DepEd Order No. 015, s. 2026 • Pillar Post 2 • Grading System
The Grading System Under DepEd Order No. 015, s. 2026: A Complete Guide for Teachers and Parents
The grading system under DepEd Order No. 015, s. 2026 explains how learner performance shall be computed, reported, and interpreted. More than a set of numbers, grades should reflect valid evidence of learning, support instructional decisions, and help learners, teachers, and parents understand what kind of support or enrichment is needed.
Quick Summary
- The grading system should make learner progress clear, fair, and meaningful.
- For KS1, descriptive grading is progressively implemented, especially for Kindergarten to Grade 3.
- For KS2 to KS4, numerical grading remains in place, using Written Works, Performance Tasks, and Examinations.
- For SY 2026–2027, an adjusted transmutation table is used as a transition measure.
- Beginning SY 2027–2028, zero-based grading will be implemented for KS2 to KS4.
- A Final Grade of 75 or higher indicates that the learner has met the minimum standard.
- Grades should be accompanied by qualitative descriptors to guide support, enrichment, and intervention.
What is the grading system?
The grading system is the process used to compute, report, and interpret learner performance. It translates assessment evidence into grades, descriptors, and reports that help teachers, learners, parents, and school leaders understand the learner’s level of achievement.
Under DepEd Order No. 015, s. 2026, grading should not be viewed only as ranking or labeling learners. It should support learning, communicate progress, guide remediation, and provide a fair basis for promotion, intervention, and recognition.
Core idea
A grade should not only answer, “What score did the learner get?” It should also help answer, “What does this performance mean, and what support should come next?”
Why the grading system matters
Grades influence how learners see their progress, how parents understand performance, and how teachers decide on remediation or enrichment. Because of this, grading should be fair, transparent, consistent, and based on valid evidence.
A weak grading system can produce misleading results. It can make learners appear competent when they still need help, or it can label learners as failing without clearly identifying the support they need. A strong grading system helps schools make better academic and instructional decisions.
For Teachers
Grades help identify remediation, enrichment, and instructional next steps.
For Learners
Grades help learners understand progress, strengths, and areas for improvement.
For Parents
Grades communicate achievement, support needs, and learning direction.
What changed under DepEd Order No. 015, s. 2026?
The revised guidelines introduce a clearer and more developmentally appropriate grading system across the key stages. The changes are not only technical. They also reflect a shift toward fairer interpretation of learner performance.
Old habit to avoid
Treating grades as mere averages or rankings without explaining what the learner can do, what the learner still needs, and what intervention is required.
Better practice
Using grades together with descriptors, evidence, feedback, and learner support decisions.
Major shifts to remember
- KS1 moves toward descriptive grading instead of purely numerical reporting.
- KS2 to KS4 continue to use numerical grading, but with clearer component weights.
- For SY 2026–2027, an adjusted transmutation table is used as a transition measure.
- Beginning SY 2027–2028, zero-based grading will be implemented for KS2 to KS4.
- Grades should be accompanied by qualitative descriptors.
- Grades should inform support, remediation, enrichment, and reporting decisions.
Key Stage 1
Grading System for KS1
For Key Stage 1, especially Kindergarten to Grade 3, the revised guidelines move toward descriptive grading. This approach uses qualitative descriptors and narrative feedback to describe learner progress instead of relying only on numerical grades.
Descriptive grading is developmentally appropriate because younger learners are still building foundational literacy, numeracy, socio-emotional skills, routines, and learning behaviors. It helps teachers and parents focus on growth, support, and readiness rather than early academic ranking.
| Level | Descriptor | General Meaning |
|---|---|---|
| CO | Consistent | The learner consistently demonstrates the expected competency and participates actively. |
| DV | Developing | The learner demonstrates the competency inconsistently and needs continued practice. |
| BG | Beginning | The learner rarely demonstrates the expected competency and needs sustained guidance. |
Transition period for KS1
The descriptive grading system will be progressively implemented. Grade 1 starts with descriptive grading in SY 2026–2027. Grade 2 and Grade 3 have transition arrangements before full adoption.
| School Year | Grade 1 | Grade 2 | Grade 3 |
|---|---|---|---|
| 2026–2027 | Descriptive | Numerical with adjusted transmutation | Numerical with adjusted transmutation |
| 2027–2028 | Descriptive | Descriptive | Numerical, zero-based |
| 2028–2029 | Descriptive | Descriptive | Descriptive |
Important point
In KS1, the focus is not early competition. The focus is learner progress, readiness, foundational skills, and meaningful feedback.
Key Stages 2 to 4
Grading System for KS2 to KS4
For KS2 to KS4, the numerical grading system remains in place. Grades are computed using evidence from Written Works, Performance Tasks, and Examinations. These components are assigned specific weights depending on the learning area or subject group.
However, numerical grading should not be reduced to simple score averaging. It should reflect learner achievement against learning standards. Grades should be supported by complete and accurate class records, valid assessment evidence, and professional judgment.
Grade components and weights
For Grades 4 to 10, grades are computed from three major components: Written Works, Performance Tasks, and Examinations. The weights vary depending on the learning area.
| Learning Area / Subject Group | Written Works | Performance Tasks | Examinations |
|---|---|---|---|
| English, Filipino, Mathematics, Science, AP, GMRC / VE | 20% | 50% | 30% |
| EPP / TLE, MAPEH | 20% | 60% | 20% |
This structure gives greater emphasis to Performance Tasks, especially because learners need to show application of knowledge, skills, and values in meaningful contexts.
Examinations component
Within the Examinations component, the Summative Tests and Term Examination are distributed as follows:
| Assessment | Share within the EXs Component |
|---|---|
| Summative Test 1 | 30% |
| Summative Test 2 | 30% |
| Term Examination | 40% |
Grading for Senior High School
Senior High School subjects have adjusted component weights depending on the subject type. This is important because some SHS subjects require more applied, performance-based, research-based, or workplace-based evidence.
| SHS Learning Area / Subject Group | Written Works | Performance Tasks | Examinations |
|---|---|---|---|
| SHS Core Subjects, Other SHS Academic Electives | 20% | 50% | 30% |
| Field Exposure, Arts Apprenticeship, Creative Production and Innovation | 15% | 70% | 15% |
| SHS Arts, Sports, and Health and Wellness Electives | 20% | 60% | 20% |
| SHS Research Electives and Design and Innovation | 40% | 60% | Not applicable |
| SHS TechPro Electives | 15% | 65% | 20% |
| SHS Work Immersion | 20% | 80% | Not applicable |
Basic steps in computing grades
Grade computation follows a clear sequence. Teachers should ensure that raw scores, percentage scores, weighted scores, and term grades are computed consistently.
Percentage Score: Raw Score ÷ Highest Possible Score × 100
Weighted Score: Percentage Score × Weight
For SY 2026–2027, the Initial Grade is transmuted using the adjusted transmutation table for applicable grade levels. Once zero-based grading is implemented, the computed grade will be reported directly without transmutation.
Supporting article to publish later
How to Compute Grades Under DepEd Order No. 015, s. 2026
Coming soon. Replace this note with a live link once the supporting post is published.
Adjusted transmutation for SY 2026–2027
For SY 2026–2027, the adjusted transmutation table serves as a transition measure toward the implementation of zero-based grading. The Initial Grade is transmuted to produce the Term Grade.
A major point in the adjusted transmutation is that an Initial Grade of 70 corresponds to a transmuted grade of 75. This makes 70 the minimum raw performance threshold for obtaining a passing transmuted grade of 75 during the transition period.
Selected examples from the Adjusted Transmutation Table
| Initial Grade Range | Transmuted Grade |
|---|---|
| 99.50–100.00 | 100 |
| 93.60–94.77 | 95 |
| 87.70–88.87 | 90 |
| 81.80–82.97 | 85 |
| 75.90–77.07 | 80 |
| 70.00–71.17 | 75 |
| 65.34–69.99 | 74 |
| 0.00–4.67 | 60 |
Zero-based grading beginning SY 2027–2028
Beginning SY 2027–2028, zero-based grading will be implemented for KS2 to KS4. Under zero-based grading, the computed grade is reported directly. No transmutation or conversion is applied.
This means that the learner’s grade more directly reflects the actual performance shown in assessments. The shift is intended to promote transparency, accuracy, and alignment between learner performance and reported grades.
With transmutation
The Initial Grade is converted using a transmutation table before reporting.
With zero-based grading
The computed grade is reported directly without transmutation.
Grade descriptors and instructional response
Numerical grades should be accompanied by qualitative descriptors. These descriptors help explain the learner’s level of proficiency and the type of instructional response needed.
| Numerical Grade | Descriptor | General Meaning | Instructional Response |
|---|---|---|---|
| 90–100 | Advancing | Consistently demonstrates skills and understanding that meet or exceed standards. | Provide enrichment, leadership opportunities, and mentoring. |
| 80–89 | Benchmarking | Demonstrates expected grade-level skills and understanding. | Encourage deeper application and increased independence. |
| 75–79 | Connecting | Demonstrates sufficient understanding with occasional guidance. | Provide guided practice to strengthen consistency and confidence. |
| 65–74 | Developing | Demonstrates partial understanding and inconsistent application. | Provide targeted remediation, scaffolding, and additional practice. |
| 0–64 | Emerging | Does not yet demonstrate foundational skills and understanding. | Implement structured and sustained intervention programs. |
The descriptors show that grades should lead to action. A low grade should not simply become a label. It should trigger appropriate remediation, support, communication, and monitoring.
Final evaluation and reporting
Final evaluation and reporting should translate the grading system into clear, consistent, and learner-appropriate documentation across key stages.
For KS1, learner performance is reflected in progress reports using descriptive indicators and narrative remarks. For KS2 to KS4, final numerical grades are recorded and reflected in the Learner’s Performance Report.
Important reporting reminders
- Grades should be supported by complete and accurate class records.
- Reports should be clear and understandable to parents or guardians.
- Descriptors should help explain the meaning of the grade.
- Teachers should maintain assessment evidence, rubrics, raw scores, and feedback records.
- School heads and instructional supervisors should validate records for transparency and consistency.
What teachers should do
Teachers should treat grading as a professional responsibility, not only a technical computation. Accurate grading begins with valid assessment evidence and complete documentation.
- Use only valid summative assessment evidence for grade computation.
- Ensure that Written Works, Performance Tasks, and Examinations are properly recorded.
- Apply the prescribed component weights for the learning area.
- Use the adjusted transmutation table only when applicable.
- Prepare clear rubrics for Performance Tasks.
- Maintain complete and accurate class records.
- Use grade descriptors when explaining learner performance.
- Communicate learning concerns early to parents or guardians.
- Use grades to guide remediation, enrichment, and learner support.
- Avoid unofficial grade conversions or undocumented adjustments.
What parents should know
Parents should understand that a grade is not only a number. It represents evidence gathered from learner performance in Written Works, Performance Tasks, and Examinations. It should also be interpreted together with descriptors, teacher feedback, and learner progress.
A grade of 75 or higher means the learner has met the minimum standard. However, learners with grades near the minimum passing mark may still need guided practice, consistency, and support. A grade below 75 should prompt appropriate intervention and communication with the school.
Parent-friendly explanation
Grades should help parents understand not only whether the learner passed, but also what kind of help, practice, or enrichment the learner needs.
Related grading system guides
This pillar post serves as the main hub for the grading system area. The following supporting articles may be published separately and linked here later:
Frequently asked questions
For KS2 to KS4, yes. Numerical grading remains in place, using Written Works, Performance Tasks, and Examinations. For KS1, descriptive grading is progressively implemented.
A Final Grade of 75 or higher indicates that the learner has met the minimum standard.
It is a transition table used for SY 2026–2027 to convert Initial Grades into transmuted grades while schools move toward zero-based grading.
Zero-based grading means that the computed grade is reported directly without transmutation or conversion. It is implemented beginning SY 2027–2028 for KS2 to KS4.
No. Formative assessments are used for feedback, monitoring, and instructional adjustment. Grades are computed from summative assessment evidence.
Grade descriptors help explain what the numerical grade means and what instructional response is needed, such as enrichment, guided practice, remediation, or sustained intervention.
Final thoughts
The grading system under DepEd Order No. 015, s. 2026 should help schools move from grade reporting alone to grade interpretation and learner support. A grade should be fair, evidence-based, and useful for decision-making.
The real challenge is not only computing grades correctly. The deeper task is ensuring that grades reflect valid assessment evidence, communicate learner progress clearly, and lead to appropriate support, remediation, enrichment, and recognition.
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