Free Grade 3 Three-Term E-Class Record Aligned with DepEd Order No. 015, s. 2026

The introduction of the three-term school calendar has changed how teachers organize classroom assessments, compute grades, monitor learner progress, and prepare end-of-term reports. To help Grade 3 teachers manage these requirements more efficiently, EduFilesPH is sharing a free Grade 3 Three-Term E-Class Record designed around the numerical-grading transition prescribed under DepEd Order No. 015, s. 2026.

This Microsoft Excel workbook gives teachers an organized place to enter learner information, record assessment scores, calculate grades, view performance descriptors, and review class-level achievement across the different Grade 3 learning areas. It reduces repetitive manual calculations while keeping the teacher responsible for choosing appropriate assessments, checking all encoded information, and validating the generated results.

The workbook is designed for the new three-term school setup. The version currently available for download is labeled Term 1. Corresponding records must be maintained for Terms 2 and 3 so that the learner’s complete annual performance can be determined at the end of the school year.

Grade 3 will still use numerical grades in SY 2026–2027

Although Grade 3 belongs to Key Stage 1, it will not immediately shift to purely descriptive grading during School Year 2026–2027.

The transition schedule in DepEd Order No. 015, s. 2026 states that Grade 3 shall continue using numerical grading and the adjusted transmutation table in SY 2026–2027. Grade 2 will follow the same numerical-grading arrangement during this school year, while Grade 1 will begin using descriptive grading.

In SY 2027–2028, Grade 3 will continue to receive numerical grades but will transition to the zero-based grading system without transmutation. Grade 3 will fully adopt descriptive grading beginning SY 2028–2029.

This means that the numerical grade computation found in this Grade 3 E-Class Record is appropriate for the current school year. The workbook computes an Initial Grade from the prescribed assessment components and converts it into a Term Grade using the adjusted transmutation table.

The adjusted table is intended to prepare schools for the eventual transition to zero-based grading. Under this table, an Initial Grade of 70 corresponds to a passing transmuted grade of 75. The complete conversion is performed automatically by the workbook after the necessary scores have been entered.

Learning areas included in the Grade 3 E-Class Record

The workbook contains separate class-record sheets for Filipino, English, Mathematics, Science, Makabansa, and Good Manners and Right Conduct or GMRC.

Each sheet contains the school and class information, learners’ names, assessment components, highest possible scores, actual learner scores, percentage scores, weighted scores, Initial Grades, Term Grades, letter grades, and qualitative descriptors.

The workbook also includes an Input Data sheet where the teacher enters the region, division, district, school name, school identification number, school year, grade and section, teacher’s name and position, and school head’s name and position.

These details are entered only once and automatically appear in the relevant areas of the subject records and summary sheet.

The learner list provides separate spaces for male and female learners and can accommodate up to 50 learners in each group. Teachers may copy learner names from School Form 1 and paste them into the designated cells as values only. Rows should not be inserted or deleted because doing so may affect formulas, references, and the workbook’s automated functions.

Assessment should remain appropriate for Grade 3 learners

The purpose of assessment is not merely to generate grades. It should help teachers determine what learners understand, what skills they are still developing, and what instructional support they need.

Formative assessment should be integrated into everyday lessons. Teachers may use observation, oral questioning, guided activities, demonstrations, learner outputs, anecdotal records, manipulative activities, and other age-appropriate methods to gather evidence of learning. The results of formative assessment guide the teacher’s next instructional decisions, but they are not directly included in the computation of grades.

Summative assessment provides recorded evidence of learner achievement at defined points in the learning process. It may consist of Written or Oral Works, Product or Performance Tasks, Summative Tests, and a Term Examination where appropriate. These different forms of evidence should measure not only knowledge but also the learner’s ability to apply skills and values in meaningful situations.

For Grades 1 to 3, the number of assessments is left to the teacher’s professional judgment. Teachers should gather sufficient evidence while keeping the assessment load reasonable, manageable, and developmentally appropriate.

The five Written or Oral Work columns, three Product or Performance Task columns, two Summative Test columns, and one Term Examination column in this workbook provide available recording spaces. They do not mean that every available column must always be filled. Teachers should not administer unnecessary assessments simply to complete the spreadsheet.

Written or Oral Works

Written or Oral Works measure the learner’s understanding through written or spoken responses. These may include short exercises, journals, oral presentations, structured responses, reports, quizzes, recitations, and similar competency-aligned activities.

In the Grade 3 E-Class Record, Written or Oral Works account for 20 percent of the Term Grade.

When selecting these activities, teachers should make sure that the tasks are based on lessons that were actually taught and that the expected responses are suitable for the learner’s developmental level. Grade 3 learners should not be overloaded with lengthy written activities when the same competency can be assessed more appropriately through oral, practical, or performance-based evidence.

Product or Performance Tasks

Product or Performance Tasks allow learners to apply their knowledge, skills, and values in authentic or meaningful contexts. These may include projects, demonstrations, portfolios, investigations, presentations, practical activities, models, performances, and other learner outputs.

Product or Performance Tasks account for 50 percent of the Term Grade, making them the largest component in the workbook.

The higher weight given to performance evidence reflects the importance of allowing learners to demonstrate what they can do, not merely what they can recall. A single integrative task may also be used to gather evidence across several learning areas, provided that separate competency-aligned criteria or rubrics are used for each subject.

Summative Tests and Term Examination

Summative Tests and the Term Examination make up the remaining 30 percent of the Term Grade.

Within this component, the workbook assigns 30 percent to Summative Test 1, 30 percent to Summative Test 2, and 40 percent to the Term Examination. This internal distribution is applied automatically after the highest possible scores and learner scores have been entered.

Summative Test 1 is generally intended to cover lessons taught during the first 15 instructional days of the term and may be administered around the sixteenth instructional day. Summative Test 2 generally covers the succeeding 15 instructional days and may be administered around the thirty-second instructional day.

The Term Examination is administered during the final instructional days of the term. It primarily covers competencies taught after the second Summative Test while also including selected critical or least-mastered competencies from earlier portions of the term.

For Grade 3, however, a Term Examination is not automatically required for every learning area. It may be administered only for selected competencies that are best assessed through written or structured responses. It should be short, low-pressure, teacher-determined, and developmentally appropriate.

A written Term Examination should not be used when the competency is better demonstrated through performance, behavior, observation, or another form of evidence. It should also not be administered when the teacher has already gathered sufficient and valid evidence of learning through other assessments.

Assessment weights used in the workbook

The Grade 3 E-Class Record uses the following distribution:

Written or Oral Works – 20%

Product or Performance Tasks – 50%

Summative Tests and Term Examination – 30%

These weights are applied to Filipino, English, Mathematics, Science, Makabansa, and GMRC in the workbook.

The 20%-50%-30% distribution is the prescribed grouping for English, Filipino, Mathematics, Science, GMRC or Values Education, and related learning areas under the numerical-grading structure. The transition provision of the Order also specifically requires Makabansa in Grades 2 and 3 to follow the same 20%-50%-30% distribution during SY 2026–2027.

For GMRC, the workbook further organizes the evidence into cognitive, affective, and behavioral elements. This additional arrangement helps the teacher record evidence related to knowledge, values, attitudes, and observable application. It is an organizational feature of the workbook and should be used together with appropriate assessment tools and professional judgment.

How the workbook computes a learner’s grade

The teacher begins by entering the highest possible score for each assessment. The actual scores obtained by the learners are then entered in the designated cells.

For each assessment component, the workbook adds the learner’s raw scores and divides the total by the combined highest possible score. The result is multiplied by 100 to determine the Percentage Score.

The Percentage Score is then multiplied by the assigned component weight. This produces the Weighted Score for Written or Oral Works, Product or Performance Tasks, and Summative Tests and the Term Examination.

The three Weighted Scores are added to obtain the learner’s Initial Grade.

For SY 2026–2027, the Initial Grade is converted into a Term Grade using the adjusted transmutation table. Under this transitional table, an Initial Grade from 70.00 to 72.99 becomes a Term Grade of 75. The workbook carries out this conversion automatically.

Teachers should still verify all highest possible scores, learner scores, formulas, and generated grades before transferring the results to an official school form.

Numerical grades are accompanied by descriptors

A numerical grade should not stand alone. The workbook also displays a letter grade and qualitative descriptor so that the learner’s result communicates more than a number.

A grade from 90 to 100 is described as Advancing. Learners within this range consistently demonstrate skills and understanding that meet or exceed the expected standards. They may benefit from enrichment, deeper applications, leadership opportunities, or peer mentoring.

A grade from 80 to 89 is described as Benchmarking. Learners within this range demonstrate the expected grade-level skills and understanding competently and independently. They may be encouraged to transfer learning to more complex contexts and work with greater independence.

A grade from 75 to 79 is described as Connecting. These learners demonstrate sufficient understanding and application of the expected standards but may still require occasional guidance and continued practice to strengthen consistency and confidence.

A grade from 65 to 74 is described as Developing. Learners within this range demonstrate partial understanding or inconsistent application of essential skills. They need targeted remediation, scaffolded instruction, and additional opportunities to practice.

A grade from 0 to 64 is described as Emerging. These learners have not yet demonstrated the necessary foundational skills and understanding and require structured, intensive, and sustained intervention.

The descriptors should guide instructional decisions. They should not be used merely to rank, compare, or label learners.

Automated Summary of Grades

The Summary sheet consolidates the learner’s Term Grades in Filipino, English, Mathematics, Science, Makabansa, and GMRC.

It calculates an overall term average and displays the corresponding descriptor. It also includes a Level of Progress and Achievement table showing the number of male and female learners under Advancing, Benchmarking, Connecting, Developing, and Emerging for every learning area.

This summary helps the teacher review individual and class-wide performance patterns. It can show which learning areas have the greatest number of learners requiring support and which learners may be ready for enrichment.

The overall result displayed in the current Summary sheet is a term-level average. Although the worksheet labels it as a Final Rating, it should not be confused with the learner’s annual Final Grade or General Average.

Under the three-term system, the annual Final Grade for each learning area is determined by averaging the Term Grades from Terms 1, 2, and 3 and rounding the result to the nearest whole number. The General Average is then determined from the Final Grades in all learning areas.

Because the current download is a Term 1 workbook, it does not yet calculate the complete annual Final Grade or General Average.

Intervention should begin during the term

Learners who consistently perform below expectations should receive assistance as early as possible. Remediation should not be postponed until the end of the school year.

The Order allows intervention to begin as early as Week 5 following the first Summative Test. Teachers may provide classroom-based remediation, scaffolded practice, ARAL support, or another appropriate school-based intervention.

For Key Stage 1, including Grade 3, promotion decisions should be developmentally appropriate and non-punitive. Teachers and schools should consider the learner’s overall progress, readiness, available assessment evidence, participation in interventions, and foundational literacy and numeracy needs.

A learner should not be retained solely because of one assessment result, age, or an isolated instance of low performance.

A non-high-stakes Grade 3 checkpoint assessment may also be administered to identify learners who need additional instructional support. Its primary purpose is intervention and instructional planning, not ranking or punishment.

Under the numerical-grading transition, learners who satisfactorily pass all learning areas are promoted. A learner who fails in not more than two learning areas may undergo a Summer Remedial Class. The learner’s Final Grade and Remedial Class Mark are averaged to obtain the Recomputed Final Grade, and a result of 75 or higher is considered passing.

Learners who continue to fail one or two learning areas after remediation may be conditionally promoted and complete the deficiencies as back subjects through a school-initiated intervention. Learners who fail in more than two learning areas may be retained, subject to the required evidence, intervention, consultation, and school-level deliberation. Timely intervention and remediation remain central to the policy.

Attendance should be monitored with academic performance

Attendance is another important factor in learner progress. Teachers should coordinate with parents or guardians and provide timely support when absences begin to affect the learner’s opportunity to participate in classroom instruction and demonstrate competencies.

The Order particularly calls for intervention by the end of Term 1 or when a learner reaches approximately 12 absences. Where absences are unavoidable, schools should provide appropriate learning and remediation support.

The workbook does not replace the official attendance forms. Teachers should continue to maintain attendance through the prescribed school records and use attendance information when planning learner support.

Awards and recognition during the Grade 3 transition

Key Stage 1 will eventually move away from academic awards under the fully descriptive grading system to reduce early competition and labeling. Character Traits Awards and other developmentally appropriate forms of non-academic recognition may still be used to acknowledge effort, participation, positive behavior, growth, and socio-emotional development.

However, Grades 2 and 3 are still using numerical grading during the transition period. DepEd Order No. 015, s. 2026 allows schools to choose to confer Academic Excellence Awards and other applicable grade-level awards while numerical grading remains in effect.

Where Academic Excellence Awards are implemented, the Order provides a threshold of a General Average of at least 90, with no Final Grade below 80 in any learning area. Awardees should be listed alphabetically, and they must have no derogatory record or disciplinary case during the school year.

Because the current workbook contains only Term 1 results, it cannot by itself determine eligibility for an annual Academic Excellence Award. The complete Term Grades, annual Final Grades, General Average, and other eligibility requirements must first be established. The Order’s broader awards policy also emphasizes fairness and reducing unnecessary competition.

How to use the Grade 3 E-Class Record

After downloading the file, save an untouched copy as your backup and create a separate working copy for your class.

Open the Input Data sheet first and complete the required school, teacher, class, and learner information. Copy the learners’ names from SF1 and paste them into the appropriate male and female sections as values only.

Proceed to each learning-area sheet and enter the highest possible scores for the assessments that were actually administered. Afterward, encode each learner’s scores in the designated cells.

The workbook will automatically calculate the raw-score totals, Percentage Scores, Weighted Scores, Initial Grades, transmuted Term Grades, letter grades, and qualitative descriptors.

Once all learning areas have been completed, review the Summary sheet to examine the consolidated Term Grades and class-level distribution of achievement.

Teachers should carefully check the encoded scores and generated results before submitting grades through the official DepEd forms or authorized digital systems. Assessment tools, rubrics, raw scores, learner outputs, and feedback records should also be maintained as supporting evidence for validation.

Download the free Grade 3 E-Class Record

The Grade 3 Three-Term E-Class Record provides teachers with an organized and automated way to record assessment results under the numerical-grading transition for SY 2026–2027.

It includes six Grade 3 learning areas, automated score and grade computation, adjusted transmutation, qualitative descriptors, a consolidated term summary, and a class-level progress and achievement report.

Important reminder on data privacy

A completed E-Class Record contains personally identifiable information, learner grades, school details, and other protected educational records. Teachers should keep the working file in a secure device, an official DepEd system, or another authorized storage location.

Filled-in E-Class Records should not be uploaded to public websites, unauthorized cloud-storage services, or artificial intelligence platforms. The workbook may be downloaded as a blank resource, but completed class records must be handled in accordance with applicable data-privacy and school-record policies.

Learners with disabilities should also receive appropriate assessment accommodations involving time, format, setting, or response mode when needed. These accommodations must be planned and documented by the school and cannot be automated by the spreadsheet alone.

Disclaimer

This Grade 3 E-Class Record is an independently developed EduFilesPH educational resource. It is not the official E-Class Record issued, published, sponsored, or endorsed by the Department of Education.

The workbook was created to assist Grade 3 teachers with the recording, computation, organization, and monitoring of learner results during the numerical-grading transition prescribed for SY 2026–2027 under DepEd Order No. 015, s. 2026.

Teachers remain responsible for selecting appropriate assessments, validating learner scores, reviewing computed grades, maintaining supporting evidence, and following the official forms and instructions issued by DepEd and their respective Regional Office, Schools Division Office, district, and school administration.

Should DepEd release an official Grade 3 E-Class Record, a revised reporting template, or additional implementation guidance, the latest official resource and instructions should take precedence.