Free Grade 2 E-Class Record – DepEd Order No. 15, s. 2026

The shift to a three-term school calendar brings important changes to classroom assessment, grade computation, learner reporting, intervention, and recognition. To help Grade 2 teachers manage these changes, EduFilesPH is sharing a free automated E-Class Record for Grade 2 designed around the assessment and grading provisions of DepEd Order No. 015, s. 2026.

Officially titled the Revised Guidelines on Classroom Assessment, Grading System, and Awards and Recognition for the K to 12 Basic Education Program, DepEd Order No. 015, s. 2026 applies to public elementary and secondary schools beginning School Year 2026–2027. It also replaces the classroom assessment provisions of DepEd Order No. 8, s. 2015 and the awards and recognition guidelines under DepEd Order No. 36, s. 2016.

This Grade 2 E-Class Record was created to help teachers organize assessment scores, apply the prescribed component weights, calculate term grades, and review learner achievement without manually repeating every formula. It is intended as a practical classroom tool and not as a replacement for official DepEd school forms, reporting systems, or future official E-Class Record templates.

What changes for Grade 2 under the new grading policy?

Grade 2 belongs to Key Stage 1, together with Kindergarten, Grade 1, and Grade 3. DepEd is gradually introducing descriptive grading throughout this key stage, but the transition will not happen at the same time for every grade level.

For School Year 2026–2027, Grade 2 learners will continue to receive numerical grades using the adjusted transmutation table. Grade 2 will transition to descriptive grading in School Year 2027–2028. By School Year 2028–2029, all grade levels from Kindergarten to Grade 3 are expected to use the descriptive grading system.

This distinction is important. Although the long-term direction for Key Stage 1 is descriptive and developmentally appropriate reporting, Grade 2 teachers still need a numerical class record for School Year 2026–2027. The workbook therefore calculates numerical term grades while also showing corresponding performance descriptors that teachers can use when discussing learner progress and needed support.

The new school calendar is organized into three academic terms. A Term Grade represents the learner’s performance during one term, while the annual Final Grade for a learning area is the average of all three Term Grades, rounded to the nearest whole number.

The workbook provided on this page is presently configured for Term 1. It calculates and summarizes the learner’s Term 1 results. It does not yet combine Terms 1, 2, and 3 into an annual Final Grade. Teachers should therefore maintain the corresponding records for the succeeding terms and use all three Term Grades when determining the Final Grade at the end of the school year.

Assessment should remain appropriate for Grade 2 learners

DepEd Order No. 015, s. 2026 emphasizes that assessment should primarily improve teaching and learning. It should help teachers identify what learners already understand, what they still need to learn, and what type of assistance or enrichment should be provided.

Formative assessment must be integrated before, during, and after instruction. It may include classroom observations, oral responses, manipulative activities, drawings, sorting tasks, role-playing, guided demonstrations, and feedback through modeling and prompts. These activities help teachers monitor progress and adjust instruction, but their results are not included in grade computation.

Summative assessment, on the other hand, provides recorded evidence of learner achievement. It may consist of Written or Oral Works, Product or Performance Tasks, and Examinations where appropriate. The policy stresses quality over quantity. Grade 2 learners should not be given excessive assessments merely to fill every column in a class record. Assessments must remain manageable, purposeful, integrated, and suited to the learners’ age and developmental level.

The uploaded workbook provides spaces for up to five Written or Oral Works, three Product or Performance Tasks, two Summative Tests, and one Term Examination. These spaces provide flexibility and recording capacity; they do not mean that teachers are required to administer every possible assessment. Grade 2 teachers retain professional discretion in determining how much evidence is sufficient, provided that the evidence is valid, balanced, and aligned with the competencies taught.

Teachers may also use one meaningful performance task to collect evidence across several learning areas. When an integrative task is used, each learning area should still have its own competency-aligned rubric and separately recorded score. This approach can reduce assessment overload while allowing learners to demonstrate knowledge, skills, and values through a more authentic activity.

Written works, performance tasks, and examinations

The E-Class Record contains three main summative components. Written or Oral Works contribute 20 percent, Product or Performance Tasks contribute 50 percent, and Examinations contribute 30 percent of the Term Grade.

The workbook applies these weights to Filipino, English, Mathematics, Makabansa, and Good Manners and Right Conduct or GMRC. The same 20–50–30 distribution is prescribed for English, Filipino, Mathematics, and GMRC under the numerical grading structure. DepEd Order No. 015, s. 2026 also specifically states that Makabansa must use 20 percent Written or Oral Works, 50 percent Product or Performance Tasks, and 30 percent Examinations during the Grade 2 transition period.

Within the 30-percent Examinations component, the first Summative Test represents 30 percent, the second Summative Test represents another 30 percent, and the Term Examination represents 40 percent of the examination component. The workbook performs this internal distribution automatically after the teacher enters the highest possible scores and the scores earned by each learner.

However, written examinations for Grades 1 to 3 must be limited and developmentally appropriate. A Term Examination may be used only for selected competencies that are best assessed through written or structured responses. It should be short, low-pressure, based on lessons actually taught, and administered only after learners have received sufficient instruction and practice. A written examination should not be used when the competency is better demonstrated through performance, behavior, observation, or another authentic form of evidence.

The presence of Summative Test and Term Examination columns in this workbook should therefore not be interpreted as a requirement to administer formal tests regardless of learner readiness or the nature of the competency. Teachers must still exercise professional judgment and follow any additional instructions from their school, division, or regional office.

How the E-Class Record computes the Term Grade

Once assessment scores are entered, the workbook automatically adds the learner’s raw scores and compares the total with the combined highest possible score for the component. It then calculates the Percentage Score by dividing the learner’s total score by the highest possible score and multiplying the result by 100.

The Percentage Score is multiplied by the prescribed component weight to obtain the Weighted Score. The Weighted Scores from Written or Oral Works, Product or Performance Tasks, and Examinations are added to determine the Initial Grade.

For School Year 2026–2027, Grade 2 uses the adjusted transmutation table. Under this transitional table, an Initial Grade of 70 corresponds to a transmuted grade of 75. The workbook applies this adjusted transmutation automatically and rounds the resulting Term Grade to a whole number.

This means teachers only need to enter valid highest possible scores and learner scores in the intended cells. The workbook handles the succeeding calculations, including raw-score totals, Percentage Scores, Weighted Scores, Initial Grades, and transmuted Term Grades.

Data validation has also been added to the score-entry cells to help prevent the encoding of a score that is higher than the stated highest possible score. Formula cells are protected to reduce the risk of accidental editing. Teachers should nevertheless review all encoded data and computed results before using them for reporting.

Understanding the Grade 2 performance descriptors

Numerical grades should not be viewed merely as numbers. DepEd requires numerical results to be accompanied by qualitative descriptors that explain the learner’s level of achievement and guide the kind of instructional support that should follow.

A grade from 90 to 100 is described as Advancing, indicating performance that meets or exceeds the expected standard with independence and depth. A grade from 80 to 89 is Benchmarking, showing that the learner demonstrates the expected grade-level competencies consistently. A grade from 75 to 79 is Connecting, meaning the learner demonstrates sufficient understanding but may still need guidance to improve consistency and confidence.

A grade from 65 to 74 is described as Developing and signals the need for targeted remediation, scaffolded instruction, and additional practice. A grade from 0 to 64 is Emerging, indicating that the learner requires structured and sustained intervention to develop the necessary foundational skills and understanding.

The E-Class Record automatically displays these descriptors beside the computed numerical grades. It also uses A, B, C, D, and E labels to make the levels easier to identify in the subject records, class summary, and individual learner record.

These descriptors should help teachers decide what happens next. Learners at the Advancing or Benchmarking level may be given enrichment and more challenging applications. Learners at the Connecting level may benefit from further guided practice, while those at the Developing or Emerging level should receive focused and documented intervention.

Learning areas included in the workbook

The workbook contains dedicated class-record sheets for Filipino, English, Mathematics, Makabansa, and GMRC. Each subject sheet presents the assessment components, highest possible scores, learner scores, Percentage Scores, Weighted Scores, Initial Grades, transmuted Term Grades, letter labels, and performance descriptors.

The GMRC sheet provides an additional arrangement for organizing evidence under cognitive, affective, and behavioral aspects. This gives teachers a structured way to record not only knowledge and understanding but also the application of values and observable behavior, while still producing the prescribed component totals and Term Grade.

Entering school and learner information

The Input Data sheet allows teachers to enter the region, schools division, district, school name, school identification number, school year, grade and section, teacher’s name and position, and school head’s name and position.

Learner names are entered only once and are automatically reflected in the subject records and summary pages. The workbook provides separate areas for male and female learners and can accommodate up to 100 names.

Teachers may copy 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, validations, and the layout of the individual learner record.

Automated summary of grades and learner progress

The Summary sheet brings together the Term Grades from Filipino, English, Mathematics, Makabansa, and GMRC. It provides teachers with one consolidated view of each learner’s performance across the learning areas.

The workbook also computes a term-level average and corresponding descriptor. This is useful for reviewing overall performance during the term, but it should not be mistaken for the learner’s official annual General Average. Under DepEd Order No. 015, s. 2026, the Final Grade for each learning area is based on the average of the three Term Grades, while the General Average is based on the Final Grades from all learning areas for the entire school year.

A Level of Progress and Achievement section summarizes how many male and female learners fall under Advancing, Benchmarking, Connecting, Developing, and Emerging. This allows the teacher to see class-wide patterns and identify which learners may need enrichment, guided practice, targeted remediation, or sustained intervention.

Individual learner record (For Advanced Version)

The workbook includes an individual learner view where the teacher can select a learner and display the learner’s assessment scores and Term Grades across all five learning areas.

The record presents the learner’s school and class information, component scores, computed grades, letter labels, and performance descriptors. It also contains an attendance-summary section and spaces for the teacher, school head, and parent or guardian.

Several color themes are available so teachers can adjust the appearance of the individual record before viewing or printing it. This feature may be useful during parent-teacher conferences or when discussing the learner’s progress, strengths, attendance, and areas requiring support.

This individual record is a supplementary report generated by the workbook. It should not automatically be treated as a replacement for the official SF9 or any learner-progress form prescribed by DepEd.

Intervention, promotion, and attendance

For Grade 2 learners who do not meet the minimum learning standards during the numerical-grading transition, remediation should be timely, targeted, documented, and integrated into classroom instruction. The purpose of assessment is to guide support, not merely to record failure.

DepEd emphasizes that promotion in Key Stage 1 should be developmentally appropriate and non-punitive. Decisions should consider the learner’s overall progress, foundational literacy and numeracy, readiness, available evidence, and participation in the interventions provided. A learner should not be retained solely because of age, one assessment result, or one isolated instance of low performance.

Under the numerical transition rules, learners who pass all learning areas are promoted. Learners who fail in not more than two learning areas may undergo a Summer Remedial Class. The Final Grade and Remedial Class Mark are averaged to obtain the Recomputed Final Grade, and a result of 75 or higher is considered passing. A learner who continues to fail one or two areas after remediation may be conditionally promoted, while failure in more than two learning areas may result in retention, subject to the required deliberation, evidence, and learner-support procedures.

The policy also directs teachers to provide intervention within the term rather than waiting until the end of the school year. Intervention may begin as early as Week 5 after the first Summative Test when the available evidence indicates that a learner is consistently performing below expectations.

Attendance must also be monitored because frequent absences may affect the learner’s opportunity to demonstrate competencies. Schools should coordinate with parents or guardians and provide support, particularly by the end of Term 1 or when a learner reaches approximately 12 absences. End-of-term learner reports should include attendance information.

The attendance section in the workbook’s individual learner record can help present this information together with the learner’s academic progress, although official attendance records should still come from the authorized school forms.

Awards and recognition for Grade 2

The long-term descriptive grading system for Key Stage 1 generally avoids academic awards to reduce early competition and labeling. However, Grade 2 is still using numerical grading during School Year 2026–2027.

During this transition period, schools may choose to confer Academic Excellence Awards and other applicable grade-level awards to Grade 2 and Grade 3 learners. To qualify for the Academic Excellence Award, a learner must have a General Average of at least 90 and no Final Grade below 80 in any learning area. Awardees should be listed alphabetically and must have no derogatory record or disciplinary case during the school year. Schools may also give Character Traits Awards that recognize effort, participation, positive behavior, and other developmentally appropriate qualities.

Because the uploaded workbook is currently a Term 1 record, it cannot by itself determine whether a learner qualifies for an annual Academic Excellence Award. Award determination requires the complete Final Grades and General Average for the entire school year, together with all other eligibility requirements.

Record keeping, validation, and data privacy

At the end of every term, teachers must submit grades using the official DepEd forms and authorized digital systems. Assessment tools, rubrics, raw scores, feedback records, and other supporting evidence should be retained for at least one school year or longer when required for validation, audit, or an appeal. School heads are also expected to validate grading records and practices to maintain accuracy, consistency, and integrity.

Teachers should therefore treat this E-Class Record as one part of the complete assessment record. Copies of tests, rubrics, learner outputs, score sheets, and intervention records should still be properly maintained.

The order also contains important rules on the use of artificial intelligence and digital tools. Personally identifiable learner information and official DepEd documents must not be uploaded to AI platforms. Supervised examinations must remain AI-free unless the use of technology has been officially authorized for accessibility or another approved purpose.

Since this workbook contains learner names, school information, grades, and attendance data, a completed copy should be stored securely. Teachers should avoid uploading the filled-in file to public websites, unauthorized cloud-storage services, or AI tools.

Download the free Grade 2 E-Class Record (For SY 2026-2027)

The free Grade 2 E-Class Record can help reduce repetitive calculations and give teachers a clearer view of learner achievement during the term. After entering the school information, learner names, highest possible scores, and assessment results, the workbook automatically generates the component scores, Initial Grades, transmuted Term Grades, performance descriptors, class summary, and individual learner record.

Before using it, save an untouched copy of the original workbook as a backup. Use a separate working copy for your class, enter data only in the designated cells, and carefully review the results before transferring grades to any official school form.

Important disclaimer

This Grade 2 E-Class Record is an independently developed educational resource from EduFilesPH. It is not the official E-Class Record of the Department of Education and is not sponsored, published, or officially endorsed by DepEd.

The workbook was designed to assist teachers in applying the Grade 2 numerical-grading transition and relevant assessment provisions of DepEd Order No. 015, s. 2026. Teachers remain responsible for checking encoded scores, assessment weights, formulas, computed grades, and reports before official use.

Schools and teachers should always prioritize the latest official DepEd issuances and the instructions provided by their regional, division, district, and school offices. When DepEd releases an official Grade 2 E-Class Record or additional implementation guidance, the official resource and instructions should take precedence.