 would record the greatest amount of induced current because the
number of turns of wire affects electromagnetic induction.

D. All setups would record the same amount of induced current because the
orientation of the coil does not affect electromagnetic induction.

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For Item 12, read the alternative experiment presented below.

Albert made an independent investigation on the effect of the three kinds of

conducting wires, i.e., aluminum, copper, and steel on the amount of induced
current. He hypothesized that aluminum is the most effective to induce current
than copper or steel.

The results are summarized below.

Kind of wire Amount of induced current (mA)

Trial 1 Trial 2 Trial 3
Aluminum 0.00450 0.00472 0.00465
Copper 0.03600 0.03540 0.03490
Steel 0.00038 0.00041 0.00037

12. Was the hypothesis of Albert correct?

A. No, because copper induced more amount of current than aluminum or

steel.

B. No, because there was more amount of induced current in steel than in
aluminum or copper.

C. Yes, because aluminum induced the most amount of current followed by

copper then steel.

D. Yes, because steel induced the least amount of current followed by

copper than aluminum.

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21st Century Skill: Information Literacy
Sub-skill: Ability to manage information

Item Number: Progression Indicator

13 Classify information
14 Organize structure of the classification
15 Re-organize or sequence the information

For Items 13 to 15, refer to the table below.

EM Wave Frequency Range Wavelength (m)
(Hz)
Radio waves < 3 x 109 > 1 x 10 -1
Microwaves 3 x 109 – 3 x 1011 1 x 10 -3 – 1 x 10 -1
Infrared 3 x 1011 – 4 x 1014 7 x 10 -7 – 1 x 10 -3
Visible light 4 x 1014 – 7.5 x 1014 4 x 10 -7 – 7 x 10 -7
Ultraviolet rays 7.5 x 1014 – 3 x 1016 1 x 10 -8 – 4 x 10 -7
Xrays 3 x 1016 – 3 x 1019 1 x 10 -11 – 1 x 10 -8
Gamma rays > 3 x 1019 <1 x 10 -11

13. Which of the following Electromagnetic (EM) waves are arranged in

decreasing order of frequency range?

A. Microwaves, Xrays, visible light

B. Visible light, Xrays, microwaves
C. Xrays, visible light, microwaves
D. Microwaves, visible light, Xrays

14. All EM waves travel at the same speed which is about 3.0 x 10 8 m/s through
a vacuum. EM waves have frequency and wavelength which vary depending
on their type. Which of the following illustrates the relationship of speed (c),
wavelength (λ) and frequency (f) of the EM wave?

A. c=λf
B. f=λc
C. λ =cf
D. c = λ/f

15. What is the order of EM spectrum from the shortest to the longest
wavelength?
A. Gamma rays, Xrays, ultraviolet rays, visible light, infrared, microwaves,
radiowaves

B. Gamma rays, visible light, radiowaves, ultarviolet rays, microwaves,

Xrays, infrared

C. Radiowaves, microwaves, infrared waves, visible light, ultraviolet rays,

Xrays, gamma rays

D. Radiowaves, infrared waves, microwaves, ultraviolet rays, visible light,

Xrays, gamma rays

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21st Century Skill: Critical Thinking
Sub-skill: Evaluating sources

Item Number: Progression Indicator

16 Identify the source of information
17 Evaluate the credibility of the source
18 Develop the criteria for evaluation of the source

For Items 16 to 18, refer to the text below.

The information on Feedback Mechanism below shows a portion of the article written by
Drs. R. G. Brzyski and J. Knudtson of Merck Manual. The authors described that
negative feedback mechanisms affect the production of hormones in the menstrual
cycle. High levels of one hormone may inhibit the production of another hormone.

FSH (follicle-stimulating
hormone) stimulates the
ovaries to release estrogen.
High levels of estrogen then
inhibit the further production of
FSH.
Estrogen stimulates the
release of LH (luteinizing
hormone) from the pituitary
gland which in turn controls the
production of progesterone.
High levels of progesterone
then inhibit the further release
of LH.

16. Which of the following is the most reliable source of information above?

A. Dictionary
B. Medical book
C. Internet source
D. Educational Journal

17. Is the authors’ description of the Negative Feedback Mechanism credible?

A. No, the diagram is not clearly stated and properly labeled.

B. Yes, the concept is supported by a diagram and description.
C. Yes, the information is supported by the sequence of events.
D. No, the concepts are of a higher level, complicated, and cannot be easily
understood.

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18. The information above can be further verified by:

A. performing several experiments

B. conducting surveys and interviews
C. reading more articles and online blogs related to the feedback
mechanisms
D. consulting a medical specialist for diagnosis and treatment of hormone-
related conditions

ENGLISH
21st Century Skill: Problem Solving
Sub-skill: Analyzing outcome

Item Number Progression Indicator

19 Identify association
20 Identify cause and effect
21 Predict outcome

For Items 19 to 21, refer to the text below.

The Zika virus is spread by the Aedes aegypti mosquito, which also carries
dengue fever and yellow fever. It was first discovered in Africa in the 1940s but is
now spreading in Latin America.

Pregnant women should be careful not to be bitten by mosquitoes with Zika

virus. Scientists say there is growing evidence of a link between Zika virus and
microcephaly that leads to babies being born with small heads. Zika virus can lead to
fever and a rash, most people show no symptoms, and there is no known cure.

The only way to fight Zika is to clear stagnant water where mosquitoes breed
and to protect against mosquito bites.
Source: BBC News – ADAM, WHO http://www.bbc.com/news/world-latin-america-35388842

19. What do Zika and Dengue virus have in common?

A. Both viruses were both discovered in Asia.

B. Both viruses are harmless and can be cured easily.
C. Both viruses are caused by Aedes Aegypti mosquitoes.
D. Both viruses are transmitted through sneezing and coughing.

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20. Why should pregnant women be careful of the Aedes aegypti mosquitoes?

A. Pregnant women are more prone to Zika virus.

B. The virus can instantly kill a baby and a pregnant woman.
C. The virus can lead to microcephaly among pregnant women.
D. The virus causes birth defects in babies born to infected pregnant women.

21. What could happen if one travels to a place where there is a Zika virus
outbreak?

A. The person is at risk of getting the Zika virus.

B. The person can contract the virus and die in a few days’ time.
C. The person will not contract the virus if vaccinated months before.
D. There is a slim possibility of getting infected if one consults a doctor before
travelling.

21st Century Skill: Information Literacy

Sub-skill: Ability to manage information

Item Number Progression Indicator

22 Classify information
23 Organize structure of the classification
24 Sequence the information

For Items 22 to 24, refer to the text below.

A new study finds that a tiny adhesive sensor can read what’s going in your
body based on your sweat and relay information about your well-being wirelessly to
a smartphone. According to the researchers, this type of wearable sensor could one
day work as an alternative to blood tests to assess people’s health.

Doctors can use sweat to diagnose certain diseases and uncover drug use to
reveal insight into athletic performance. Sweat can also be gathered far less
invasively than blood.

For instance, the sensor can show how people are responding to exercise,
including whether someone needs to make adjustments, such as drinking more
water or replenishing electrolytes.

Source: Bionic Humans: Top 10 Technologies. 2011. https://www.livescience.com/12954-bionic-

humans-artificial-limbs-technologies.html

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22. Which information explains how a tiny adhesive sensor is used to know one’s
health status?

A. Sweating can be lessened using a tiny adhesive sensor.

B. The tiny adhesive sensor can be used to take blood samples invasively.

C. Doctors can use the adhesive sensor and take a sample of sweat to
assess a person’s condition.

D. One’s blood pressure and heartbeat can be diagnosed through the tiny
adhesive sensor in a smartphone.

23. Which pattern of organization was used by the writer?

A. narration
B. description
C. cause and effect
D. comparison and contrast

24. Which of the following shows the correct sequence of information presented in
the text?

I. the tiny adhesive sensor’s feature

II. the tiny adhesive sensor’s clinical use
III. specific example how the tiny adhesive sensor can be
used clinically
IV. the tiny adhesive sensor’s potential use in the future

A. IV–I–II–III
B. I–III–II–IV
C. III–I–II–IV
D. II–III–I–IV

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21st Century Skill: Critical Thinking

Sub-skill: Using evidence to formulate an argument

Item Number Progression Indicator

25 State evidence
26 Link evidence to the argument
27 Draw conclusion based on various evidence

For Items 25 to 27, use the graph below in answering the questions that follow:

Source: Organization for Autism Research

25. According to the bar graph, children with autism are most likely born during
the ____________ of the year.

A. January
B. December
C. May to July
D. January to April

26. After knowing about the results of this correlation study, couples could reduce the
case of autism by _____________.

A. Using contraceptives
B. Consulting a specialist
C. Relying on the fate of their baby
D. Planning to have their baby born in August

27. Which statement below shows a logical conclusion one can make from the
graph?

A. Children born in July are likely to be autistic.

B. Children born in January are at risk of being autistic.
C. There is a correlation between the month of birth and autism cases.
D. There are more children born with autism during the summer months
than in the rainy months.

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KEY TO CORRECTION

Mathematics Science English

1. C 10. A 19. C
2. D 11. C 20. D
3. D 12. A 21. A
4. B 13. C 22. C
5. C 14. A 23. B
6. B 15. A 24. A
7. D 16. B 25. A
8. B 17. C 26. D
9. B 18. D 27. C

Legal Bases

DepEd Order No. 27, s. 2022, Conduct of Rapid Assessment in School Year 2021-
2022 for Learning Recovery as well as in Preparation for the 2021 Baseline
System Assessment.

DepEd Order No. 55, s. 2016, Policy Guidelines on the National Assessment of
Student Learning for the K to 12 Basic Education Program.

DepEd Order No. 29, s. 2017, Policy Guidelines on System Assessment in the K to
12 Basic Education Program.

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Department of Education
Bureau of Education Assessment
2F Bonifacio Bldg., DepEd Complex, Meralco Avenue Pasig City
[email protected]
[email protected]
02-86316921
02-86312589

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