Alternative Learning System (ALS) Implementers’ Opportunities, Efficiency, and Experiences in the Utilization of Portfolio-Based Assessment

This study examined the opportunities, efficiency, and experiences of Alternative Learning System (ALS) implementers in using Portfolio-Based Assessment (PBA) in Iloilo City and Iloilo Province, Philippines, for the academic year 2024–2025. Employing a descriptive-correlational research design, the study surveyed all ALS implementers in the area using a validated researcher-made questionnaire. Data analysis involved descriptive statistics and inferential tests (Mann–Whitney U, Kruskal–Wallis H, and Spearman’s rho), with SPSS used to determine patterns and relationships across age, civil status, educational attainment, length of service, and present position. Findings revealed that PBA offers significant pedagogical benefits, especially in promoting differentiated instruction, personalized learning, and learner motivation. Implementers reported very high efficiency in PBA use, with consistent ratings across all demographics. Their experiences highlighted a strong focus on functional literacy and critical thinking, though digital integration remains limited. No significant differences were found in opportunities, efficiency, or experiences across demographic variables, indicating uniform access and implementation. However, significant positive correlations were observed among experiences, efficiency, and perceived opportunities. The study concluded that while ALS implementers recognize the strong pedagogical value of PBA, there remains a need to integrate it more fully into administrative functions and align it with national learning standards. It recommends strengthening institutional support, enhancing digital capacity, encouraging interdisciplinary and real-world applications, and fostering collaboration among stakeholders. The insights aim to guide policy development and improve the quality and impact of alternative education delivery in the Philippines.