The First Summative Tests for Key Stage 1 are prepared to support teachers in assessing the learning progress of learners in Grades 1 to 3 based on the learning competencies taught from Week 1 to Week 3 in the Instructional Block of Term 1. These ready-made tests are designed to help teachers gather evidence of learning after several days of instruction, practice, and classroom activities.
With the implementation of the Three-Term School Calendar and the revised classroom assessment guidelines, teachers are encouraged to use assessment tools that are aligned with the curriculum, appropriate to the age and grade level of learners, and responsive to their actual classroom context. DepEd Order No. 15, s. 2026, titled Revised Guidelines on Classroom Assessment, Grading System, and Awards and Recognition for the K to 12 Basic Education Program, provides guidance on how assessment should be conducted under the revised curriculum and school calendar.
For Grades 1 to 3, DepEd emphasizes that summative assessment must remain integrated, manageable, and developmentally appropriate. This means that assessment for young learners should not be overly long, stressful, or heavily dependent on formal written examinations. Instead, it should be designed in a way that allows children to show what they have learned through simple, meaningful, and age-appropriate tasks.
The statement from DepEd Order No. 15, s. 2026 reminds teachers that the recommended assessment quantities are only flexible guides and not strict requirements. This is very important for Key Stage 1 teachers because learners in the early grades are still developing foundational skills in reading, writing, numeracy, communication, and self-expression. Their assessments should therefore consider their developmental stage, attention span, reading ability, and classroom learning experiences.
These ready-made First Summative Tests may serve as a useful guide for teachers as they prepare their own assessment materials for Week 1 to Week 3. They may help save preparation time, provide sample test items, and offer a starting point for checking learners’ understanding of the competencies covered during the first part of Term 1. However, teachers still have full discretion on how they want to organize, modify, shorten, simplify, or contextualize their summative assessments.
Teachers may adjust the number of items, change the format of questions, translate or simplify instructions, add illustrations, or replace items that may not match the actual lessons taught in class. Since classroom situations differ, the teacher remains the best person to decide whether a test is suitable for the learners. What works for one class may need adjustment for another, especially in Key Stage 1 where learners’ readiness levels can vary widely.
The ready-made tests should therefore be treated as instructional support materials, not as fixed or mandatory assessment tools. They are intended to help teachers prepare more efficiently while still upholding sound assessment practices. When used properly, these materials can support fair, manageable, and learner-centered assessment in the early grades.
More importantly, summative assessment in Grades 1 to 3 should not create unnecessary pressure on learners. It should be simple enough for young children to understand, yet meaningful enough to show what they have learned. Teachers are encouraged to use assessment results not only for grading purposes, but also for improving instruction, identifying learning gaps, and planning appropriate remediation or enrichment activities.
Disclaimer: These ready-made summative tests may contain errors, unclear items, or parts that may need revision. Teachers are strongly advised to review, edit, validate, and contextualize the tests before administering them to learners. Final responsibility for the appropriateness, accuracy, and quality of the assessment remains with the teacher.
Term 1 | WEEKS 1 - 3 | Key Stage 1
Grades 1-3
Reviewed by Teachers Click
on
June 27, 2026
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