The Department of Education (DepEd) is strengthening learning standards in basic education through its newly released assessment and grading policy, which begins the transition toward a more transparent, evidence-based, and standards-aligned grading system.
Through DepEd Order No. 015, s. 2026, released on June 4, 2026, or the Revised Guidelines on Classroom Assessment, Grading System, and Awards and Recognition for the K to 12 Basic Education Program, the Department is addressing long-standing concerns on grade inflation, overreliance on transmutation, inconsistent promotion standards, and the need for better learner data to guide teaching and academic support.
Education Secretary Sonny Angara said the policy marks a deliberate shift toward grades that more accurately reflect what learners know, understand, and are able to do.
“Dapat nakabatay sa tunay na pagkatuto ang pag-akyat ng bata sa susunod na grade level. Sa pagtanggal ng transmutation, mas pinapalakas natin ang accountability sa buong sistema — mula sa curriculum implementation at classroom instruction hanggang sa assessment at academic support para sa learners,” Angara said.
Under the new policy, learners’ grades will no longer be adjusted through the old transmutation system after the transition period. Instead, grades will directly reflect learners’ actual performance, giving teachers, schools, learners, and parents a clearer picture of learning progress and areas that need support.
To ensure a smooth transition, DepEd will implement the policy in phases. For School Year 2026–2027, transmutation will continue using an adjusted table, where a raw grade of 70 will correspond to a transmuted passing grade of 75. Beginning SY 2027–2028, transmutation will be removed for Grades 4 to 12, and a raw grade of 75 will directly correspond to a term grade of 75, without mathematical adjustment.
DepEd has already oriented regional offices, schools division offices, school leaders, and teachers on the phased implementation of the policy to ensure consistent understanding and readiness across the field.
The Department emphasized that the policy does not aim to make grading more difficult or to increase failure rates. Rather, it seeks to provide a more honest picture of learners’ academic progress so that timely interventions, remediation, enrichment, and learner support can be provided to those who need them.
DepEd also clarified that learner promotion remains guided by existing promotion and retention policies. The removal of grade transmutation should not be treated as an automatic trigger for higher retention, but as a tool to help schools, teachers, and parents identify learning gaps earlier and respond with appropriate support.
“Hindi sapat na maipasa lang ang bata mula isang grade level papunta sa susunod,” Angara said. “Ang mahalaga, umuusad siya na dala ang kaalaman, kakayahan, at values na kailangan niya para magtagumpay sa paaralan at sa buhay.”
Under the revised guidelines, classroom assessment is treated as a continuous part of teaching and learning, not merely a mechanism for computing grades. Teachers are expected to use formative assessment to identify learning gaps, provide timely feedback, adjust teaching strategies, and support remediation or enrichment.
For Kindergarten to Grade 3, DepEd will progressively shift to a descriptive grading system to provide more developmentally appropriate feedback on learners’ progress, strengths, and areas for support. Descriptive grading will begin with Kindergarten to Grade 1 in SY 2026–2027, expand to Kindergarten to Grade 2 in SY 2027–2028, and cover Kindergarten to Grade 3 by SY 2028–2029.
For Grades 4 to 12, numerical grades will remain, supported by clearer qualitative descriptions to help teachers, learners, and parents better understand each learner’s level of proficiency and the needed instructional response.
DepEd said it will continue supporting the implementation of the policy through capacity-building programs for teachers, technical assistance, updated assessment tools and rubrics, revised school forms and systems, and monitoring mechanisms.
The Department remains committed to improving the quality of Philippine basic education by upholding high standards while providing every learner with the support needed to achieve them.
