Free Grade 12 Three-Term E-Class Record for SY 2026–2027

Grade 12 teachers will face a unique grading arrangement during School Year 2026–2027. While the revised classroom assessment policy introduces a three-term grading system and an adjusted transmutation table, Grade 12 learners have not yet transitioned to the Strengthened Senior High School Curriculum. Because of this, teachers must combine selected provisions from the previous and revised grading systems.

To help teachers manage this transition, EduFilesPH is sharing a free Grade 12 Three-Term E-Class Record developed for subjects under the old Senior High School curriculum. The workbook retains the assessment-component weights prescribed under DepEd Order No. 8, s. 2015, while adapting the class record to the three-term format and adjusted transmutation table prescribed under DepEd Order No. 015, s. 2026.

DepEd Order No. 015, s. 2026 contains the revised national guidelines on classroom assessment, grading, and awards and recognition for the K to 12 Basic Education Program. The Order applies beginning School Year 2026–2027 and includes a special transition rule for the current Grade 12 cohort.

Why Grade 12 uses a different grading arrangement

The Strengthened Senior High School Curriculum begins its implementation with the new Grade 11 cohort. Grade 12 learners in School Year 2026–2027 remain under the previous Senior High School curriculum because they began Grade 11 before the full implementation of the strengthened program.

Paragraph 49 of DepEd Order No. 015, s. 2026 specifically states that for Grade 12, which has not yet implemented the Strengthened SHS Curriculum, the assessment-component weights under DepEd Order No. 8, s. 2015 shall continue to apply. However, those old component weights must be used together with the adjusted transmutation table introduced for School Year 2026–2027.

This means Grade 12 teachers should not automatically use the new component weights prescribed for the Strengthened SHS Curriculum. They should continue using the appropriate old SHS weight distribution based on the type of subject or track, while following the new three-term calendar, examination arrangement, descriptors, and adjusted transmutation table.

The Grade 12 E-Class Record was designed around this transitional arrangement.

Old SHS component weights retained in the workbook

The workbook allows the teacher to select the appropriate subject classification or track. Once selected, the headings and formulas automatically adjust to the corresponding component weights.

For Core Subjects taken by all tracks, Written or Oral Works account for 25 percent, Product or Performance Tasks account for 50 percent, and Summative Tests and the Term Examination account for 25 percent.

For Academic Track subjects other than Work Immersion or the culminating activity, Written or Oral Works account for 25 percent, Product or Performance Tasks account for 45 percent, and Summative Tests and the Term Examination account for 30 percent.

For Work Immersion or the culminating activity under the Academic Track, the workbook applies 35 percent for Written or Oral Works, 40 percent for Product or Performance Tasks, and 25 percent for Summative Tests and the Term Examination.

For subjects under the Technical-Vocational-Livelihood, Sports, and Arts and Design tracks, the workbook applies 20 percent for Written or Oral Works, 60 percent for Product or Performance Tasks, and 20 percent for Summative Tests and the Term Examination.

These are the old SHS component weights retained for the Grade 12 transition. They are different from the weights prescribed for subjects under the Strengthened SHS Curriculum. Teachers should therefore select the correct track or subject classification before entering scores.

The old weights are used within the new three-term format

Although Grade 12 retains the old assessment weights, the school year is now organized into three academic terms rather than four quarters or two traditional semesters for grading and reporting purposes.

The workbook includes separate sheets for Term 1, Term 2, and Term 3. Each term sheet functions as a complete class record where teachers can enter the assessments administered during that term.

The workbook also includes a Summary of Term Grades that gathers the results from the three term sheets. Teachers may select the actual term coverage of the subject, including a single term, two terms, or all three terms. This is useful because Grade 12 subjects may not all have the same duration or scheduling arrangement.

Teachers should base the selected term coverage on the school’s approved Grade 12 class program, subject schedule, and local implementation instructions. The availability of several term-coverage options in the workbook does not independently determine how long a subject should be taught.

Written or Oral Works

Written or Oral Works provide evidence of learner understanding through written, verbal, or structured responses. These may include quizzes, essays, reports, journals, problem sets, structured presentations, oral examinations, reflection papers, and other competency-aligned activities.

The workbook provides five spaces for Written or Oral Works in every term. DepEd Order No. 015, s. 2026 recommends approximately three to five Written or Oral Works per learning area per term for Grades 4 to 12. However, the Order clarifies that these ranges are flexible guidance rather than fixed compliance requirements. Teachers should gather sufficient evidence without creating unnecessary assessment overload.

Teachers are not required to fill every available column simply because it appears in the workbook. The number and type of assessments should depend on the competencies taught, the quality of the evidence gathered, and the actual needs of the learners.

Product or Performance Tasks

Product or Performance Tasks measure the learner’s ability to apply knowledge, skills, values, and processes in meaningful situations. These may include demonstrations, laboratory activities, projects, portfolios, performances, investigations, research outputs, technical products, presentations, workplace outputs, and other authentic applications of learning.

The workbook provides three spaces for Product or Performance Tasks per term. The Order recommends approximately two to three performance tasks per learning area per term for Grades 4 to 12.

Teachers may also use an integrated performance task to gather evidence across several subjects when appropriate. However, each participating subject should have its own competency-aligned criteria or rubric so that the learner’s performance is evaluated separately and fairly in each learning area.

Summative Tests and the Term Examination

The revised Order uses the term Examinations or EXs for the component composed of two Summative Tests and one Term Examination.

The Grade 12 workbook provides designated columns for Summative Test 1, Summative Test 2, and the Term Examination. Within the examination component, Summative Test 1 accounts for 30 percent, Summative Test 2 accounts for another 30 percent, and the Term Examination accounts for the remaining 40 percent.

This internal 30–30–40 distribution is applied within the overall examination weight selected for the subject. For example, an Academic Track subject using a 30-percent examination component will still divide that component among the two Summative Tests and the Term Examination using the prescribed internal distribution.

The first Summative Test generally covers approximately the first 15 instructional days of the term and may be administered around the sixteenth instructional day. The second Summative Test generally covers the next 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 and should mainly cover competencies taught after the second Summative Test, while also including selected critical or least-mastered competencies from earlier lessons.

For Key Stage 4, which includes Grades 11 and 12, the Term Examination is required and should be competency-based and discipline-specific. The recommended examination length is 60 items. This refers to the number of test items; the total number of points may vary depending on the item types and the teacher’s Table of Specifications.

As a general guide, each Summative Test should not contain more than half the number of items in the Term Examination. Where the Term Examination contains 60 items, a Summative Test should generally not exceed 30 items.

How the workbook computes the Initial Grade

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

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

The Percentage Score is then multiplied by the applicable 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.

Because the workbook automatically changes the component weights according to the selected track, teachers should verify the track selection before entering or finalizing scores. An incorrect selection may produce an incorrect Initial Grade even when all raw scores have been entered correctly.

The adjusted transmutation table for SY 2026–2027

After calculating the Initial Grade, the workbook applies the adjusted transmutation table prescribed under DepEd Order No. 015, s. 2026.

This is not the same transmutation table previously used under DepEd Order No. 8, s. 2015. Under the adjusted table for School Year 2026–2027, an Initial Grade of 70 corresponds to a transmuted Term Grade of 75.

The revised table is intended as a transition toward zero-based grading. Beginning School Year 2027–2028, Key Stages 2 to 4 are expected to move to a zero-based system in which the computed Initial Grade will be reported without transmutation and 75 will remain the minimum passing grade.

For the current Grade 12 cohort, the correct combination is therefore:

Old SHS assessment-component weights + three-term format + adjusted SY 2026–2027 transmutation table.

The workbook performs this combination automatically.

Numerical grades and qualitative descriptors

Numerical grades under the revised policy should be accompanied by qualitative descriptors. These descriptors help teachers, learners, and parents understand the level of performance represented by a numerical result and identify the appropriate instructional response.

A grade from 90 to 100 is described as Advancing. This indicates that the learner consistently demonstrates skills and understanding that meet or exceed the expected standards with independence and depth.

A grade from 80 to 89 is described as Benchmarking. This indicates competent and generally independent demonstration of the expected grade-level knowledge and skills.

A grade from 75 to 79 is described as Connecting. The learner demonstrates sufficient understanding and application but may still require occasional guidance and continued practice.

A grade from 65 to 74 is described as Developing. The learner demonstrates partial or inconsistent understanding and requires targeted remediation, scaffolded instruction, and additional practice.

A grade from 0 to 64 is described as Emerging. The learner has not yet demonstrated the necessary foundational understanding and requires structured and sustained intervention.

The Grade 12 E-Class Record automatically displays the appropriate descriptor beside the computed Term Grade.

Computing the Final Grade

At the end of the subject’s prescribed term coverage, the learner’s Final Grade is computed from the applicable Term Grades and rounded to the nearest whole number.

For subjects taught throughout all three terms, the workbook averages the Term 1, Term 2, and Term 3 grades. For subjects taught during a shorter period, the teacher may select the appropriate term coverage in the Summary sheet so that the displayed Final Grade is based on the terms in which the subject was actually offered.

A Final Grade of 75 or higher indicates that the learner has met the minimum standard for the subject. A grade below 75 requires the appropriate remediation or academic support.

The workbook’s Summary of Term Grades is a single-subject summary. It does not independently compute the learner’s official Grade 12 General Average across all subjects. Under the revised Order, the General Average for Key Stage 4 must consider the equivalent units assigned to each subject. Schools should follow the official Grade 12 curriculum, report-card format, and implementation instructions when computing the General Average.

Timely intervention for learners at risk of failing

The revised assessment policy emphasizes that intervention should begin during the term rather than being postponed until the end of the school year.

Teachers should review evidence from Written or Oral Works, Performance Tasks, and Summative Tests to identify learners who are consistently performing below expectations. Remedial intervention may begin as early as Week 5 after the first Summative Test.

Intervention may include guided practice, reteaching, scaffolded activities, consultation, additional learning resources, school-based remediation, or another suitable support program. The objective is to address the learning difficulty while the subject is still being taught.

Attendance should also be monitored closely. Schools are expected to coordinate with parents or guardians and provide support, particularly by the end of Term 1 or when a learner reaches approximately 12 absences. Attendance information must be included in the learner’s end-of-term report.

Promotion, remediation, and failed subjects

Learners who pass all required learning areas may be promoted or, in the case of Grade 12, considered for completion subject to all other curriculum and school requirements.

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 determine the Recomputed Final Grade. A Recomputed Final Grade of 75 or higher is considered passing.

A learner who continues to fail in one or two learning areas after remediation may be conditionally promoted and may complete the deficiencies as back subjects through a school-initiated intervention. Only one back subject per term is allowed.

For Senior High School, failure in a prerequisite subject prevents enrollment in the corresponding higher-level subject until the learner obtains a passing Recomputed Final Grade or successfully completes the prerequisite as a back subject. Learners who fail in more than two learning areas may be retained at the same grade level.

For Grade 12 learners, schools should carefully review incomplete or failed subjects because these may affect eligibility for graduation or completion of Senior High School requirements.

Awards and recognition for Grade 12

Learners in Key Stages 2 to 4 may receive the Academic Excellence Award when they obtain a General Average of at least 90 and have no Final Grade below 80 in any learning area. Awardees must also have no derogatory record or disciplinary case during the school year, and their names should be presented alphabetically rather than ranked.

The revised policy also includes Grade 12 recognition categories such as Excellence in Work Immersion, Field Exposure, or Arts Apprenticeship, Excellence in Research, Excellence in Design and Innovation, and Special Recognition Awards, where the corresponding learning areas and requirements are applicable.

The E-Class Record may provide part of the numerical evidence needed for recognition, but it cannot independently determine award eligibility. The complete grades from all subjects, equivalent units, conduct records, endorsements, portfolios, and other required evidence must still be reviewed by the school’s Awards Committee.

Information entered only once

The workbook includes a centralized Input Data sheet where teachers can enter the region, division, school name, school identification number, school year, grade and section, track, subject, teacher information, and school-head information.

These details are automatically reflected in the Term 1, Term 2, Term 3, and Summary sheets.

Learners’ names are also entered only once. The workbook provides separate sections for male and female learners and can accommodate up to 50 learners in each section.

Teachers may copy the learner names from School Form 1 and paste them into the designated cells as values only. Rows should not be added or deleted because this may affect the workbook’s formulas, references, validation rules, and summary calculations.

How to use the Grade 12 E-Class Record

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

Begin with the Input Data sheet. Enter the school and teacher information, Grade 12 section, subject name, and the correct track or subject classification. Review the component weights that appear after selecting the track.

Enter the learners’ names in the designated male and female sections. Proceed to the appropriate term sheet and encode only the assessments that were actually administered during that term.

Enter the highest possible scores before entering the learners’ actual scores. The workbook will then compute the totals, Percentage Scores, Weighted Scores, Initial Grades, adjusted Term Grades, and qualitative descriptors.

Complete the same process for the succeeding terms. Afterward, open the Summary of Term Grades and select the correct term coverage for the subject before reviewing or printing the Final Grades.

All results should be carefully checked before they are transferred to official DepEd forms or authorized school information systems.

Record keeping, assessment integrity, and data privacy

Teachers should retain supporting assessment evidence, including tests, rubrics, performance-task records, raw scores, learner outputs, and feedback records, for at least one school year or longer when required for validation, audit, or an appeal.

Completed E-Class Records contain personally identifiable learner data and official academic information. They should be stored only on secure devices, official DepEd systems, authorized networks, or approved storage locations.

Learner names, scores, completed E-Class Records, and official school documents should not be uploaded to public artificial-intelligence platforms. The Order also requires supervised examinations to remain AI-prohibited unless technology use has been specifically authorized for accessibility or another approved purpose.

Where AI is permitted in an assessment, its use must be disclosed and documented, and learners must still demonstrate ownership, reasoning, and understanding of their work.

Download the free Grade 12 Three-Term E-Class Record

The Grade 12 Three-Term E-Class Record helps teachers apply the special transition rule for School Year 2026–2027 without manually rebuilding their previous class records.

It retains the appropriate old SHS curriculum weights, organizes scores into three terms, divides the examination component among two Summative Tests and one Term Examination, applies the adjusted transmutation table, generates performance descriptors, and summarizes the applicable Term Grades into a Final Grade.

Important disclaimer

This Grade 12 E-Class Record is an independently developed educational resource from EduFilesPH. It is not the official E-Class Record issued, published, sponsored, or endorsed by the Department of Education.

The workbook was designed to assist Grade 12 teachers in applying the transitional grading arrangement for School Year 2026–2027, particularly the continued use of the component weights under DepEd Order No. 8, s. 2015 together with the three-term format and adjusted transmutation table under DepEd Order No. 015, s. 2026.

Teachers remain responsible for selecting the correct subject classification, verifying all encoded scores, checking the formulas and computed results, maintaining supporting assessment evidence, and following the latest instructions from DepEd and their respective Regional Office, Schools Division Office, district, and school administration.

Should DepEd release an official Grade 12 E-Class Record, additional implementation guidance, or another issuance affecting Grade 12 grading and reporting, the latest official instructions should take precedence.