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Republic of the Philippines

Department of Education
Bureau of Elementary Education
Curriculum Development Division

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),

Acknowledgement is given to the following personnel who have contributed to the finalization of the said

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

Project Coordinator: Eldy U. Oñas
Education Program Specialists II

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

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

Contextualizers: Michelle A. Mejia/Kathleen Diza-Iloko; Rita Macam-Pangasinense; Jason Santos-
Pampango, Lea Estuye/Marilou E Marta Benisano-Bikol; Forcefina E. Frias/Jenny Bendal-Sinugbuanong
Binisayang; Rogelio Dones-Waray; Eldy Onas/Trinidad Lagarto-Hiligaynon; Virginia T. Fernandez-
Chabacano; Nhor Mohammad Sawat-Meranao; Moammar Esmael-Maguindanaon

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

Funding Partner. UNICEF-Philippines-Representatives: Ma. Lourdes de Vera-Mateo, Chief, Fe Nogra-
Abog, Maria Mercedes C. Chavez-ECD Specialist, Education Section

Curriculum Development Division, Bureau of Elementary Education

Office Address : Rm 204, Bonifacio Bldg., DepEd Complex, Meralco Ave., 1600 Pasig City Telefax
: (02) 638-4799 / 637-4347
Email address :

School Readiness Year-End Assessment (SReYA)
for Kindergarten

A. Introduction

Pursuant to R.A. 10157 known as the Kindergarten Education Act, declares
Kindergarten Education to promote equal opportunities for all five year old children to
avail of accessible mandatory and compulsory that effectively promote the holistic
development of the Filipino child. Thus, Kindergarten education will now be an integral
part of basic education system of the country.

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).

SReYA is a tool to determine the achievement level of Kindergarten pupils across
different developmental domains. Tests items were developed based on the Standards
and Competencies for Five-Year Old Filipino Children which is aligned with the National
Early Learning Framework.

B. Significance of the SReYA Result

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.

Description of the SReYA

The School Readiness Year-end Assessment cuts across the different developmental
domains which is composed of performance and verbal/non-verbal test given

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
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.

1. SReYA shall be administered using the mother tongue.

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.

3. The assessment shall be administered in every school by the District SReYA
Assessment Teams organized and headed by the Division Kindergarten

4. Each District testing team is composed of Chief Examiner/ (PSDS/District
Principal In-Charge/Cluster Coordinators), Room Supervisor (School Heads) and
Room Examiners (Teachers). The Team will also be responsible in safeguarding
the materials as well as the validity and reliability of the assessment results.

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.

6. Results of the assessment shall be submitted by the Room Examiner to the
Room Supervisor and the Chief Examiner for consolidation. (See flow chart on
page 5.)

7. Consolidated result will be submitted to the Division Kindergarten
Supervisor/Coordinator who will consolidate the division result.

8. The Division Kindergarten Supervisor/Coordinator will immediately submit the
division consolidated result to the Regional Coordinator who will then submit to
the Curriculum Development Division of the Bureau of Elementary Education a
month after the administration, using the forms provided.

SReYA Testing & Reporting Flow Chart


Overall Chairman



Chief Examiner Chief Examiner Chief Examiner
(PSDS) (PSDS) (PSDS) Consolidate
Test Result
Room Supervisor Room Supervisor Room Supervisor
S. Heads S. Heads S. Heads


Report Preparation
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

Important Reminders to the Examiners:

A. Before the Test
· Prepare all the necessary materials before the Assessment:
· SReYA Tool
· Form 1 - Pupil Scoring Sheet
· Test Materials (refer to the SReYA tool)

B. During the Test
· Be child-friendly.
· Give instructions clear enough to be understood by the child as indicated in
the manual.
· Allow some time for the child to respond but proceed to the next item if the
child is unable to answer or perform as required within 5 seconds.
· Administer all items.

C. After the Test
- Scoring and Reporting of Results
a. The examiner shall record result per item on the Pupil Scoring Sheet
(Form 1): one (1) for every skill exhibited/correct answer given, zero (0)
for skills unperformed/incorrect answer.

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
*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.

*Fine motor Paggupit/pagdikit ng iba't-ibang hugis 1 1 1 1
*Gross Motor Naipakikita ang panimbang sa pagsasagawa 1 1 1 17
Ng iba't-ibang kilos ng katawan
* pagtulay nang di na tutumba sa tuwid na
emotional Naipapahayag ang iba-ibang damdamin
development sa angkop na sitwasyon at paraan
* katuwaan, tumatawa, lumulundag,
humahalakhak, humahagikhik, pumapa
lakpak 1 1 1 2
Naipapakita ang kakayahan na pigilan
ang kanyang galit o pagkadismaya kapag
naipaliwanag ang dahilan 1 1 1 22
Character and Nakasusunod sa mga utos /gawain nang
Values Dev't maayos at maluwag sa kalooban sa mga
tuntuning pantahanan, pampaaralan at
pampamayanan 1 1 1 20
* pagliligpit ng mga gamit sa tamang
lalagyan pagkatapos gamitin
Naipapakita angpaggalang sa kapwa
* paghihintay ng kanyang pagkakataon 1 1 1 21
TOTAL 30 10 0 6 14 0 0 10 20

Part I
Group Administration

1. Kagamitan: larawan ng mga hugis bilog at parihaba, gunting, papel, pandikit

Sabihin: Gupitin ang hugis bilog at parihaba na nakalarawan. Idikit ito sa
Marka: 1 kung magupit at madikit nang maayos ng bata; 0 kung hindi

2. Kagamitan: 3 larawan na nagpapakita ng masaya, tahimik at malungkot na mukha.

Sabihin: Binigyan ka ng nanay at tatay ng regalo sa iyong kaarawan.
Alin ang nagpapakita na nagustuhan mo ito?

Marka: 1 kung matukoy ng bata ang larawang nagsasaad ng masayang mukha; 0 kung hindi

3. Kopyahin ang salita sa loob ng kahon

Marka: 1 kung maisulat o makopya ng bata ang salita ayon sa nakahalimbawa; 0 kung hindi

4. Bilugan ang larawan na katulad ng nasa kahon.

Marka: 1 kung mabibilugan ng bata ang pangatlong larawan; 0 kung hindi

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

6. Isulat ang mga bilang na sasabihin ko.

2 8 5

Marka: 1 kung maisulat ng bata ang tatlong bilang na nabanggit; 0 kung hindi

7. Tingnan ang pattern. (teacher should recite the pattern.)
Pakinggan ang sasabihin kong mga pangalan ng hugis:
tatsulok, bilog, tatsulok, bilog, tatsulok, bilog. Ano ang susunod na hugis?
Iguhit sa patlang.

Marka: 1 kung maiguhit ng bata kahit dalawa man lang sa magkakasunod na
hugis; 0 kung hindi

8. Bilugan ang pangalan ng larawang nasa loob ng kahon.


Marka: 1 kung mabilugan o matukoy ng bata ang pangalan o salita ng nasa
larawan; 0 kung hindi

9. Bilugan ang pangalan ng larawang nasa loob ng kahon.


Marka: 1 kung mabilugan o matukoy ng bata ang pangalan o salita ng nasa
larawan; 0 kung hindi

10. Kagamitan:Kwento na “Ang Lobo”

Pamamaraan: Basahin sa mga bata ang kwento at ipasagot ang tanong sa baba.

Ang Lobo

“Si Lola! Si Lola!
Nandito si Lola” sigaw ni Donna.
“Mano po Lola.”
‘Lobo! Lobo!
“Pula ang lobo,
Binigyan ni Lola ng lobo si Donna.

“Salamat po Lola.”
Masaya si Donna.
Naglaro siya ng lobo.

Alin sa mga sumusunod na larawan ang unang nangyari?
Lagyan ng tsek.

Marka: 1 kung matukoy ng bata ang larawang binibigyan ng lola si Donna ng lobo;
0 kung hindi

Part II
Individual Administration

11. Kagamitan: 3 istrip ng cardboard na magkakaiba ang haba
Pamamaraan: Ilagay ang 3 istrip ng cardboard sa mesa.

Sabihin: Ayusin ang mga istrip ng cardboard mula sa pinakamaikli
. hanggang sa pinakamahaba.
Marka: 1 kung maisasaayos ng bata mula sa pinakamaikli hanggang pinakamahaba;

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.

Sabihin:Pagsama-samahin ang magkakatulad/magkakaparehong cutout.
Paano mo pinangkat ang mga cutout?

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

13. Kagamitan: lapis, krayola, aklat, magasin, dyaryo, tasa, baso
Pamamaraan: Ilagay ang mga bagay sa mesa.

Sabihin: Pagsama-samahin ang mga bagay na pare-pareho ang gamit.

Marka: 1 kung naisapangkat ng bata ang mga bagay ayon sa gamit nito; 0 kung hindi

14. Kagamitan: 10 popsicle sticks na may kulay dilaw at asul.
Pamamaraan: Ilagay ang 10 popsicle sticks sa mesa.

Sabihin: Ipakita sa pamamagitan ng mga popsicle stick kung papaano
mo sasagutin ang tanong.
Si Lito ay may mga holen. Tatlo ang asul at dalawa ang dilaw. Ilang lahat

ang holen niya?

Marka: 1 kung maipakikita ng bata ang 3 asul at 2 dilaw na popsicle sticks; 0 kung hindi

15. Kagamitan: 10 popsicle sticks
Pamamaraan: Ilagay ang 10 popsicle sticks sa mesa.

Sabihin: Ipakita sa pamamagitan ng mga popsicle stick kung
papaano mo sasagutin ang tanong.
Si Liza ay may 10 bayabas. Ipinamigay niya ang 4 na bayabas. Ilan

ang natira sa kanya?

Marka: 1 kung maipakikita ng bata ang anim na popsicle sticks; 0 kung hindi

16. Kagamitan: 16 popsicle sticks
Pamamaraan1: Ihanay ang 8 popsicle stick.

Sabihin: Bilangin ang popsicle sticks.
Itanong: Ilan lahat ang popsicle sticks?

Pamamaraan 2: Maghanay uli ng isa pang pangkat ng mga popsicle sticks katulad ng
ipinakikita sa ibaba.

Itanong: Aling hanay ng mga popsicle stick ang mas marami?

Pamamaraan 3: Pagkatapos ay ayusin ang mga popsicle sticks katulad ng ipinakikita sa

Itanong: Alin ngayon ang mas marami sa dalawang hanay?

Marka: 1 kung ang sagot ng bata ay pareho; 0 kung hindi

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.

Sabihin: Lumakad sa guhit habang nakadipa ang mga kamay hanggang sa
dulo at bumalik nang palundag.

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.

Sabihin: Pagsama-samahin ang mga hayop ayon sa kanilang tirahan.

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

19. Kagamitan: Cardboard na naglalaman ng mga malalaki at maliliit na titik ng
M d
R h
D m
F r
H f

Pamamaraan: Ipakita ang dalawang cardboard na mayroong mga titik ng alpabeto: Kard A-
Malalaking titik , Kard B – maliliit na titik

Sabihin: Ituro ang magkapares na malaki at maliit na titik ng
sumusunod: M, D, F, R, H

Marka: 1 kung may 3 tamang naituro ang bata; 0 kung 2 o 1 lamang ang naiturong tama
Sabihin: Tapos na ang gawain ng iyong pangkat at kailangan ninyong

ligpitin ang inyong ginamit.
Ano ang iyong gagawin?

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

Sabihin: Ang pangalawang bata sa hanay ay si Jose.
Bibili siya sa kantina.
Aling larawan ang nagpapakita na marunong
maghintay si Jose?

a b c
Marka: 1 kung mapili ng bata ang unang larawan (a); 0 kung hindi

Sabihin: Kinuha ng kaklase mo ang iyong lapis nang walang
paalam. Ano ang gagawin mo?

a. Aawayin ang kaklase.
b. Isusumbong sa guro ang ginawa ng kaklase.
c. Kakausapin ang kaklase na dapat sa susunod ay magpapaalam

Marka: 1 kung mapili ng bata alinman sa pangalawa (b) o pangatlong (c); 0 kung una (a)
ang isinagot ng bata

23. Kagamitan: aklat ng mga kuwento
Pamamaraan: Ibigay ang aklat sa bata.

Babasahin ko ang kuwento. Ituro mo kung saan ako magsisimulang

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:

Sabihin: Pakinggan ang magkapares na salitang bibigkasin ko. Kung
magkatunog ang mga ito, sabihin OPO at kung hindi naman, sabihing
dahon kahon

aklat anino
lata mata

Marka: 1 naisagot ng bata ay OPO sa una at pangatlong pares at HINDI PO sa pangalawa;
0 kung hindi ganito ang ayos ng pagkakasagot
25. Kagamitan : apat na larawan
Pamamaraan: Bigyan ang bata ng apat na larawan.

Sabihin: Sabihin ang pangalan ng bawat larawan.
Kunin ang larawan ng kalabaw .
Sabihin ang pangalan ng kalabaw. Aling larawan
ang may pangalan na kapareho ng unang tunog ng

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.

Sabihin: Ituro ang lugar sa pamayanan na binibilhan ng mga pangunahing
pangangailangan tulad ng pagkain.

Marka: 1 kung maituturo ng bata ang larawan ng palengke; 0 kung hindi

27. Kagamitan: larawan ng pagkain, damit, television
Pamamaraan: Ihanay at ipakita ang mga larawan.

Sabihin: Ituro ang 2 larawan ng kailangang kailangan ng pamilya.

Marka: 1 kung naituro ng bata ang larawan ng mga pagkain at damit; 0 kung isa lamang o
kasama ang pangatlong larawan

28. Kagamitan: Larawan ng mga sumusunod:
 batang nagwawalis
 batang nagtatapon ng basura sa ilog
 batang nagtatanim

Pamamaraan: Ihanay ang mga larawan sa mesa.

Sabihin: Ituro ang larawang HINDI nagpapakita ng pangangalaga sa

Marka: 1 kung naituro o matukoy ng bata ang larawang nagtatapon ng basura sa ilog; 0 kung

29. Kagamitan: larawan ng mesa
Pamamaraan: Ipakita ang larawan.

Itanong: Anong bahagi ng mesa ang nawawala?

Marka: 1 kung matukoy ng bata na paa ang nawawalang bahag ng mesa; 0 kung hindi

30. Kagamitan: larawan ng 3 mangga
Pamamaraan: Ihanay ang mga larawan sa mesa.

Itanong: Alin ang naiiba? Bakit?

Marka: 1 kung matukoy o maituro ng bata na ang larawang may dahon ang naiiba; 0 kung


School Readiness Year-End Assessment

Region: Division:

Name of Pupil Age Item Total Remarks

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

School SReYA Report

Name of School:

K. Class Enrolment No. of Cases Scores
1-10 11-30

Items Analysis
5 Most Learned Items 5 Least Learned Items

District Consolidated SReYA Report

Name of District:

Schools E N Scores
1-10 11-30


Items Analysis
5 Most Learned Items 5 Least Learned Items

Division Consolidated Report

Name of Division:

District E N Scores
1-10 11-30


Items Analysis
5 Most Learned Items 5 Least Learned Items

Region Consolidated Report

Name of Region:

Division E N Scores
1-10 11-30


Items Analysis
5 Most Learned Items Competency 5 Least Learned Items Competency