GETTING INTO ALS

THROUGH
ENTRY LEVEL
ASSESSMENT
 SESSION 1:
ENTRY LEVEL
ASSESSMENT
PROCESS
OBJECTIVES OF THE SESSION

•Discuss the purpose and significance of the ALS entry

level assessment.
•Explain the importance of the entry level test in
assessing learner’s baseline knowledge and skills.
•Discuss the Entry Level Assessment tools and
process.
 JUMBLED WORDS, KAYA MO BA TO?
MECHANICS:
•The game is a quiz that contains five questions about the Entry
Level Assessment
•A set of questions will be flashed on the screen one at a time.
•Participants will be given an envelope in which the letters are
placed to form the words/phrase
•Participants will be given 10 seconds to arrange the words or
phrase.
•If your done, recite the group yell
 JUMBLED WORDS,
KAYA MO BA TO?

Question 1.
It contains the Learners Basic
Profile.
Answer: Personal Information
Sheet
 JUMBLED WORDS,
KAYA MO BA TO?
Question 2.
A test that measures the learner’s
literacy level in the different ALS
learning strands
Answer: Functional Literacy
Test
 JUMBLED WORDS,
KAYA MO BA TO?
Question 3.
It measures the ability to supply
personal information and prior
knowledge on LS 1 and LS 3.
Answer: Assessment for Basic
Literacy
 JUMBLED WORDS,
KAYA MO BA TO?
Question 4.
It includes the documentation of life
experience, record of trainings, work
History and checklist of
Competencies.
Answer: Recognition of Prior
Learning
 JUMBLED WORDS,
KAYA MO BA TO?
Question 5.
It is an agreement between the ALS Teacher/
Community ALS Implementer/Learning
Facilitator and the learner through which the
latter agrees to work towards achieving the
learning goals
Answer: Individual Learning Agreement
 … A CLOSER LOOK
1. What is the relevance of entry level assessment tools such as
PIS, ABL, FLT and RPL in assessing ALS learners?
2. How can these entry-level assessments tools be adapted and
utilized to ensure inclusivity and accessibility for the diverse
population of adult learners in the ALS?
3. What strategies can be employed to make these assessments
equitable for learners?
 Entry Level Assessment Process
If
Flow
obtained
Assessment
less for Basic
Persona than
Literacy Recognitio
l 5 points
(ABL) n Develop-
Infor- of ment of
mation Prior Learning
If Goals
Functional Learning
Sheet obtained
more 1-4
Literacy
(PIS) than
5 points Test (FLT)
PERSONAL INFORMATION SHEET
(PIS) The Personal
Information Sheet
(PIS) is in itself a
basic literacy test.
It measures the
learner’s ability to
write basic
information about
the learner in 20
minutes.
ASSESSMENT FOR BASIC LITERACY
It is designed to measure the
level of literacy of learners
entering the Basic Literacy
Program. This test will determine
the entry level of characteristics
of the learners and help the ALS
Teacher/ Community ALS
Implementer/Learning Facilitator
develop a training program
suited to the needs of the
individual learner.
Functional Literacy Test (FLT)
It assesses preparedness
for the learning strands of
ALS K-12 BEC Curriculum. It
includes measures of ability
to supply personal
information and prior
knowledge of the six
learning strands.
RECOGNITION OF PRIOR LEARNING
(RPL)
RPL 1 - Documentation of Life
Experiences
RPL 2 – Record of Training Skills.
RPL 3 – Summary of Work History.
RPL 4 – Learner’s Checklist of Skills.
RECOGNITION OF PRIOR LEARNING
(RPL)

RPL 1 - Documentation of Life

Experiences
RECOGNITION OF PRIOR LEARNING
(RPL)

RPL 2 – Record of Training

Skills
RECOGNITION OF PRIOR LEARNING
(RPL)

RPL 3 – Summary of Work

History
RECOGNITION OF PRIOR LEARNING
(RPL)

RPL 4
Learner’s Checklist of Competencie
 Ba’t wala tayong
MECHANICS: Level?
1.Each group will be given of a PIS and ABL/FLT
(checked) and a blank FLT scoring sheet.
2. Participants will interpret the level of intervention
based on the obtained scores in the PIS and the
FLT.
3. They will be given 5 minutes to interpret and 1
minute each group for reporting.
 SESSION 2:
LEARNER’S PORTRAIT:
CAPTURING THE
ESSENCE
OF INDIVIDUAL NEEDS
OBJECTIVES OF THE SESSION
1.Know the importance of profiling the learner.

2. Define and explain concept mapping as a tool

to understand comprehensively how to develop a
learning goals in various context.

3. Identify and categorize the learning goals of the

learners.
 SLAM NOTE & AUTOGRAPH
1. Choose a partner. One will act as a learner and
the other as a teacher;

2. The teacher will let the learner fill-up the slam

note & autograph for 3 minutes.

3. After accomplishing the form, the teacher will

proceed to accomplishing the Roses, Thorns, and
Buds for 3 minutes.

4. Think-Pair-Share (1 minute)
 … WHO AM I INSIDE?
1. What did you like most about this
experience?

2. What strategy/ies did you employ in

identifying the learning goals?
 e-go-Goal Natin!
What is a LEARNING GOAL?
-is a specific and measurable statement that defines
what the learner wants to achieve through a learning
experience or educational program.

- It helps provide focus and direction to the learning

efforts, guiding the actions and assessments.
Examples of learning goals in various contexts:
• Academic Learning Goal: "I will achieve “100” points in the
Presentation Portfolio Assessment this School Year 2023-2024.“
• Career Development Learning Goal: "I want to enhance my project
management skills to qualify for a promotion within the next year.“
• Language Learning Goal: "I aim to become conversational in English
within six months, so I can comfortably communicate while traveling.“
• Personal Development Learning Goal: "I will improve my time
management skills to balance work, family, and personal activities more
effectively.“
• Health and Fitness Learning Goal: "I plan to lose 10 pounds in the
next three months by following a healthy diet and exercise routine."
Examples of learning goals in various contexts:

• Technical Skills Learning Goal: "I want to be proficient in using office productivity software
tools to streamline tasks, improve collaboration, and boost overall efficiency in work
environment.”

• Financial Literacy Learning Goal: "I want to develop a strong foundation in financial
literacy to effectively manage the finances of my sari-sari store, make informed financial
decisions, and achieve long-term financial stability."

• Leadership Development Learning Goal: "I aim to enhance my leadership abilities by

attending leadership workshops and seeking mentorship.“

• Cultural Awareness Learning Goal: "I will deepen my cultural awareness and appreciation
of the diverse cultures and traditions present in the Philippines to foster respect, unity, and
better interpersonal relationships within the local community."

• Problem-Solving Learning Goal: "I intend to improve my problem-solving proficiency in

mathematics by applying logical reasoning, mathematical concepts, and various problem-
solving strategies to tackle complex math problems and real-world mathematical challenges.
 The long-term learning goal (main goal)
is expressed in a broad or general manner,
and subsequently, it will be divided into
more specific sub-learning goals as needed.
It is important to make it specific,
measurable, achievable, relevant, and
time-bound (SMART). This helps you track
your progress and determine whether you
have successfully achieved your goal.

Additionally, periodically reviewing and

Source: smart specific measurable achievable relev
adjusting your learning goals can help you
stay on track and adapt to changing
ant and time-bound - Google Search

circumstances or priorities.
What is Concept Mapping?

-It is a visual representation

technique used to organize and
represent knowledge or ideas in a
hierarchical and structured
manner. It helps individuals or
groups to clarify concepts,
understand relationships between
ideas, and improve their
understanding of complex topics.
Components of a Concept Map:

1. Concepts: These are the main ideas or keywords related

to the topic you're exploring. Concepts are typically
represented as nodes or bubbles in the concept map.

2. Linking Phrases or Words: These are the words or short

phrases that connect concepts and describe the relationships
between them. They are typically represented as labeled lines
or arrows connecting the concepts.
Steps to Create a Concept Map:

1. Select a Topic: Identify the central topic or concept

that you want to explore. This will be placed at the center
of your concept map.

2. Identify Key Concepts: List the key concepts or

subtopics related to your central topic. These will become
the nodes in your concept map.
Steps to Create a Concept Map:
3. Establish Relationships: Determine how these
concepts are related to each other. Use linking words or
phrases to describe these relationships. For example, if
you're creating a concept map about “ALS
Graduate/Completer”, you might link “Learning Strategies”
to “Portfolio Assessment" to “Mode of delivery” with the
phrase “Study to”
.
4. Organize Hierarchy: Organize the concepts
hierarchically, with the central topic at the center and
subtopics branching out from it. This helps to show the
structure and hierarchy of ideas.
SUB-LEARNING GOAL 1.2 SUB-LEARNING GOAL 3.3
SUB-LEARNING GOAL 2.1

SUB-LEARNING GOAL 3.2

SUB-LEARNING GOAL 1.1
SUB-MAIN
SUB-LEARNING GOAL 3.1
LEARNING
SUB-MAIN GOAL 2
LEARNING GOAL 1 SUB-MAIN
MAIN LEARNING GOAL 3
LEARNING
SUB-MAIN GOAL
LEARNING SUB-MAIN
GOAL 6 LEARNING
SUB-MAIN GOAL 4
SUB-LEARNING GOAL 6.1 LEARNING GOAL
5 SUB-LEARNING GOAL 4.1

SUB-LEARNING GOAL 6.2 SUB-LEARNING GOAL 4.2

SUB-LEARNING GOAL 5.1

DEVELOPMENT OF LEARNING GOAL

 Magkaroon ng Negosyo o
makapagtrabaho upang
matustusan ang paggastos sa araw-
araw Gusto kong mahasa ang
Gusto kong
kaalaman sa Mathematics
makapagtapos
Gusto kong matuto
magsulat at magsalita gamit ng Junior HS
ang English at Filipino
Maghahanda para sa
Portfolio Assessment at A & E Test
Matuto ng mga ng mgasiyentipikong
pamamaraan gamit ang ICT

DEVELOPMENT OF LEARNING GOAL

RESULTS OF THE ASSESSMENT TOOLS (CHECKED FLT, RPL 1- 4)
 Pagdevelop ng
produkto Gusto ko magkaroon Accounting ng pumapasok
ng sariling business sa at lumalabas na pera
Sa bahay para
maalagaan ko pa rin
Pakikisalamuha sa ang mga bata
customers Pagkuha ng business
registration at permit
Paggawa ng
advertisement ng produkto

DEVELOPMENT OF LEARNING GOAL

 ..GOAL-den Opportunity!!
Instructions:
1. Look at your output in the activity - SLAM NOTE & AUTOGRAPH,
find participants with similar learning goal.

2. After categorizing the learning goal, each group will be given

5 minutes to make a concept mapping of the identified
leaning goal.

3. Each group will be given 2 minutes to present

the output.
 SESSION 3:

Preparing Individual
Learning Agreement
(ILA)
OBJECTIVES OF THE SESSION

1.Review the purpose and process of Individual

Learning Agreement.
2.Prepare an Individual Learning Agreement based on
the result of ABL/FLT and RPL.
3.Appreciate the importance of Individual Learning
Agreement (ILA) in the teaching-learning process.
 Ready, Next, Go!
INSTRUCTIONS:
1. Each group will be given a template that
shows different scenario that needs to be
answered within 5 minutes.
2. The group will choose the assessment tool(s)
to utilize for a particular scenario and provide
a justification for its selection.
 SCENARIO PIS ABL FLT RPL ILA
A JHS learner got 64 score in FLT.
What will be the next step and why?
A learner showed a report card that
he/she completed Grade 2 level but
has difficulty in writing and reading.
What assessment tool are you going
to administer and why?
After administering RPL Form 4
Checklist of competency. What will
be the next step and why?
A learner completed elementary
level but did not meet the
benchmark score in PIS What
assessment tool are you going to use
and why?
SCENARIO PIS ABL FLT RPL ILA
A JHS Because
learner got after
64 score in conducting
FLT. What FLT the RPL
will be the should come
next step next
and why?
 SCENARIO PIS ABL FLT RPL ILA
A learner Because this is
showed a report the first
card that he/she assessment tool
completed that the learner
Grade 2 level needs to
but has accomplish. The
difficulty in result of the PIS
writing and will determine
reading. What the next
assessment tool assessment tool
are you going to to be
administer and administered.
why?
SCENARIO PIS ABL FLT RPL ILA
Because
After whatever
administeri The learner
ng RPL choose to
Form 4 learn from
Checklist of the RPL
competenc form
y. What will 4 will be
be the next used to
step and set a
why? learning
goal that
can be
placed in
the ILA
 SCENARIO PIS ABL FLT RPL ILA
A learner
completed Because if
elementary the learner
level but did did not meet
not meet the the
benchmark benchmark
score in PIS score for PIS
What the ABL will
assessment automatically
tool are you administer.
going to use
and why?
 … UNCOVER THE LAYER

1.What are the main challenges you encountered in

the different scenario and how were they
addressed?

2. How did these assessment tools aided our

learners in shaping and achieving their learning
goals?
The Individual Learning Agreement (ILA)
- is a plan that will be develop by the
teacher handling ALS classes and each
Learner. The plan records what the learner
wants to learn (learning goals) and how
(learning activities and strategies) and
when (timeline) the learner wants to
achieve the learning goals. Furthermore,
this form guides the teacher handling ALS
classes in the review of learning goals of
the Learner—whether these were
achieved, not achieved, or modified. It
also helps the teacher handling ALS
classes provide appropriate learning
interventions to the learner.
PROCESS ON HOW TO ACCOMPLISH INDIVIDUAL LEARNING
AGREEMENT (ILA)
•The teacher handling ALS classes should explain the purpose of
the Individual Learning Agreement to the learner.
•The teacher handling ALS classes should assist the learner
through a small group or one-on-one discussion in identifying the
latter’s learning goals. In doing so, the information from the
Checklist of Competencies (RPL Form 4) shall be used.
•The teacher handling ALS classes should provide advice to the
learner on the suitable learning modules and help the learner
select from the complete list.
 Process on how to accomplish Individual Learning
Agreement (ILA)
•The teacher handling ALS classes should help the learner set
a completion date for the selected learning goals
•The teacher handling ALS classes and the learner should
review and update the ILA at least once a month or as
deemed necessary to account for new learning goals,
learning strategies, or timelines.
•When the learning goals are completed, the learning
facilitator should assess the learning progress of the learner
and determine whether the learning goals should be
modified.
PROCESS ON HOW TO ACCOMPLISH INDIVIDUAL LEARNING
AGREEMENT (ILA)
•Please note that at first, the identified learning goals might
be rather general (e.g., graduate from high school). Through
a process of probing and instructional counseling, the teacher
handling ALS classes should be able to help the learner break
this large goal into more precise sub-goals
•The learner and the teacher handling ALS classes should affix
their signatures at the bottom of the form along with the
specific date the form was accomplished.

.
 “ FILL MO, FILL KO”
1. Take a look at the output from session 2 (Goal-den
Opportunity), where each group categorized the learning
goals.
2. The identified learning goals will be reviewed by each
group.;
3. Each group will complete the Individual Learning
Agreement in a 2-minute timeframe, followed by an
additional 2 minutes for reporting.
 NTOT FACILITATORS
VISAYAS/MINDANAO CLUSTER
Freizie Hazil Naranjo- SDO Misamis Occidental, Region X
Elma C. Kandum – SDO Isabela City, Region IX
LUZON CLUSTER
Jenelyn M. Baylon – SDO Mindoro, Region IV-B
Johny J. So – SDO Sorsogon Province, Region V

SESSION GUIDE WRITERS

Johny J. So – SDO Sorsogon Province, Region V
Ephraim B. Redison – SDO Palawan, Region IV B
Elma C. Kandum – SDO Isabela City, Region IX
Hazel B. Lomotos – SDO Panabo City, Region XI

SESSION CONSULTANTS
Andrew A. Villarba – Chief EPS, PMSDD, BAE
Irene D. Barzaga – SvEPS, PMSDD, BAE
Jomar P. Allam – SEPS, PMSDD, BAE
Lynn Z. Padillo – Director III, BAE
Marillete R. Almayda – OIC-ASEC/Director IV BAE