SLAC

Table of Specification

MFAT Table of Specifications per Item

Cognitive

Communication

Daily Living Skills

Motor Skill
(Fine/Gross)

Socio-Emotional Behavior

COG

COM

DLS

MS(F&G)

SEB

Indicators

(CODE)

No. of
Items

Indicators

(CODE)

No. of
Items

Indicators

(CODE)

No. of
Items

Indicators

(CODE)

No. of
Items

Indicators

(CODE)

No. of
Items

Numeracy
(NU)

8

Audition
(AU)

3

Feeding
(FE)

9

Gross Motor
(GM)

14

Emotional
Skills (ES)

9

Simple Analytic
(SA)

6

Speech
(SP)

3

Dressing
(DR)

6

Fine Motor
(FM)

11

Social Skills
(SS)

16

Reasoning
(RE)

6

Voicing
(VO)

3

Grooming
and
Hygiene(GH)

5

Classification
(CL)

2

Receptive
Language (RL)

6

Toileting
(TL)

3

Retention (RT)

1

Expressive
Language (EL)

10

Health and
Safety (HS)

2

Reading(RD)

2

Total per Domain

25

25

25

25

25

Overall Total

125

Whether Weather

Cut-out faces of emotions: 4” x 4”
- happy
- sad
- scared
- angry
picture of a mother hanging clothes, cooking, sweeping
and gardening
stick figure
pencil

pictures of the following (for interview)
a. at home – mother cooking
b. school – teacher writing on the board
c. playground – boy dribbling a ball
d. market – mother buying vegetables

Jilliane C. Benavidez

Proponent

Rose Ann A. Quintana

Catalina Ana SD. Zapanta

Members

PROJECT ALLS

Multi-Factored Assessment Tool (MFAT)

Administration Handbook

Division Training on the

Administration of Multi-Factored

Assessment Tool (MFAT) for
Elementary School Heads

\

What is MFAT?

The Multi-factored
Assessment Tool (MFAT)
is a screening tool intended to gather
information on learner’s strengths, needs,
learning

styles,

and

other

educational

concerns. It aims to assist teachers for instructional
planning and educational placement of learners.

Multiple Choice

What is MFAT?

• Multi Function Assessment Track

• Multi-Factored Assessment Tool

• Multi-function Assessment Track

• Multi Purpose Assessment Tool

What is MFAT?

The Multi-factored
Assessment Tool (MFAT)
is a screening tool intended to gather
information on learner’s strengths, needs,
learning

styles,

and

other

educational

concerns. It aims to assist teachers for instructional
planning and educational placement of learners.

Milestone in the Development of MFAT

Date

Activity

2016 October 17

Workshop on Harmonization of
Assessment Tools (Tanza Oasis)

2016 October 24-28

Workshop on the Development of
Design Sampling for Pilot Testing

2016 November 2-3

Orientation on the Conduct of Pilot
Testing (20 Supervisors oriented)

2016 December

Production of MFAT Tools

2017 March 3-24

Regional Orientation and Pilot Testing,
Conduct of the pilot testing, M & E of
the pilot testing

2017 July-August

Data gathering

2017 Aug.-Sept.

Workshop on the Finalization of MFAT
& Session Guides

Milestone in the Development of MFAT

Date

Activity

2017 August – September 1

Reproduction of MFAT for the NTOT

2017 November

Downloading of Funds for the
production of MFAT

2017 November

National Training of Trainers

2018 March

Regional Roll out
Regional level

2018 August

Division Roll out

Sample script and sequence

1.

Start with greetings
“Good morning/afternoon (name of the learner)! How are you today?” (Be sure that the learner feels at ease and
relaxed as he/she gives his/her response).

2. Introduce the activity

“Today, we are going to play. We will do some activities. Don’t worry. These are just simple activities and the result
of these will not affect your grade. In fact, it will help you improve your performance in class. Do not be shy to ask
questions in case you do not understand my instruction. I will be here to help you.”

3. Ask the learner if she/he has some questions or concerns

“Do you have questions before we start? (Wait for the response of the learner. If the learner says “none”, proceed
to the assessment session. If the learner says “yes”, ask what the concern is and provide appropriate answers. Only
if there are no more questions to answer you can proceed with the activity.)

4. Ensure that the learner is ready to start

“Are you ready? (Do not start until the learner is ready or has shown any sign of approval.)

5. Read the instruction/s as stated in each activity.

6. Record time per activity
Ensure that you have a timer/watch to guide you with the time allotment per activity. Record time started and
ended per activity on the space provided.

When to conduct the MFAT?

► MFAT shall be conducted in
all schools a month after the beginning of
each school year. This is a one-time assessment
administered to Grade I learners enrolled in the
regular

schools

who

may

exhibit

developmental advancement or delays or
with manifestations of learning disability.

Scope of the assessment

It is an activity-based assessment covering
the five domains of learning namely:

•Cognitive Domain
•Communication Domain
•Socio-Emotional Domain
•Motor Domain
•Daily Living Skills Domain

Multiple Choice

Who are the recipients of MFAT?

• Kinder-Grade 3

• Kinder only

• Kinder and Grade 1

• Grade 1

Goals and Objectives

• The MFAT aims to identify the strengths

and weaknesses of learners in Grade 1
which

would

require

appropriate

intervention/s and proper placement.

• The main goal of MFAT is to identify

Learners

with

Special

Educational

Needs

(LSENs)

who

would

need

education

services

and/or

medical/allied services.

Multiple Choice

What is LSEN?

• Learning Situation Educational Nature

• Learners with Special EducatioN

• Learners with Special Educational Needs

Result of the MFAT

The result of the MFAT
does not in any way,
affect the performance
of the learner, teacher,
school, division nor the
region.

Table of Specification

MFAT Table of Specifications per Item

Cognitive

Communication

Daily Living Skills

Motor Skill
(Fine/Gross)

Socio-Emotional Behavior

COG

COM

DLS

MS(F&G)

SEB

Indicators

(CODE)

No. of
Items

Indicators

(CODE)

No. of
Items

Indicators

(CODE)

No. of
Items

Indicators

(CODE)

No. of
Items

Indicators

(CODE)

No. of
Items

Numeracy
(NU)

8

Audition
(AU)

3

Feeding
(FE)

9

Gross Motor
(GM)

14

Emotional
Skills (ES)

9

Simple Analytic
(SA)

6

Speech
(SP)

3

Dressing
(DR)

6

Fine Motor
(FM)

11

Social Skills
(SS)

16

Reasoning
(RE)

6

Voicing
(VO)

3

Grooming
and
Hygiene(GH)

5

Classification
(CL)

2

Receptive
Language (RL)

6

Toileting
(TL)

3

Retention (RT)

1

Expressive
Language (EL)

10

Health and
Safety (HS)

2

Reading(RD)

2

Total per Domain

25

25

25

25

25

Overall Total

125

Time Allotment

ACTIVITY

TIME

ACTIVITY

TIME

Activity 1 - Let’s
Talk
10 min
Activity 4 - Whether
Weather
10 min

Break

3 min

Break

2 min

Activity 2 - Treasure
Box
30 min
Activity 5 – Work of
Hands
15 min

Break

3 min

Break

2 min

Activity 3 - My Daily
Routine
20 min
Activity 6 - Let’s Get
Physical!
20 min

Break

5 min

120 min

Sub-Total

64min

120 min

TOTAL

120 mins/2

hours

After each activity:

An observation checklist has
been

included

to

record

specific behaviour of learners
during assessment. This will help
validate results at the end of
the MFAT administration.

MFAT Materials

ACTIVITY

MATERIALS for MFAT

Let’s Talk!

-any objects from the treasure box

-letter cards

Card size 3” x 3”
Font Style: Century Gothic
Font Size: 150, bold

-flashcards with the following words:

ask, act, and
pat, mat, bat
Ana, Aga, Eva

Card size 3” x 5”
Font Style: Century Gothic
Font Size: 150, bold

-flashcards with the following words:

is, are, has, for, give, his

Card size 3” x 5”
Font Style: Century Gothic
Font Size: 150, bold

MFAT Materials

Treasure Box

Treasure Box
-plastic storage box

-8” height, 14” length, 12” width

Cut out Pictures of

- Red Bangle (small) 2” diameter

- Big Tire (6” diameter)

- Round clock (medium) 4” diameter

- red slice of pizza (medium) 4”

- blue umbrella (big) 6”

- yellow triangle (musical instrument) 2”

- red big box 6”

- blue handkerchief 2”

- yellow medium-sized mirror 4”

- red big table 6”

- blue eraser 2”

-yellow envelope 4”

Treasure Box

-Real Money: P20 peso bill, P10, P5, P1 coins placed in a medium zip lock

-Big letters of the alphabet 3” x 5”, Century Gothic, bold, 150 font

-5 Big letters with corresponding small letters 3” x 5”, Century Gothic, bold,
150 font

-Number cards with numbers 1-20 (3” x 5”, Century Gothic, bold, 150 font)

-Number cards with numbers 1-20 (3” x 5”, Century Gothic, bold, 150 font)

-Popsicle sticks (20pcs)

-Real Money: P20 peso bill, P10, P5, P1 coins placed in a medium zip lock

-Paper clock, 6” x 8”

-Pictures of (half crosswise of a 8.5 x 13 bond paper)
-Child waking up

-Child raising the right hand and reciting the “Panunumpa sa
Watawat ng Pilipinas”

- Children inside the classroom

- Children playing

- Child sleeping

-Body parts puzzle, size: 8.5 x 11

-2 Pictures of a child (1 with one shoe missing and the other with complete
pair of shoes, (half crosswise of a 8.5 x 13 bond paper)

-2 Story books (Araw sa Palengke, Chenelyn, Chenelyn), size: 8”’ x 11”

My Daily Routine

-bath soap, shampoo, towel (face), pail (1.5 l) and dipper
(small)

-toothbrush (small), toothpaste (small)

-Polo Shirt/blouse (with button) and shorts/skirt/pants (with
zipper)

-Shoes with shoelace

-Comb/hairbrush

-Handkerchief/ tissue paper

-Basin (small) with water

-Plate, glass, spoon and fork, placemat

-Bread/Pan de sal, sandwich spread, bread knife

-Bottles/jars/food containers

-Sandwich wrapper/table napkin

-Bowl, serving spoon

-Cup

-Flashcards with Danger Signs and Symbols (Slippery when Wet,
Road under construction, Toxic/Poisonous, Flammable, Falling
debris) Size: 4” x 4”

-Pictures of broken glasses, high places, streets, sharp and
pointed objects Size: 4” x 4”

Whether Weather

Cut-out faces of emotions: 4” x 4”
- happy
- sad
- scared
- angry
picture of a mother hanging clothes, cooking, sweeping
and gardening
stick figure
pencil

pictures of the following (for interview)
a. at home – mother cooking
b. school – teacher writing on the board
c. playground – boy dribbling a ball
d. market – mother buying vegetables

Work of Hands

- Sheets of bond paper (size: 8.5 x 13)
- Pictures of a glass and a ball with broken

lines (half crosswise of a 8.5 x 13 bond
paper)

- Pair of scissors, 4”, Kiddie Scissor Maped

brand

- Pencil
- Crayons (8 colors), Crayola

Let’s Get Physical!

- Masking tape 2”
- 3 chairs
- Rubber Ball, 6” diameter
- Wooden Model stairs with handrail, 3 steps,

measurement of 8” height, 10” width, 18” length
(measurement of each step)
Materials: Marine Plywood ¾”, 1 x 2 lumber

Test Procedure:

a. Test Protocols

► To

ensure

the

confidentiality

of

the

assessment,

assessors

are

expected

to

safeguard assessment tools, corresponding
materials and results. The MFAT Tool should be
kept or deposited in the guidance/principal’s
office.

Test Procedure:

B. Preparations before the Test administration

► Prior to the administration of the test, the following should be prepared:

1. Identify learners who may exhibit developmental advancement or

delays or with manifestations of learning disability and the Post test result
of Early Childhood Development (ECD) Checklist should be considered.

2. Ensure that materials per activity are complete, properly labelled and

arranged; and,

3. Organize the room or space where the assessment activity will take

place.

Test Procedure:

c. During the Test Administration

► During the administration of the test, assessors should:

1. Ensure that materials can be easily accessed by the assessor but

will not distract the learner;

2. Use English, Filipino or mother tongue depending on the preferred

language of the learner;

3. Record time started and ended per activity;

4. Make sure that the child is comfortable before every activity;

Test Procedure:

c.During the Test Administration

5. Explain instructions properly per activity/task;
6. Give instructions twice only;
7. Record learner’s response;
8. Use in between breaks for proper transition to the next
activity;
9. Continue the assessment the following day if the child is no
longer responsive;
10. Thank the learner at the end of the assessment.

► The MFAT has script within each

activity for easy referral and use of
assessors. Table 4 below shows the
sample script and recommended
sequence.

Script per activity and per item

Multiple Choice

The MFAT has script within each

activity for easy referral and use of assessors.

• AY PAK TRUE YARN!

• WIT! TSISMIS LANG

Sample script and sequence

1.

Start with greetings
“Good morning/afternoon (name of the learner)! How are you today?” (Be sure that the learner feels at ease and
relaxed as he/she gives his/her response).

2. Introduce the activity

“Today, we are going to play. We will do some activities. Don’t worry. These are just simple activities and the result
of these will not affect your grade. In fact, it will help you improve your performance in class. Do not be shy to ask
questions in case you do not understand my instruction. I will be here to help you.”

3. Ask the learner if she/he has some questions or concerns

“Do you have questions before we start? (Wait for the response of the learner. If the learner says “none”, proceed
to the assessment session. If the learner says “yes”, ask what the concern is and provide appropriate answers. Only
if there are no more questions to answer you can proceed with the activity.)

4. Ensure that the learner is ready to start

“Are you ready? (Do not start until the learner is ready or has shown any sign of approval.)

5. Read the instruction/s as stated in each activity.

6. Record time per activity
Ensure that you have a timer/watch to guide you with the time allotment per activity. Record time started and
ended per activity on the space provided.

Sample script and sequence

7. Record learner’s responses

a. Check (✔) YES if the child performed the task, or the item indicated was

observed. If not, check NO and write in the LEARNER’S ACTUAL RESPONSE
column the learner’s response or reaction towards the given task/activity.

b. Observe the learner’s behavior during the activity.

8. Use in between breaks for proper transition to the next activity

“We are going to take a short break. Are you still comfortable? Do you need to go to the
comfort room or do you need anything?

Give a few minutes for the learner to rest; go to the comfort room (as needed) and,

get ready for the next activity.

c. Use this time to pack materials you will no longer use.
d. Prepare the next set of assessment tools and materials you need for the

succeeding activity.

e. Ask the learner if s/he is ready to continue.

9. Thank the learner at the end of the assessment

“Good job! We finished the activity. Thank you for being cooperative and I hope you had
fun.”

Test Procedure:

D. Pre-, During and Post- Test Forms

► The DepEd Central Office through the Student Inclusion

Division - Bureau of Learning Delivery (BLD-SID) will provide the
assessment

tool

and

materials

needed

for

the

test

administration.

► The assessor should ensure that there are enough forms prior

to the administration of the assessment. The Table 5 below
shows the materials / forms for the test.

NEXT STEP IS NTOT OF MFAT

SALVACION C. OLINARES,Ph.d.

SEPS,SID-BLD

Thank You!!!