LEARNER’S CHECKLIST OF SKILLS

This form is used to assess the learner’s skills/competencies in Communication Skills, Problem Solving and
Critical Thinking, Sustainable use of Resources and Productivity, Development of Self and a Sense of Community
and Expanding One’s World Vision as the basis for their Individual Learning Agreement.

This is completed as part of the development of the Individual Learning Agreement at the start of Learning
Group Sessions. It should be kept in the learner’s Individual Work Folder and be updated monthly.

Part I asks the learner to tell in his/her own words the reason/s for joining the ALS Accreditation and
Equivalency (ALS A&E) System.

Part II contains a list of skills and competencies based on the five (5) learning strands of the ALS A&E
Curriculum Framework. The learners with the help of the Learning Facilitator will discuss the skills and competencies
learners already possess and identify those which the learner wishes to learn.

The Learning Facilitator and Learner should read through the list of competencies and check the column (A,
B, C and D) which best matches the learner’s current abilities and interests.
A - I can do this well
B - I can do this but I want to learn more and improve
C - I want to learn to do this
D - I want to learn to do this but not now

Each month the Learning Facilitator and the Learner should review this list of learning goals along with other
contents of the Learner’s Work Folder and determine what progress has been made by the learner in developing the
skills and competencies which checks in columns B and C.

The final column of the form should be used to record any remarks and comments by the Learning
Facilitator regarding the status of the learner’s current competencies/skills.

Part III of the form required the learner to review the list of competencies with B and C checks and prioritize
the two and three most important competencies he/she wishes to start learning as part of his/her Individual Learning
Agreement. These priorities should be reviewed with the Learning Facilitator and updated each month as part of the
review of the Individual learning Agreement, Review of Learning Goals and Weekly Learning Log.

The Learner and Learning Facilitator should also identify any problems, and obstacles experienced while
accomplishing his/her individual learning goals and actions taken to address these problems.

The Learner and Learning Facilitator sign their name.

How to Use this Form

1. This form is completed as part of the development of the Individual Learning Agreement at the start of Learning
Group Sessions. It should be kept in the learner’s Individual Learning Portfolio and be updated monthly.
Part I – The learner must tell in his/her own words the reason/s for joining the ALS Accreditation and Equivalency
(ALS A&E) System.
2. The learners with the help of the Learning Facilitator will discuss the skills and competencies learners already
possess and identify those which the learner wishes to learn.
The Learning Facilitator and Learner should read through the list of competencies and check the column (A, B, C
and D) which best matches the learner’s current abilities and interests.
A - I can do this well
B - I can do this but I want to learn more and improve
C - I want to learn to do this
D - I want to learn to do this but not now
3. Review this list of learning goals with the Learners along with other contents of the Learner’s Work Folder and
determine what progress has been made by the learner in developing the skills and competencies which checks
in columns B and C. This should be done at least once a month.
4. If the learner feels that he/she has successfully accomplished the listed competency very well, this should be
reflected in the Review of Learning Goal’s form.
5. If a competency was originally rated as letter D and the learner now changes his/her mind and wishes to start
learning this competency, a new Individual Learning Agreement should be prepared.
6. In the final column of the forms the Learning Facilitator should write any remarks and comments regarding the
current skills/competencies of learners and what needs to be done.
7. The learner and Learning Facilitator should sign their names at the bottom of the form with the specific date the
form was accomplished.

3/2013
 ALS RPL Form 4

LEARNER’S CHECKLIST OF SKILLS

Learner’s Name: _______________________________ Learning Facilitator’s Name: _______________________________
Community Learning Center: ________________________________
Here is a checklist of skills. Please tick [] the appropriate column A, B, C or D against each. Use the Remarks/Comments column if you wish to write
something.

Learning Goals
A B C D
Learning Goals/Skills/Competencies/ I can do I can do this I want to I want to Remarks/Comments
this well but want to learn to do learn this but
learn more this not now

1 Communication Skills
Relay messages, commentaries and news accounts correctly
Fill out forms accurately like bio-data (EL&SL)
Follow oral instructions or directions
Participate in daily conversations using basic grammar in the acquired language
Compare new information gathered with information previously learned (EL & SL)
Conduct interviews (EL & SL)
Express ideas clearly in at least two languages
Use appropriate idiomatic expressions
Give constructive oral feedback (EL&SL)
Interpret newspaper headlines (EL&SL)
Identify important points in commonly found written materials at home or community
Give opinion on materials read
Interpret common written abbreviations and acronyms
Locate needed information in newspaper and magazines
Read and interpret maps
Sequence steps or events from print or non-print materials
Describe cause and effect of relationship derived from written passages about common
problems
Analyze data from graphs, charts

3/2013
 Learning Goals
A B C D
Learning Goals/Skills/Competencies/ I can do I can do this I want to I want to Remarks/Comments
this well but want to learn to do learn this but
learn more this not now

Read various sections of the newspaper

Identify different Filipino & English literary forms
Write for personal purposes
Write for business or community participation purposes
Describe projects clearly through narrative presentations
Present an argument or position persuasively
2 Problem Solving and Critical Thinking
Solve problems in real life situation using the four fundamental operations (addition,
subtraction, multiplication and division) on the following:
 whole numbers (0 - 900 up to million)
 fractions
 decimals
 time
 percent and percentage
 ratio and proportion
 positive and negative integers
 electric and water consumption
Solve problems involving geometric figures with the use of the corresponding formula
 measurement of angles
 perimeter
 area
 circumference
 weight
Analyze and interpret statistical data presented on tables, graphs, charts, maps and scales
Record, organize and analyze data gathered in a simple survey conducted in one's community
Compute for the following statistical data with the application of the corresponding formula
 mean
 median
 mode
 range
Estimate the probability of occurrence of everyday events
Apply scientific thinking in daily life situations

3/2013
 Learning Goals
A B C D
Learning Goals/Skills/Competencies/ I can do I can do this I want to I want to Remarks/Comments
this well but want to learn to do learn this but
learn more this not now
 scientific method of food preservation
 common diseases and how to prevent them (EL & SL)
 keeping the different systems of the body healthy (EL & SL)
 simple techniques in the preparation of medicine from herbs growing in the
community
 proper ways of caring for and conserving the environment
 use of common healthful medicines available in the community for common illness
 prepare and cope eyes with weather changes, calamities, and other hazards
 make something new from something old using local materials (EL & SL)
 identify contributions of local scientists in improving life situations in the community
3 Sustainable Use of Resources and Productivity
Keep farmland productive, reduce farm costs
Prepare a plan to form a cooperative
Understand the prevention of AIDS
Understand work related health
Prepare a plan for setting up a small business
Learn about Philippines labor laws
Prepare a plan for an income generating project
Improve productivity at work
Manage one's time better
Undertake the proper procedures in looking for a job
Use alternative technologies at work
Reduce wastage of resources at home and work
Undertake recycling of waste
Use composting
Undertake segregation in waste disposal
4 Development of Self and Sense of Community
Enumerate the factors that influence oneself
Identify ways of controlling negative feelings and put them into practice
Enumerate different social issues in the community
Explain the roles/duties of each member of the family
3/2013
 Learning Goals
A B C D
Learning Goals/Skills/Competencies/ I can do I can do this I want to I want to Remarks/Comments
this well but want to learn to do learn this but
learn more this not now

Identify things needed to have good relationship with others

Describe the changing roles of family members
Give examples of Filipino traits, values and traditions
Identify the good and bad traits and practices
Enumerate and describe the various indigenous peoples in the country
Name local and national heroes and their contributions
Identify agencies that protect the civil and political rights of Filipinos
5 Expanding One’s World Vision
Describe other cultures, customs and traditions in other communities and neighboring countries
Give the benefits of different cultures to everyone
Tell the effects among people when there is no difference in culture
List situations showing the presence and absence of peace and the factors that contribute to it
Resolve conflicts peacefully at home and at work
Tell something about the contributions of well-known peacemakers
Locate places on a map or on globe
Tell something about the relationship with the other parts of the world
Identify international organizations of which the Philippines is a member

Learner’s Signature: _______________________________ Learning Facilitator’s Signature: ________________________

Date: ________________________________

3/2013