Professional Documents
Culture Documents
Department of Education
Bureau of Elementary Education
Curriculum Development Division
SCHOOL
READINESS
YEAR-END
ASSESSMEN
T (SReYA)
FOR
KINDERGARTEN
1
School Readiness Year-end Assessment for Kindergarten
Government Property (Not for Sale)
Revised Edition 2012
Copyright Notice. Section 9 of Presidential Decree Mo. 49 provides: “No copyright shall subsist in any
work of the Government of the Philippines. However, prior approval of the government agency or office
wherein the work is created shall be necessary for exploitation of such work for profit.”
This School Readiness Year-End Assessment (SReYA) was revised and refined to align with the
Standards and Competencies for Five-Year Old Filipino children. This tool is intended to assess the
achievement level of all Kindergarten pupils in the Elementary School System. Revision and refinement of
this Tool was done through the efforts of the Curriculum Development Division, Bureau of Elementary
Education, Department of Education in cooperation with United Nations Children’s Fund (UNICEF),
Philippines.
Acknowledgement is given to the following personnel who have contributed to the finalization of the said
tool:
Project Management: Dr. Yolanda S. Quijano - Undersecretary for Programs and Projects, Marilyn D.
Dimaano - Director IV, Marilette R. Almayda-Director III, Irene C. de Robles - OIC-Chief, CDD, Lourdes C.
de Vera-Mateo, Chief, Education Section-UNICEF, Fe Nogra-Abog, Education Specialist, UNICEF
Consultants: Dr. Domingo Nuñez, Dr. Felicitas E. Pado, Ms. Marissa Pascual,
Ms. Angelita M. Esdicul, and Ms. Simeona T. Ebol
Writers: Dr. Rogelio O. Doñes, Virginia T. Fernandez - Senior Education Program Specialists, Nerisa M.
Beltran, Jenny J. Bendal, Marilou E. Marta Benisano, Blesseda A. Cahapay, Kathleen C. Diza, Forcefina
E. Frias, Joselita B. Gulapa, Robesa R. Hilario, Rosalinda T. Serrano - Education Program Specialists II;
Angelika D. Jabines - Teacher III; Leticia Bertumen, Ofelia H. Eustaquio, Josefina V. Lacuna, - retired
SEPS
Field Writers: Michelle A. Mejica - EPS II, Region III, Virgilio L. Laggui – EPS, Bulacan Province, Jennifer
E. Quinto-EPS, City of San Jose Del Monte, Dr. Manuela S. Tolentino-EPS, Cavite Province, Charity A.
Capunitan – EPS, Mindoro, Carmelita Miranda – EPS, Manila, Edwina Nabo – EPS, Santa Rosa City,
Gloria A. Cruz- EPS II, MIMAROPA, Luzviminda Ona - EPS II, NCR
Administrative Aide: Ferdinand S. Bergado, Marcelino C. Bataller, Teresita Garcia, Jannet F. Labre,
Dennis E. Geroca, Bryan R. Simara, Eric C. de Guia, Fermin Fabella– Artists/Illustrators
Office Address : Rm 204, Bonifacio Bldg., DepEd Complex, Meralco Ave., 1600 Pasig City Telefax
: (02) 638-4799 / 637-4347
Email address : kindergartenproject@yahoo.com.ph
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School Readiness Year-End Assessment (SReYA)
for Kindergarten
A. Introduction
In compliance to Rules III of the Implementing Rules and Regulations (IRR) of this Act, it
is deemed necessary to make kindergarten education curriculum that is learner-
oriented, thereby, providing Standards and Competencies for Five-Year Old Filipino
Children. Along with the implementation of this curriculum, an assessment tool is
deemed necessary thus, the School Readiness Year-End Assessment (SReYA) was
restructured and contextualized into 11 dominant languages (Mother tongue).
The result of the assessment will be beneficial to the grade I teachers because they will
be provided with the children’s readiness profile which is crucial in addressing their
specific learning needs. Kindergarten teachers on the other hand, will have basis for
instructional improvement.
For the effective management of school kindergarten education program, the SReYA
result could serve as guide for school principals and administrators in strengthening
instructional support, mentoring/staff development, budget allocation and networking.
Kindergarten coordinators can utilize the result in giving technical assistance and
instructional support to school heads and kindergarten teachers. The data obtained
from the SReYA result could serve as basis for assessment and improvement of the
Kindergarten Curriculum.
Lastly, parents can make proper follow-up and home intervention through the result of
this assessment.
The School Readiness Year-end Assessment cuts across the different developmental
domains which is composed of performance and verbal/non-verbal test given
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individually and by groups. Ten (10) test items are given in groups (items 1 to 10) while
twenty (20) test items are given individually (items 11 to 30). The different
developmental domains are as follow:
1. Kagandahang Asal ( Character and Values Development)
2. Kalusugang Pisikal at Pagpapaunlad sa Kakayahang Motor (Physical Health
& Motor Development)
3. Pagpapaunlad sa Kakayahang Sosyo-Emosyunal (Social & Emotional
Development)
4. Cognitive Development
a. Sensory – Perceptual Motor Development
b. Mathematics
c. Understanding of the Physical and Natural Environment
d. Understanding of the Social Environment
e. Language, Literacy and Communication
General Guidelines
This Tool is NOT intended to assess teacher’s performance but as basis for providing
appropriate instruction, assistance and interventions to Grade I Entrants. Hence,
teachers must avoid “coaching” children during the conduct of SReYA.
A. The following are the important things to remember in the test administration.
2. It shall be administered at the end of each school year in addition to the ECCD
checklist which is given three times a year.
5. The test shall be administered for one (1) day, with fifteen (15) kindergarten
pupils maximum per testing room. Room examiner with the help of the proctor
shall prepare the materials for group test and answer sheets in advance. Group
test will be administered first followed by the individual test. The proctor shall
record the responses of the children in the tally sheet provided.
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7. Consolidated result will be submitted to the Division Kindergarten
Supervisor/Coordinator who will consolidate the division result.
CDD-BEE
Overall Chairman
(RKC)
Chairman
(DKS/C)
RE RE RE RE RE RE RE RE RE
Report Preparation
Legend:
RKC – Regional Kindergarten Coordinator
DKS/C – Division Kindergarten Supervisor/Coordinator
DTT – District Testing Team
PSDS – Public School District Supervisor
SH – School Heads
RE – Room Examiner
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Important Reminders to the Examiners:
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DOMAINS LEARNING COMPETENCIES ALLOCATION ITEM CLASSIFICATION GROUP INDIVIDUAL
PER
ITEM K C A A S E No. of Item
Items Placement No. of Items Item Placement
Language Know that print is read from left to right 1 1 1 23
Development Identifies upper and lower case letters 1 1 1 19
Identifies words that rhyme/sound alike 1 1 1 24
Copy letter and word 1 1 1 3
Read 2-3 word syllables 2 2 2 8-9
Says the sound that a letter represents 1 1 1 25
Sequencing events 1 1 1 10
Cognitive/ Arrange objects one after another 1 11
Intellectual in a series according to length
Development 1 1
Arrange objects into 2 or more groups 1 12
according to color and shape 1 1
* Numeracy Sort and group objects into 2 or more 1 13
(Mathematics) groups according to function 1 1
Solve number stories involving addition 1 14
up to quantities of 10 1 1
Solve number stories involving subtraction 1 15
up to quantities of 10 1 1
Conserve number and the equivalence 1 16
of number 1 1
Write numerals (0-10) 1 1 1 6
Extend patterns 1 1 1 7
Tell which pictures/objects are same 1 4
*Sensory and explain why 1 1
Perceptual Tell which pictures/objects are different
and explain why 1 1 1 30
Trace/Copy/ Draw geometrical figures 1 1 1 5
Identify missing part in the picture 1 1 1 29
Name places in the community where
*Social families can get some of their needs 1 1 1 26
Environment Identify basic needs of a family 1 1 1 27
7
*Physical Napapangkat ang mga hayop ayon sa
Environment katangian 1 1 1 18
Nasasabi ang mga paraan ng pangangalaga
Sa kapaligiran 1 1 1 28
Physical Naisasagawa nang maayos ang mga
Health, Well- sumusunod na kasanayan sa "fine motors"
Being and
Motor Dev't.
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Part I
Group Administration
Marka: 1 kung matukoy ng bata ang larawang nagsasaad ng masayang mukha; 0 kung hindi
Marka: 1 kung maisulat o makopya ng bata ang salita ayon sa nakahalimbawa; 0 kung hindi
9
5. Pagdugtung-dugtungin ang mga putol-putol na linya upang mabuo ang larawan.
Marka: 1 kung mabakat nang buo ng bata ang padron; 0 kung hindi
2 8 5
Marka: 1 kung maisulat ng bata ang tatlong bilang na nabanggit; 0 kung hindi
sama
samo
sawa
10
9. Bilugan ang pangalan ng larawang nasa loob ng kahon.
palaka
patola
palara
Pamamaraan: Basahin sa mga bata ang kwento at ipasagot ang tanong sa baba.
Ang Lobo
“Salamat po Lola.”
Masaya si Donna.
Naglaro siya ng lobo.
Marka: 1 kung matukoy ng bata ang larawang binibigyan ng lola si Donna ng lobo;
0 kung hindi
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Part II
Individual Administration
0 kung hindi
12. Kagamitan: 3 tatsulok (1 pula, 1 dilaw, 1 asul), 3 bilog (1 pula, 1 dilaw, 1 asul), 3
parihaba (1 pula, 1 dilaw, 1 asul), na magkakasinlaki
Pamamaraan: Ilagay ang lahat ng mga cutout sa mesa.
Mayroon pa bang ibang paraan para pangkatin ang mga cutout? Ipakita ito.
Marka: 1 kung maipangkat ng bata ang mga bagay ayon sa gamit; 0 kung hindi
Marka: 1 kung naisapangkat ng bata ang mga bagay ayon sa gamit nito; 0 kung hindi
Marka: 1 kung maipakikita ng bata ang 3 asul at 2 dilaw na popsicle sticks; 0 kung hindi
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15. Kagamitan: 10 popsicle sticks
Pamamaraan: Ilagay ang 10 popsicle sticks sa mesa.
Marka: 1 kung maipakikita ng bata ang anim na popsicle sticks; 0 kung hindi
Pamamaraan 2: Maghanay uli ng isa pang pangkat ng mga popsicle sticks katulad ng
ipinakikita sa ibaba.
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17. Kagamitan: masking tape na 4 na pulgada ang lapad at 2 metro ang haba,
. gunting. Maari ding iguhit gamit ang chalk o papel na apat na
pulgada ang lapad at 2 metro ang haba na ididikit sa sahig.
Pamamaraan:
Marka: 1 kung naisagawa ng bata ang hinihingi ayon sa panuto; 0 kung hindi
18. Kagamitan: larawan ng pusa, manok, kambing, pusit, isda at hipon.
Pamamaraan: Ilagay sa ibabaw ng mesa ang mga larawan.
Marka: 1 kung napagsama-sama ng bata ang pusa, manok at kambing sa isang pangkat at
pusit, isda at hipon sa bukod na pangkat; 0 kung hindi ganito ang pagkakapangkat
14
Pamamaraan: Ipakita ang dalawang cardboard na mayroong mga titik ng alpabeto: Kard A-
Malalaking titik , Kard B – maliliit na titik
Marka: 1 kung may 3 tamang naituro ang bata; 0 kung 2 o 1 lamang ang naiturong tama
20.
Sabihin: Tapos na ang gawain ng iyong pangkat at kailangan ninyong
a. Maglalaro
b. Tutulong sa pagliligpit
c. Panonoorin ang mga kaklaseng nagliligpit
Marka: 1 kung isinagot ng bata ay “b” ; 0 kung hindi
21. Kagamitan: tatlong larawan
Pamamaraan: Ihanay sa mesa ang tatlong larawan
a b c
Marka: 1 kung mapili ng bata ang unang larawan (a); 0 kung hindi
22.
Sabihin: Kinuha ng kaklase mo ang iyong lapis nang walang
paalam. Ano ang gagawin mo?
Marka: 1 kung mapili ng bata alinman sa pangalawa (b) o pangatlong (c); 0 kung una (a)
ang isinagot ng bata
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23. Kagamitan: aklat ng mga kuwento
Pamamaraan: Ibigay ang aklat sa bata.
Marka: 1 kung itinuro ng bata ang pamagat ng aklat o pahinang pamagat; 0 kung hiindi at
ibang bahagi ng aklat ang itinuro
24. Pamamaraan:
aklat anino
lata mata
Marka: 1 kung naituro ng bata ang larawan ng kalabasa o masabi ang pangalan nito;
0 kung hindi
26. Kagamitan: larawan ng palengke, parke at ospital
Pamamaraan: Ihanay at ipakita sa bata ang mga larawan.
16
Marka: 1 kung maituturo ng bata ang larawan ng palengke; 0 kung hindi
Marka: 1 kung naituro ng bata ang larawan ng mga pagkain at damit; 0 kung isa lamang o
kasama ang pangatlong larawan
Marka: 1 kung naituro o matukoy ng bata ang larawang nagtatapon ng basura sa ilog; 0 kung
hindi
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29. Kagamitan: larawan ng mesa
Pamamaraan: Ipakita ang larawan.
Marka: 1 kung matukoy ng bata na paa ang nawawalang bahag ng mesa; 0 kung hindi
Marka: 1 kung matukoy o maituro ng bata na ang larawang may dahon ang naiiba; 0 kung
hindi
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School Readiness Year-End Assessment
FORM 1
PUPIL SCORING SHEET
Region: Division:
School:
1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 16 17 18 19 20 21 22 23 24 25 26 27 28 29 30
1
2
3
4
5
6
7
8
9
10
11
12
13
14
15
19
FORM 2-A
School SReYA Report
Name of School:
Items Analysis
5 Most Learned Items 5 Least Learned Items
FORM 3-A
District Consolidated SReYA Report
Name of District:
Schools E N Scores
1-10 11-30
20
FORM 3-B
Items Analysis
5 Most Learned Items 5 Least Learned Items
FORM 4-A
Division Consolidated Report
Name of Division:
District E N Scores
1-10 11-30
FORM 4-B
Items Analysis
5 Most Learned Items 5 Least Learned Items
21
FORM 5-A
Region Consolidated Report
Name of Region:
Division E N Scores
1-10 11-30
FORM 5-B
Items Analysis
5 Most Learned Items Competency 5 Least Learned Items Competency
22