Complete Guide to DepEd Order 015 s. 2026: Summative Tests, Term Exams & Free Ready-Made Test Questions

Overview: Discover the latest updates on classroom assessments with our comprehensive guide to DepEd Order No. 015, s. 2026. This article breaks down the revised guidelines on Summative Tests (STs) and Term Examinations (TEs) across all key stages, helping educators navigate the new standards for grading, student evaluation, and workload management effectively.

The release of DepEd Order No. 015, s. 2026, introduces a refined approach to the K to 12 Basic Education Program's classroom assessment, grading system, and awards. A significant portion of this mandate focuses on reshaping how schools administer Summative Assessments—specifically Summative Tests (STs) and Term Examinations (TEs).

To help educators seamlessly transition to these updated standards, here is a comprehensive breakdown of every detail regarding the administration, frequency, and design of these crucial assessments, as outlined in the revised guidelines.

Understanding the Triad of Summative Assessment

Summative assessments are designed to evaluate learner achievement at defined points in the curriculum, providing a holistic view of a student's knowledge, skills, and values. According to the guidelines, summative assessments are categorized into three main types:

• Written/Oral Works (WWs): Tasks requiring written or spoken responses (e.g., essays, journals, reports) that serve as foundational tasks for cognitive processing.
• Product/Performance Tasks (PTs): Tasks measuring the ability to apply knowledge in authentic contexts (e.g., projects, portfolios, culminating presentations), emphasizing higher-order thinking.
• Examinations (EXs): These consist of Summative Tests (STs) and Term Examinations (TEs). Administered progressively throughout the term, EXs support cumulative evaluation but must not be used as the sole basis for determining learner achievement.

A core principle of the new order is that assessments must be reasonable, manageable, and purposeful. The DepEd strongly urges teachers to prioritize assessment quality over quantity, actively avoiding practices that lead to assessment overload or unnecessary documentation.

Pacing and Frequency: When to Administer STs and TEs

To ensure a balanced range of evidence without overwhelming students, the guidelines provide a structured timeline for administering STs and TEs:

• The First Summative Test (ST1): This should generally cover lessons from the first fifteen (15) instructional days of the term and should be administered around the 16th instructional day.
• The Second Summative Test (ST2): Covering lessons from the subsequent 15 instructional days, ST2 is to be administered around the 32nd instructional day.
• The Term Examination (TE): Administered during the final instructional days of the term. TEs primarily cover competencies taken after the second ST, but they must also integrate selected critical or least-mastered competencies from earlier in the term to ensure comprehensive evaluation.

Recommended Frequency per Learning Area

Summative Assessment	Recommendations for Grades 1-3	Recommendations for Grades 4-12
WWs	Teachers have the discretion on the quantity of sufficient assessments needed to gather evidence while ensuring a manageable amount to avoid assessment overload.	3-5 WWs (per learning area, per term)
PTs		2-3 PTs (per learning area, per term)
EXs		2 STs and 1 TE (per learning area, per term)

Note: Teachers are encouraged to use single assessment tasks across multiple learning areas to support thematic learning and reduce the overall testing burden.

Designing the Tests: Rules for STs and TEs

All STs and TEs must be teacher-made, competency-aligned, and strictly based on the lessons actually covered in class.

When designing these tests, teachers must adhere to the following structural guidelines:

1. Table of Specifications (TOS): The number of test items for TEs must be guided by the teacher's TOS, with total points varying based on the type of items used.
2. Item Proportions: As a general rule to maintain developmental appropriateness and time manageability, the number of items in any single Summative Test (ST) shall not exceed half (50%) of the total items specified for the Term Examination (TE).

Key Stage Provisions: How Many Items per Term Exam?

DepEd Order No. 015, s. 2026, sets clear, developmentally appropriate boundaries for Term Examinations based on the learner's Key Stage (KS):

Key Stage 1 (Kindergarten)

• TE Provision: No Term Examinations.
• Guidelines: Assessment must follow an integrated, holistic, and developmentally appropriate approach using the Tracking Our Progress: Kindergarten! framework. Evidence of learning should primarily come from observational, oral, performance-based, and narrative forms rather than formal written testing.

Key Stage 1 (Grades 1 to 3)

• TE Provision: May be administered for a selected learning area, if developmentally appropriate.
• Number of Items: Minimal and teacher-determined.
• Guidelines: TEs are limited to selected competencies best assessed through written responses. They must be short, low-pressure, and only given if learners have had sufficient practice. They should not be used if the competency is better demonstrated through behavior or if sufficient evidence has already been gathered.

Key Stage 2 (Grades 4 to 6)

• TE Provision: Required; must be a cumulative assessment aligned with competencies.
• Number of Items: 40 items.

Key Stage 3 (Grades 7 to 10)

• TE Provision: Required; must include higher-order thinking skills.
• Number of Items: 50 items.

Key Stage 4 (Grades 11 to 12)

• TE Provision: Required; competency-based and discipline-specific.
• Number of Items: 60 items.

Ensuring Inclusivity: Accommodations for Learners with Disabilities

Equitable access to classroom assessment is a non-negotiable standard. The guidelines mandate that all learners with disabilities be provided with appropriate assessment accommodations.

These accommodations can include adjustments in:

• Time: Extended limits or frequent breaks.
• Format: Large print, braille, or read-aloud options.
• Setting: Testing in a quiet, distraction-free environment.
• Response Modes: Allowing oral responses, the use of assistive technology, or scribes.

Schools are responsible for ensuring these accommodations are planned, documented, and consistently implemented. This process must be a collaborative effort coordinated with parents or guardians, relevant specialists, and aligned with DepEd's inclusive education policies.

Source: Department of Education (DepEd) Order No. 015, s. 2026 - Revised Guidelines on Classroom Assessment, Grading System, and Awards and Recognition for the K to 12 Basic Education Program

📥 Helpful Resources for Teachers

Looking for readily available assessment tools aligned with the new guidelines? Check out the links below to download files to help manage your workload:

Download Ready-made Summative Assessments Download Ready-made Term Examinations with TOS DepEd Term Exam Generator