SESSION GUIDE FOR NATIONAL ALS TEACHERS TRAINING ON

ASSESSMENT FORMS - PORTFOLIO

SESSION GUIDE: Portfolio

SUMMARY INFORMATION
Title PORTFOLIO
Total Duration 3 hours
- 1.5-hour Live Session
- 1.5-hour Self-Paced Learning
Background / Description / Rationale / DepEd Order 13, s. 2019 also known as the Policy Guidelines on the Implementation of Enhanced Alternative
Purpose (from the Facilitator’s Learning System 2.0 stipulates that learning assessment in ALS specifically Portfolio Assessment and Project-
Perspective Based Learning and Assessment will already be a part of the of evaluation of learner’s performance under
the Accreditation and Equivalency certification process.

Portfolio assessment is a kind of a non-formal, alternative work or authentic assessment process in which
learner’s work is kept in a portfolio. Portfolio is a tool for learners and teachers to identify, clarify, and
achieve curriculum objectives that cannot be assessed by other forms of assessment.

The insights from this session are vital to teachers in assessing learners’ proficiency and performance.

At the end of the 3-hour session, the facilitator would have:

● Defined a portfolio;
● Explained the importance of portfolio in assessment of learners’ progress;
● Identified and described different types of portfolio;
● Identified the components of a portfolio;
● Described a rubric;
● Discussed the use of rubrics in assessing entries in the portfolio;

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 SESSION GUIDE FOR NATIONAL ALS TEACHERS TRAINING ON
Learning Outcome Objectives (from the
ALS Teacher Learners Perspective
Means of Evaluation (how do we know
the learner teacher acquired the KSA)
Prerequisite Topic /s
Topic/s
ASSESSMENT FORMS - PORTFOLIO
● Identified specific entries in the ALS Learners Portfolio;
● collected group output on (a) a purpose statement, caption and reflective summary of work samples
(b) project profile (c)rubrics.
At the end of the 3-hour session the Trainer-Learner would be able to:
1. Define a portfolio;
2. Explain the importance of portfolio in assessment of learners’ progress;
3. Identify and describe different types of portfolio;
4. Identify the components of a portfolio;
5. Describe a rubric;
6. Discuss the use of rubrics in assessing entries in the portfolio;
7. Identify specific entries in the ALS Learners Portfolio;
8. Submit group output on (a) a purpose statement, caption and reflective summary of work samples
(b) project profile (c)rubrics.
● They responded in the activity
● They submitted complete output (work sample with purpose statement, caption and reflective
summary, Project Profile and work samples)
● RPL forms
● Assessment forms
● Other pertinent documents submitted by the learners
● Definition of Portfolio
● Importance of Portfolio
● Types of Portfolio
● Components of a Portfolio
● Assessing Project Profile and Work Samples
● Presenting Project Profile and Work Samples
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 SESSION GUIDE FOR NATIONAL ALS TEACHERS TRAINING ON
ASSESSMENT FORMS - PORTFOLIO

Resource Materials Needed Facilitators will need to prepare:

● Reading Materials (articles, books,
researches etc.
● Department Memorandum Orders
and policies
● Session Materials for the Teaching
(Equipment, supplies and Materials
etc)
Participants will need to prepare:
● Slide deck for the lecture
● Copy of RPL forms
● Copy of Assessment forms
● Copy of ABL/FLT
● List of pertinent documents to be complied with by the learners
● Portfolio sample, project profile and work samples
● laptop or smartphone with internet access
● pen and paper

SUMMARY SCHEDULE OF ACTIVITIES

MODALITY TIME REQUIRED KEY ACTIVITY TITLE OVERALL RESOURCES NEEDED
LIVE SESSION 5 minutes Opening and check-in Powerpoint presentation of the session
5 minutes Preparations Online apps - www.menti.com
5 minutes Activity: Cloud Seeding Project Profile and work samples
Samples of rubrics
5 minutes Analysis: Reflections on Portfolios
1 hour, 5 minutes Abstraction: Talk on Portfolio
5 minutes Processing
SELF-PACED 1 hour and 30 minutes Application Mechanics of the workshop
LEARNING Sample outputs

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 SESSION GUIDE FOR NATIONAL ALS TEACHERS TRAINING ON
ASSESSMENT FORMS - PORTFOLIO

PROCEDURE or PROCESS
Live Session
TIME TITLE OF STEP BY STEP PROCESS (CONTENT AND NOTES FOR THE FACILITATOR
REQUIRED KEY METHODOLOGY)
ACTIVITY TAKE NOTE OF THE 4 A’S ACTIVITY, ANALYSIS, ABSTRACTION,
APPLICATION

5 minutes Opening and Teacher-learners will DISCUSS: A Check-in is one way to get a feel of the different
Check-in Facilitator will: energies and emotions people bring into the live
1. Welcome participants session. The check in prompt could be as simple as
2. Check attendance “How are you feeling today?” Facilitators may opt
3. Ask check-in prompt (a question that would have the to collect responses through the chat, or to ask
participants share their energy level, focus level, or participants to demonstrate through an action
both.) They type their answers in the chat. through their cameras.

Acknowledge both positive and negative

responses, and assure the teacher-learners that
these responses will be used to inform the live
session.
5 minutes Preparations Teacher-learners will ACQUIRE: You may opt to follow the script verbatim, or
retain the key messages.
Facilitator will
Good morning/afternoon! I am ____ your trainer
1. Share norms of the workshop
on Portfolio Session
a. Actively participate
b. Be respectful Click Slide 2

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 SESSION GUIDE FOR NATIONAL ALS TEACHERS TRAINING ON
ASSESSMENT FORMS - PORTFOLIO

c. Connect to our why Today, we will be discussing Portfolio. At the end

d. Document learnings of the 3-hour session, you are expected to attain
e. Exchange questions and ideas the following objectives
Please read the objectives in the slide
4. Share the learning objectives of the session: At the end
of the 3 hour session, the Teacher-learner would have:
a. Define a portfolio;
b. Explain the significance of portfolio in
assessment of learners’ progress;
c. Compare different kinds of portfolios in terms of
its usefulness for (a) teaching (b) learning and
(c) assessment;
d. Identify the components of a portfolio;
e. Discuss the use of rubrics in assessing project
and work samples in the portfolio;
f. Define a rubric;
g. Relate the ALS learners portfolio to the
presented components of portfolio;
h. Develop and write a purpose statement, caption
and reflective summary of work samples and
project profile with rubrics.
5 minutes Cloud Seeding Teacher-learners will DISCUSS: When using Mentimeter to collect answers,
Activity include the menti code in the slides, and provide
Facilitator will the link in the chat.
Discuss 1. Invite the participants to log into Mentimeter
2. Ask the participants to answer the following questions: For Mentis with multiple slides, the participants
a. Slide 1: Give a word that you can associate or can’t answer until you move forward. Consider
relate to the word “Portfolio” discussing each slide before moving on to the next.

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 SESSION GUIDE FOR NATIONAL ALS TEACHERS TRAINING ON
ASSESSMENT FORMS - PORTFOLIO
b. Slide 2: What do you think is the most important
use for a portfolio in the teaching-learning
process?
c. Slide 3: If you were asked by BEA, which
component of the learner’s portfolio should be
given the highest weight or score?
5 minutes Analysis Teacher-learner will INQUIRE
Facilitator will
1. Invite the participants to reflect on the following guide
questions: (Slide 4)
a. How did you find the activity?
b. Which question did you find it most difficult to
respond to?
c. Think of the time when you were required by
your teacher to collect and compile school
outputs in a folder. What was the purpose of
such requirements? What are its advantages?
2. Ask the participants to share their responses in the chat.
1 hour 5 mins Abstraction Teacher-learner will ACQUIRE:
Facilitator will
1. Deliver a lecture on portfolio assessment using the
following outline:
a. Portfolio and its Uses (Slide 5)
b. What is a Portfolio (Slide 6-7)
c. Why Use a Portfolio (Slide 8)
d. Purposes of a Portfolio (Slide 9)
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For participants with poor internet connection,
invite them to share their answers through the
chat and acknowledge their responses.
Let us now discuss our previous activity
Process the activity by asking the participants the
following questions posted in the slide. Elicit or
read at least 3 answers for each question.
Lead the discussion to link to the Abstraction part.
You may say the following verbatim, but you may
also opt to just retain the key messages:
“Portfolio indeed plays an essential part in the
teaching-learning process. Portfolio quantifies
those which cannot be measured by a traditional
assessment. For this session we will be discussing
in detail about portfolios.”
But first let us define a portfolio.
The lecture is quite long so be mindful of the
participants’ energy. You may schedule a break
strategically, or find a way to make this lecture
more engaging so that the participants aren’t just
listening for over an hour.
Each slide has a script that you may follow
verbatim. You may also opt to just retain the key
messages of each slide.
SESSION GUIDE FOR NATIONAL ALS TEACHERS TRAINING ON
ASSESSMENT FORMS - PORTFOLIO
e. Specific Purpose of a Portfolio (Slides 10-14)
f. Different Types of Portfolios (Slide 15-16)
g. Description of Working Portfolio, Development
Portfolio and Showcase Portfolio (Slide 17-24)
h. Components of a Portfolio (Slide 25)
i. Evidences (Slide 26-29)
j. Artifacts (Slide 30)
k. Reproductions (Slide 31)
l. Attestations (Slide 32)
m. Productions (Slides 33-34)
n. Parts of Productions (Slide 35)
o. Purpose Statement (Slides 36-37)
p. Captions (Slides 38-46)
q. Reflective Summary and Examples (Slides 47-51)
r. Assessing Portfolio Entries and Evidence Using
Rubrics (Slide 52)
s. Definition of Rubrics (Slides 53-58)
t. Steps in Developing Rubrics (Slide 59)
u. Analytic Rubrics and Samples (Slides 60-64)
v. Holistic Rubrics and Samples (Slides 65-68)
w. ALS Learner’s Portfolio Content (Slides 69-70)
x. Project Profile Samples (Slide 71)
y. Guidelines on Presentation Portfolio
Assessment as a Prerequisite to A&E
Registration (for 2019 and previous years
completers) (Slide 72-73)
z. Application (Slide 74)
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When soliciting responses from the participants,
always inform them where they can direct it - if
you want them to speak during the call, you may
ask them to unmute. If you’re collecting answers,
you may ask them to share responses in the chat.
Acknowledge their responses by reading a few out
loud.
Click Slide 5 to view the Major Topic
Click Slide 6 and read its content and say:
“It is not just a collection of work samples but
along with those, it should be made clear to the
learners the purpose of having the portfolio as the
basis of their learning progress.“
Click Slide 7 and read its content and say:
“Portfolio is participative in nature. The learner is
really engaged in the attainment of the required
competencies.”
Click Slide 8 and read its content.
Click Slide 9 and read its content and say:
“It is used to reflect the progress of learners on the
attainment of competencies, likewise, it shows
how the learners are doing on certain tasks or
assignments, and reflects also the type of activity
that the teachers are giving in the process. Also, a
portfolio can be used as one of the bases in the
evaluation of learner’s achievement.”
SESSION GUIDE FOR NATIONAL ALS TEACHERS TRAINING ON
ASSESSMENT FORMS - PORTFOLIO

Click Slides 10-15 and read its content.

Please highlight the following points and say:

Slide 10
“In doing portfolio, the role of learners has to be
clarified with them. So that they will be aware that
they have big accountability to the attainment of
the required competencies and skills.”
Slide 11
“Indeed, a portfolio is an assessment tool. It is an
authentic assessment and brings the best output
from each learner.”
Slide 12
“Learners gain skills not only in reading books or
attending schools, they also learn from their work
and life experiences, from the different training
they have attended to and these can be captured
in their portfolio.”
Slide 13
“Learners also are consulted on how their works
have to be evaluated. It also motivates learners to
make good output.”

“As mentioned earlier, it gives learners the

accountability to his or her learning. It enhances
the attainment also of lifelong learning.”

Click Slide 14 and ask the participants:

● Why is a folder containing samples of
student work not considered to be a
portfolio?

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● When do we consider a portfolio a

portfolio?

Solicit at least 3 answers from the participants

Click Slides 15-16 and enumerate different types of

portfolios

Click Slides 17-24 and please ask the participants

of the following questions in between:
● How does working portfolio differ from
developmental portfolio?
● How does developmental portfolio differ
from showcase portfolio?

Click Slide 25 and read the components of

portfolio

Click Slides 26-27 and ask the participants of

examples of each type
Say: I think this part is new to us. To be considered
portfolio, it must have contained evidences and
productions. So what are these evidences and
productions? Let us start with evidences.”

Click Slide 28-29 and say:

“All the outputs submitted by the learners are
considered evidence.”

Click Slide 30 and say:

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SESSION GUIDE FOR NATIONAL ALS TEACHERS TRAINING ON
ASSESSMENT FORMS - PORTFOLIO

“Technically, most of the assigned tasks or written

output that we are requiring from the learners can
be considered as artefacts”

Click Slide 31 and say:

“3D products and materials must be documented
also since it also speaks of performance and
competency.”

Click Slide 32 and say:

“Certification from their employers can be
considered entry for attestations. In the ALS forms
this can be captured in the RPL forms”

Click Slide 33-34 and ask the participants if they

have idea about this component of the portfolio
Say also:
“In the absence of this component, a collection of
learners output could not be considered as a
portfolio.”

Click Slide 35 and read the parts of the productions

Click Slides 36 and 37 and say:

“The purpose statement states the very reason
why a learner is making the portfolio. It might also
be an overview of what are supposed to be learned
by the learners and what competencies are being
addressed by the activity or entry.”

Please also read the example.

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ASSESSMENT FORMS - PORTFOLIO

And say: “In this example, the skills and

competencies developed by the learner in his
science experiment are integrating skills and
designing experiments.”

Click Slides 38-46 and discuss the following points

Slide 38
Each entry and evidence in the portfolio must be
given a caption. This will describe the entry in the
portfolio and will give an idea to the reader about
the nature of the activity being done and
submitted.

Slide 39
Please highlight the following questions in the
slides

Slide 40
Say:
“This slide just gives us an idea of the structure of a
caption or how these captions can be written and
where these should be placed”

Slide 41
In this caption, the learner shared his experiences
while doing the activity. He was also able to justify
why he came up with such output and was able to
self-evaluate his work.

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Slide 42
Say: “Just the same in this example, the learner
was able to share his thoughts on how certain
factors affect the outcome of his experiment and
realized the adjustment that he needs to do to
make a better outcome.”

Click Slides 43-46 and say:

Slide 43 -44
“This is the summary of all the reflections, insights,
and take-aways by the learners in the whole
duration of the program as shown in their
portfolios.”

Slide 45-46
“This will also serve as the inventory of learning
experiences and challenges encountered by the
learners while doing all the entries in the
portfolio.”

Click 47-49 and say:

This is the summation of all the reflections,
insights, and take aways by the learners in the
whole duration of the program as shown in their
portfolios.

Slide 50-51
Read the example and highlight the content of the
reflective summary

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Click 52 and say:

“As assessment tools, portfolios are an integral
element of authentic and performance systems for
enhancing and evaluating hard to measure skills.
To make the assessment and evaluation more
objective, and to quantify those criteria that are
hard to measure, we use an appropriate tool for
this. And this is where rubrics come in. So what is a
rubric?”

Click 53-58 and read its content

Using the example in the slide please highlight the
parts or components of a rubric such as the criteria
and the description of the performance of each
criterion.

Click Slide 59 and read its content.

Say:
● You have to identify the nature of the
assignment so that it will be very easy for
you to identify the criteria of significance
of essential tasks that you will be using in
your rubrics. You have to know exactly
what criteria should be considered to
objectively evaluate a particular task such
as slogan, poster, experiment,
presentation, etc.
● After identifying the criteria of
significance, you have to define each so it
will be very easy when you assign scores.
● Identify the levels of performance for each
criterion

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● After you have identified the level of

performance, write a complete details and
description on how the learners will get
such points on each criterion
● Last is to assign a range of scores or
identify the level of performance for each
criterion. It would be better if you use
numbers with small intervals such as 1,
2,3,4,5 rather than 20, 40, 60, 80, 100since
this will promote high objectivity.

Click Slides 60-64 and read its content:

Relate the given example if it is consistent with the
guidelines that were mentioned. Please identify
the criteria, the performance level, description of
performance on each criterion and the markings

Click Slides 65-68 and read its content:

Relate the given example if it is consistent with the
guidelines that were mentioned. Please identify
the criteria, the performance level, description of
performance on each criterion and the markings

Click Slide 69-70 and say:

“Now after we have discussed the components of
portfolios and rubrics to be used in assessing the
entries in the portfolio, let us apply these insights
in the context of the ALS portfolio. First let us have
a quick recall of the content of the ALS learner’s
portfolio and try to classify them to which
component of the portfolio does it belong and

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 SESSION GUIDE FOR NATIONAL ALS TEACHERS TRAINING ON
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which appropriate rubrics should be used to

evaluate the entry.”

Click Slide 71 and present the sample Project

Profiles
Say: “Project is one of the important requirements
or entries in a learner's portfolio. It gives the
learners the opportunity to demonstrate the
acquired skills or it can be used also to enhance the
required skills and competencies. This time I’ll be
showing you examples of project profiles which
you can also use in your respective learning
centers. As I show you the samples I’ll be
identifying also the essential part of a project
profile.”

Click Slide 72-73 and present the Guidelines on

Presentation Portfolio Assessment as a
Prerequisite to A&E Registration (for 2019 and
previous years completers)

Click Slide 74 and say:

“Later you will be doing an offline activity. I’ll be
dividing you in (3) groups and I’ll be asking you to
do the following”

Please read the slide: You will submit that and

present your output in our next session.
5 mins Processing Teacher-learner will DISCUSS

Facilitator will:

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SESSION GUIDE FOR NATIONAL ALS TEACHERS TRAINING ON
ASSESSMENT FORMS - PORTFOLIO

1. Ask participants to share their main takeaways from the

session, they can write on the chat box.
2. Read out a few responses.
Teacher-learners will ACQUIRE and DISCUSS: Read: “It Takes Half of Your Life Before You
Facilitator will: Discover That Life Is-A-Do-It-Yourself- Project” by
1. Thank the participants Napoleon Hill
2. Explain the mechanics of the Self-Paced Learning
activities.
a. Direct the participants to the Facebook group
where they will find the material.
b. Explain how they will submit their outputs and
clarify on the deadlines.
3. Give a prompt that would have the participants share
how they are after the session. They type their answers
in the chat.
4. Read out the end quote, and share a statement of how
this relates to Portfolio assessments.

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 SESSION GUIDE FOR NATIONAL ALS TEACHERS TRAINING ON
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Self-Paced Session
TIME TITLE OF STEP BY STEP PROCESS (CONTENT AND NOTES FOR THE FACILITATOR
REQUIRED KEY METHODOLOGY)
ACTIVITY TAKE NOTE OF THE 4 A’S ACTIVITY, ANALYSIS, ABSTRACTION,
APPLICATION

1 hour 30 mins The participants will be divided into three group and each group
will do the activities below:
Group 1. Select at least 2 work samples from your learner’s
portfolio and make a purpose statement, caption and reflective
summary on each sample.
Group 2. Make a simple project profile with integration of
learning competencies across 2 or more learning strands.
Group 3. Make an analytic rubric for (a) slogan and (b) essay
work samples

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 SESSION GUIDE FOR NATIONAL ALS TEACHERS TRAINING ON
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ANNEX - ATTACHED RESOURCES

CODE TITLE AND TYPE OF MATERIAL WHERE TO BE USED
1 Sample Rubric Slide 53

2 Project Sample Template Slide 71

3 Sample Project Profile 1 Slide 71

4 Sample Project Profile 2 Slide 71

5 Advisory on AERT Slide 73

6 Guideline on Presentation Portfolio Assessment as a Prerequisite to A& E Slide 73

Registration

Prepared by:

DENNIS G. MAÑO
Education Program Specialist II for ALS
NCR - Quezon City

EILEEN A. HERNAL
Education Program Specialist II for ALS
NCR - Makati City

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