100+ Free CPEIP Portafolio (Chile) Practice Questions

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Chile CPEIP ECEP — Evaluación de Conocimientos Específicos y Pedagógicos

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2026 Statistics

Key Facts: CPEIP Portafolio (Chile) Exam

Tareas in the Portafolio, spread across 3 módulos

DocenteMás / Manual de Portafolio 2026

40 min

Length of the Clase grabada in Módulo 2

CPEIP FAQ

1 to 4

Points per indicator, from Insatisfactorio to Destacado

DocenteMás — Corrección del Portafolio

A to E

Five categorías de logro reported for the Portafolio

Estatuto Docente art. 19 M (Ley 20.903)

Subtareas in Tarea 5, only the last of which is individual

Manual de Portafolio 2026

January

Month in which portfolios are corrected in supervised centres

DocenteMás — Corrección del Portafolio

The Chile CPEIP Portafolio is a performance portfolio of five tareas across three módulos — planning, formative assessment, socio-emotional reflection, a 40-minute filmed lesson, and collaborative professional work — submitted on DocenteMás and reported as one of five categorías de logro from A to E, which combines with the ECEP result and years of experience to set the teacher's Carrera Docente tramo.

Sample CPEIP Portafolio (Chile) Practice Questions

Try these sample questions to test your CPEIP Portafolio (Chile) exam readiness. Each question includes a detailed explanation. Start the interactive quiz above for the full 100+ question experience with AI tutoring.

1In Tarea 1 of the Chilean Portafolio, the rúbrica 'Formulación de objetivos de aprendizaje' judges how the teacher states the objectives of the three planned learning experiences. According to the Manual de Portafolio, what does a Destacado performance add on top of a Competente one?

A.Objectives that name the skills and the knowledge students must develop

B.Objectives that integrate the skills, the knowledge and the attitudes students are expected to reach

C.Objectives transcribed word for word from the Objetivo de Aprendizaje in the Bases Curriculares

D.Objectives written as the list of activities students will carry out in each experience

Explanation: The Manual prints a '¿Qué me evaluarán?' box for every subtarea. For this rúbrica it describes a Competente teacher as one who 'plantea objetivos de aprendizaje que indican las habilidades y conocimientos que sus estudiantes deben desarrollar', and adds that a Destacado teacher 'plantea objetivos de aprendizaje que integran tanto las habilidades como los conocimientos y actitudes'. Attitudes are the element that lifts the response from Competente to Destacado.

2Tarea 1 of the Portafolio is scored with three rúbricas. Two of them are 'Formulación de objetivos de aprendizaje' and 'Fundamentación de la planificación de una experiencia de aprendizaje'. What is the third?

A.Coherencia de la secuencia didáctica

B.Relación entre actividades y objetivos

C.Uso formativo del error

D.Cobertura curricular del semestre

Explanation: The esquema at the head of Tarea 1 in the Manual lists exactly three rúbricas: 'Formulación de objetivos de aprendizaje' and 'Relación entre actividades y objetivos' evaluate subtarea 1.1, and 'Fundamentación de la planificación de una experiencia de aprendizaje' evaluates subtarea 1.2. Knowing the rúbrica names matters because the published rúbricas are the only document that tells you what each level of desempeño looks like.

3Subtarea 1.2 of Tarea 1 asks the teacher to fundamentar the planning of one of the three learning experiences. What must that justification be about?

A.The way the chosen teaching strategies favour the participation and the learning of all the students in the course

B.The timetable and room constraints that made the experience difficult to deliver as planned

C.How the experience will be graded and what weighting the mark carries in the semester

D.The national or standardised assessment results that motivated the choice of the Objetivo de Aprendizaje

Explanation: The Manual introduces Tarea 1 by saying the teacher must present the planning of three learning experiences and, in addition, 'fundamentar una de ellas indicando el modo en que sus estrategias de enseñanza favorecen la participación y el aprendizaje de todos/as sus estudiantes'. The task is framed as inclusive teaching, so the justification has to connect the strategies to the diversity of the actual course.

4How should the principles of Universal Design for Learning (DUA - Decreto 83) be made visible in Module 1, Task 1 of the Portafolio Docente?

A.By naming the diversity of the course in a general statement while keeping one single activity, one set of materials and one response format for everyone

B.By planning, inside the ordinary experience, more than one way of presenting the content, more than one way for students to respond, and more than one way of engaging them

C.By preparing a separate parallel activity that the students with NEE complete apart from the rest of the class

D.By reducing the Objetivo de Aprendizaje for the students with NEE so that the task becomes easier to finish

Explanation: Decreto 83/2015 adopts the three principles of the Diseño Universal de Aprendizaje: multiple means of representation, of expression and of engagement. The point is that variety is designed into the ordinary experience from the start, so the justification in subtarea 1.2 should show those options inside the activity every student takes part in.

5A teacher is planning Lesson 2 of their unit on historical inquiry. Which activity description best demonstrates student intellectual agency in Task 1?

A.'Students read two testimonies aloud and the teacher then explains which one is more reliable and why.'

B.'In pairs, students analyse contrasting testimonies about the 1891 Chilean Civil War, identify where the accounts conflict using a guided matrix, and formulate hypotheses explaining the causes of the conflict.'

C.'Students write a summary, in their own words, of the textbook chapter covering the 1891 Civil War.'

D.'Students answer ten comprehension questions about the dates and the main protagonists of the conflict.'

Explanation: MBE 2021 Estándar 8, 'Estrategias para el desarrollo de habilidades del pensamiento', is about designing work in which the students themselves do the thinking. Comparing conflicting sources, locating the disagreement and building an explanation places the analytical work with the students rather than with the teacher.

6A teacher's Tarea 1 states the objective 'analizar el impacto ambiental de los residuos industriales', but the three planned experiences ask students to copy definitions, complete a fill-in-the-blank sheet and colour a diagram. Which rúbrica does this weakness most directly affect?

A.Formulación de objetivos de aprendizaje

B.Relación entre actividades y objetivos

C.Ambiente de aula

D.Estrategia de monitoreo de los aprendizajes

Explanation: The objective itself is well formulated: it names a skill (analizar) and the content it applies to. The problem is that the planned activities operate far below the cognitive level the objective demands, and it is precisely the fit between what students are asked to do and what they are meant to learn that the rúbrica 'Relación entre actividades y objetivos' examines.

7How many learning experiences must the teacher plan in subtarea 1.1 of Tarea 1, and what happens to them in subtarea 1.2?

A.One experience is planned in 1.1 and repeated with adaptations in 1.2

B.Three experiences are planned in 1.1, and one of them is justified in 1.2

C.Five experiences are planned in 1.1, and the best one is chosen for 1.2

D.One experience is planned for each week of the evidence window, and all of them are justified in 1.2

Explanation: The Manual is explicit: in this tarea the teacher must present 'la planificación de tres experiencias de aprendizaje que implementará con sus estudiantes', and must then justify one of them by explaining how the teaching strategies favour the participation and learning of every student. Subtarea 1.1 covers the three, subtarea 1.2 covers one.

8When planning mathematics lessons in Task 1, which pedagogical approach best aligns with the Chilean curricular guidelines for developing mathematical reasoning?

A.Presenting the rule and two worked examples first, then assigning forty exercises of the same type for practice

B.Engaging students in exploring real-world contexts, modelling problems with concrete and visual representations, discussing several solution strategies, and then formalising the mathematical property together

C.Having students memorise the formulas and apply them to routine exercises before meeting any contextual problem

D.Concentrating the lessons on rapid mental arithmetic so that students build fluency before facing problems

Explanation: The Bases Curriculares for Matemática are organised around four habilidades: resolver problemas, modelar, representar, and argumentar y comunicar. A sequence that moves from an explored context through multiple representations to a collectively formalised property exercises all four, which is what the objective in this kind of unit normally states.

9The 2026 Manual for Educación Básica Generalista instructs the teacher to develop Módulo 1 in Lenguaje y Comunicación and Módulo 2 in Matemática. What does that mean for the evidence?

A.All five tareas must be produced in a single subject chosen by the teacher

B.The planned experiences and the filmed class belong to different subjects, exactly as the Manual for that agrupación prescribes

C.Módulo 1 has to be produced twice, once in each of the two subjects

D.The subject for each módulo is chosen by the school's director rather than by the Manual

Explanation: The Manual for each agrupación sets the subject for each módulo, and for the generalista agrupación it separates them: Módulo 1 in Lenguaje y Comunicación, Módulo 2 in Matemática. Módulo 3 is different again, because the Manual describes it as covering transversal aspects of practice and so does not tie it to a subject.

10A teacher is submitting an English as a Foreign Language (EFL) unit in Task 1. Which activity sequence best reflects communicative language teaching (CLT) principles?

A.1. Translate a short paragraph into Spanish; 2. Practise twenty irregular verb forms; 3. Take a vocabulary test

B.1. Pre-listening prediction and vocabulary activation; 2. Listening to an authentic recording for main ideas and then for specific details; 3. Collaborative role-play using the new language in a realistic situation

C.1. Study the grammar rule and its examples; 2. Complete controlled gap-fill practice; 3. Write individual sentences using the structure

D.1. Watch a video in English; 2. Answer true/false questions about it; 3. Copy the transcript of the key exchange

Explanation: The English Bases Curriculares are organised around the four communicative skills, and a communicative sequence moves from activating what students already know, through contextualised input, to production in which learners use the language for a purpose. Only the second option ends with students actually interacting.

About the CPEIP Portafolio (Chile) Exam

The Portafolio de Competencias Pedagógicas is one of the two instruments of Chile's Sistema de Reconocimiento del Desarrollo Profesional Docente, created by Ley N° 20.903 and consolidated as the country's single teacher evaluation system by Ley N° 21.625 of 2023. Teachers and educators in municipal, SLEP, subsidised private, administración delegada and jardín infantil settings assemble direct evidence of their own practice across five tareas in three módulos, and that evidence is scored in January by trained practising teachers of the same agrupación against published rúbricas built on the Marco para la Buena Enseñanza. This bank is an English-language multiple-choice study adaptation of the portfolio's structure, criteria and rules.

Assessment

Módulo 1 contains Tarea 1 Planificación de la enseñanza para todos y todas los/as estudiantes, Tarea 2 Evaluación formativa and Tarea 3 Reflexión en torno al desarrollo de aprendizajes socioemocionales. Módulo 2 contains Tarea 4 Clase grabada, a 40-minute lesson filmed by the accredited recording service plus the ficha de la clase. Módulo 3 contains Tarea 5 Trabajo colaborativo para el desarrollo profesional, whose first three subtareas may be written jointly and whose fourth must be individual, together with a reporte de director/a. Correctors assign a Nivel de Desempeño of 1 to 4 points to each indicator and each aspect carries a published Ponderador totalling 100%.

Time Limit

Multi-month evidence window (8 July to 10 November in the 2026 cycle); 40-minute filmed lesson

Passing Score

No pass mark. Per-indicator Niveles de Desempeño (Insatisfactorio, Básico, Competente, Destacado = 1 to 4 points) are weighted by published Ponderadores into a total score reported as one of five categorías de logro A, B, C, D or E (article 19 M, Estatuto Docente)

Exam Fee

No fee published or charged for convoked teachers (CPEIP / DocenteMás (Ministerio de Educación de Chile); instruments developed by MIDE UC)

CPEIP Portafolio (Chile) Exam Content Outline

Not published

Módulo 1 — Tarea 1: Planificación de la enseñanza para todos y todas los/as estudiantes

Planning three learning experiences and justifying one of them, judged by the rúbricas Formulación de objetivos de aprendizaje, Relación entre actividades y objetivos, and Fundamentación de la planificación de una experiencia de aprendizaje.

Not published

Módulo 1 — Tarea 2: Evaluación formativa

Describing a monitoring strategy for a selected Objetivo de Aprendizaje, analysing what the monitoring revealed, and projecting formative use of that information under the Evaluación para el Aprendizaje approach.

Not published

Módulo 1 — Tarea 3: Reflexión en torno al desarrollo de aprendizajes socioemocionales

Recognising a socio-emotional learning need from observing students in school life and reflecting on how the teacher's own attitudes and relationships promote or hinder it.

Not published

Módulo 2 — Tarea 4: Clase grabada

A 40-minute filmed lesson plus the ficha de la clase, judged on classroom environment, student participation, contribution of activities to the objectives, deep-learning and thinking skills, use of students' knowledge and performances, and promotion of gender equity.

Not published

Módulo 3 — Tarea 5: Trabajo colaborativo para el desarrollo profesional

Evidence of one collaborative experience: relevance of the problem from analysing evidence, pedagogical dialogue during implementation, joint evaluation of how the team worked, and an individual account of the professional learning gained.

How to Pass the CPEIP Portafolio (Chile) Exam

What You Need to Know

Passing score: No pass mark. Per-indicator Niveles de Desempeño (Insatisfactorio, Básico, Competente, Destacado = 1 to 4 points) are weighted by published Ponderadores into a total score reported as one of five categorías de logro A, B, C, D or E (article 19 M, Estatuto Docente)
Assessment: Módulo 1 contains Tarea 1 Planificación de la enseñanza para todos y todas los/as estudiantes, Tarea 2 Evaluación formativa and Tarea 3 Reflexión en torno al desarrollo de aprendizajes socioemocionales. Módulo 2 contains Tarea 4 Clase grabada, a 40-minute lesson filmed by the accredited recording service plus the ficha de la clase. Módulo 3 contains Tarea 5 Trabajo colaborativo para el desarrollo profesional, whose first three subtareas may be written jointly and whose fourth must be individual, together with a reporte de director/a. Correctors assign a Nivel de Desempeño of 1 to 4 points to each indicator and each aspect carries a published Ponderador totalling 100%.
Time limit: Multi-month evidence window (8 July to 10 November in the 2026 cycle); 40-minute filmed lesson
Exam fee: No fee published or charged for convoked teachers

Keys to Passing

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CPEIP Portafolio (Chile) Study Tips from Top Performers

1Download the Manual de Portafolio and the rúbricas for your own agrupación and asignatura from docentemas.cl — the tasks, subtasks and criteria differ between agrupaciones, and the 2026 documents were published on 2 June.

2In each subtarea the Manual prints a '¿Qué me evaluarán?' box describing Competente and then Destacado; a Destacado rating first requires meeting everything defined as Competente.

3Tarea 1 asks for three planned learning experiences plus a fundamentación of one of them explaining how your strategies favour the participation and learning of every student.

4Tarea 2 is about formative assessment, not a summative test: describe a monitoring strategy with clear evaluation indicators, analyse what it revealed, and project formative use of that information.

5Tarea 3 is specifically about socio-emotional learning — identify a need you observed in school life and reflect on how your own attitudes and relationships help or hinder it.

6For the Clase grabada, book the recording inside the scheduling window and teach your own regular class; excluding or adding students, or being replaced by someone else, can have the Portafolio objected.

7In Tarea 5, subtareas 5.1 to 5.3 may be written jointly with colleagues in the same experience without counting as plagiarism, but subtarea 5.4 on your professional learning must be answered individually.

8Consult the Recursos de Apoyo section of docentemas.cl for the official definitions of the central concepts used in each tarea.

Frequently Asked Questions

What is the Portafolio de Competencias Pedagógicas?

It is one of the two instruments of Chile's Sistema de Reconocimiento, elaborated by teachers and educators in municipal, SLEP, subsidised private, administración delegada and jardín infantil settings. It evaluates different aspects of their pedagogical practice from direct evidence of that practice, and its result feeds progression through the Carrera Docente tramos.

What are the módulos and tareas of the Portafolio?

Five tareas across three módulos. Módulo 1: Tarea 1 Planificación de la enseñanza para todos y todas los/as estudiantes, Tarea 2 Evaluación formativa, Tarea 3 Reflexión en torno al desarrollo de aprendizajes socioemocionales. Módulo 2: Tarea 4 Clase grabada. Módulo 3: Tarea 5 Trabajo colaborativo para el desarrollo profesional.

How long is the filmed lesson in Módulo 2?

The teacher must show a sample of their pedagogical practice in 40 minutes. The recording is made by the organisation contracted for the purpose rather than by the teacher, and the session is booked in advance through the scheduling window on DocenteMás.

How is the Portafolio scored?

Correctors — practising teachers with classroom experience in the same agrupación, working in supervised correction centres during January — assign a Nivel de Desempeño to each indicator: Insatisfactorio, Básico, Competente or Destacado, translated into 1 to 4 points. Each assessed aspect carries a published Ponderador so the weighted aspects total 100%, and the total is reported as one of five categorías de logro from A to E.

Are there any aspects that can only help my score?

Yes. DocenteMás states that the aspect 'Promoción de la equidad de género' in Tarea 4 Clase grabada and the voluntary aspects of Tarea 5 Trabajo colaborativo are included in the final score only when they benefit it. The exact list for your case is in the Manual de Portafolio for your agrupación.

What happens if the evidence is not authentic?

The written evidence goes through digital plagiarism screening, and CPEIP declares the Portafolio OBJETADO where partial or total plagiarism is confirmed, or where the teacher manipulated the composition of the class group filmed in Módulo 2. An objected Portafolio must be sat again the following year. A director who states that the collaborative experience in Módulo 3 did not occur causes that módulo to be scored at the lowest rubric level.

Is this practice bank an official portfolio submission platform?

No. The official Portafolio is a Spanish-language performance assessment submitted only on docentemas.cl. This bank is an independent English-language multiple-choice study adaptation of the official module and task structure, the rúbrica criteria, and the assessment, inclusion and veracity rules. It is not an official translation and cannot substitute for producing the real classroom evidence.