Readiness of School Testing Coordinators in Administering DepEd’s National Assessment

Abstract

This study examined the readiness of School Testing Coordinators (STCs) in administering DepEd’s national assessments within the Schools Division Office of Caloocan City. Specifically, the investigation determined the profile characteristics of STCs, assessment administration practices within the division.
The study utilized an explanatory sequential mixed-methods research design. The quantitative phase employed descriptive, assessed their level of readiness across four operational domains, identified significant differences and relationships among variables, examined the predictive influence of readiness domains on overall readiness, and explored the challenges encountered during assessment implementation. The study further served as a basis for the development of a proposed capacity-building program intended to strengthen comparative, correlational, and predictive analyses using a researcher-developed readiness survey questionnaire administered to forty- eight (48) officially designated School Testing Coordinators from public elementary and secondary schools in the Schools Division Office of Caloocan City. The qualitative phase followed the quantitative analysis and utilized semi-structured interviews, open- ended responses, and document review procedures to contextualize and explain the statistical findings. Thematic analysis anchored on Braun and Clarke’s framework was employed in analysing qualitative data.
Findings revealed that most School Testing Coordinators were within the mid- career stage, possessed graduate-level academic preparation, and had multiple years of operational exposure in national assessment administration. In terms of readiness,respondents demonstrated a generally high level of preparedness across the domains of regulatory knowledge readiness, operational and organizational readiness, logistical and resource readiness, and coordination and communication readiness. Among the identified domains, coordination and communication readiness obtained the highest level of assessment, while logistical and resource readiness emerged as the domain with relatively greater operational concerns. Inferential analysis further revealed that selected profile variables, particularly years of service, length of designation, and frequency of participation in national assessment trainings, significantly influenced readiness levels. Correlational findings likewise indicated significant relationships between professional exposure variables and readiness conditions. Regression analysis demonstrated that operational and organizational readiness and coordination and communication readiness significantly predicted the overall readiness of School Testing Coordinators in administering national assessments.
Qualitative findings revealed recurring operational challenges involving workload congestion, time constraints, and delayed dissemination of information, logistical limitations, resource insufficiency, and coordination pressures during national assessment periods. Despite these challenges, School Testing Coordinators demonstrated adaptive practices, procedural commitment, and collaborative strategies in sustaining assessment operations within varying institutional conditions. Triangulation of statistical findings, interview narratives, and documentary evidence further confirmed that readiness is shaped not only by individual competence but also by institutional support systems, organizational conditions, and operational resources available within schools.
Based on the findings, the study concluded that School Testing Coordinators in the Schools Division Office of Caloocan City generally exhibit a high level of readiness in administering DepEd’s national assessments. However, variations in operational conditions, training exposure, and institutional support continue to influence the consistency and sustainability of assessment implementation practices. The study therefore recommends the strengthening of division-wide capacity-building programs, continuous assessment-related training, institutional support mechanisms, and operational monitoring systems to further enhance the readiness and effectiveness of School Testing Coordinators in national assessment administration.