RASH is an aptitude assessment tool that provides predictive information regarding the potential for success of Grade 10 students in the tracks and strands of the Department of Education (DepEd) Senior High School (SHS) Program.

RASH enables students to explore possible career paths along the tracks and strands of the SHS curriculum based on their core competencies and occupational interests. It also identifies academic proficiency within the (5) applied track subject areas of the SHS curriculum, highlighting specific strengths and weaknesses for each domain. The results can also be used to assist schools enhance their SHS curricula, and formulate career planning interventions for the educational and vocational guidance of their students.

The framework of RASH consists of three (3) tests that would assess student competencies and skills needed for the SHS program. The Assessment of Achievement Potential is an achievement test that measures the standards and competencies of students in the five (5) applied track subjects of the K-12 curriculum which students must take regardless of their chosen specialization. The Measurement of Core Competencies aims to determine their current skills level with regards to the specialized tracks and strands of the SHS program. It also includes a 10-item artistic inclination test that measures their creativity through visual (drawing) and written responses.


Lastly, the Occupational Interest Profile identifies their career preference in pursuing a particular track/strand, given their personal characteristics. Accomplishing the entire assessment therefore is mandatory.

For Achievement Potential, Focus Group Discussions (FGDs) with Subject Matter Experts (SMEs) from various fields and disciplines were held to identify and determine the power standards to be assessed in the SHS curriculum. Core Competencies were identified based on a comprehensive review of literature and the SHS curriculum. The framework for the Occupational Interest Profile was derived from John Holland’s Occupational Themes as reflected in Cattell’s 16 Personality Factors Test (16-PF). Items developed for each component were subjected to a series of extensive reviews by panels of SMEs for content validation and psychometric item analysis to ensure item quality and functionality.

Literacy and numeracy are fundamental and foundational skills that constitute key information processing, becoming a foundation for the development of higher-order cognitive skills and a pre-requisite for attaining and understanding specific domains of knowledge.


High literacy and numeracy skills are also associated with personal, social and economic wellbeing and are essential in a broad range of contexts in everyday life. These skills are also increasingly significant in the labor market and can hugely affect employability, as these skills underpin a much wider set of work-related competences. (EU Skills Panorama, 2014)

Literacy and numeracy skills are crucial as they are used in many aspects of our lives, are often used in conjunction with other skills, and are used to begin, establish, and maintain lifelong learning (Getting the Basics Right: Quality Primary Education in the North Pacific, 2015). Early education is also essential for assessment as critical skills and knowledge learned throughout the years can be a determining factor for future performances (Langham, 2009). These skills must therefore be acquired early on in order to achieve success in life.


Lack of such without early diagnosis and intervention of problem areas may lead to student’s falling farther behind in all future learning as they progress through school.

Grace followed a standard and stringent process during the test development of IPLAN. Anchored on a conceptual framework, a team of Subject Matter Experts (SMEs) provided by Phoenix Publishing House developed items based on the Test of Specifications (TOS) formulated by GRACE. The initial items developed were then subjected to an external item review panel of Subject Matter Experts (SMEs). After rigorous process of content validation, the items were pilot tested in selected schools across the country. The pilot test data were used to do item analysis to establish IPLAN’s psychometric properties and formulate the final form of IPLAN.

GRACE will be providing assessors and site coordinators to administer the test to the school. Subject Matter Experts (SMEs) and licensed professionals who underwent extensive screening and training for the IPLAN test administration will be the ones to assess the students, whereas site coordinators are in-charge of monitoring the overall progress of the assessment, and are responsible for accompanying the students to the testing room and back to their classrooms end of every test administration. Site coordinators must be accurate in timing the assessment and ensure that it is within schedule.