Tesda Tm1x Summary-Luis

Competency-Based Learning Materials
Conducting Competency
Assessment
Printed by:
National TVET Trainers Academy
Technical Education and Skills Development Authority
ISBN 978-971-95388-3-7-0
April 2012
All rights reserved

These Competency-Based Learning Materials are
properties of the National TVET Trainers Academy.
NTTA encourages the use of the CBLMs contained
herein for education and training purposes with
appropriate credit given to NTTA. Duplication
and/or use of the CBLMs for commercial purposes
require prior written approval from NTTA
For further information, please contact
The Director
Marikina City
Telefax No.: (02)655-6577
Tel. No. : (02)655-7065
e-Mail Add. : nttatesda@yahoo.com
Date Developed: Document No.:
CBLMs on Trainers July 2010
Methodology Level I Date Revised: Issued by: Page i
NTTA
Conduct Competency March 2012 of ix
Assessment Developed by:
Revision No. 1
ALFONSO P. FRANCISCO
Table of Content
Table of Content .......................................................................................................................... i
How to Use This Competency-Based Learning Material ........................................................... vi
Module Content........................................................................................................................ viii
Learning Experiences ................................................................................................................. 3
Information Sheet 1.1-1 Factors to be Considered in Organizing Assessment Activity .............. 4
Self-Check 1.1-1 ............................................................................................................. 8
Answer Key 1.1-1 ........................................................................................................... 9
Information Sheet 1.1-2 Purpose of Assessment, Orientation, Documentation and Appointment

.................................................................................................................................................. 10
Self-Check 1.1-2 ........................................................................................................... 12
Answer Key 1.1-2 ......................................................................................................... 13
Information Sheet 1.1-3 Assessors Responsibility and Assessors Guide ................................ 14
Self-Check 1.1-3 ........................................................................................................... 16
Answer Key 1.1-3 ......................................................................................................... 17
Information Sheet No. 1.1-4 Assessment Centers Responsibility ............................................. 18
Self-check 1.1-4 ............................................................................................................ 21
Answer Key 1.1-4 ......................................................................................................... 22
Information Sheet 1.1-5 Assessment Resources and Assessment Packages/Instruments ..... 23
Self-check 1.1-5 ............................................................................................................ 25
Answer Key 1.1-5 ......................................................................................................... 26
Learning Outcome Summary .................................................................................................... 27
Learning Experiences ............................................................................................................... 29
Learning Outcome No.2 Prepare Candidate ............................................................................. 29
Information Sheet No. 1.2-1 Context of Assessment ................................................................ 30
Self-Check No. 1.2-1 ..................................................................................................... 32
Answer Key 1.2-1 ......................................................................................................... 33

Methodology Level I Date Revised: Issued by: Page ii
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Revision No. 1
Information Sheet No. 1.2-2 Competency Standard and Assessment Guidelines .................... 34
Self-Check 1.2-2 ........................................................................................................... 37
Answer Key 1.2.2 ......................................................................................................... 38
Information Sheet No. 1.2-3 The Assessment Forms ................................................................ 39
Self-Check 1.2.-2 .......................................................................................................... 47
Answer Key 1.2-3 ......................................................................................................... 48
Task Sheet 1.2-1 Preparing Candidates................................................................................... 49
Performance Checklist for Preparing Candidate for Assessment ................................. 53
Information Sheet No. 1.3-1 Forms of Evidences ...................................................................... 59
Self-Check 1.3-1 ........................................................................................................... 61
Answer Key 1.3-1 ......................................................................................................... 62
Information Sheet No. 1.3.2 Ways of Gathering Evidence ........................................................ 63
Self-Check 1.3-2 ........................................................................................................... 71
Answer Key 1.3-2 ......................................................................................................... 73
Information Sheet No. 1.3-3 Dimensions of Competency .......................................................... 74
Self-Check 1.3-3 ........................................................................................................... 76
Answer Key 1.3-3 ......................................................................................................... 77
Information Sheet No. 1.3-4 Rules of Evidence......................................................................... 78
Self-Check 1.3-4 ........................................................................................................... 80
Answer Key 1.3-4 ......................................................................................................... 82
Information Sheet No. 1.3-5 Evidence Gathering Tools ............................................................ 83
Self-Check 1.3-5 ........................................................................................................... 91
Answer Key 1.3-5 ......................................................................................................... 92
Task Sheet 1.3-1 Gathering Evidences .................................................................................... 93
Performance Checklist for Gathering Assessment Evidence ........................................ 94

Methodology Level I Date Revised: Issued by: Page
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Information Sheet No. 1.4-1 Evaluation of Evidences............................................................... 98
Self Check No. 1.4-1 ................................................................................................... 114
Answer Key No. 1.4-1................................................................................................. 102
Information Sheet No. 1.4-2 Skills in Making Assessment Decision ....................................... 103
Task Sheet 4.1-1 Making Assessment Decision ..................................................................... 104
Performance Checklist for Making Assessment Decision ........................................... 105
Learning Experiences ............................................................................................................. 108
Information Sheet No. 1.5-1 Forms Designed for Assessment Result .................................... 109
Self Check 1.5-1 ......................................................................................................... 113
Answer Key No. 1.5-1................................................................................................. 114
Information Sheet No. 1.5-2 Skills in Recording Assessment Results .................................... 115
Task Sheet 1.5-1 Filling-up the Competency Assessment Results Summary (CARS) ............ 116
Procedural Checklist Filling-up the Competency Assessment Results Summary ................... 118
Task Sheet No 1.5-2 Recording and Reporting Assessment Results ...................................... 120
Performance Checklist 1.5-2 ....................................................................................... 121
Recording and Reporting Assessment Results ....................................................................... 121
Learning Outcome Summary .................................................................................................. 122
LEARNING EXPERIENCES...................................................................................................... 124
Information Sheet No.1.6-1 Constructive Feedback on Assessment Proceedings .................. 125
Self Check 1.6-1 ......................................................................................................... 127
Answer Key No. 1.6-1................................................................................................. 128
Information Sheet No.1.6-2 Skills in Giving Feedback ........................................................... 129
Task Sheet No. 1.6-1 Providing Feedback to Candidate ........................................................ 130
Performance Checklist for Giving Feedback ............................................................... 131
Job Sheet No. 1.1-1 Conducting Competency Assessment..................................................... 132
Performance Checklist Conducting Competency Assessment .................................... 133
Attachments ........................................................................................................................... 135

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Application Form ......................................................................................................... 150
Attendance Sheet ....................................................................................................... 138
Registry of Workers Assessed and Certified .............................................................. 139
Competency Assessment Result Summary ................................................................ 140
Sample observation checklist with questioning .......................................................... 141
Competency Assessors Script .................................................................................... 144

Methodology Level I Date Revised: Issued by: Page v
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Revision No. 1
How to Use This Competency-Based Learning Material
Welcome!
The unit of competency, "Conduct Competency Assessment", is one of
the competencies of TRAINERS METHODOLOGY LEVEL I (TM1), a course
which comprises the knowledge, skills and attitudes required for a TVET
trainer to possess.
The module, Conducting Competency Assessment, contains training
materials and activities related to identifying learners requirements,
preparing session plan, preparing basic instructional materials and
organizing learning and teaching activities for you to complete.
In this module, you are required to go through a series of learning
activities in order to complete each learning outcome. In each learning
outcome are Information Sheets, Self-Checks, Task Sheets and Job
Sheets. Follow and perform the activities on your own. If you have
questions, do not hesitate to ask for assistance from your facilitator.
Remember to:
Read information sheets and complete the self-checks. Suggested
references are included to supplement the materials provided in this
module.
Perform the Task Sheets and Job Sheets until you are confident that
your outputs conform to the Performance Criteria Checklist that
follows the sheets.
Submit outputs of the Task Sheets and Job Sheets to your facilitator
for evaluation and recording in the Accomplishment Chart. Outputs
shall serve as your portfolio during the Institutional Competency
Evaluation. When you feel confident that you have had sufficient
practice, ask your trainer to evaluate you. The results of your
assessment will be recorded in your Progress Chart and
Accomplishment Chart.
You must pass the Institutional Competency Evaluation for this
competency before moving to another competency. A Certificate of
Achievement will be awarded to you after passing the evaluation.

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Training Methodology I
List of Competencies
No. Unit of Competency Module Title Code
1. Plan Training Session Planning Training Session
2. Facilitate Competency- Facilitating Competency-

Based Training Based Training
3. Supervise Work-Based Supervising Work-Based

Learning Learning
4. Conduct Competency Conducting Competency

Assessment Assessment
5. Maintain Training Maintaining Training

Facilities Facilities
6. Utilize Electronic Media in Utilizing Electronic Media

Facilitating Training in Facilitating Training
Session Session

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Module Content
PROGRAM/COURSE : Trainers Methodology 1

UNIT OF COMPETENCY : Conduct Competency Assessment
MODULE : Conducting Competency Assessment
INTRODUCTION:
This module covers the knowledge, skills and attitudes in conducting
assessment. It details the requirements for organizing assessment activities,
preparing the candidate, gathering and evaluating evidence, recording
assessment outcomes and providing feedback.
LEARNING OUTCOMES
Upon completion of this module you must be able to;
Organize assessment activities
Prepare the candidate
Gather evidence
Make the assessment decision
Record assessment results
Provide feedback to candidates
ASSESSMENT CRITERIA:
1. Assessment activities in the workplace, training center or
assessment center are identified and organized in accordance with
the relevant Evidence Guide
2. Resources required for assessment, as specified in the Evidence
Guide and the assessment tools, are obtained, checked and arranged
within a safe and accessible assessment environment.
3. Cost of assessment and assessment process are checked to ensure
compliance with organizational policy and procedures.
4. Appropriate personnel are informed of the assessment activity in line
with organizational policy
5. The context and purpose of assessment are explained to candidates
in line with the requirements of the relevant Assessment Guidelines.

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6. Legal and ethical responsibilities associated with the assessment
are explained to the candidates in line with the relevant Assessment
Guidelines.
7. The competency standards to be assessed and the evidence to be
collected are clearly explained to the candidate as contained in the
assessment guidelines.
8. Evidence is gathered using assessment methods specified in the
relevant Evidence guide
9. Evidence is gathered and documented in accordance with the
assessment procedures specified in the relevant Assessment
Guidelines.
10. Reasonable adjustments are incorporated in the evidence gathering
procedures, where appropriate in line with the procedures detailed
in the Assessment Guidelines.
11. Evidence is gathered and documented using the relevant
assessment tools
12. The evidence is evaluated in terms of the rules of evidence
13. The evidence is evaluated according to the dimensions of
competency
14. The assessment decision is made based on evaluation of the
evidence and the requirement of relevant unit(s) of competency.
15. Assessment results are recorded accurately in accordance with
approved record keeping guidelines of the organization
16. Records of the assessment procedure, evidence collected and
confidentiality of assessment outcomes in maintained according to
the approved policy guidelines of the organization
17. Issuing of certificates is organized in line with approved policy
guidelines of the organization
18. Clear and constructive feedback on the assessment decision is given
to the candidate in line with the relevant Assessment Guidelines.
19. Ways of overcoming any gaps in competency are explored with the
candidate.
20. The candidate is advised of available reassessment in line with
organizational policy and procedures
21. Any assessment decision disputed by the candidate is recorded and
reported promptly to appropriate personnel in line with
organizational policy and procedures.

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Summary of Learning Outcome
Learning Outcome No.1 Organize Assessment Activities
1. Assessment activities in the workplace, training center are identified
and organized in accordance with the relevant Evidence Guide.
2. Resources required for assessment, as specified in the Evidence
Guide and assessment tools, are obtained, checked and arrange
within a safe and accessible assessment environment.
3. Cost of assessment and assessment process are checked to ensure
compliance with organizational policy and procedures.
4. Appropriate personnel are informed of the assessment activity in line
with organizational policy.
CONTENTS:
Factors to be considered in organizing assessment activity.
Purpose of assessment, orientation, documentation and
appointment.
Proponent of the assessment activity.
Assessors responsibility and assessor's guide.
Assessment center's responsibility.
Assessment resources and assessment packages/instruments.
Relevant workplace, community and school training center and
equipment.
Standard Operating Procedures from community,
enterprise / industry.
CONDITIONS: The trainee must be provided with the following:
PTQCS policies and guidelines in the conduct of assessment.
Assessment orientation guide.
Assessment documents, evidence plan/guides.
Assessment instruments.
Assessors guides
List of accredited assessment center and assessor.
ASSESSMENT METHOD
Written examination

Methodology Level I Date Revised: Issued by: Page 1
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Oral interview
Demonstration

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LEARNING EXPERIENCES
Learning Outcome 1 Organize assessment activity
Learning Activities Special Instructions
Read Information Sheet No. 1.1-1.

Factors to be Considered in
Organizing Assessment Activity
Answer Self-Check 1.1-1
Check your answer using the
Answer Key No. 1.1-1
Read Information Sheet No. 1.1-2;
Purpose of Assessment,
Orientation, Documentation and
Appointment
Read Information Sheet No. 1.1-3:

Assessors Responsibility and

Assessment Centers Responsibility

Answer Key Nol.1-4

Assessment Resources and
Assessment Packages/Instruments

Answer Key No 1.1-5

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Revision No. 1
Information Sheet 1.1-1
Factors to be Considered in Organizing Assessment Activity
Learning Objective:
After reading this information sheet, you must be able to identify

factors to be considered in organizing assessment activity.
Assessment- It is the process of collecting evidence and making

judgments on whether competency has been achieved.
The three (3) messages that emerge from this definition of assessment
are that:
Assessment involves the collection of evidence
Assessments involves the making of professional judgments
Assessment is the benchmarks for the competency standard
Planning an assessment activity is a complex exercise. As illustrated
in the diagram below, there is a wide range of factors that needs to be
considered.
Assessment Competency
Guidelines Standard
Equipment Dimension of
and Tools Competency
PLAN AN
ASSESSMENT
Evidence ACTIVITY Workplace
and Policies and
Evidence Procedures
Gathering
Tools
Availability
of
Availability Assessment
of Candidate Center
Factors to be considered in planning assessment activity

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Revision No. 1
Competency Standard
A document of nationally agreed industry statement which describes
the workplace outcomes that industry recognizes as appropriate for
competent performance. It defines the minimum required stock of
knowledge, skills and attitude a person must possess to earn a particular
qualification. It provides the benchmarks for national evaluation.
Specifically, the Evidence Guide of the unit of competency that defines
or identifies the evidences required to determine the competence of the
individual. It provides information on critical aspect of the competency,
underpinning knowledge, underpinning skills, resource implications,
assessment method and context of assessment.
If you are planning to become an assessor you must have a good
knowledge of the competency standard of your qualification for you to gather
quality evidences as listed in the assessment package.
Assessment Guidelines
The information/instructions given to the candidate and/or the
assessor regarding conditions under which the assessment should be
conducted and recorded.
The assessor must follow the relevant Assessment Guidelines in order
to ensure that:
assessment processes are fair to all candidates
assessment processes are implemented in a consistent manner
assessment processes produce high quality and consistent
outcomes.
Dimension of competency
Dimensions of competency must be taken into account when an
assessor is gathering evidence of a candidate's competency for a unit, and
assessment should be designed to address these accordingly.
Competency involves successful work performance. As such it is
usually seen to comprise four dimensions, namely: task skills, task
management skills, contingency management skills and job role
environment skills.
task skills this involves undertaking a specific workplace
task[s].
Example: Data are entered into the computer using appropriate
application in accordance with company procedure.
task management skills this involves managing a number of
different tasks to complete a whole work activity.

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Revision No. 1
Example: Following presentation feedback on product design is
obtained from the appropriate personnel. Any modifications are
identified and incorporated into the final design.
contingency management skills this involves responding to
problems and irregularities when undertaking a work activity.
This may involve dealing with:
breakdowns
changes in routine
unexpected or a typical results or outcomes
difficult or dissatisfied clients
Example: Notification of shift availability, or non attendance for
shift, is given without undue delay and according to store
policies and procedures.
job/role environment skills this involves dealing with the

responsibilities and expectations of the work environment when
undertaking a work activity. This may involve:
working with others
interacting with clients and suppliers
complying with standards operating procedures
observing enterprise policy and procedures.
Example: Reports is prepared/completed according to company
requirements.
Workplace policies and procedures

Workplace policies often reinforce and clarify standard operating
procedure in a workplace. Assessment should include activities that are very
common in the workplace, such as safety practices, filling up of pertinent
forms and reports, etc.
Evidence gathering tools
The evidence gathering tools are the specific questions or activities
developed from the selected assessment method(s) to be used for the
assessment.

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Assessment centers
This is where the actual assessment should take place; it must have a
safe working condition, equipped with the resources needed to conduct
assessment.
Critical information on the resources needed to conduct an
assessment activity is located in the Resource Implications section of the
Evidence Guide of the relevant unit of competency. This section provides
details on the resources needed for the assessment activity.
It is the assessor's responsibility to ensure that the resources required
for assessment are assembled and tested prior the assessment to be
conducted. It is also the assessors responsiility to ensure that a safe
assessment environment is provided to the candidate. This includes
ensuring that:
Relevant personal protective equipment is available
Tools and equipment are in good working condition
The assessment site complies with relevant occupational and
safety requirements.
If these conditions are not met, the assessment should not be
conducted.
If candidates are expected to bring materials or equipment to the
assessment they must be notified beforehand.
Assessment candidate
An individual seeking recognition of his/her competencies to acquire a
certification.

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Revision No. 1
Self-Check 1.1-1
Direction: Match the Column A with Column B. Write the letter of your
choice on the space provided. Please use capital letter only.
Column A Column B
1. This refers to the standard A. Assessment Guidelines

procedures observed in
workplace.
2. It covers all the relevant B. Assessment centers

evidences for a unit of
competency that should be
observed and gathered
during the assessment.
3. Refers to information given C. Dimensions of Competency

to the candidate and to the
assessor on the required
conditions during the
conduct of assessment.
4. It provides the required D. Evidence Gathering Tools

skills. knowledge and
attitude in assessing
candidate's competency.
5. These are the selected E. Unit of competency

activities and questions
used in gathering
evidences.
F. Workplace policies and

procedures

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Revision No. 1
Answer Key 1.1-1
1. F
2. C
3. A
4. E
5. D

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Purpose of Assessment, Orientation, Documentation and
Appointment
Learning Objective:
After reading this information you must be able to:
1. explain the purpose of assessment.

2. explain the purpose of assessment orientation
3. explain the purpose of documentation
4. explain the purpose of appointment
The purpose of the assessment must be clear to both the assessor and
the candidate. Properly determine if the assessment is for certification,
licensing, OH&S or skills audit.
Assessment maybe carried out for a number of purposes such as:

Qualification
One purpose of the assessment is to officially identify a persons
level of qualification. The qualifications correspond to a specific levels in
the Philippine TVET Qualifications Framework (PTQF). An individual can
be assessed against competency standards, to identify if they meet all the
requirements and thus be issued with a formal qualification. The PTQF
uses National Certificate for a qualification.
Recruitment
Assessment maybe carried out in order to recruit a person for a
particular job or job position. The criteria for the position are generally
stated as selection criteria and form the basis of the interview.
Education or training needs
Assessment can be a tool to identify training needs of employees.
This can be a tool to design relevant training programs.
Employee classification
Industry may use competency standards for employees to move
from one level to another. Subsequent to assessment against the relevant
competency standard it can be determined whether individuals have the
required competency for a corresponding level of performance.

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Assurance of progress
Assessment can provide feedback to trainees over a period of
learning. Assessment result can be used to modify the way in which a
training program is delivered to best suit the needs of trainees.
Recognition of Prior Learning
An important aspect of competency-based training is the
recognition of prior learning. People may already possess various
competencies gained through formal or informal learning and experience.
This competencies can be recognized through assessment.
Purpose of Assessment Orientation

The purpose of the assessment orientation is to check candidates
readiness for assessment.
The assessment orientation usually being done at Assessment
Centers. The candidates must be equip with the following information on;
1. Qualification for assessment
2. Assessment and certification arrangements
Purpose of Assessment Documentation

The assessment documentation provides the following;
1. candidates personal information, work experience,
education/training, and qualification
2. candidates result of the assessment
3. information on number of candidates assessed and certified on a
certain qualification; and
4. review of assessment process.
Purpose of Assessment Appointment
The assessment appointment ensures that there will be an assessor

on the scheduled date of assessment and to inform candidate on the
schedule of assessment.

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Revision No. 1 ix
Self-Check 1.1-2
Direction: Read the following statements carefully. Write True if the
statement is correct and False if the statement regarding purpose of
assessment is incorrect. Write your answer on the space provided.
______1. Assessment will determine the qualification level of an individual.

______2. The result of the assessment can be used to modify the way
training program is delivered to best suit the needs of the trainees.
______3. Competency based education focus only on the learning acquired
during the duration of the training.
______4. Industry requirement for a particular job should be disregard in the
assessment.
______5. Training needs of an employee can also be determined during
assessment.

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Revision No. 1 ix
Answer Key 1.1-2
1. True
2. True
3. False
4. False
5. False

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Revision No. 1 ix
Assessors Responsibility and Assessors Guide
Learning Objective:
After reading this information sheet, you must be able to;

1. identify the assessors responsibility in the assessment activity.
2. explain assessors guide
Assessors Responsibility
Plan an assessment activity,
ensure the candidate is ready for assessment
prepare the assessment tools or materials
ratify assessment procedures with appropriate personnel in the
industry/workplace or training organization
the time and place for agreed with the candidate and any other
relevant parties
determine the needs of the candidate and any reasonable or
allowable adjustments that has to be made during assessment
all appropriate personnel are advised of the assessment.
Assessors Guide
The assessors guide is a part of the assessment package that provides
general instructions on the conduct of assessment for a specific
qualification.
National assessment and certification arrangement
This part of the Assessors Guide explains how the candidate can be
certified on a qualification, the prerequisite for a qualification and who
are qualified to undertake the assessment
Evidence plan
Evidence plan gives information of the qualification, unit of
competency, the list of required evidences and in what ways or
assessment method the evidences will be collected.

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Specific Instructions for the Assessor
This informs the assessor on the qualification title, unit if
competency, time allotment, condition and feedback.
Suggested Questions and Answers for Demonstration with Oral
Questioning
This enumerates the question to be asked after the performance of
candidates demonstration of the required task and its corresponding
answers.
List of Facilities, Tools, Supplies and Materials
Specifically identifies the quantity and description of the required
facilities, tools, equipment and supplies to be used in the assessmnt.

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Self-Check 1.1-3
Direction: Read the following statement carefully. Write True if the
statement regarding assessors responsibility and guide is correct and False
if the statement is incorrect.
______1. The procedures used during the assessment must be ratified by
the appropriate personnel in the industry/workplace.
______2. Before the assessment, candidates must ensure the readiness of
the assessor.
______3. Assessors Guide provides information on the relevant evidence
gathering methods that will be used in gathering evidences.
______4. Other gathering methods that will be used in evaluating less
critical areas are presented in an assessment guide.
______5. The needs and any reasonable or allowable adjustments must be
identified before the start of the assessment.

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Answer Key 1.1-3
1. True
2. False
3. True
4. False
5. True

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Revision No. 1 ix
Information Sheet No. 1.1-4
Assessment Centers Responsibility
Learning Objective
After reading this information sheet, you must be able to explain the
assessment centers responsibility in the assessment activities.
Accredited Competency Assessment Center (ACAC) is an
establishment officially authorized by TESDA to manage the assessment of
candidates for national certification.
Assessment Center Responsibility

The Accredited Competency Assessment Center under close supervision by
TESDA shall facilitate assessment, pay the services of accredited
competency assessors and submit required reports to TESDA PO/DO and
RO.
CAC Provides Information on Assessment to Candidate
CAC Staff/Processing Officer

Provides information on Qualifications for assessment
Provides information on assessment and certification
arrangements
Administers the self-assessment guide for qualification applied
for to the applicant-candidate
CAC Provides Checklist of Requirements to Applicants
AC Processing Officer
Provides applicant-candidate the following:
Application form
Checklist of Requirements relevant to the Qualification
applied for

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Revision No. 1 ix
CAC Processing Officer Checks Completeness of Documents
AC Processing Officer
Checks the following:

Self Assessment Guide
Application Form properly and completely filled-out
Pictures; 3 pcs., colored, passport size, (3.5cm x 4.5cm
with head size ranging from 27 mm to 31 mm; white
background, with collar; and with name printed at the
back:)
CAC Collects Assessment Fee
CAC Processing Officer
Requests applicant to pay the assessment fee after receiving the

complete documents
Ensures that assessment fee is paid only to the authorized
person in the Assessment Center and checks Official Receipt
issued to applicant.
Detaches Admission Slip from the Form and returns it to the
applicant
Informs candidate of any preparation to be undertaken e.g.,
PPE, etc.
ACAC Assigns Competency Assessor
ACAC Processing Officer
Prepares Attendance Sheet of candidate-applicants per batch
according to Qualification
Submits schedule to CAC Manager and requests for
Competency Assessor
ACAC Manager
Assigns Competency Assessors on rotation basis Note: Each
competency assessor shall assess a maximum of 10 candidates
per assessment schedule
Confirms competency assessor's acceptance
Informs TESDA PO/DO of the number of candidates scheduled
for assessment two days before the date of assessment

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Revision No. 1 ix
Competency Assessor Conducts Assessment
CAC Submits Reports to PO
Reviews the Competency Assessment Results Summary
Application form with two pictures.
Electronic copy and three (3) hardcopies of the Registry of
Workers Assessed and Certified (RWAC)
CARS
Rating Sheets
Post assessment results of candidates found competent
Pays honoraria of competency assessor

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Revision No. 1 ix
Self-check 1.1-4
Direction: Given the assessment centers responsibilities, identify the person

responsible on the given tasks. Match the Column A with Column B. Write
the letter of your choice on the space provided. Please use capital letter only.
Column A Column B
Responsibilities ACAC Personnel
______1. Provides applicant the ACAC Manager

application forms and
ACAC Processing Officer
requirements checklist.
______2. Ensure the availability of
the self assessment guide,
application form and
other relevant
requirements of the
candidates.
______3. Confirms Competency
assessor's acceptance.
______4. Ensures that assessment
fee is paid only to the
authorized person in the
Assessment center and
checks official receipt
issued to applicants
______5. Responsible in the
rotation of the assigns
competency assessors.

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Answer Key 1.1-4
1. B
2. B
3. A
4. B
5. A

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Revision No. 1 ix
Assessment Resources and Assessment Packages/
Instruments
Learning Objective:
After reading this information sheet you must be able to:

1. identify assessment resources
2. identify the assessment packages
Assessment Resources
Assessment resources are the tools, equipment and supplies that the
candidate will use in the assessment process for a specific qualification.
Assessors must ensure that;

all the tools are in working condition.
all the equipment are in working condition and has provision for
safety.
all supplies are available
Candidate must be inform beforehand of the tools and supplies that
they will bring during the assessment process, like PPE and hand tools.
Assessment Package
Assessment Package - assessment materials that are used in the
assessment process. It consists of the following;
Assessor's Guide - a set of documents which contains
information that will assist the assessor in the evidence
gathering process.
Competency Assessor's Script - outlines the series of steps that
competency assessor and candidate move through while
undertaking the assessment.
Candidate's Guide - contains the Self Assessment Guide,
Competency Assessment Agreement and Specific Instructions
for the Candidate.
Rating Sheet - contains specific questions or activity(ies)
developed from the selected assessment methods and the
conditions under which the assessment should be conducted
and recorded.

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Revision No. 1 ix
The assessment packages are being kept at the TESDA Provincial
Office for safekeeping. These are only issued to accredited assessment center
during the scheduled assessment.

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Revision No. 1 ix
Self-check 1.1-5
Direction: Given the assessment centers responsibilities, identify the person

responsible on the given tasks. Match the Column A with Column B. Write
the letter of your choice on the space provided. Please use capital letter only.
Column A Column B
A. Assessment Resources
______1. A set of documents
which contains B. Assessors Guide
information that will C. Assessment Package
assist the assessor in the
evidence gathering D. Competency Assessors
process Script
______2. The tools, equipment and E. Candidates Guide
supplies that the F. Rating Sheet
candidate will use in the
assessment process for a
specific qualification.
______3. It contains specific
questions or activity(ies)
developed from the
selected assessment
methods and the
conditions under which
the assessment should be
conducted and recorded
______4. It outlines the series of
steps that competency
assessor and candidate
move through while
undertaking the
assessment.
______5. It contains the Self
Assessment Guide,
Competency Assessment
Agreement and Specific
Instructions for the
Candidate.

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Revision No. 1 ix
Answer Key 1.1-5
1. B
2. A
3. F
4. D
5. E

NTTA
Revision No. 1 ix
Learning Outcome Summary
Learning Outcome 2 Prepare the Candidate
Contents:
Context of Assessment.
Competency standards and Assessment Guidelines
Assessment forms
Assessment Criteria:
1. The context and purpose of assessment are explained to
candidates in line with the requirements of the relevant
Assessment Guidelines.
2. The needs of the candidates are determined to establish any
allowable adjustments in the assessment procedures.
3. Information is conveyed using verbal and non-verbal language
which promote a supportive assessment environment.
4. Legal and ethical responsibilities associated with the
assessment are explained to the candidates in line with the
relevant Assessment Guidelines.
5. The competency standards to be assessed and the evidence to
be collected are clearly explained to the candidate as contained
in the assessment guidelines.

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Revision No. 1 ix
Conditions
The student/trainee must be provided with the following:

Assessment forms and application forms
Evidence Gathering Tools
Copy of Candidate's guide, Self-Assessment Guide
Copy of Assessment tools/packages
Tools, equipment, supplies and materials for the conduct of
assessment
Methodology
Lecture
Video presentation
Group discussion
Assessment Method
Written Test
Oral Interview and questioning
Demonstration

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Revision No. 1 ix
Learning Outcome 2 Prepare Candidate

Context of Assessment
Read Information Sheet No. 1.2-2;

Competency Standard and
Assessment Guidelines


Assessment Forms

Answer Key No 1.2-3
Perform Task Sheet No. 1.2-1:

Prepare the Candidate
Check your Performance using the Let your trainer observe how
Performance Checklist you prepare candidate before
conducting assessment

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Revision No. 1 ix
Learning Objective:
After reading this information sheet you should be able to explain the
context of assessment:
When preparing a candidate for assessment it should result to
supportive assessment environment;
Suitable for the assessment
Candidate is relaxed and not apprehensive
Establish rapport with candidate
Provide overview of the process
Advise candidate on assessment conditions
Answer candidate questions
Preparing a candidate for assessment is an orientation activity that

will inform the candidate of the following:
context and purpose of the assessment and the assessment
process
competency standards to be assessed and the evidence to be
collected
assessment procedure, the preparation which the candidate
should undertake and answer any questions
needs and any allowable adjustments in the assessment
procedure
understanding of the competency standards, evidence
requirements and assessment process
readiness for assessment and decide on the time and place of
the assessment

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Revision No. 1 ix
The context of assessment is the environment or setting in which the
assessment activity takes place. A combination of circumstance may be
prepared and established prior to the assessment as this will ensure that
the assessment process will take place as expected.
The context of assessment includes the following:

1. Physical setting- this maybe the workplace, an assessment center,
community project or online set-up. A venue for assessment should be
made accessible to the candidates for their convenience. The assessor
should also ensure that the assessment site is conducive for
assessment.
2. Tools, equipment and facilities- The assessor should introduce to
the candidate the different tools, equipment and facilities that will be
used in the assessment process.
3. Materials - The assessor should also introduce to the candidate the
perishable and consumables materials required during the
assessment. The assessor must also ensure that all documents
pertinent to the assessment are ready and available prior to
assessment.
4. Purpose of assessment-The assessor should have an understanding
of the purpose of assessment such as certification, licensing, OH&S,
skills audit.
5. Employment status of candidate - the assessor can ask questions to
the candidate to know if the assessment is directly related to the
candidate's work?
6. Access to support personnel - one of the things that the assessors
should do in preparing the candidate is to introduce the support staff
that will be a part of the assessment process. It can be a tool keeper or
the one who will issue to you the needed supplies or materials.

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Revision No. 1 ix
Self-Check No. 1.2-1
Direction: Identify the context of assessment. Match the Column A with
Column B. Write the letter of your choice on the space provided. Please use
capita] letter only.
Column A Column B
Description Context of Assessment
______1. It refers to the different A. Access to support personnel

equipment and tools use B. Employment status of
during the assessment. candidate
______2. It pertains to the relevance C. Materials
of the assessment to the
candidate's work. D. Purpose of assessment
______3. Refers to the venue wherein E. Physical setting
the assessment takes F. Tools, Equipment and
place. facilities
______4. These are the perishable
and consumable material
required during the
assessment.
______5. It includes certification,
licensing. OH&S, skills
audit.

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Revision No. 1 ix
Answer Key 1.2-1
1. F
2. B
3. E
4. C
5. D

NTTA
Revision No. 1 ix
Competency Standard and Assessment Guidelines
Learning Objectives:
1. Explain to the candidate the competency standard to be assessed.

2. Explain the assessment guidelines.
3. Explain reasonable adjustment
The Competency Standard

The competency standard is a document that defines the
competencies required for effective performance in the workplace. It is a
written specification of the knowledge, skills and attitude required for a
peformance of job or occupation and the corresponding standard required
for these in a workplace.
Another aspect of preparing the candidate is the introduction of the
competency/ies to be assessed. The assessor must explicitly explain the
following;
The relevant unit of competency/ies covered in the assessment.
The assessor must explain the different elements covered for
each competency.
The evidence requirements as stipulated in the evidence guide
for each unit of competency.
Assessment Guidelines and the Assessment Process
Assessment Guidelines are being developed to support each set of

competency standards developed by TESDA. The Guidelines:
confirm that the benchmarks for assessment are the
competency standards.
set out the rules on how evidence will be gathered
describe the process for designing evidence gathering tools
describe the assessment process
set out the assessor requirements.

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Revision No. 1 135
The assessor must follow the relevant Assessment Guidelines in order
to ensure that:
assessment processes are fair to all candidates
assessment processes are implemented in a consistent manner
assessment processes produce high quality and consistent
outcomes.
Reasonable Adjustment
Reasonable adjustment, sometimes called reasonable accommodation
or allowable adjustment, is designed to ensure that all people are treated
equally in the assessment process.
This means that, wherever possible, 'reasonable' adjustments are
made to the assessment process to meet the individual needs of candidates.
For example, this may involve translating written instructions into
local dialect for candidates from non-English speaking backgrounds or
providing instructions orally rather than in writing for candidates with
limited language skills.
Adjustments are considered 'reasonable' if they do not impose an
unjustifiable hardship upon the assessment centre. In determining whether
an adjustment would impose unjustifiable hardship, the following factors
should be taken into account:
the nature of the benefit or disadvantage likely to be
experienced by the candidate
the effect of the disadvantage on the person concerned
the cost of making the adjustment.
Forms of reasonable adjustment
Translate English into local dialects

Use oral in place of written instructions
Legal and ethical responsibilities

Occupational Health & Safety - it is important to inform the
candidate the nature of work and the potential hazard it may
cause to him. Candidate should be reminded of the
precautionary measures; like not be allowing them to undergo
assessment if they are not wearing appropriate personal
protective equipment, or they are exhibiting unsafe actions.
Confidentiality of the assessment process means that all
information about the assessment should be kept confidential.
The assessor must ensure that the following must be kept
secured;

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Revision No. 1 135
Assessment Package must kept in secured place, the
assessor should ensure that all the copies of the
assessment package are retrieved after the assessment
activity. This will guarantee the integrity of the
assessment package.
Candidates assessment result must also be kept
confidential to ensure candidates personal integrity. The
assessment result can only be made available to
authorized personnel, like to his supervisor or human
resource personnel where he works and to the institution
where he is actually have his training.
Assessment procedure or process must also be kept
confidential. The assessor must inform the candidate to
refrain from giving any form of information that took place
during the assessment process.
Free consent of candidates - Assessor must ensure that the
candidate was not pressured in any way to be assessed.
Adheres to quality system, policies and procedures of the
workplace.
Integrity of the assessor - assessor must not in any way make
assessment decision in favor of somebody request, be it the
candidate, a close acquaintance/friend, or even powerful people.
The decision must be solely based on the result of the
assessment.
Appeal Process - appeal for reassessment to gain an
independent second opinion will apply in cases where a
candidate is judged as "Not yet competent" and believes they
have been incorrectly assessed. The underlying principles of an
appeal process include:
a natural justice for a candidate, to avoid unfair treatment
or an assessors' error of judgment;
an incentive to quality and consistent performance bv
assessors;
assurance to employers and candidates of the objectivity
of the assessment system.

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Revision No. 1 135
Self-Check 1.2-2
True or False
Direction: Read the following statement carefully. Write True if the

statement regarding assessors responsibility and guide is correct and False
if the statement is incorrect.
______1. The evidence gathering process is identified in the assessment
guidelines.
______2. The competency/ies to be assessed will be disclosed to the
candidates after the assessment process.
______3. Assessment Guidelines must be followed by the assessor to ensure
inconsistency in the process of assessment.
______4. Established assessment processes must be fair to all candidates.
______5. Adjustment are considered reasonable if they do not impose an
unjustifiable hardship upon the assessment center.
______6. The result of the assessment will be made available for public
information.
______7. In making decisions, assessor must consider the family background
and the capability of the candidate to provide extra fee for his/her
service.
______8. Reasonable accommodation is designed to ensure that all people
are treated equally in the assessment process.
______9. Those who failed in the assessment may appeal for reassessment.
______10. Assessor may translate English into the local dialect of the
candidate if necessary.

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Revision No. 1 135
Answer Key 1.2.2
1. True
2. False
3. False
4. True
5. True
6. False
7. False
8. True
9. True
10. True

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Revision No. 1 135
The Assessment Forms
Learning Objective
After reading this information sheet, you must be able to identify the
different assessment forms.
Assessment Forms
Assessors must be aware of the different assessment forms being used
in the assessment process. The following are the forms used in the
assessment process;
Candidates Application Form
The candidates Application Form is filled up by the candidate
upon undergoing orientation at the assessment center, pertinent
data will be given by the candidate, such as his/her personal
profile, education, work experience. This form also includes the
admission slip that the candidate will have to bring during the
scheduled assessment.
Attendance Sheet is one of the required forms that the assessor
should have to bring during the actual assessment. The
candidate should fill up this attendance sheet to confirm that he
is present during the assessment.
Competency Assessment Agreement refers to the document
which is concurred by the candidate and the assessor regarding
the requirements of assessment.
Registry of Workers Assessed and Certified refers to a record
that contains the documentation of the results of assessment
and as a basis for national certification.
Competency Assessment Results Summary refers to the
consolidated assessment decisions made by the competency
assessor which indicates the overall performance of the
candidate during the assessment process.
Assessment Package - assessment materials that are used in
the assessment process. It consists of the following; 1)
Assessor's Guide; 2) Competency Assessor's Script; 3)
Candidate's Guide; and 4) Rating sheet.

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Revision No. 1 135
Pangasiwaan sa Edukasyong Teknikal at Pagpapaunlad ng Kasanayan
APPLICATION FORM
Picture,
colored
Passport size
White
background
v Applicants Signature Date
Name of School/Training Center/Company:

Address
Title of Assessment applied for:
Full Qualification COC
1. Client Type
TVET graduate Industry worker SCEP
2. Profile
2.1. Name:
Last First Middle
2.2. Mailing Address:

Number, Street Barangay District
City Province Region Zip Code

2.3. Mothers Name 2.4. Fathers Name
2.8. Highest Educational
2.5. Sex 2.6. Civil Status 2.7. Contact Number(s) 2.9. Employment Status
Attainment
Male Single Tel: Elementary graduate Casual Probationary
Female Married Cellular: HS graduate Contractual Regular
Window/er e-mail : TVET graduate Job Order Permanent
Separated Fax:: College level If Student Self-employed
Others: College graduate Trainee/OJT
Post graduate Others, pls specify
Others: ___________
2.10. Birth date: 2.11. Birth place: 2.12. Age:

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Revision No. 1 135
5. Licensure Examination(s) Passed
5.1. 5.2. 5.3. 5.4. 5.5. 5.6.
Title Year Taken Examination Venue Rating Remarks Expiry Date
(For more information, please use separate sheet)
6. Competency Assessment(s) Passed
6.1. 6.2. 6.3 6.4. 6.5. 6.6.

Qualification
Title Level Industry Sector Certificate Number Date of Issuance Expiration Date
(For more information, , please use separate sheet)
ADMISSION SLIP
Name of Applicant: Tel. Number:

PICTURE
(Passport
Assessment Applied for: OR Number & Date: size)
To be accomplished by the Processing Officer

Name of Assessment Center:
Check submitted requirements: Remarks:
Accomplished Self-Assessment Guide Bring own PPE
Three (3) pieces colored passport size pictures Others. Pls. specify
Assessment Date: Assessment Time:
________________________________________ ____________________________________
Printed Name & Signature of Processing Officer Printed Name & Signature of Applicant
Date: Date:
Note: Please bring this Admission Slip on your assessment date.

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Revision No. 1 135
Sample Attendance Sheet

Name of Assessment Center
Date
Name Signature
Assessor ACAC Manager

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Revision No. 1 135
Sample COMPETENCY ASSESSMENT AGREEMENT
Candidates Name:
Assessors Name:
Qualification: RAC SERVICING (PACU/CRE) NC II
BASIC UNITS
Units of Competency to be
Assessed: Participate in Workplace Communication
Work in Team Environment
Practice Career Professionalism
Practice Occupational Health and Safety Procedures
COMMON UNITS
Perform mensuration and calculation

Prepare materials and tools
Observes procedures, specifications and manual of
instruction
Perform basic benchwork
Perform basic electrical works
Maintain tools and equipment
Perform housekeeping and safety practices
Document work accomplished
CORE UNITS
Survey site for installation

Install PACU/CRE
Install PACU/CRE piping systems
Install PACU/CRE electrical systems
Service and maintain PACU/CRE units
Troubleshoot PACU/CRE systems
Recover and recycle refrigerant in PACU/CRE systems
Repair and retrofit PACU/CRE systems and its
accessories
Perform start-up and commissioning for PACU/CRE
systems
YES NO
Have the context and purpose of assessment been explained?
Have the qualification and units of competency been explained

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Revision No. 1 135
Do you understand the assessment procedure and evidence to
be collected?
Have your rights and appeal system been explained?
Have you discussed any special needs to be considered during
assessment?
I agree to undertake assessment in the knowledge that information gathered will only
be used for professional development purposes and can only be accessed by
concerned assessment personnel and my manager/supervisor.
Candidates Signature: Date:
Assessors Signature: Date:

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Revision No. 1 135
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Revision No. 1 135
Competency Assessment Result Summary
Candidates Name:
Assessors Name:
Title of Qualification / Cluster of

Units of Competency
Assessment Center: Date:
The performance of the candidate in the following unit(s) of competency and

Satisfactory Not Satisfactory
corresponding methods
Units of Competency
1.
2.
3.
Note: Satisfactory Performance shall only be given to candidate who demonstrated successfully all the competencies
identified in the above-named Qualification/Cluster of Units of Competency
Recommendation: For issuance of NC/COC

(Indicate title of COC, if full
For submission of
additional documents
For re-assessment (pls.
specify)
Qualification is not met) Specify: _______________
______________________
Did the candidate overall performance meet the required evidences/standards?

YES NO
OVERALL EVALUATION Competent Not Yet Competent
General Comments [Strengths/Improvements needed]
Candidates signature: Date:
Assessors signature: Date:
Assessment Center Manager

Date:
Signature:

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Revision No. 1 135
Self-Check 1.2.-2
Direction; Identify the forms being used in the assessment. Match the
Column A with Column B. Write the letter of your choice on the space
provided. Please use capital letter only.
Column A Column B
Definition 6.Assessment Forms
_____ 1. It is the consolidated A. Attendance Sheet

assessment decisions on B. Assessment Package
the overall performance
of the candidate. C. Candidate Application Form
_____ 2. It is compose of the D. Competency Assessment
Assessor's Guide, Agreement Form
Competency Assessor's E. Competency Assessment
Script, Candidate's Guide Results Summary
and Rating Sheet-
F. Registry of Workers
_____ 3. Document that must Assessed and Certified
be completed by the
candidate upon
undergoing orientation.
_____ 4. This form will serve as an
evidence that the
candidate i s present
during the actual
conduct of the
assessment.
_____ 5. It is the basis for the
national certification. It
contains the
documentation of the
results of assessment.

NTTA
Revision No. 1 135
Answer Key 1.2-3
1. E
2. B
3. C
4. A
5. F

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Revision No. 1 135
Task Sheet 1.2-1
Preparing Candidates
Performance Objective
Given a candidate, competency assessment agreement, pencil and ball

pen you are to role play on preparing candidate for assessment following the
procedure listed below.
One of the most important phase of conducting assessment is to

prepare the candidate for assessment before the assessor starts to gather
evidences. Remember, as a competency assessor, you must provide a
supportive environment before starting with the assessment activity. You
must ensure that the environment is suitable for the assessment and the
candidates are relaxed and not apprehensive.
Prepare candidate for assessment following the steps listed below
1. Explain the context and purpose of assessment to candidates in line
with the requirements of the relevant Assessment Guidelines.
2. Determine the needs of the candidates to establish any allowable
adjustments in the assessment procedures.
3. Convey information using verbal and non-verbal language to promote
a supportive assessment environment.
4. Explain the legal and ethical responsibilities associated with the
assessment to the candidates in line with the relevant Assessment
Guidelines.
5. Explain the competency standards to be assessed and the evidence to
be collected to the candidate as contained in the assessment
guidelines.

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Revision No. 1 135
Below is a part of the assessors script that can guide you in preparing
the candidate.
Materials/References
Good morning everybody!
My name is (state your name). I am an

accredited competency assessor for
_______________. ( the assessor must wear his/her
ID card as a proof of his/her accreditation)
I would like to acknowledge the presence of

Mr./Ms. ________________, one of the members of
our ___________________________________________
and Mr./Ms. _________________, our
representative from TESDA Provincial Office.
You do not have to worry about their presence.

They are here to oversee the conduct of
competency assessment and to check if the
conduct is in accordance with the prescribed
competency assessment methodology and
procedures. They will not assess you.
Before I start, let me first check the

attendance.
Please present to me your admission slip once
your name is called. ( let the candidates sign on
the attendance sheet, compare signature of
candidates on admission slip against the signature
on the attendance sheet)
I have here with me your accomplished self

assessment guide. This is an indication that Attendance Sheet
you know and can perform all the units of
competency enumerated in this qualification. (
self assessment guide was given to the candidate
by the processing officer of the assessment center)
The competency assessor gives the overview of the

Qualification to be assessed:
Today, I am going to administer competency

assessment for (state the Qualification). It is
the Qualification level with (Enumerate the
Core Units of Competencies . Core Competencies
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Revision No. 1 135
namely:
1. ______________________
2. _______________________
3. ________________________
Relevant Qualification /
units of competency
OR
Relevant National
Assessment and
These ____________________ core units are Certification Arrangements
clustered to form one (1) assessment package
for full Qualification / ----------------------- clustered
units of Competency which is --------------------------------
--------. It covers the following:
Relevant copy of National
Assessment Package for
Full Qualification
Clustered Units of
Competency
( Certificate of
Competency)
The competency assessor orients/briefs the

candidates. Explains the following:
Relevant Copy of
context and purpose of assessment CS/Qualification
qualification/units of competency to be
assessed Copy of National
tasks to be performed and the evidence to be Assessment package for
collected full Qualification
assessment procedures to be undertaken ( National Certificate)
needs of the candidates to be considered

during assessment Clustered Units of
allowable/reasonable adjustments in the Competency
assessment procedure ( Certificate of
(the competency assessor can conduct Competency)
orientation to at least ten (10) candidates)

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Revision No. 1 135
Do you have any questions or clarifications?
If none, I will now distribute the Competency Competency Assessment

Assessment Agreement sheets. Please read the Agreement Sheet
instructions carefully and answer all the
questions outlined in the document.
If you need assistance, I will be more than

willing to assist you.
(The competency assessor explains and guides the

candidates in accomplishing the Competency
Assessment Agreement sheet)
After the candidate is through with accomplishing Accomplished Competency

the Competency Assessment Agreement sheet, you Assessment Agreement
will review the answers and will give feedback to sheet
the candidates.
You now assign a number to the candidates
(candidate #1, candidate # 2, candidate #3) . . . . .
and give instruction that candidate #1 will be the
first to enter the assessment room. The other
candidates will have to wait at the waiting area.

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Revision No. 1 135
Performance Checklist for Preparing Candidate for
Assessment
Trainee's Name __________________________________Date ____________________
During the performance of the task did you consider the following criteria?
Criteria YES No
Did the assessor.
Check the attendance of candidate?
Collect admission slip?
Instruct the candidates to sign the attendance sheet?

Provide overview of the Qualification to be assessed
(national Assessment and Certification Arrangements)?
Instruct the candidates to accomplish the competency
assessment agreement
Orients the candidate on the following:
o Explain the context, purpose and the assessment
process?
o Explain the Qualification or units of competency to
be assessed and the evidence to be collected?
o Outline the assessment procedures to be
undertaken?
o Assessed the needs of the candidates and
determine any allowable adjustments in the
assessment procedure?
o Seek feedback regarding the candidates
understanding of the Qualification/unit of
competency to be assessed, evidence requirements,
and assessment process?
o Make the necessary announcements just before
the start of the assessment?
o Specify the dos and donts inside the assessment
center?
Comments:

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Revision No. 1 135
Signature over printed name of trainer

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Revision No. 1 135
Learning Outcome 3 Gather evidence
Contents:
Different forms of evidence
Methods of Gathering Evidence
Rules of evidence and dimensions of competency
Evidence gathering process, methods and Tools
Skills in gathering evidence
Application of various assessment method
Assessment packages/tools and Assessment Guidelines
Assessment Rating Sheets
1. Evidence is gathered using assessment methods specified in the
relevant Evidence guide
2. Evidence is gathered and documented in accordance with the
assessment procedures specified in the relevant Assessment
Guidelines.
3. Reasonable adjustments are incorporated in the evidence gathering
procedures, where appropriate in line with the procedures detailed in
the Assessment Guidelines.
4. Evidence is gathered and documented using the relevant assessment
tools
Conditions:
Copy of Evidence Gathering Tools
Supplies and Material
Workplace, tools and equipment
Pencil, Ballpen, Bond Paper
Rating Sheet

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Revision No. 1 135
Methodology:
Lecture
Video presentation
Group discussion
Assessment Method:
Written test
Oral Interview
Direct observation
Demonstration

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Revision No. 1 135
Learning Outcome 3 Gather evidence
Read Information Sheet No. 1.3-1

Different Forms of Evidence

Answer Key No. 1-3-1

Ways of Gathering Evidence


Dimensions of Competency


Rules of Evidence



Your Trainer will check your
Perform Task Sheet No. 1.3-1
performance using the performance
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Revision No. 1 135
Gather Evidence Checklist.
If your performance meets the
criteria set for this activity, you can
move to the next learning outcome

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Revision No. 1 135
Forms of Evidences
After reading this information sheet you must be able to explain the
different forms of evidences.
Evidence is information gathered which, when matched against the

performance criteria, provides proof of competency. Evidence can take
many forms and be gathered from a number of sources.
As noted above, assessment involves collecting evidence. This evidence
may be direct evidence (such as observation of workplace performance),
indirect evidence (such as formal testing) or supplementary' evidence (such
as references from employers). This evidence is used by an assessor to make
a judgement about whether the candidate is competent. It is the
responsibility of the assessor to determine what and how much evidence is
required to make the assessment judgement. Training Regulations provide
guidance on the types of evidence required, and further advice may be
gained through moderation and industry consultation.
Forms of Evidence:
1. Direct Evidence is evidence that can be observed and witnessed by
the assessor. This may include:
Observation of the assessors of the candidate carrying out work
activities.
Oral questioning of the candidate.
Demonstration of specific skills needed to complete the task.
2. Indirect evidence is evidence of the candidatess work that can be
reviewed or examined by the assessor. This may include:
Assessment of finished product
Written test of underpinning knowledge
Review of previous work performed
Testimonials or report from employers, colleagues, clients or
supervisors
Evidence of training

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Method of Gathering Evidence
There are various way of gathering evidence. Among these are:
Multiple observations by the assessors of the candidate carrying
out the work activities
Demonstration of specific skills needed to complete the task
Assessment of technical qualities or finished product
Written test of underpinning knowledge
Oral questioning of candidates
Reference from previous employer

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Self-Check 1.3-1
Direction: Grouped the given scenario below, identify what forms of
evidences are being describe. Write the number of corresponds the
statement. Write your answers on the space provided.
1. Assessed/evaluate the finished product
2. Training Certificates & certificate of employment
3. Ask the candidates several questions after a demonstration
4. Feedback from employers, colleagues, clients, etc.
5. Observing the candidate while doing the required tasks.
Direct Evidence Indirect Evidence

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Revision No. 1 135
Answer Key 1.3-1
Direct Evidence Indirect Evidence

3 1
5 2
4

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Revision No. 1 135
Information Sheet No. 1.3.2
After reading this information you must be able to explain the
different ways of gathering evidence.
After knowing the forms of evidences, you will be introduced to the

different ways of gathering evidences. This lesson will equip you with the
different ways of gathering evidences and will give the tips on how to use
this evidences.

Observation
Observation is a key form of evidence gathering in the actual
workplace. When the picture of competence is developed within a
workplace context it is easy to find opportunities for observing work
performance. However, there are situations in which it might not be
possible or it may be inappropriate to use observation. For example:
work activities that occur irregularly, take place over an
extended period of time or are difficult to observe (this may
include work activities such as dealing with an emergency
situation, planning a process or managing a team task)
work activities that involve issues of privacy and confidentiality,
such as counselling, providing feedback to team members on
work performance or dealing with confidential or private client
information
situations where it may be culturally inappropriate to observe
the activity
In these situations alternative forms of evidence will be required,
such as structured activities, third party feedback.
Observation should aim to collect evidence of all components of
competency, including key competencies, dimensions of competency,
safety and quality.
When conducting an observation, the assessor should:
use observation as an opportunity to observe practical skills as
well as attitudes, underpinning knowledge, key competencies
and dimensions of competency
include a range of work activities

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supplement observation with questioning or an interview, to
draw out the way in which underpinning knowledge, key
competencies and the dimensions of competency are being
applied in practice
consider other forms of supporting evidence which show how
the candidate has prepared or planned for the task
remember that the candidate might feel nervous while being
observed
use a checklist to record that the candidate has performed all
required tasks.
Demonstration
For logistical reasons such as safety, expense or time, it is not
always possible for assessors to observe a process during real work time.
Therefore, it may be necessary for the candidate to demonstrate the
process at another time or location. For example, it may not be possible
for the candidate to demonstrate machine shutdown procedures during
normal work hours. So the assessor may ask the candidate to
demonstrate this skill out of working hours or at another site, such as an
Accredited Competency Assessment Center (ACAC), using similar
machinery.
Demonstrations can be used in a wide range of situations, such as:
showing how to use specific functions of a computer package
showing safe lifting procedures for different types of loads
showing how to use an equipment in a range of situations
giving a verbal presentation to a group.
In implementing a demonstration the assessor should:
check that the demonstration complies with the information in
the Training Regulation,
including the elements and performance criteria, range
statement and evidence guide
equipment used is safe and reflects the type of equipment
currently used in the industry
conduct the demonstration at a site which reflects conditions in
the workplace (Accredited Competency Assessment Center)
set realistic expectations, for example, time limits and quality
specifications
use materials and applications that are relevant to the
workplace and the unit of competency

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Third party reporting
There are some situations in which workplace evidence is required
but it is not possible for the assessor to directly observe the candidate at
work. For example, the work activities may be at a remote location,
involve issues of privacy or confidentiality, only occur rarely or may be
conducted at a location where safety is compromised if another person is
present.
Situations in which an assessor may not be able to observe the
candidate include:
while it may be possible to see a security guard carry out the
mechanical operations required to use a gun, it is unlikely that
the assessor will be able to observe the officer using the weapon
appropriately in real life situations
in some situations assessments have to be carried out in
distance mode because it is not possible for the assessor to visit
the workplace to observe the candidate.
In each of these situations, the evidence will need to be collected by
an observer or a third party, who may be the security officer or the work
supervisor.
The assessor should select the best person to observe the
candidate and prepare materials which help the observer to provide
relevant feedback on the candidates performance that is directly related
to the relevant unit(s) of competency.
It is important to remember that the assessment decision is made
by the assessor, not the third party observer.
Questioning
Questioning is an evidence gathering technique that is widely
used in competency based assessment. Questions may be asked
orally or in a written format. Answers to questions
provide evidence of underpinning knowledge, application of
skills and the capacity of the candidate to transfer knowledge
and skill to different contexts.
Questioning may be used to determine:
why the candidate does particular activities or tasks at work
the candidates responsibilities at work
the candidates understanding of legislative and safety
requirements that impact on activities or tasks at work
the candidates understanding of workplace procedures
whether the candidate is able to transfer skills to other contexts
and situations
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what the candidate would do if something different or unusual
happened or if something went wrong.
Oral questioning
Oral questioning involves the assessor asking the candidate a
number of questions about real, simulated or hypothetical
situations. The questions may be preset. Alternatively, assessors
may develop their own set of questions to suit the context of the
assessment and the requirements of the competency standard.
Oral questioning complements real time/real work observations
and structured activities as it provides a means of probing the
candidates understanding of the work. Oral questioning: is a
valuable tool for collecting evidence of underpinning knowledge
and its application across a wide range of contexts
can be used where written questioning might not be appropriate
due to literacy and language problems (in particular, to confirm
the candidates understanding of the question and to probe for
further information if the candidates response is not sufficient)
can be standardised to enhance validity and reliability
provides immediate information about the candidates
knowledge and understanding to assist in determining what
other evidence may need to be collected.
Although questioning is a valuable tool for collecting evidence,
assessors need to be aware that the correct questioning techniques need
to be used to avoid asking leading questions, mistakenly answering
questions or giving clues to the required responses. Assessors also need
to be aware that some candidates may not be able to visualise or
conceptualise hypothetical situations and that questioning may favour
those with good communication skills. To ensure that oral questioning is
effective, the questions need to be well planned and structured. The
following tips will provide assessors with guidelines for structuring and
asking questions.
Hints for effective questioning
The assessor should:
keep questions short and focused on one key concept
ensure that questions are formal and structured
test the questions to check that they are not ambiguous
use open-ended questions such as what if? and why?,
rather than closed questions
keep questions clear and straightforward and ask one at a time
link the questions to work experience
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use words that the candidate will understand
look at the candidate when asking questions
ensure that the candidate understands the questions
ask the candidate to clarify an answer if the assessor does not
understand the response
confirm the response by saying the answer back in the
candidates own words
document responses on a checklist or recording sheet
time questions so that the candidate is not interrupted while
carrying out a task that requires full concentration
encourage a conversational approach when appropriate, to put
the candidate at ease and also to make the questioning flow
with the task
use questions or statements as prompts for keeping focused on
the purpose of the questions and the kind of evidence being
collected
keep questions flexible and adjust language to a suitable level
listen carefully to the answers for opportunities to find
unexpected evidence
follow up responses with further questions, if useful, to draw
out more evidence or to make links between knowledge areas
make up a list of acceptable responses to ensure reliability of
assessments
Recording responses
It is important for the assessor to have a record of the questions
asked and an indication of the suitability of the responses given by the
candidate. If the candidates response is insufficient the assessor should
record why on the recording sheet or checklist. This provides information
that can be used later, if necessary, to explain to the candidate where
skills and/or underpinning knowledge need to be developed to achieve
the required competence.
Written test
Written test can be useful for assessing underpinning knowledge
and for supplementing evidence gathered through real time/real work
and structured activities.
Written test can be asked under test situations or as part of a
structured activity.

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Assessing written questions
An assessment guide, containing acceptable responses to
questions, should be developed for all written test given to the candidate,
whether the questions are set under test conditions or not. It is good
practice to write the expected response(s) to a question as the question is
being written. Developing responses to questions helps to ensure that the
answers are assessed objectively and consistently, increasing the
reliability and validity of the assessment.
Portfolios
What is a portfolio?
A portfolio contains individual pieces of evidence demonstrating
work outputs that have been collected by the candidate. The items are
usually produced over a period of time and come from different sources.
A well-constructed portfolio incorporates a selection of evidence that is
clearly benchmarked against the relevant unit(s) of competency and
indicates consistent performance of work activities in accordance with
workplace standards.
As indicated below, portfolios may be organised and presented in a
variety of forms:
Portfolio evidence
Portfolios can include a wide variety of evidence. In many cases
evidence will come from the candidates day to day work. However, the
portfolio can also include evidence from other work situations, previously
certificated learning and other activities such as recreational pursuits.
This evidence may derive from either current performance or past
achievements.
The evidence presented in a portfolio must be valid. That is, it must
relate to the elements, performance criteria, range statement and
evidence guide of the relevant unit(s) of competency. It must be sufficient
and current, demonstrating that the candidate is competent across the
full range of activities described in the relevant unit(s).
Portfolio materials
Form of evidence Application

Transcripts of Provides evidence of prior education or training
records, completed on or off-the-job.
certificates
Assessment Provides evidence of on-the-job performance,
feedback or observers comments and future action as a result
completed of assessment.
checklists
Written Provides evidence of the candidates job

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statements or performance, responsibilities, achievements and
references skills levels.
Job descriptions Provides evidence of prior work experience
Work journals Provides evidence of tasks, activities or other
achievements accomplished by the candidate in
the course of days or weeks at the workplace or in
a community/volunteer role.
Work samples, for Provides evidence of the candidates ability to do
example part or whole of work tasks or processes
reports, letters,
designs
Finished Provides evidence of candidates ability to produce
products, for a product
example or service.
tools completed
Product Provides evidence that the candidate is aware of
descriptions or the inputs,
specifications outputs or standards required to produce a
product or provide
a service.
Statutory Provides evidence that work samples are the
declarations candidates own work.
Portfolios may contain both direct and indirect evidence. A portfolio

may include work samples produced by the candidate, performance
evidence such as photographs and video tapes and reports describing
what the candidate has been observed doing in the past. It may also
contain written evidence describing what the candidate would do in
response to emergencies, breakdowns or other contingencies (supplied by
the candidate).
There are no set rules about the proportion of direct evidence to
indirect evidence in a portfolio. The importance attached to any given
item of evidence varies according to its context, age and whether or not it
is supported by other evidence.
Evaluating a portfolio
The provision of workplace documents, work samples and other
records in a portfolio does not mean that the candidate is competent.
This is the responsibility of the assessor. In evaluating a portfolio the
assessor should:
seek verification of the role of the candidate from others who
have witnessed the events documented
interpret the currency of the material and the way that the
candidate applies the skills in the present context

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obtain explanations of the material from the candidate to clarify
the context and relevance to the unit(s) of competency involved
(this may be achieved by interviewing the candidate)
evaluate the contents of the portfolio using a holistic approach
(rather than taking an atomistic approach by checking each
item in the portfolio against the unit requirements, assessors
should consider evidence as a whole or in large integrated
pieces. The benefits of this approach are that it is less time-
consuming and allows assessors to concentrate on those areas
where there are perceived gaps in the evidence).

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Self-Check 1.3-2
Multiple Choice
Direction: Read the following statement carefully. Choose the best answer
from the given options. Write the letter of your choice on the space provided.
Please use capital letter only.
______1. A way of gathering evidences which is useful for assessing

underpinning knowledge and for supplementing evidence gathered
through real time/real work and structured activities.
A. Demonstration
B. Portfolio
C. Questioning
D. Written test
______2. An evidence that may include work samples produced by the

candidate, performance evidence such as photographs and video
tapes and reports.
A. Demonstration
B. Observation
C. Portfolio
D. Written test
______3. This evidence gathering technique provide evidence of underpinning

knowledge, application of skills and the capacity of the candidate to
transfer knowledge and skill to different contexts.
A. Demonstration
B. Portfolio
C. Questioning
D. Written test

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______4. A key form of gathering evidence that can be use as an opportunity
to observe practical skills as well as attitudes, underpinning
knowledge, key competencies and dimensions of competency.
A. Demonstration
B. Observation
C. Third party report
D. Written test
______5. A way of gathering evidences wherein the assessor should select the
best person to observe the candidate and prepare materials which
help the observer to provide relevant feedback on the candidates
performance that is directly related to the relevant unit(s) of
competency.
A. Demonstration
B. Observation
C. Third party report
D. Written test

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Answer Key 1.3-2
1. D
2. C
3. C
4. B
5. C

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Dimensions of Competency
dimensions of competency.
Dimensions of competency must be taken into account when an

assessor is gathering evidence of a candidate's competency for a unit,
and assessment should be designed to address these accordingly.
Case studies, questions, simulated work events, and "what if
scenarios are useful strategies for assessors to use to assist candidates to
acquire and demonstrate these capabilities.
Working with the dimensions of competency highlights some
critical points for assessors:
It's important to know what's inside a unit of competency -more
than just the performance criteria.
Having a good understanding of what the work involves also
helps an assessor interpret the unit of competency.
Watching a person use their skills is not enough. It's critical for
assessors to ask questions that explore the candidate's
knowledge of the job and their ability to solve problems.
Incorporate and assess dimensions of competency

Effective workplace performance requires not only isolated
technical skills, but the knowledge and attitudes lo apply those skills in
routine and non-routine situations. People are considered to be
competent when they are able to apply their knowledge and skills to
successfully complete work activities in a range of situations and
environments.

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The four dimensions of competency are:
task skills this involves undertaking a specific workplace
task[s].
Assessor needs to collect evidence that the candidate can do the
individual actions as well as the whole task.
Example: Data are entered into the computer using appropriate
application in accordance with company procedure.
task management skills this involves managing a number of
different tasks to complete a whole work activity.
Assessor gather evidence that the candidates can provide
evidence that they can work efficiently to meet deadlines, handle
a sequence of interrelated tasks and progress smoothly between
tasks.
Example: Following presentation feedback on product design is
obtained from the appropriate personnel. Any modifications are
identified and incorporated into the final design.
contingency management skills this involves responding to
problems and irregularities when undertaking a work activity.
This may involve dealing with:
breakdowns
changes in routine
unexpected or a typical results or outcomes
difficult or dissatisfied clients
Assessor needs to collect evidences that the candidates can
respond to problems and irregularities while performing a work
activity.
Example: Notification of shift availability, or non attendance for
shift, is given without undue delay and according to store policies
and procedures.
job/role environment skills this involves dealing with the
responsibilities and expectations of the work environment when
undertaking a work activity.
Assessor must collect evidences that the candidate can;
work with others
interact with clients and suppliers
comply with standards operating procedures
observe enterprise policy and procedures.
Example: Reports are prepared/ completed according to
company requirements.
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Self-Check 1.3-3
Direction: With the given criteria below, identify what type of Dimension of
Competency is measured. Match the Column A with Column B. Write the letter of
your choice on the space provided. Please use capital letter only.
Column A Column B
Criteria Dimension of Competency
_____ 1. Faulty wine is replaced with A. Contingency Management

new one should the guest Skills
disapproved its taste.
B. Critical Skills
_____ 2. Report on testing procedure,
C. Job/Role Environment
including faults and repair is
Skills
completed in line with SOPs.
D. Task Skills
_____ 3. Fruits are picked using
picking poles. E. Task Management Skills
_____ 4. Tools with wear and
corrosions are segregated
and treated according to
maintenance plan and
procedures.
_____ 5. Boars are trained to mount
sows/dummy

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Answer Key 1.3-3
1. A
2. C
3. D
4. E
5. D

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Rules of Evidence
rules of evidence.
After you gather evidences, there is a need to make an assessment

decision and one of the thing you have to consider in making your decision
is the rules of evidence.
When evaluating evidence in order to make a decision of competence,
the assessor must ensure that the evidence provided satisfies the Rules of
Evidence.
They are the rules by which an assessor justifies his/her assessment
decision. Each piece of evidence must be valid, authentic and current to be
considered acceptable evidence. There must also be sufficient evidence
overall, to allow an assessor to make a judgement of competence. (Linked to
the sufficiency rule is a requirement, that the assessor must be confident
that the candidate can perform the competency consistently.
Valid
To ensure evidence is valid, you as the assessor must be confident
that each piece of evidence collected:
demonstrates relevant outcomes and performance requirements
of the Unit of Competency
covers the relevant breadth and depth of the Unit of
Competency (including knowledge and skills, dimensions of
competency, evidence guide etc)
reflects current industry- standards
Authentic
Authenticity relates to ensuring that each piece of evidence is
from the candidate and not another person - that the assessor is
confident that it is the candidates own work.
Where a judgement relies on indirect or supplementary forms of
evidence or the direct evidence is not directly observable, other
complementary evidence may be needed to support authenticity-
Procedures can be established to support the authenticity of

evidence which include'.
observation of work in progress

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submission of training records
third party verification
Current
Currency relates to the age of the evidence presented by a
candidate to demonstrate that they are still competent. Competency
requires each piece of evidence provided must:
reflect the candidates current knowledge and/or skills in the
relevant aspect of work
establish that the candidate can meet the requirements of the
current version of the relevant Unit/s of Competency and
industry standards
Sufficient
Sufficiency relates to the quality and quantity of evidence assessed.
It requires collection of enough appropriate evidence to ensure that all
aspects of competency have been satisfied.
Applying the sufficiency rule to evidence means that the
combination of all evidence provided must;
demonstrate the outcomes and performance requirements of the
Unit of Competency
cover the breadth and depth of the Unit of Competency
(including knowledge and skills, dimensions of competency,
range of variables, evidence guide etc)
allow the assessor to be confident that the candidate can
perform the competency consistently
Consistent
Does the evidence :
show that the candidate consistently meets the standards under
workplace conditions rather than showing a one - off
demonstration of the standards?
Incorporate multiple items of evidence?
Recent
Recency relates to the age of evidence in relationship to current
version of the relevant unit of competency.

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Self-Check 1.3-4
Direction; Read the following questions carefully. Identify the rules uf
evidence being observed. Choose the best answer from the given options.
Write the letter of your choice on the space provided. Please use capital
letter only.
______1. Is the evidence related to the current version of the standards?
A. Authentic
B. Current
C. Sufficient
D. Valid
______2. Is the evidence less than five years old?

A. Consistent
B. Current
C. Recent
D. Sufficient
______3. Does the evidence cover the full range of the elements and
performance criteria?
A. Authentic
B. Current
C. Sufficient
D. Valid
______4. Does the evidence incorporate multiple items of evidence?

A. Consistent
B. Recent
C. Sufficient
D. Valid

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______5. Is the evidence of the candidate's own work or contribution?
A. Authentic
B. Consistent
C. Recent
D. Sufficient

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Answer Key 1.3-4
1. D
2. C
3. C
4. A
5. A

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Learning Objectives
After reading this information sheet you must be able to identify the
different evidence gathering tools.

Observation checklist
An observation checklist is useful when observing performance in
both real-work situations or in simulated environments where candidates
are able to demonstrate skills, application of workplace procedures,
including OHS.
An observation checklist enables the assessor to observe in a
focused way, to take structured notes that can be referred to when
making the assessment decision, to provide informed feedback to
candidates, and to enhance the objectivity of the assessment decision.
Observation is not appropriate for ...
activities that occur irregularly, take place over an extended
period of time or are difficult to observe
activities that require privacy and confidentiality
situations where it may be culturally inappropriate to observe
the activity
situations where workplace safety may be compromised.

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Sample observation checklist with questioning
DEMONSTRATION
Candidate name:
Assessor name:
Project-Based Assessment:
Qualification:
Date of assessment:
Time of assessment:
Instructions for demonstration
Given the necessary materials, tools and equipment, the candidate must be able
--------------------------------------------------------------------------------------------------------------in
______ hours.
Materials and equipment

(Please refer to the CS)
OBSERVATION to show if evidence is

demonstrated
During the demonstration of skills, did the
Yes No N/A
candidate:

The candidates demonstration was:

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QUESTIONS
Satisfactory
Questions to probe the candidates underpinning knowledge response
Extension/Reflection Questions Yes No

1.
2.
3.
4.
Safety Questions
5.
6.
7.
8.
Contingency Questions
9.
10.
11.
12.
Infrequent Events
13.
14.
15.
16.
Rules and Regulations
17.
18.
19.
20.
The candidates underpinning knowledge Satisfactory Not
was: Satisfactory

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Feedback to candidate
General comments [Strengths / Improvements needed]
Candidate signature: Date:
Assessor signature: Date:
Questioning
Asking questions is a widely used teaching, learning and
assessment technique. Tools that you might develop to support this
methodology include:
oral questioning
written questions
interviews
questionnaires
Oral questioning is a common assessment technique, which is
used in a number of situations. It does not involve a large investment of
time, and responses lo oral questions provide useful evidence of:
a candidate's technical knowledge
their understanding of workplace procedures, legislation and
safety requirements.
Questioning allows you to probe to obtain clarification,
confirmation or supplementation when needed. For example, responses
to "what would you do if..." questions are effective ways of determining
whether a candidate is able lo deal effectively with contingencies (an
important dimension of competency) and to anticipate and pre-empt
problems that may arise out of the work process.
Oral questioning may also be a reasonable way to accommodate a
candidate's need for consideration of their language and literacy skill
levels. Remember that the assessment should not demand higher
literacy, language or communication skills than those required for the job
itself.
Questioning is appropriate for .,.
Times when observation cannot be used
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Verifying observations
Underpinning knowledge
Dimensions of competency
Third party Report

Third party evidence is evidence gathered from workplace
supervisors, peers and others to support an assessment decision. An
assessor cannot always observe a candidate over a period of time and
some competencies are difficult to assess by observation alone. Therefore
gathering third party evidence can be an essential part of the assessment
process.
Portfolio
A portfolio is a collection of materials prepared by a candidate to
demonstrate their knowledge, skills and understanding. It has often been
used as a tool for candidates seeking RPL. New streamlined approaches
to RPL encourage assessment methods that reduce the previous reliance
on paper-based evidence and provide opportunity for candidates to
gather evidence of their competency in a range of ways that better match
the requirements of the unit/units.
Increasingly, methods that are being used to gather evidence for
RPL mirror assessment methods that are used in a training program.
These include self-assessment, interview processes and/or direct
observation either on the job in the workplace, or in a simulated
environment.
If you elect to use portfolios, as part of the evidence on which you
base your assessment judgement, your guidelines for candidates need to
leave no doubt as to the intended purpose and expected composition of
the portfolio." Portfolios can be time-consuming to compile and to assess,
so if you elect to use this methodology, you need to exercise care in
developing precise guidelines.

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Sample Portfolio Record Sheet
PORTFOLIO RECORD SHEET
Candidate name:
Assessor name:
Competency Standards:
Unit of Competency:
Item number
Type of evidence
[insert information in the column]
The evidence shows that I
I declare that all evidence presented is my own work and accurately represents my abilities.

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PORTFOLIO EVALUATION FORM
Candidate name:
Assessor name:
Competency Standards:
Unit of Competency:
The evidence provided by the candidate is:
Valid authentic sufficient current
The contents of the portfolio provided satisfactory evidence that the candidate [tick the Item
box]: no[s]


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For each of the evidence gathering methods there is a
corresponding evidence gathering tools such as:
Evidence Gathering Methods Evidence Gathering Tools
Written test Multiple Choice, Matching type,

True or False
Oral Questioning Checklist
Observation Observation checklist
Demonstration Demonstration Checklist
Portfolio Portfolio assessment checklist

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Self-Check 1.3-5
Direction: Complete the table, identify the evidence gathering method and
tools applicable in the given scenarios.
Scenario Evidence Evidence

Gathering Gathering
Method Tools
1. The candidate is inside the

room sitting in the chair,
holding his pen and after a
few seconds write down his
answer in the provided
answer sheet.
2. The candidate is beside a

desktop, he is showing the
different parts of a desktop.
He is using some hand and
body gestures to show how to
use the equipment.
3. The assessor is checking the

training certificate,
employment certificate that the
candidate has submitted. The
assessor ensure that the
documents were obtained
within 5 years.
4. After the simulation, the

assessor ask the candidate
some questions for
clarification.
5. The trainee was sent to an

institution for training, and
for the trainee to experience
the real situation in a
workplace

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Answer Key 1.3-5
Scenario Evidence Evidence

Gathering Gathering
Method Tools
1. The candidate is inside the Writtent Test Multiple choice,

room sitting in the chair, Matching type,
holding his pen and after a True or False,
few seconds write down his etc.
answer in the provided
answer sheet.
2. The candidate is beside a Demonstration Demonstration

desktop, he is showing the checklist
different parts of a desktop.
He is using some hand and
body gestures to show how to
use the equipment.
3. The assessor is checking the Portfolio Portfolio

training certificate, Assessment
employment certificate that Checklist
the candidate has submitted.
The assessor ensure that the
documents were obtained
within 5 years.
4. After the simulation, the Oral Questioning Checklist

assessor ask the candidate
some questions for
clarification.
5. The trainee was sent to an On-the-job On-the-job

institution for training, and observation observation
for the trainee to experience checklist
the real situation in a
workplace

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Task Sheet 1.3-1
Gathering Evidences
Given a candidate, a copy of the evidence gathering tools, rating
sheet and a wriing tools, you are to role play how to gather evidence
following the listed steps.
Gather evidences following the steps listed below

Gather evidences in compatibility to the elements, performance
criteria, range of variables and evidence guide in the relevant
units of competency.
Gather evidences in terms of validity, consistency, currency,
recency, authenticity and sufficiency
Gather evidences in terms of the four dimensions of
competency.
Gather other evidences to support other evidences

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Performance Checklist for Gathering Assessment Evidence
Trainee's Name ____________________________________ Date _______________
During the gathering of assessment evidences did the you consider the listed
criteria
Criteria YES NO
Evidences are gathered in terms of validity,

consistency, currency, recency, authenticity and
sufficiency
Evidences are gathered in terms of the four dimensions

of competency.
Evidences are gathered in compatibility to the

elements, performance criteria, range of variables and
evidence guide in the relevant units of competency.
Evidences are gathered to support other evidences
Provide the candidates with complete materials, tools and

equipment required to complete the task?
Administer the assessment in accordance with competency-

based assessment methodology?
Give specific instructions to the candidate clearly and

slowly?
Observe carefully the specified time limits provided in the

assessment package
Translate written and verbal instructions from English into

local dialects as needed?
Allow the candidate to raise questions before the start of the

assessment?

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Stay at the assessment area during the entire duration of
the assessment activity?
Stop the candidate accident is imminent?
Record details of evidence collected and make judgement

about the candidates competence based on collected
evidence?
Comments:

NTTA
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Learning Outcome 4 Make the assessment decision
Contents:
Rules of Evidence
Dimensions of competency and Assessment Guidelines
Evaluation of Evidence
Rating Sheets
Skills in making assessment decision
1. The evidence is evaluated in terms of the rules of evidence
2. The evidence is evaluated according to the dimensions of
competency
3. The assessment decision is made based on evaluation of the
evidence and the requirement of relevant unit(s) of competency.
Conditions:
Trainees must be provided with following:
Copy of Evidence Gathering Tools
Rating Sheet
Supplies and Material
Pencil, Ballpen, Bond Paper
Assessment Method:
Written test
Interview
Direct observation

NTTA
Revision No. 1 135
Learning Experiences
Learning Outcome 4 Make the Assessment Decision

Evaluation of Evidence


Skills in Making Assessment
Decision

Perform Task Sheet 1.4-1: Making

Assessment Decision
Check your performance using the Let your trainer observe your
Performance Checklist performance. If you satisfactory meet
the criteria for this activity, you can
move to the next learning outcome.

NTTA
Revision No. 1 135
Evaluation of Evidences
Learning Objective
evaluation of evidence based on the dimensions of competency, rules of
evidence and the requiremnts of the competency/ies in making assessment
decision.
Once the evidence has been collected, it should be compared with the
relevant unit(s) of competency to make the assessment decision. If the
assessment process has been valid, reliable, fair, and flexible and the
evidence meets the rules of evidence, then the decision making should be
straightforward.
It will finally come down to the assessors honest appraisal of the
evidence. Sometimes the candidate has provided all the evidence required
and it matches the requirements for competency but the assessor still feels
unsure. Alternatively, the candidate may seem competent, but has not met
all the requirements for competence specified in the evidence gathering
tools. In this case it may be a case of reviewing the process.
In making assessment decisions, the assessor must consider the
following :
In evaluating the evidence, the assessor should examine each of he
dimensions of competency to ensure all aspects are demonstrated within
the evidence. This involves asking four key questions.
1. Did the candidate demonstrate the appropriate task skills?
Check the evidence to ensure that the candidate carried out the
work tasks according to workplace procedures.
2. Did the candidate demonstrate the appropriate task management
skills?
Check the evidence to ensure the candidate has appropriate
skills in selecting equipment, planning, coordinating, organising
and prioritising.
3. Did the candidate demonstrate the appropriate contingency
management skills?
Check the evidence to ensure that the candidate knows how to
deal with unplanned events, emergencies and breakdowns.
4. Did the candidate demonstrate the appropriate job/role environment
skills?
NTTA
Revision No. 1 135
Check the evidence to ensure that the candidate is aware of
enterprise policies and procedures, functions effectively in the
workplace and contributes to the organizations quality system.
Rules of evidence
The final check is that the evidence meets the rules of evidence.
Assessors need to ensure that the evidence:
1. reflects the skills and knowledge described in the relevant unit(s) of
competency
2. shows application of the skills in the context described in the range
statement
3. indicates that skills and knowledge are applied in real workplace
situations
4. demonstrates competence over a period of time
5. demonstrates repeatable competency
6. is corroborated
7. is the work of the candidate
8. is able to be verified
9. demonstrates the current skills and knowledge of the candidate.
Requirements of the unit of competency
Does the evidence match the requirements of the elements and
performance criteria? Does the evidence address the critical aspects of
competence and the underpinning knowledge and skill requirements of
the units of competence? This involves answering the following questions:
1. Does the candidate show the relevant level of knowledge and skills?
2. Can the candidate apply the appropriate level of problem solving and
information processing skills?
3. Is the candidate able to demonstrate the appropriate level of
responsibility for the candidates own work and that of others?
Corroboration of evidence
Does one piece of evidence support other pieces of evidence and
help to build a 'picture' of competent performance. For example is the
assessor's observation of the candidate supported by a supervisor's
reference, an example of a work product or the candidate's response to
oral questions.

NTTA
Revision No. 1 135
CORROBORATION OF EVIDENCE
OBSERVATION OF
WORK PERFORMANCE
INTERVIEW WITH SKILL TEST TO

EMPLOYER TO CHECK GATHER EVIDENCE ON
CONSISTENT SPECIFIC SKILLS OR
PERFORMANCE APPLICATION
WORK TRAINING CLIENT

SAMPLE RECORD REFERENCE
The above illustration shows the interrelationship of the evidences that can
be gathered from the assessment activity

Date Revised: Issued by: Page
Methodology Level I NTTA
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ALFONSO P. FRANCISCO 135
SELF CHECK 1.4-1
Enumeration; Give the following factors that an assessor is considering in

making a decision.
1. What are the factors considered in making assessment decision?

2. What are the rules of use in evaluating evidences?
3. Enumerate the dimensions of competency.

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ANSWER KEY 1.4-1
1. A. Requirements of the unit of competency

B. Dimension of competency
C.Rules of evidence
D.Corroboration of evidence
2. A. Sufficient
B. Valid
C. Current
D. Authentic
E. Consistent
P. Recent
3. A. Tasks skills
B. Task management skills
C. Contingency management skills
D. Job/role environment skills

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Skills in Making Assessment Decision
Learning Objectives
After reading this information sheet, you must be able to identify

the assessors skills in making assessment decision.
When making your judgment about competency, be clear about the

reasons for reaching your decision. These reasons will form the basis of your
feedback to the candidate.
If you have difficulty making your decision based on evidence that the
candidate has provided, this may be due to the type of evidence you decided
on. If you cannot make a decision about competency you should ask the
candidate to submit further evidence. If after submission you can now make
decision, do so, but recommend for the revision of the assessment activities.
Skills in Making Assessment Decision

After gathering the evidence, the assessor needs to make a judgment
of competence. The assessor must have a good knowledge of observing the
candidate and keep notes of unusual conditions or situation during the
entire conduct of assessment.
1. The assessor must have a good knowledge of how to collect
appropriate evidence and match compatibility to the elements,
performance criteria, range of variables and evidence guide in the
relevant units of competency.
2. The assessor must have a good knowledge of judging the evidence in
terms of the four dimensions of competency - task skills, task
management skills, contingency management skills and job/ role
environment skills.
3. The assessor must have a good knowledge of judging the evidence in
terms of the rules of evidence - task skills, task management skills,
contingency management skills and job/ role environment skills.
4. The assessor must have a good knowledge in analyzing a piece of
evidence to support other pieces of evidence and help to build a
candidates "picture" of competent performance.

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Task Sheet 4.1-1
Making Assessment Decision
Given a candidate, copy of evidence gathering tools, rating sheet,
pencil, bond paper you must make an assessment decision following the
listed criteria below.
After gathering evidences, make assessment decision following the

criteria listed below
1. Analyze evidences in compatibility to the elements, performance
criteria, range of variables and evidence guide in the relevant units
of competency.
2. Judge evidences in terms of validity, consistency, currency, recency,
authenticity and sufficiency
3. Judge evidences in terms of the four dimensions of competency.
4. Analyze other evidences to support other evidences

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Performance Checklist for Making Assessment Decision
Trainee's Name ______________________________________ Date _______________
Criteria YES NO
Evidences are judged in terms of validity,

consistency, currency, recency, authenticity
and sufficiency
Evidences are judged in terms of the four dimensions of

competency
Evidences are analyzed in compatibility to the elements.

performance criteria, range of variables and evidence
guide in the relevant units of competency.
Evidences are analyzed to support other evidences
Comments:

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Learning Outcome 5 Record Assessment Results
Contents:
1. Forms designed for assessment result
2. Skills in recording assessment results
3. Competency assessment result summary (CARS)
4. Registry of workers assessed (RWAC)
1. Assessment results are recorded accurately in accordance with
approved record keeping guidelines of the organization
2. Records of the assessment procedure, evidence collected and
confidentiality of assessment outcomes in maintained according to
the approved policy guidelines of the organization
3. Issuing of certificates is organized in line with approved policy
guidelines of the organization
Conditions:
Trainees must be provided with following;
1. Copy of Assessment Tools/Rating Sheet
2. Competency Assessment Result Summary (CARS)
3. Supplies and Material
4. Pencil, Ballpen, Bond Paper

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Assessment Method:
1. Written test
2. Interview
3. Direct observation
4. Demonstration

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Learning Outcome 5 Record assessment result
Forms Designed for Assessment
Result


Skills in Recording Assessment
Results
Perform Task Sheet No 1.5-1:

Filling-up Competency Assessments
Summary Results
Check your performance using the Let your trainer check your
performance checklist performance using the performance
criteria.
Recording and Reporting Assessment
Results
criteria.

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Forms Designed for Assessment Result
Learning Objectives
After reading this information sheet you must be able to identify the
different forms designed for assessment results.
This information sheet deals with the forms needed to record the
assessment results. After gathering and making assessment decision you
are now to prepare the records of the assessment results.
Why are records important?

The conduct of competency assessment need to keep records for a
number of reasons. These include:
1. requirements of Competency Assessment of TESDA Policy and
Procedure
2. providing statistical information
3. providing copies of outcomes for candidates in case of lost
Competency Assessment Results Summary
4. providing data for review of competency assessment process
Forms for Assessment Results

1. Rating Sheets refers to a document that contains specific questions
or activity (ies) developed from the selected assessment methods and
the conditions under which the assessment evidences are recorded.
2. Competency Assessment Results Summary - refers to the
consolidated assessment decisions made by the competency
assessor which indicates the overall performance of the candidate
during the assessment process
3. Registry of Workers Assessed and Certified (RWAC) - refers to a
record that contains the documentation of the results of assessment
and as a basis for national certification.
4. Attendance Sheet - refers to a record that contains the list of
candidates who are present during the conduct of competency
assessment.

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COMPETENCY ASSESSMENT RESULTS SUMMARY
Candidates Name:
Assessors Name:

Units of Competency

Units of Competency
4.
5.

For submission of
specify)
______________________

YES NO

Date:
Signature:
CANDIDATES COPY (Please present this form when you claim your NC/COC)
COMPETENCY ASSESSMENT RESULTS SUMMARY
Name of Candidate: Date:
Name of Assessment Center: Date:
Assessment Results:
Competent Not Yet Competent

For submission of
specify)
Qualification is not met) Specify:
Assessed by: _____________________________ Attested by: __________________________

Name and Signature Name and Signature
Date: Date:

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Attendance Sheet
Date
Name Signature

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Registry of Workers Assessed

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Self Check 1.5-1
Multiple Choice: Read each statement carefully, select the answer from the
choices listed to identify the forms required for recording. Write your answer
on the space provided before each number.
______1. A form that contains the list of candidates who are present during
the conduct of competency assessment.
A. Attendance sheet
B. Competency Assessment Results Summary
C. Rating Sheet
D. Registry of Workers Assessed and Certified
______2. A form that contains the consolidated assessment decisions made

by the competency assessor which indicates the overall performance
of the candidate during the assessment process.
A. Attendance sheet
C. Rating Sheet
______3. A document that contains specific questions or activity(ies)

developed under which the assessment evidences are recorded.
A. Attendance sheet
C. Rating Sheet

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1. A
2. D
3. C

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Skills in Recording Assessment Results
Learning Objective:
After reading this information sheet you must identify the assessors
skills in recording assessment results.
Assessors Skills in Recording Assessment Results

1. The assessor must have a good understanding of;
the recording and reporting guidelines.
As an assessor you must be well knowledgeable of the recording
guidelines as prescribed by TESDA policy procedure on
competency assessment.
the other requirements of the assessment process (portfolio).

A portfolio requirement is a means of filling the assessment
gaps. A good knowledge of what other evidences to be reported
is must to reinforce other evidences.
filling up the relevant, assessment forms (e.g. assessment

checklist, competency assessment results summary, etc.).
Assessors must be aware of how to fill up assessment forms to
serve its purpose, if not the assessment result might be
jeopardize. If you are not familiar with what to do ask the
assistance of other assessor who are then familiar with the
assessment forms.
the completeness of the assessment records for reporting.

Assessors should be aware of the completeness of its
assessment documents to avoid problems processing the
candidates certification.

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Task Sheet 1.5-1
Filling-up the Competency Assessment Results Summary
(CARS)
Performance Objective:
Given Competency Assessment Results Summary and a writing tool,
you must be able to fill-up the forms correctly following the listed
information or action required.
1
3
2
5
7
6 9
10
8
11
12
13
17
14
15
16
18

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Procedure in filling-up the Competency Assessment Results
Summary (CARS)
It is the task of the competency assessor to ensure the correctness

and completeness of the Competency Assessment Results Summary
(CARS). Simply follow the listed steps below to fill up the CARS.
1. Write completely and legibly the candidates name.

2. Write legibly the assessors name.
3. Write legibly the title of the qualification that had been assessed, eg.;
Electrical Installation and Maintenance NC II
4. Write legibly the name of assessment center where the assessment
took place.
5. Write the date of assessment.
6. List down the unit of competency/ies covered during the assessment.
7. Indicate on this column the candidates performance whether
satisfactory or not satisfactory.
8. Tick this check box if the recommendation is for issuance of National
Certificate (NC) or Certificate of Competency (COC)
9. Tick this check box if the candidate is recommended to submit
additional document and specify the title of the document.
10. Tick this check box if there is a need for the candidate for re-
assessment
11. Tick the YES check box if the candidate performance meets the
required evidences/standard, if not tick the NO check box.
12. Tick the competent check box if the candidates overall evaluation is
competent, for not yet competent tick the not yet competent check
box.
13. Write a general comment for the candidate.
14. Let the candidate affix his/her signature on this area.
15. Affix the assessors signature on this area.
16. Let the ACAC Manager affix his/her signature in this area
17. Write the corresponding date of the assessment.

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Procedural Checklist
Filling-up the Competency Assessment Results Summary
During the performance of the task, did you considered the following
criteria?
Criteria YES NO
1. Write completely and legibly the candidates name.
2. Write legibly the assessors name.
3. Write legibly the title of the qualification that had
been assessed, eg.; Electrical Installation and
Maintenance NC II
4. Write legibly the name of assessment center
where the assessment took place.
5. Write the date of assessment.
6. List down the unit of competency/ies covered
during the assessment.
7. Indicate the candidates performance whether
satisfactory or not satisfactory.
8. Tick check box if the recommendation is for
issuance of National Certificate (NC) or Certificate
of Competency (COC)
9. Tick the check box if the candidate is
recommended to submit additional document and
specify the title of the document.
10. Tick the check box if there is a need for the
candidate for re-assessment.
11. Tick the YES check box if the candidate
performance meets the required
evidences/standard, if not tick the NO check box.
12. Tick the competent check box if the candidates
overall evaluation is competent, for not yet
competent tick the not yet competent check box.
13. Write a general comment for the candidate.
14. Let the candidate affix his/her signature.
15. Affix the assessors signature on this area
16. Let the ACAC Manager affix his/her signature.
17. Write the corresponding date of the assessment
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Comments:

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Task Sheet No 1.5-2
Recording and Reporting Assessment Results
Given a candidate, rating sheets and writing tools, you must record
and report assessment results in accordance to the prescribe TESDA Policy
and Procedure on Competency Assessment.
After learning all the required forms for recording and reporting
competency assessment results, you will be introduced on the step by step
procedure in reporting and recording assessment results.
Procedure in recording and reporting assessment results

Prepare the necessary assessment reports
1. Record the assessment outcome using the prescribed rating
sheet
2. Ensure Rating Sheets are signed by the candidate after
providing feedback
3. Maintain records of the assessment procedures, evidence
collected and assessment outcome
4. Accomplish the Competency Assessment Results Summary
Recommend issuance of national certificate/ certificate
of competency if candidate is found Competent
Recommend re-assessment if candidate is found Not Yet
Competent
5. Submits to CAC Manager assessment reports and
documents including:
Rating Sheets corresponding to the number of copies
issued
Accomplished Attendance Sheet
CARS

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Performance Checklist 1.5-2
Recording and Reporting Assessment Results
criteria?
Criteria YES NO
1. Record the assessment outcome using the
prescribed rating sheet
2. Ensure Rating Sheets are signed by the candidate
after providing feedback
3. Maintain records of the assessment procedures,
evidence collected and assessment outcome
4. Accomplish the Competency Assessment Results
Summary
5. Recommend issuance of national certificate/
certificate of competency if candidate is found
Competent
6. Recommend re-assessment if candidate is found
Not Yet Competent
7. Submits to CAC Manager assessment reports
and documents.
Comments:

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Learning Outcome 6 Provide Feedback to Candidate
Contents:
Constructive Feedback on assessment proceedings

Skills in giving feedbacks
1. Clear and constructive feedback on the assessment decision is given

to the candidate in line with the relevant Assessment Guidelines.
2. Ways of overcoming any gaps in competency are explored with the
candidate.
3. The candidate is advised of available reassessment in line with
organizational policy and procedures
4. Any assessment decision disputed by the candidate is recorded and
reported promptly to appropriate personnel in line with organizational
policy and procedures.
Conditions:
1. Copy of assessment tools
2. Copy rating sheet
3. Competency assessment result summary (CARS)
4. Supplies and material
5. Pencil, ballpen, bond paper

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Assessment Method:
1. Written test
2. Interview
3. Direct observation
4. Demonstration

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Learning Outcome 6 Provide Feedback to Candidate

Constructive Feedback on
Assessment Proceedings

Read Information Sheet No. 1-6-2:

Skills in Giving Feedback

Recording and Reporting Assessment
Results
criteria.

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Information Sheet No.1.6-1
Constructive Feedback on Assessment Proceedings
After reading this information sheet you must be able to explain how
to give constructive feedback to the candidate.
Feedback is process of identifying assessment outcomes and

explaining them to the candidate. It includes describing:
1. Assessment process
2. Assessors techniques
3. Assessment decisions
4. Follow up actions
How to give constructive feedback on assessment proceedings;

1. Ask the candidate to judge how well he or she performed
2. Reinforce positive aspects of the assessment
3. Ask the candidate to suggest areas for improvement
4. Give feedback as soon as possible
Effective feedback should be given as soon as possible. The longer the
delay between the candidates assessment and feedback, the longer they will
they will continue to have some misconceptions. Also, delay reduce the
relationship between candidates performance and the feedback, and the
candidate might not remember what they are thinking during the evaluation
1. Discuss areas for improvement in detail
2. Discuss need for further evidence
3. Inform candidate of your proposal final decision
4. Work out ways in which the gaps from the assessment maybe filled
5. Remind the candidate of the next procedures. E.g. recording
information, signing the assessment forms
6. Ask the how you can improve assessment for other candidates in the
future.

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Tips for feedback on negative assessment
1. Be as positive without raising any false expectations.
2. Be as precise about the gaps in the candidates competence
3. Identify whether any part(s) of the assessment need be repeated and,
if so, which parts.
4. Emphasize and explain the results
5. Suggest further learning or practice to fix the gaps.
6. Arrange further opportunity for candidate to complete assessment
requirements
Assessor must be careful in providing negative feedback on the
performance of the candidate, as much as he could, present negative
feedback in creative way. Avoid the use of words that will lower self-esteem
and confidence of the candidate.

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Self Check 1.6-1
True or False
Direction: Read each statement carefully. Write T if the statement is
correct and F if the stamement is false. Write your answer on the space
provided before each number.
______1. When giving negative feedback you can use words that can lower
self-esteem of the candidate.
______2. Feedback is process of identifying assessment outcomes.
______3. Avoid emphasizing and explaining the results to the candidate
when feedbacking negative assessment.
______4. When giving feedback the assessor must be as positive without
raising any false expectations.
______5. In giving feedback the assessor may ask the candidate to judge how
well he or she performed.

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1. F
2. T
3. F
4. T
5. T

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Information Sheet No.1.6-2
Skills in Giving Feedback
Learning Objective:
After reading this information sheet, you must be able to identify the
assessor skills in giving assessment feedback.
Skills in giving feedback

Assessors must be well versed in providing assessment feedback to
candidate. In order to do this he must have the following skills in giving
assessment feedback.
1. The assessor must be good in providing clear and constructive
feedback on assessment decision.
2. Assessor must have a good understanding of exploring any gaps in
the competency.
3. Assessor must be good in advising candidate reassessment
procedure in line with organizational policy and procedures.
4. Assessor must be good in recording and reporting assessment
decision disputed by the candidate.
5. The assessor must be knowledgeable on the procedure in claiming
COC/NC at TESDA PO/DO.

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Task Sheet No. 1.6-1
Providing Feedback to Candidate
Given a candidate provide feedback to the candidate based on the
assessment results you have prepared on the previous learning outcome.
Now that you have recorded the results of the assessment outcomes,
you will now give the feedback to your candidate. Here is the procedure of
providing feedback.
Provide Feedback on the Assessment

1. Provide feedback on the outcomes of the Assessment process. This
includes providing the candidate with:
clear and constructive feedback on the assessment decision
information on ways of overcoming any identified gaps in
competency revealed by the assessment
the opportunity to discuss the assessment process and outcome
information on reassessment process, when required
procedure in claiming COC/NC at TESDA PO/DO.

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Performance Checklist for Giving Feedback
Trainees Name __________________________________ Date: _________________

criteria?
Criteria YES NO
1. clear and constructive feedback is given to
the candidate using appropriate language
and strategies
2. feedback includes guidance on overcoming
gaps in competency or further goals or
training opportunities if appropriate
3. the candidate is given information on
reassessment opportunities and the appeals
process
4. record and report results of competency
assessment following the prescribe
organizational procedure
5. record and report assessment decision
disputed by the candidate.
6. explain the procedure in claiming NC/COC
at DO/PO

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Job Sheet No. 1.1-1
Conducting Competency Assessment
Performance Criteria:
Given a candidate, assessment venue, assessment package and writing tools

you are to conduct assessment of your qualification, following the procedure
presented in this module.
Procedure:
1. Prepare candidate
2. Gather evidence
3. Make assessment decision
4. Record assessment results
5. Provide feedback to candidates
Your trainer will evaluate your performance using the performance

checklist.

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Performance Checklist
Conducting Competency Assessment
Traineess Name: _____________________________________ Date _____________

criteria?
Criteria YES NO
Check the attendance of candidate?
Collect admission slip?
Instruct the candidates to sign the attendance sheet?
Check self assessment guide?
Provide overview of the Qualification to be assessed
(national Assessment and Certification Arrangements)?
Orients the candidate on the following:
o Explain the context, purpose and the assessment
process?
o Explain the Qualification or units of competency
to be assessed and the evidence to be collected?
o Outline the assessment procedures to be
undertaken?
o Assessed the needs of the candidates and
determine any allowable adjustments in the
assessment procedure?
o Seek feedback regarding the candidates
understanding of the Qualification/unit of
competency to be assessed, evidence
requirements, and assessment process?
o Make the necessary announcements just before
the start of the assessment?
o Specify the dos and donts inside the assessment
center?
o Instruct the candidates to accomplish the
competency assessment agreement
During the assessment

Provide the candidates with complete materials, tools
and equipment required to complete the task?
Administer the assessment in accordance with
competency-based assessment methodology?
Give specific instructions to the candidate clearly and
slowly?

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Observe carefully the specified time limits provided in
the assessment package
Translate written and verbal instructions from English
into local dialects as needed?
Allow the candidate to raise questions before the start of
the assessment?
Stay at the assessment area during the entire duration
of the assessment activity?
Stop the candidate accident is imminent?
Record details of evidence collected and make judgement
about the candidates competence based on collected
evidence?
Post assessment
Provide feedback on the outcome of the assessment
process? This includes providing the candidate with:
o Clear and constructive feedback on the
assessment decision
o Information on ways of overcoming any identified
gaps in competency revealed by assessment
o Information on reassessment process if applicable
Prepare the following assessment reports?

o Record the assessment outcome using the
prescribed rating sheet
o Make sure the report or rating sheets are properly
signed by him and the candidate
o Endorse assessment result/outcomes to the
Assessment center manager
o Prepare recommendations for the issuance of
National Certificate/Certificate of Competency.

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Attachments
Attachment 1. Application Form

2. Attendance Sheet
3. Registry of Workers Assessed and Certified
4. Observation Checklist with Questioning
5. Assessors Script
Attachment No. 1. Assessment Form

Pangasiwaan sa Edukasyong Teknikal at Pagpapaunlad ng Kasanayan
APPLICATION FORM
Picture,
colored
Passport size
White
background
v
Applicants Signature Date
Name of School/Training Center/Company:

Address
Title of Assessment applied for:
Full Qualification COC
1. Client Type
TVET graduate Industry worker SCEP
2. Profile
2.1. Name:
Last First Middle
2.2. Mailing Address:
Number, Street Barangay District
City Province Region Zip Code

2.3. Mothers Name 2.4. Fathers Name
2.8. Highest Educational
2.5. Sex 2.6. Civil Status 2.7. Contact Number(s) 2.9. Employment Status
Attainment
Male Single Tel: Elementary graduate Casual Probationary
Female Married Cellular: HS graduate Contractual Regular
Window/er e-mail : TVET graduate Job Order Permanent
Separated Fax:: College level If Student Self-employed
Others: College graduate Trainee/OJT
Post graduate Others, pls specify
Others: ___________
2.10. Birth date: 2.11. Birth place: 2.12. Age:
5. Licensure Examination(s) Passed
5.1. 5.2. 5.3. 5.4. 5.5. 5.6.
Title Year Taken Examination Venue Rating Remarks Expiry Date
(For more information, please use separate sheet)
6. Competency Assessment(s) Passed
6.1. 6.2. 6.3 6.4. 6.5. 6.6.

Qualification
Title Level Industry Sector Certificate Number Date of Issuance Expiration Date
(For more information, , please use separate sheet)
ADMISSION SLIP
Name of Applicant: Tel. Number:

PICTURE
(Passport
Assessment Applied for: OR Number & Date: size)
To be accomplished by the Processing Officer

Name of Assessment Center:
Check submitted requirements: Remarks:
Accomplished Self-Assessment Guide Bring own PPE
Three (3) pieces colored passport size pictures Others. Pls. specify
Assessment Date: Assessment Time:
________________________________________ ____________________________________
Printed Name & Signature of Processing Officer Printed Name & Signature of Applicant
Date: Date:
Note: Please bring this Admission Slip on your assessment date.

Attachment No. 2: Attendance Sheet

Date
Name Signature

Attachment No.3: Registry of Workers Assessed and Certified (RWAC)
Attachment No. 4. Competency Assessment Result (CARS)
Competency Assessment Result Summary
Candidates Name:
Assessors Name:

Units of Competency

Units of Competency
6.
7.
8.

For submission of
specify)
______________________

YES NO

Date:
Signature:
Attachment No. 4: Sample observation checklist with questioning
DEMONSTRATION
Candidate name:
Assessor name:
Project-Based Assessment:
Qualification:
Date of assessment:
Time of assessment:
Instructions for demonstration
Given the necessary materials, tools and equipment, the candidate must be able
--------------------------------------------------------------------------------------------------------------in
______ hours.
Materials and equipment

(Please refer to the CS)
OBSERVATION to show if evidence is

demonstrated
During the demonstration of skills, did the
Yes No N/A
candidate:

The candidates demonstration was:
QUESTIONS
Satisfactory
Questions to probe the candidates underpinning knowledge response
Extension/Reflection Questions Yes No

1.
2.
3.
4.
Safety Questions
5.
6.
7.
8.
Contingency Questions
9.
10.
11.
12.
Infrequent Events
13.
14.
15.
16.
Rules and Regulations
17.
18.
19.
20.
The candidates underpinning knowledge Satisfactory Not
was: Satisfactory
Feedback to candidate
General comments [Strengths / Improvements needed]
Assessor signature: Date:

Attachment No.5: Competency Assessors Script
Conduct of Competency Assessment
As a competency assessor, you must provide a supportive environment before starting with
the assessment activity. You must ensure that the environment is suitable for the
assessment and the candidates are relaxed and not apprehensive. As soon as you have
admitted the candidates, say:
Materials/References
Good morning everybody!
My name is (state your name). I am an accredited

competency assessor for _______________. ( the assessor
must wear his/her ID card as a proof of his/her accreditation)
I would like to acknowledge the presence of Mr./Ms.

________________, one of the members of our
___________________________________________
and Mr./Ms. _________________, our representative from
TESDA Provincial Office.
You do not have to worry about their presence. They are here
to oversee the conduct of competency assessment and to
check if the conduct is in accordance with the prescribed
competency assessment methodology and procedures. They
will not assess you.
Before I start, let me first check the attendance.

Please present to me your admission slip once your name is
called. ( let the candidates sign on the attendance sheet,
compare signature of candidates on admission slip against the
signature on the attendance sheet)
I have here with me your accomplished self assessment

guide. This is an indication that you know and can perform
all the units of competency enumerated in this qualification.
( self assessment guide was given to the candidate by the
processing officer of the assessment center)
Attendance Sheet
The competency assessor gives the overview of the
Qualification to be assessed:
Today, I am going to administer competency

assessment for (state the Qualification). It is the
Qualification level with (Enumerate the Core Units of
Competencies . Core Competencies namely:
6. ______________________ Accomplished Self
Assessment Guide Sheet
2. _______________________
3. ________________________
OR
These ____________________ core units are

clustered to form one (1) assessment package for
full Qualification / ----------------------- clustered units of
Competency which is ----------------------------------------.
It covers the following:
Relevant Qualification / units
of competency
Relevant National
Assessment and Certification
Arrangements
Relevant copy of National

Assessment Package for Full
Qualification
Clustered Units of
Competency
( Certificate of Competency)
The competency assessor orients/briefs the candidates.

Explains the following:
Relevant Copy of
context and purpose of assessment CS/Qualification
qualification/units of competency to be assessed
tasks to be performed and the evidence to be Copy of National Assessment
collected package for full Qualification
assessment procedures to be undertaken ( National Certificate)
needs of the candidates to be considered during

assessment Clustered Units of
allowable/reasonable adjustments in the Competency
assessment procedure ( Certificate of Competency)
(the competency assessor can conduct orientation to
at least ten (10) candidates)
Do you have any questions or clarifications?
If none, I will now distribute the Competency Competency Assessment

Assessment Agreement sheets. Please read the Agreement Sheet
instructions carefully and answer all the questions
outlined in the document.
If you need assistance, I will be more than willing to

assist you.
(The competency assessor explains and guides the

candidates in accomplishing the Competency
Assessment Agreement sheet)
After the candidate is through with accomplishing the Accomplished Competency

Competency Assessment Agreement sheet, you will Assessment Agreement sheet
review the answers and will give feedback to the
candidates.
You now assign a number to the candidates
(candidate #1, candidate # 2, candidate #3) . . . . . and
give instruction that candidate #1 will be the first to enter
the assessment room. The other candidates will have to
wait at the waiting area.
Administer the Assessment Relevant Assessment
Package
You now instruct candidate # 1 to enter the
assessment room.( to be followed by candidate #
2 , # 3 etc.)
Provide the candidate with all materials, tools
and equipment required to complete the tasks.
At this point, you give the Specific Instructions to

the candidate clearly and slowly.
Specific Instructions:
1. Using the materials, tools and equipment,

you are required to perform the tasks within
_________hours. I will be observing you Rating Sheets
while you are performing the tasks.
2. After your demonstration, I will ask you some

questions related to your demonstration.
3. You may call me when there is a need for me

to translate or explain items for clarification.
4. After the questioning portion, I will give you

feedback about your performance.
5. Any questions/clarifications? If there are no

more questions, you may start now.
(the assessor sets the stop watch)
Note:
While the candidate performs the activity you must
- remind candidate to observe safety precautions
- stop candidate if accident is imminent
- keep notes of unusual conditions during the
assessment
Provide Feedback on the assessment
Mr./Ms./ Mrs. (state the name of the candidate), you
were
( give the strong points of the candidate followed by
the weak points)
( If the candidate was found to be competent say):
You performed the tasks within the standard
requirements of the Qualification.
Note: Present the rating sheets to the candidate to affix

his signature on the candidates signature portion. This
is a proof that he accepts your assessment decision.
You can get your National Certificate/Certificate of

Competency from the ( state the Provincial Office, the
date ,and the focal person)
Note: Give a copy of the accomplished Competency Rating Sheets

Assessment Results Summary to the candidate (Make
sure that the document is signed by the candidate in the
appropriate space then affix your signature.)
If the candidate was found not competent say:

Mr / Ms / Mrs.(state the name) I am sorry you were not
able to perform within the standard requirements of the
Qualification. You have to review/ practice the activities
related to the competency requirements of the
Qualification further.
You come back after a month for reassessment or when

you feel confident enough that you have acquired the
competence. Dont worry you will only be reassessed on
the part of the activity that you were found to be not yet
competent.
Note: Give a copy of the accomplished Competency

Assessment Results Summary to the candidate (Make
sure that the document is signed by the candidate in the
appropriate space then affix your signature.)
Complete the rating sheets together with other
documents and submit these to the Manager of the
assessment center.
Bibliography
TESDA Policy Procedure: Competency Assessment and Certification,

CACO, 2008.
Training Package Assessment Material Kit, Ratio Pty Ltd, DETYA-
ANTA-VETASSESS, 2001.
Mendenilla, Marjorie G., etal., AM1 Learning Modules, TESDA NCR
and TEVSAPHIL
VALIDATION OF COMPETENCY-BASED LEARNING MATERIALS (CBLMs)
QUESTIONNAIRE
Introduction:
The National TVET Trainers Academy (NTTA) of the Technical Education and Skills
Development Authority (TESDA) is undertaking continuous validation of the herein contained
Competency-Based Learning Materials (CBLMs), through their actual use, for purposes of
improving the CBLMs.
The users of these CBLMs are encouraged to give their valuable comments and
recommendations to meet the given purpose. The patience and diligence of the users in
answering every item of the questionnaire are requested. All responses shall be treated with
confidentiality. As found acceptable, the indicated comments and recommendations would
be considered in the process of improvement of the materials.
Instruction:
The questionnaire is divided into two parts. Part I requires a more detailed and in-
depth analysis of the materials in order to obtain important notes which would greatly
contribute to their improvement. Part II is more general in approach in gathering comments
on the CBLMs.
Please tick the box corresponding to your answer. If you tick NO, please write your
comments, suggestions and observations on the space provided.
Please accomplish the Validation Instrument and submit to your trainer/facilitator at
the end of the training.
Module Title :_______________________________________________________________
Name:____________________________________________________________________
Last First M.I.
Position/Designation:__________________ No. of Years of Experience as Trainer _______
Title of Qualification Earned:___________________________________________________
Educational Attainment:______________________________________________________
Training Institution/ Company__________________________________________________
Address: __________________________________________________________________
Tel/CP Nos. ________________________ E-mail Address: _________________________
Signature:_________________________________ Date:__________________________
PART I
1) COVER PAGE:
Is the Cover Page reflective of the Qualification being addressed by the CBLM?
YES NO
If the answer is NO, please indicate your suggestion/observation.
_________________________________________________________________________
_________________________________________________________________________
_________________________________________________________________________
2) Table of Contents: Does the Table of Contents list in sequential order

YES NO
all the materials in the module?
_______________________________________________________
_______________________________________________________
_______________________________________________________
_______________________________________________________
3) How to use this Competency-Based Learning Materials: Does it give YES NO

clear directions on how to use the CBLMs?
_______________________________________________________
_______________________________________________________
_______________________________________________________
_______________________________________________________
4) List of Competencies: Does it include all the competencies covered by YES NO

the Qualification and highlight the competency being addressed by the
module?
_______________________________________________________
_______________________________________________________
_______________________________________________________
_______________________________________________________
5) Module Content: Does this page include the following items: a) Program/Course
Title; b) Unit of Competency; c) Module Title; d) Introduction; e) Summary of Learning
Outcomes; and Summary of Assessment Criteria?
YES
NO If NO, please specify which part is NOT included in

the Module Content.
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
6) Learning Outcome Summary: Does the content of the Learning Outcome Summary
give you a clear outline of the Contents, Assessment Criteria, Conditions, and
Assessment Methods per Learning Outcome?
YES
NO If NO, please specify which part of the Learning

Outcome Summary is not clear to you and give us
your suggestion.
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
7) Learning Experience: Does this page provide a clear instruction on how to proceed
with the learning activities for a specific Learning Outcome?
YES
NO If NO, please specify which part of the Learning

Experience is not clear and in order.
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
8) Are the Information Sheets readable, easy to understand and address the knowledge
requirements of the specific Learning Outcome?
YES
NO If NO, please specify which Information Sheet is not

an appropriate learning content.
_________________________________________________________________________
_________________________________________________________________________
_________________________________________________________________________
9) Are the Information Sheets sufficient enough to attain the knowledge required in the
assessment criteria of the specific Learning Outcome?
YES
NO If NO, please write the suggested content to attain the required

knowledge in the assessment criteria for the specific LO.
LO1:_____________________________________________________________________
LO2:_____________________________________________________________________
LO3:_____________________________________________________________________
LO4:_____________________________________________________________________
LO5:_____________________________________________________________________
LO6:_____________________________________________________________________
10) Are the directions and test items included in the Self-Checks clear and relevant to
measure the knowledge learned from the Information Sheets?
YES
NO If NO, please specify which Self-Check does

not give clear direction and relevant test
items.
_________________________________________________________________________
_________________________________________________________________________
_________________________________________________________________________
_________________________________________________________________________
11) Are the Task/Operation/Job Sheets in sequential order, easy to understand and lead
to the acquisition of the skills required by the learning outcome/competency?
YES
If NO, please specify which
NO
Task/Operation/Job Sheets are:
a) NOT in sequential order:
______________________________________________________________________
______________________________________________________________________
______________________________________________________________________
b) NOT easy to understand

______________________________________________________________________
______________________________________________________________________
______________________________________________________________________
c) Will NOT lead to the acquisition of skills necessary for the LO/competency
______________________________________________________________________
______________________________________________________________________
______________________________________________________________________
12) Are the Procedural/Performance Criteria Checklists available, sufficient and valid in
reference to Operation/Task/Job Sheets?
YES
If NO, please specify the Procedural/Performance Criteria
NO Checklist which is NOT
a) Available
______________________________________________________________________
______________________________________________________________________
______________________________________________________________________
b) Sufficient
______________________________________________________________________
______________________________________________________________________
______________________________________________________________________
c) Valid
______________________________________________________________________
______________________________________________________________________
______________________________________________________________________
PART II
Checklist of CBLMs
Rate the CBLMs against each of the following criteria. Tick [ / ] the NO or YES
box beside each item to indicate how well the materials meet the given criterion. Write
your comments on the space provided to substantiate your answer.
Yes No Comments
1. The learning materials contain the following

basic components:
a. Clear directions for using the learning

materials;
b. Rationale/Introduction explaining the

purpose and importance of the skill or
knowledge being covered;
c. Statement of learning outcomes;
d. Clear and complete explanation of the

activities to be achieved per learning
outcome;
e. Instructions Sheet/Reference to other

materials containing needed information;
f. Instrument for immediate feedback;
g. Checklist designed to measure trainees

performance
Yes No Comments
2. The learning materials also contain the

following components:
a. Listing of Pre-requisites
b. Definition of Terms
c. Information Sheets
d. Task/Operation Sheets
e. Job Sheets
f. Self-Checks
g. Answer Key
3. The learning materials are either self-

contained or resource-based. The latter
requires the learner to refer to specified
reference materials to deepen the learnings.
4. The learning materials contain various

activities to suit trainees learning style
5. The learning materials provide opportunities

for trainees to interact with others
6. Supplementary enrichment activities are

provided to meet trainees needs and
interests.
Other Comments/Suggestions:
_________________________________________________________________________
_________________________________________________________________________
________________________________________________________________________
_________________________________________________________________________
_________________________________________________________________________
_________________________________________________________________________
_________________________________________________________________________
_________________________________________________________________________
_________________________________________________________________________
_________________________________________________________________________
Thank you for your patience and diligence in answering every item
of the questionnaire, as requested.
- from the NTTA Family -

Director
Dir. F. B. Zurbano
Developers:
Ms. P.V. Lucas Ms. A.P. Panem Mr. N.M. Pascual
Ms. R.C. Agub Ms. K.V. Aguilar Mr. A.P. Francisco Mr. L.A. Ladia
Administrative Support:
Mr. R.M. Mirasol Ms. L.I. De Guzman Mr. J.M. Casas Mr. R.B. Mueden
The Competency-Based Learning Materials contained herein
support the development of the competency Conduct Competency
Assessment, which is one of the competencies of a Technical
Education and Skills Development trainer under the Trainers
Methodology Level I Qualification, in reference to the Philippine TVET
Trainers Qualification Framework.
The PTTQF is the system that establishes the structure and
specifies the competency standards, as bases for certification of TESD
trainers given different roles and qualification levels as follows: TM Level
I: Trainer/Assessor; TM Level II: Training Designer/Developer; TM Level
III: Training Mentor; and TM Level IV: Master Trainer.
The competencies under the TM Level I Qualification include the
following:
Deliver Training Session
Plan Training Sessions;
Facilitate Learning Sessions;
Supervise Work-Based Learning;
Utilize Electronic Media in Facilitating Training;
Maintain Training Facilities; and
Conduct Competency Assessment.

The National TVET Trainers Academy of the Technical Education and Skills Development
Authority leads in training and development of TESD trainers aligned to industry requirements. The
NTTA is highly recognized for its global expertise, state-of-the-art training technologies and
innovative programs and services, whose graduates are sought for employment both local and
overseas.
The NTTA serves the TESD trainers by providing them with continuous and integrated
programs that help them attain the appropriate qualification. By doing this, it helps TESDA
achieves its purpose of providing quality TESD; and drives the Authoritys economic model
through proactively responding to TESD trainers training needs based on industry demands.
Continuously, the NTTA improves its programs to exceed its customers satisfaction level.
Its programs are also explicitly designed such that other than graduates, secondary output training
materials are produced resulting to savings tantamount to materials development cost. In addition,
the NTTA empowers its regional counterparts and manages them to produce multiplier effect to
extend its reach and expand service coverage. Likewise, it constantly provides its counterparts
with technical assistance to standardize training delivery, thus ascertain program quality.
For inquiries, please contact:

The Director, NTTA
Telefax No. (02)655-6577/Tel. No. (02) 655-7065
nttatesda@yahoo.com
Facilitating Learning
Sessions
Printed by:
ISBN 978-971-95388-1-3 000-0000-00-0
April 2012
All rights reserved

These Competency-Based Learning
Materials are properties of the National
TVET Trainers Academy. NTTA encourages
the use of the CBLMs contained herein for
education and training purposes with
appropriate credit given to NTTA.
Duplication and/or use of the CBLMs for
commercial purposes require prior written
approval from NTTA
For further information, please

contact
The Director
Marikina City
Telefax No.: (02)655-6577
Tel. No. : (02)655-7065
Date Developed: Document No.
CBLMs on Trainers
July 2010 Issued by:
Methodology I Date Revised:
Page i of x
March 2012 NTTA
Facilitating Learning Developed by:
Sessions Redilyn C. Agub Revision # 01
HOW TO USE THIS COMPETENCY BASED LEARNING
MATERIALS
Welcome to the module in Facilitating Learning Sessions. This module

contains training materials and activities for you to complete.
The unit of competency "Facilitate Learning Sessions" contains
knowledge, skills and attitudes required for TRAINERS METHODOLOGY
LEVEL I.
You are required to go through a series of learning activities in order
to complete each learning outcome of the module. Information Sheets
consists of learning contents that you need to learn. Each Information sheet
has a learning objective that you need to attain while reading the
Information Sheets. After each Information Sheet is a Self-Check that will
help you test yourself if you have attained the learning objectives.
Task Sheets and Job Sheets are activity sheets that will help you
practice the skills previously discussed in the Information Sheets or
demonstrated by your trainer. A Performance Criteria Checklist is provided
with the Task Sheets and Job Sheets which will allow for self evaluation or
peer evaluation. This Performace Criteria may be used by your trainer to
evaluate your performance. Follow these activities on your own. If you have
questions, dont hesitate to ask your trainer for assistance.
The goal of this course is the development of practical skills. To gain
these skills, you must learn basic concepts and terminology. For the most
part, you'll get this information from the Information Sheets and TESDA
Website, www.tesda.gov.ph
This module was prepared to help you achieve the required
competency, in "Facilitating Learning Sessions".
This will be the source of information for you to acquire knowledge
and skills in this particular competency independently and at your own
pace, with minimum supervision or help from your instructor.
Remember to:
Work through all the information and complete the activities in each
section.
Read information sheets and complete the self-check. Suggested
module.
follows the sheets.
CBLMs on Trainers
Page i of x
March 2012 NTTA
practice, ask your Trainer to evaluate you. The results of your

CBLMs on Trainers
Page ii of x
March 2012 NTTA
TRAINERS METHODOLOGY LEVEL 1
COMPETENCY-BASED LEARNING MATERIALS
1. Plan Training Planning Training Sessions TVT232301

Sessions
2. Facilitate Learning Facilitating Learning TVT232302

Sessions Sessions
3. Supervise Work-Based Supervising Work-Based TVT232303

Learning Learning
4. Conduct Competency Conducting Competency TVT232304

5. Maintain Training Maintain Training Facilities TVT232305

Facilities
6. Utilize Electronic Utilizing Electronic Media in TVT232306

Media in Facilitating Facilitating Training
Training

CBLMs on Trainers
Page iii of x
March 2012 NTTA
Table of Contents
HOW TO USE THIS COMPETENCY BASED LEARNING MATERIAL .............................................................................. i
List of Competencies ..............................................................................................................................................iii
Table of Contents....................................................................................................................................................v
MODULE CONTENT ................................................................................................................................................vi
LEARNING OUTCOME #1 Prepare Training Facilities/Resources ............................................................................. 1

Learning Experiences ............................................................................................................................................. 3
Information Sheet 2.1-1 The Principles of Competency Based Training ........................................................... 4
Self-Check 2.1-1 ........................................................................................................................................... 7
Answer Key 2.1-1......................................................................................................................................... 8
Information Sheet 2.1-2 Characteristics of CBT ............................................................................................... 9
Self-Check 2.1-2 ..........................................................................................................................................12
Answer Key 2.1-2........................................................................................................................................13
Information Sheet 2.1-3 Principles of Adult Learning .....................................................................................14
Self-Check 2.1-3 ..........................................................................................................................................16
Answer Key 2.1-3........................................................................................................................................17
Information Sheet 2.1-4 Delivery Plans ..........................................................................................................18
Self-Check 2.1-4 ..........................................................................................................................................24
Answer Key 2.1-4........................................................................................................................................25
Information Sheet 2.1-5 Learning Stations .....................................................................................................26
Self-Check 2.1-5 ..........................................................................................................................................28
Answer Key 2.1-5........................................................................................................................................29
Information Sheet 2.1-6 Training Activity Matrix ...........................................................................................30
Self-Check 2.1-6 ..........................................................................................................................................33
Answer Key 2.1-6........................................................................................................................................34
Task Sheet 2.1-6 Prepare Training Matrix ......................................................................................................35
Performance Criteria Checklist 2.1-6...........................................................................................................36
LEARNING OUTCOME #2 Conduct Pre-assessment ................................................................................................37

Learning Experiences ............................................................................................................................................38
Information Sheet 2.2-2 Recognition of Prior Learning ..................................................................................39
Self-Check 2.2-1 ..........................................................................................................................................42
Answer Key 2.2-1........................................................................................................................................43
Information Sheet 2.2-2 Pre-assessment ........................................................................................................44
Self-check 2.2-2...........................................................................................................................................49
Answer Key 2.2-2........................................................................................................................................50
Job Sheet 2.2-2 Conduct Pre-assessment........................................................................................................51
LEARNING OUTCOME #3 Facilitate Training Session .............................................................................................54

Learning Experiences ............................................................................................................................................56
Information Sheet 2.3-1 Competency Based Training Delivery .......................................................................58
SELF-CHECK 2.3-1........................................................................................................................................63

CBLMs on Trainers
Page iv of x
March 2012 NTTA
Answer Key 2.3-1........................................................................................................................................64
Job Sheet 2.3-1 Prepare a Demonstration-Performance Method Training Session .........................................65
Information Sheet 2.3-2 Feedback Mechanism ..............................................................................................66
Self-Check 2.3-2 ..........................................................................................................................................73
Answer Key 2.3-2........................................................................................................................................74
Information Sheet 2.3-3 CBT Monitoring Tools...............................................................................................76
Answer Key 2.3-3........................................................................................................................................81
Task Sheet 2.3-3a Prepare Progress Chart......................................................................................................82
Task Sheet 2.3-3b Prepare Achievement Chart...............................................................................................84
Performance Criteria 2.3-3b........................................................................................................................85
Information Sheet 2.3-4 The Competency Based Training Procedures............................................................86
Self-Check 2.3-4 ..........................................................................................................................................91
Self-Check 2.3-4 ..........................................................................................................................................92
Job Sheet 2.3-4 Facilitate Training Session ...................................................................................................93
Information Sheet 2.3-5 Focused Group Discussion ........................................................................................95
Self-Check 2.3-5 ........................................................................................................................................101
Answer Key 2.3-5......................................................................................................................................102
Job Sheet 2.3-5 Focused Group Discussion fo Facilitate Learning Session .....................................................105
Performance Criteria Checklist 2.3-5.........................................................................................................106
LEARNING OUTCOME #4 Conduct Competency Assessment ................................................................................107

Learning Experiences ..........................................................................................................................................108
Information Sheet 2.4-1 Institutional Competency Evaluation .....................................................................109
Job Sheet 2.4-1 Conduct Institutional Competency Evaluation .....................................................................113
Performance Checklist 2.4-1 .....................................................................................................................114
LEARNING OUTCOME #5 Review Delivery of Training Session.............................................................................116

Learning Experiences ..........................................................................................................................................117
Information Sheet 2.5-1 CBT Review and Evaluation....................................................................................118
Self-Check 2.5-1 ........................................................................................................................................123
Answer Key 2.5-1......................................................................................................................................124
Information Sheet 2.5-2 PRE-TEST POST-TEST Analysis ................................................................................125
Self-Check 2.5-2 ........................................................................................................................................136
Answer Key 2.5-2......................................................................................................................................137
Task Sheet 2.5-2 Analyze pre-test/post test results ......................................................................................138
Information Sheet 2.5-3 Training Evaluation Analysis ..................................................................................140
Self-Check 2.5-3 ........................................................................................................................................150
Answer Key 2.5-3......................................................................................................................................151
Job Sheet 2.5-3 Analyze Training Evaluation ................................................................................................152
Information Sheet 2.5-4 Training Session Adjustment..................................................................................154
Self-Check 2.5-4 ........................................................................................................................................155
Answer Key 2.5-4......................................................................................................................................156

CBLMs on Trainers
Page v of x
March 2012 NTTA
MODULE CONTENT
Qualification Title : Trainers Methodology Level I

Unit of Competency : Facilitate Learning Sessions
Module Title : Facilitating Learning Sessions
Introduction
This unit covers the knowledge, skills and attitude required in
facilitating learning session in trainers methodology level I. This module
includes facilitating learning session in the delivery of TM I, such as
preparing the workshop venue and resources needed in facilitating learning
session. This also include the learning on how to conduct effective learning
session.
Learning Outcomes :
Upon completion of this module , you must be able to:

1. Prepare training facilities/resources
2. Conduct pre-assessment
3. Facilitate learning sessions
4. Conduct competency assessment
5. Review training delivery
1. Appropriate training facilities/resources are prepared based on the

session requirement.
2. Learning stations are prepared & set-up according to learning
activities.
3. Tools and equipment are prepared and set-up according to learning
activities
4. Pre-assessment instruments are prepared in accordance with the
number of learners.
5. Contents and procedures of pre-training assessment are
explained according to guidelines.
6. Evidence is gathered using the assessment tools specified in the
evidence plan.
7. Evidences are evaluated and feedback are discussed based on the
CBLMs on Trainers July 2010 Issued by:
Methodology Level I Date Revised
March 2012 NTTA Page vi of viii
Facilitating Training Developed by:
Session Redilyn C. Agub Revision # 01
results of the pre-training assessment.
8. Current competencies and prior learning are determined and
credited.
9. Characteristics and profile of learners are established.
10. CBT delivery system is explained to the learners
11. Appropriate training methods are used based on the level and
characteristics of the learners.
12. Learning session is conducted according to session plan
13. Learners are assisted to achieve session outcomes.
14. Enough opportunities to participate in the session are provided
for the learner
15. Works and learning activities are monitored based on training
plan.
16. Feedback are provided to improve learners competence.
17. Learners records are maintained and stored according to
institutional policy
18. Competency assessment procedures is explained to the learners
according to guidelines
19. Competency assessment tools, materials and equipment are
provided to the learners.
20. Evidences are gathered and documented using relevant
assessment tools
21. Appropriate feedback mechanism is used to inform learner of
his/her progress
22. Assessment results are documented and records are and kept
in according to guidelines
23. Appropriate training session evaluation instruments are used.
24. Interpretations are made on the results of training session
evaluation.
25. Adjustments on training session are made based on the results of
evaluation.

Methodology Level I Date Revised
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Session Redilyn C. Agub Revision # 01
LEARNING OUTCOME #1 PREPARE TRAINING
FACILITIES/RESOURCES
CONTENTS:
1. The Principles of Competency Based Training
2. Characteristics of CBT
3. Principles of Adult Learning
4. Delivery Plans
5. Learning Stations
6. The Training Activity Matrix
1. Appropriate training facilities/resources are prepared based on the
session requirement
2. Learning stations are prepared & set-up according to learning
activities
3. Tools and equipment are prepared and set-up according to learning
activities
CONDITION:
Students/Trainees must be provided with the following:
1. WORKPLACE LOCATION
Computer
LCD
2. TOOLS, ACCESSORIES AND SUPPLIES
White board
CD
Power point Presentation
3. TRAINING MATERIALS
Competency Based Learning Materials
Bond Paper
Competency Standards
Training Regulations
Competency Based Curriculum
Labels
CBLMs on Trainers Date Developed: Document No.

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ASSESSMENT METHOD:
Evaluation of Outputs(Portfolio)
Questioning
Written Test

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Learning Outcome 1
Prepare Training Facilities/Resources
1. Read Information Sheet 2.1-1 on the

Principles of Competency-Based Training
The Competency Facilitate
Learning Sessions deals
2. Answer Self-Check 2.1-1
with the delivery of
Compare answers to Answer Key 2.1-1
Competency-Based Training
3. Read Information Sheet 2.1-2 on the (CBT).
Characteristics of CBT
This Learning Outcome will
4. Answer Self-Check 2.1-2 discuss the preparation of
Compare answers to Answer Key 2.1-2 the workshop, training
resources and the training
5. Read Information Sheet 2.1-3 on the activity matrix which are
Principles of Adult Learning essential in the delivery of
6. Answer Self-Check 2.1-3 CBT.
Compare answers to Answer Key 2.1-3 The Information Sheets
7. Read Information Sheet 2.1-4 on Delivery gives you information on the
Plans training principles in the
CBT delivery.
Compare answers to Answer Key 2.1-4 The Training Activity Matrix
is the output of this LO.
9. Read Information Sheet 2.1-5 on the This matrix should more or
Learning Stations less how CBT will flow in
your workshop. It shall be
10. Answer Self-Check 2.1-5 used as one of your portfolio
Compare answers to Answer Key 2.1-5 for your Institutional
Competency Evaluation for
11. Read Information Sheet 2.1-6 on the Facilitate Learning
Training Activity Matrix Sessions.
Feel free to ask for the
12. Answer Self-Check 2.1-6 guidance of your facilitator
Compare answers to Self-Check 2.1-6 as you undergo the learning
activities outlined for you on
13. Perform Task Sheet 2.1-6 on how to the left column.
prepare the Training Activity Matrix
Evaluate output using the Performance
Criteria Checklist 2.1-6

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The Principles of Competency Based Training
After reading this Information Sheet, you should be able to:
1. enumerate the 10 principle of CBT
2. explain the principles of CBT
Competency Based Training (CBT) is a training delivery approach that

focuses on the competency development of the learner as a result of the
training.
Competency Based Training emphasizes on what the learner can
actually do; focuses on outcomes rather than the learning process within
specified time; is concerned with the attainment and application of
knowledge, skills and attitude to a specific level of competency.
CBT is based on the following basic principles:
1. The training is based on curriculum developed from the
competency standards;
The trainer should be aware that all training activities are done
towards the attainment of the assessment criteria set in the competency
based curriculum.
2. Learning is modular in its structure;
One competency is generally considered as one module. Since learning
is modular in instruction, a trainee should be competent in the module
currently being trained before going to the other competency. Competency
Based Learning Materials are prepared per competency which shall serve as
the main material and guide in training. Information in the attainment of
knowledge and skills are provided for in the CBLM. In case other training
materials such as videos, computer-based learning materials and other
references are needed, the CBLM usually gives direction on how these
materials can be accessed and used.
3. Training delivery is learner-centered and should accommodate
individualized and self-paced learning strategies;
Trainees are treated as individual learners with different
characteristics, learning styles and training needs. The sessions should
therefore provide for varied activities, employing different methods of
training. Considering that trainees are being trained simultaneously on
different competencies, activities should always allow trainees to work
independently or in small groups with minimum supervision. Learning
Materials should provide for self-evaluation or peer evaluation so that

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immediate feedback on the performance of each trainee is sought for in
every learning activity. Answer keys, model answers and performance
criteria checklist are very important tools to attain these objectives.
4. Training is based on work that must be performed;
Training is always based on actual industry practices. Training should
provide for a simulated work environment.
5. Training materials are directly related to the competency
standards and curriculum modules;
The Competency Based Learning Materials used during the training
should conform to the competency based curriculum and the competency
standards. The trainer should always check his session plans and CBLMs
to make sure that all assessment criteria are attained. The Competency
Standards always provide the minimum requirements of the competency. A
trainer should always aim for the attainment of every criteria.
Enhancements are also encouraged.
6. Assessment is based in the collection of evidence of the
performance of work to the industry required standard;
Assessment is done to test whether the trainee is able to perform the
job based on the required criteria in the competency standards. This should
be done before a trainee can advance to another competency. A carefully
prepared Institutional Evaluation Tool should be used to assess the
competency of the trainee. In CBT, grades are the not the basis of his
competency; it is based on the satisfaction of the criteria/evidences which
are collected through an institutional competency evaluation.
7. Training is based both on and off the job components;

Training is done in a simulated work environment (the laboratory)
and/or in an actual work environment such as in training cum production,
enterprise based training, supervised industry training and on-the-job
training.
8. Training program allows for recognition of prior learning(RPL)

or current competencies;
Current competencies acquired through training or work experience
are recognized before training through a validation process so that the
trainer can provide activities that match the learning level of each trainee.
Prior learning is recognized by giving them a Certificate of Achievement for
the competencies acquired previously. Data on other acquired skills should
be carefully recorded to serve as data for planning the training activities of a
particular trainee. A trainee who has prior experiences as a janitor but is
not yet competent in Providing Housekeeping Services to Guest, for
example, may not practice how to use cleaning equipment anymore but
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would concentrate on other activities that would help him satisfy the
assessment criteria of the competency. This would shorten the training
hours of the particular trainee.
9. Training allows for multiple entry and exit;

Trainees do not need to wait for others to be competent before he can
exit either a competency or the qualification. Fast learners may graduate
faster than others.
10. Training programs are registered with the UTPRAS.
All programs should be registered to the Unified TVET Program
Registration and Accreditation System. UTPRAS registratrion assures the
quality of training.
The competency-based TVET system recognizes various types of
delivery modes, both on and off-the job as long as the learning is driven by
the competency standards specified by the industry. The following training
modalities may be adopted when designing training programs:
The dualized mode of training delivery is preferred and
recommended. Thus programs would contain in-school and in-industry
training or fieldwork components. Details can be referred to the Dual
Training System (DTS) Implementing Rules and Regulations.
Modular/self-paced learning is a competency-based training
modality wherein the trainee is allowed to progress at his own pace. The
trainer just facilitates the training delivery.
Peer teaching/mentoring is a training modality wherein fast learners
are given the opportunity to assist the slow learners.
Supervised industry training or on-the-job training is an approach
in training designed to enhance the knowledge and skills of the trainee
through actual experience in the workplace to acquire specific competencies
prescribed in the training regulations.
Distance learning is a formal education process in which majority of
the instruction occurs when the students and instructor are not in the same
place. Distance learning may employ correspondence study, or audio, video
or computer technologies.
Project-based instruction is an authentic instructional model or
strategy in which students plan, implement and evaluate projects that have
real applications.

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Self-Check 2.1-1
TRUE OR FALSE:
Write TRUE if the statement is correct and FALSE if the statement is
not correct.
1. In CBT, the trainer is a facilitator.
2. Competency Based Learning Material is a must in CBT.
3. Supervised Industry Training is a must in CBT.
4. In peer teaching, fast learners are the trainer/facilitator of training.
5. Multiple entry and multiple exit means a trainee can enter a class
in any time he wishes and learns in his own pace.
6. Assessment is always done after every activity.
7. The Job Sheet is a tool used to assess the competency of a trainee.

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Answer Key 2.1-1
1. True
2. True
3. False
4. False
5. False
6. False
7. False

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After reading this INFORMATION SHEET, you should be able to
enumerate and explain the characteristics of CBT.
CBT has distinct characteristics as a delivery approach. These
characteristics make it very appropriate in training skills. Information in
this information sheet will serve as a guide for you when facilitating a
learning session
According to Foyster (1990), Delker (1990) and Norton (1987) there are a
number of characteristics of competency-based programs. Key
characteristics are summarized as follows:
Competencies are carefully selected.

Supporting theory is integrated with skill practice. Essential
knowledge is learned to support the performance of skills.
Detailed training materials are keyed to the competencies to be
achieved and are designed to support the acquisition of knowledge
and skills.
Methods of instruction involve mastery learning, the premise that all
participants can master the required knowledge or skill, provided
sufficient time and appropriate training methods are used.
Participants knowledge and skills are assessed as they enter the
program and those with satisfactory knowledge and skills may bypass
training or competencies already attained.
Learning should be self-paced.
Flexible training approaches including large group methods, small
group activities and individual study are essential components.
A variety of support materials including print, audiovisual and
simulations (models) keyed to the skills being mastered are used.
Satisfactory completion of training is based on achievement of all
specified competencies.

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Implications for Using CBT
In a 1990 study of three operating competency-based programs,

Anthony Watson identified a number of implications for organizations
considering implementing a CBT system:
Organizations must be committed to providing adequate resources

and training materials.
Audiovisual materials need to be directly related to the written
materials.
Training activities need to match the objectives.
Continuous participant interaction and feedback must take place.
Trainers must be trained to conduct competency-based training
courses.
Individuals attending training must be prepared for CBT as this
approach is likely to be very different from their past educational and
training experiences.
Advantages and Limitations of CBT
One of the primary advantages of CBT is that the focus is on the

success of each participant. Watson (1990) states that the competency-
based approach appears especially useful in training situations where
trainees have to attain a small number of specific and job-related
competencies (page 18). Benefits of CBT identified by Norton (1987) include:
Participants will achieve competencies required in the performance of

their jobs.
Participants build confidence as they succeed in mastering specific
competencies.
Participants receive a certificate of achievement for every competency
they have achieved.
Training time is used more efficiently and effectively as the trainer is a
facilitator of learning as opposed to a provider of information.
More training time is devoted to working with participants individually
or in small groups as opposed to presenting lectures.
More training time is devoted to evaluating each participants ability to
perform essential job skills.
While there are a number of advantages of competency-based training,

there also are some potential limitations. Prior to implementing CBT, it is
important to consider these limitations:

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Unless initial training and follow up assistance is provided for the
trainers, there is a tendency to teach as we were taught and CBT
trainers quickly slip back into the role of the traditional teacher.
A CBT course is only as effective as the process used to identify the
competencies. When little or no attention is given to identification of
the essential job skills, then the resulting training course is likely to
be ineffective.
A course may be classified as competency-based, but unless specific
CBT materials and training approaches (e.g., learning guides,
checklists and coaching) are designed to be used as part of a CBT
approach, it is unlikely that the resulting course will be truly
competency-based.

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Self-Check 2.1-2
TRUE OR FALSE:
Write TRUE if the statement is correct and FALSE if the statement is not
correct.
1. In CBT, learning is self-paced.

2. CBT is dependent on the Training Regulations.
3. The availability of training materials limits the efficiency of CBT.
4. Learning activities in CBT is always individualized.
5. The trainer is the provider of information in CBT.

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Answer Key 2.1-2
1. TRUE
2. TRUE
3. TRUE
4. FALSE
5. FALSE

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Principles of Adult Learning
After reading this information sheet, you should be able to enumerate

and explain the principles of adult learning.
Trainees of TVET are generally adults. In planning and delivery of

training therefore, you should consider this principles so that appropriate
activities and materials are prepared and used during the delivery of
training.
Key Characteristics of Adult learner
Adult learners desire that learning be:
relevant;
task-oriented;
participatory (two-way communication);
friendly (controlled stress, positive feedback);
varied (demonstrations, case-studies, role play; not just
lectures); and
built on past experience.
These characteristics are based on the following eight principles of adult

learning (Sullivan et al 1995):
Learning is most productive when the student is ready to learn.

Although motivation is internal, it is up to the trainer to create a
climate that will nurture motivation.
Learning is most effective when it builds on what the student
already knows or has experienced.
Learning is most effective when students are aware of what they
need to learn.
Learning is made easier by using a variety of training methods
and techniques.
Opportunities to practice skills initially in controlled or
simulated situations (e.g., through role play or use of anatomic

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models) are essential for skill acquisition and for development of
skill competency.
Repetition is necessary to become competent or proficient in a
skill.
The more realistic the learning situation, the more effective the
learning.
To be effective, feedback should be immediate, positive and

nonjudgmental
Training delivery is based on different principles of education and

training. As a trainer, should have a clear understanding of these principles
and the characteristics of your trainee so that you can provide activities
most appropriate to them. Integrating these principles of education and
training should make your training more efficeint and most effective.

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Self-Check 2.1-3
TRUE OR FALSE
correct.
1. Repetition is needed when training adults.
2. Demonstration of skill is needed by adults in order to learn skills.
3. Demonstration is the only method appropriate for adult learners.
4. Adult learners do not like feedback coming from the trainer.
5. The trainer in CBT should be a person of authority.

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Answer Key 2.1-3
1. TRUE
2. TRUE
3. FALSE
4. FALSE
5. FALSE

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Delivery Plans
After reading this INFORMATION SHEET, you should be able to:
1. enumerate and explain important activities that a trainer
should do to make facilitation of learning effective.
2. outline the 9 events of instruction and
3. describe how the nine events of instruction are being done to
ensure efficient learning
CBT is a learner-centered and a learner based approach to training.

The delivery should, however, be well-prepared and well-planned for it to
become effective since it is different from the traditional approach that
trainees experienced from their education outside of TVET.
This information sheet provides you with trainers guides to make
teaching and learning more effective using the Competency-Based Training
delivery approach. These guides will help you plan the delivery of training.
Your role as a trainer in CBT is more of a facilitator. More than a
presenter of contents, you serve as a guide that teaches trainees how to
learn. You should seek and provide suitable opportunities, resources and
guidance to your trainees. The success of the teaching-learning activities
depends very much on how you have prepared and how you delivered. If
the learner have not learned, its because you have not prepared and failed
to perform your role.
The following activities will useful guides for a facilitator like you:
Explain the objectives and the outcomes of the training

The participants of your training activities should know where
they are going, what goals they need to achieve and what outcomes they are
supposed attain. By sharing understanding of the objectives, they will
better understand the relevance of the activities they will undergo.
Explain the learning and assessment process

As a part of the orientation process, the CBT process flow, the
use of the CBLM and other learning materials should be explained
extensively to the trainees. Since trainees came from a traditional way of
learning, they would expect the same activities like sitting down while
listening to their teacher who is expected to be always in front of them
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explaining every lesson that they should learn. It is your role to explain to
them how they would learn in your workshop.
Trainees would also expect for a grade. The evaluation or
assessment process should be fully explained to make them understand
that every competency requires for an institutional competency evaluation
which consists of a written test, a performance test and an interview.
This explanation would empower your trainees because they deserve
to know they will learn and how they shall be assessed.
Ensure that presentation and training methods are appropriate

The TNA forms you developed in the module Plan Training Sessions
should be used to know the learning styles, capabilities and aptitudes of
your individual trainees. This will help you select the right methods and
materials to be used by the individual trainee. Since CBT is individualized
learning, a method for one trainee may not be appropriate for the other.
Inappropriate method used may have adverse effects on your trainees.
Use training equipment and materials correctly

Training equipment when used correctly adds value and efficiency in
the learning experiences. When they see and actually practice proper use of
these equipment, their learnings will be enhanced. Visuals and other
learning materials should be properly used and reviewed so that they can be
enhanced periodically.
Provide frequent advice and feedback to facilitate the learning process

Facilitators should be in constant contact with the trainees.
Continuous and immediate feedback is critical to the acquisition of
knowledge and skills. The CBLM is designed to provide this kind of
feedback. Answer keys to self-checks are provided so that immediate
feedback on knowledge practice is offered. Performance criteria checklist
always goes with task sheets, job sheets and operation sheet to provide for
self-evaluation and peer-evaluation while the task is being practiced. But
ultimately, the trainer should always evaluate the performance of trainees so
that corresponding feedback is provided and trainees are guided through the
learning process.
Provide ample practice opportunities

Competency-based training is teaching what to do, how and why to do
it and then being given the opportunity for guided practice. The task sheets,
job sheets and the operation sheets provided in the CBLMs provide guides
for the practice of skill. The performance objectives should be carefully
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stated so that the objectives of the practice are specific for the learning
situation.
Before the practice, however, the trainee should actually see how the
skill is being done so that the practice reinforces the correct approach to the
task. The procedures should be stated so that it can be understood and
followed easily.
While trainees are practicing skills, feedback and diagnostic aspects of
guidance should be properly managed so as to ensure both confidence and
competence.
Monitor trainees readiness for assessment

Monitoring achievements of trainees is a very important aspect of the
delivery of training. Your role as a trainer here is to see to it that the
activities and requirements are properly sequenced and accomplished to
achieve outcomes desired. Recording of accomplishments would motivate
trainees to achieve learning outcomes based on standards set. If the
trainees sees that you are closely monitoring their achievements, this will
give them the signal that you are serious about your set goals and standards
in the training program.
You can establish the trainees readiness for assessment only if you
monitor achievements of your individual trainee.
As a guide, the nine events of instruction should be considered when
planning for delivery of training.
The Nine Events of Instruction
In 1965, Robert Gagn published The Conditions of Learning, which

identified the mental conditions for learning. These were based on the
information processing model of the mental events that occur when adults
are presented with various stimuli. Gagns theory stipulates that there are
several different types or levels of learning and that each specific type
requires unique types of instruction.
1. Gain attention
The first step is to arouse the students interest with novelty or
surprise. You may also want to appeal to the learner by asking questions, so
that they will be further motivated to engage with the content.
In CBT, it is then essential to gather trainees every morning to achieve
this purpose. Orientation every start of the competency is also an essential
part of the training in order to motivate trainees to learn and achieve
learning outcomes.

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2. Inform learner of objectives
It is important to inform the learner of the expectations that you have

of them. This will help reduce anxiety in students who would otherwise not
know what they should be studying.
During the morning activities trainees are reminded of the overall goal
of their training as well as the objectives of the days activities. Since they
are working on different competencies and different activities, the
Competency Based Learning Material should have objectives, learning
objectives for Information Sheets and Performance Objectives for the
activities that need practice of skill.
3. Stimulate recall of prior learning
Trainees, especially adult learners, retain concepts and new

information better if the concepts are related to something they already
know. In this way, they can make the connection to their personal
experiences and the learning will be more meaningful.
This step is essentially the recall and rejoinder. The facilitator should
be able to point out the interconnection between the concepts previously
learned to the skill that needs to be practiced and the importance of single
tasks with the bigger Job that needs to be honed. Relationship of the
competency to the overall qualification should also be emphasized to
motivate trainees to learn all concepts and skills of the qualification.
4. Present stimulus material
At this point in the learning process, the content is presented to the

students. For the student to retain information it is preferable that the
content be organized into meaningful chunks, and that a variety of methods
appealing to all learning styles be used. Using examples and real-life
situations is also a great way to enhance the retention of information, as
learners can apply the material to their own life experiences and internalize
the content.
Contents that are directly related to the attainment of the learning
outcomes are carefully selected.
5. Provide learner guidance
Communication between the instructor and the learner is an

essential means of providing guidance. Not only does communication help
the learner stay on track, but it also ensures that the instructor has an idea
of how the trainees are doing.
This step is the development of the lesson. Different methodologies
should be prepared by the trainer to capture the trainees with different
learning styles. Trainers should provide every opportunity for trainees to
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actually see how skills are done. Actual demonstration of skills either by
the trainer, by advanced students or through video presentations are
essential methods in the acquisition of skills.
Step number 4 and 5 are carefully planned in the session plan. These
steps are dependent on what content is presented and what method of
training is employed. It is recommended that methods should vary
depending on the learning styles of the trainee. These would allow learning
to fit to the trainee and would provide for self-paced learning.
6. Elicit performance
The contents in your session plan is classified as knowledge based

and skills based. Contents that are classified as knowledge are practiced
through the self-checks or through face to face questioning depending on
the the method used. For modular self-paced method, self-shecks are
provided every after Information Sheet to provide frequent and immediate
practice.
Skills that need to be practiced are presented in the CBLM as Task
Sheets for single Tasks, Operation Sheet for the operation of equipment and
Job Sheets for combination of tasks and operations required in performing a
Job which usually requires an output or a service.
7. Provide feedback
Immediate, frequent and continuous feedback is essentially additional

guidance. If the learner has not yet grasped a concept or idea, this is the
time to provide more information and different examples.
In CBT, you provide feedback for the practice of knowledge using the
self-check answer keys. Asking trainees to check their own answers against
a key would allow self-paced learning of knowledge.
While practicing skills, the trainees should be able to check against
standards whether he is doing the skill as required. The performance
criteria checklist is a list of required standards for judging both performance
and outputs. Instruct your trainees to always check the criteria while they
are practicing. When they are confident that they can perform the task
based on set criteria, the trainee should be instructed to let you check his
performance. During this time, additional feedback can be provided by you.
8. Assess performance
Assessment should be a very important step in the teaching learning

process. In CBT it is recommended that written test, performance test and
interview are the methods of assessment for every competency learned.
Assessment should cover the four dimensions of competency task skills,
task management skills, job role and environment and contingency
management skills.

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9. Enhance retention and transfer
Learning should not stop with the institutional competency

evaluation. Integration of knowledge learned from other competencies to
skills in the other competencies of the qualification should be provided to
enhance retention and transfer.
Providing for supervised industry training or On-the-Job training
would be a very important practice.

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Self-Check 2.1-4
Ordering: Arrange the following events in its correct sequence by rewriting

them on your answer sheet.
1. Gaining attention
2. Stimulating recall of prior learning
3. Informing the learner of the objective
4. Providing learner guidance
5. Providing Feedback
6. Assessing performance
7. Eliciting performance
8. Presenting the stimulus
9. Enhancing retention and transfer

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Answer Key 2.1-4
1. Gaining attention
2. Informing the learner of the objective
3. Stimulating recall of prior learning
4. Presenting the stimulus
5. Providing learner guidance
6. Eliciting performance
7. Providing Feedback
8. Assessing performance
9. Enhancing retention and transfer

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Learning Stations
Learning Objective:
After reading this INFORMATION SHEET, you should be able to

identify different set-up appropriate for the competencies of your
qualification.
Learning station set-up is essential in training. In this lesson you will
identify learning stations appropriate for the acquisition of skills in each
competency of your qualification. Learning station set-up will depend on the
skills to be practiced and the activities to be performed.
Reading Area
Reading modules to acquire knowledge, for example, would only need
the CBLM, a table and chairs which are located in the components of the
your workshop such as the Learning Resource Area. The Computer Area
may also provide additional reading materials which can be searched from
the internet or a part of your e-Learning Materials.
Simulators
Norton (1987) believes that participants in a competency-based

training course should learn in an environment that duplicates or simulates
the work place. Richards (1985) in writing about performance testing
indicates that assessment of skills requires tests using simulations (e.g.,
models and role plays) or work samples (i.e., performing actual tasks under
controlled conditions in either a laboratory or a job setting). Finally, Delker
(1990) in a study of business and industry found that the best approach for
training involved learner-centered instruction using print, instructional
technology and simulations.
Training simulators or mock-ups this learning stations should

closely micmic or model the equipment and materials that are usually in a
work area. You should be able to identify what simulators needs to be set-
up so as to provide actual practice of skills within a competency.
The number of simulators or mock-ups will depend on the number of

machines used in your qualification.

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Role-play Area
Role-play areas should mimic the actual work area. As in a

restaurant, the essential parts and workstation arrangements should be a
prime consideration in setting-up the role-play area. The role-play area may
not be the set-up of a whole restaurant but the area where a Task is being
done, as in serving a guest, including the furnitures and other utensils
should be physically present in order that the performance of the trainee will
not be limited by the absence of these materials.
Benchwork Area
Some qualifications would require a benchwork area to be set-up.

This maybe the common area where benchwork maybe done before the
actual performance of a task, operation or a job.
Other learning stations maybe set-up depending on the need of the

qualification you are teaching. Always consider setting-up at least one
learning station particularly for each competency. As much as possible avoid
using the same station for two or more competencies. Duplication of
workstations or mock-ups is recommended to allow trainees to have more
practice of the skills.

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Self-Check 2.1-5
Multiple Choice:
1. Which of the following learning station is used when the use of a

machine is necessary?
Role-play area
Reading area
Simulation area
Bench work area
2. Which of the following area is most appropriate when you need to

practice customer service?
Role-play area
Reading area
Simulation area
Bench work area
3. Which of the following learning stations will you set-up when a

trainee needs to learn the knowledge aspect of your competency?
Role-play area
Reading area
Simulation area
Bench work area

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Answer Key 2.1-5
1. C
2. A
3. B

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Training Activity Matrix
After reading this Information Sheet you should be able to:

1. Plan the activities of each trainee using the training activity matrix
2. Prepare training facilities and resources for training sessions
Training Facilities/Resources
In LO 5 of the Module on Planning Training Session you learned how

to make an inventory of your training resources and how to layout your
workshop and your training facilities. You also learned how to organize
these resources for easy access and maintenance. In this module, you will
learn how to prepare training facilities and resources based on session
requirements.
In this section we will discuss how you will prepare the training
facilities and resources for your sessions for ease of access and use.
Your shop layout specified locations for your CBT areas and the
learning stations for each competency. Resources were also specified in
your Job Sheets. These are your reference materials in preparing them for
your training sessions. Since your trainees are working with different
competencies at the same time, you should design a way such that
materials needed by trainees for their learning activities can easily be
accessed. This is the reason why each instructional sheet should have a list
of training Facilities and Resources. This will be the main basis for the
preparation of training materials for the day or the session.
Proper scheduling and management is the answer for the use of
limited equipment. The trainer should therefore schedule training activities
based on both current competencies of trainees and the availability of
training resources making sure that no trainee is idle.
The following Training Activity Matrix is recommended to schedule
and monitor the use of the facilities and resources. This Training Activity
Matrix should work hand in hand with your session plan. The session plan
is a plan for the whole qualification and for trainees with different learning
styles while the training activity matrix is a daily plan which will show the
activities of each trainee.
This Matrix is a monitoring tool of trainees activities for the trainer.
The Vocational Instruction Supervisor and the administrators may also look
for this matrix when monitoring competency based trainings. This matrix,
along with a well-prepared session plan, is a good indicator that the training
Methodology Level I
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being implemented is using the CBT approach. The trainer may print a copy
of this plan or he may keep it to his computer. It is recommended that this
matrix is updated daily.
Venue
Facilities/Tools Date &
Training Activity Trainee Remarks
and Equipment (Workstation/ Time
Area)
Prayer
Recap of Activities 8:00 AM
All to 8:30
Unfreezing Activities AM
trainees
Feedback of Training
Rejoinder/Motivation
observations
(List down all
on the
Facilities/Tools
(Specific Activities of progress of
and Equipment Name of
each Trainee for the each trainee
needed for the Workstation1
day here) for the day
workstation and
will be
activities here)
written here
(Specific Activities of observations

(List down all
each Trainee here) on the
Facilities/Tools
progress of
each trainee
needed for the Workstation 2
for the day
workstation and
will be
activities here)
written here
observations
(List down all
on the
Facilities/Tools
workstation and
will be
activities here)
written here
observations
(List down all
on the
Facilities/Tools
workstation and
will be
activities here)
written here

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Guidelines in making the Training Activity Matrix
1. Write the training activities for the session based on training needs
and on trainees chosen competency.
2. Based on the instructional sheet needed in the activity (Job Sheet,
Task Sheet, and Information Sheet) list down the facilities/Tools
and Equipment needed for the activity. The inventory of training
supplies, tools, equipment and facilities is very useful when
planning for the activities of trainees in a class.
3. Instructional Sheet number should be specific.
4. Trainees should not be crowding in a workstation/area. Limit the
number of trainees to 5 and below per work station/learning area.
5. Ensure full utilization of equipment/work area. Avoid limited
number of equipments to be idle to prevent crowding of trainees.
6. Date and time of use should be specified.
7. Remarks should be made on the activity of each trainee. This will
be your guide in planning for the activities of your trainees the next
sessions. You may include the following remarks for assessment,
to be assisted by (name of a peer mentor), needs more practice of
Job Sheet # and any other comments pertaining to the training of
each trainee.
8. The number workstations will vary depending on the number of
workstations in the CBT Layout. Number of workstations may also
be dependent on the number of mock-ups per competency.
It is recommended that this training matrix be accomplished as guide

in scheduling trainees every training session. This is an additional tool in
monitoring trainees activities and the use of facilities, tools, supplies and
materials.

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Self-Check 2.1-6
TRUE OR FALSE:
correct. Write your answers in your answer sheet.
1. The Training Activity Matrix is updated daily.

2. The session plan is a plan prepared daily.
3. Activities in the Matrix are different from the activities in the
session plan.
4. The Matrix is a monitoring tool for the trainees.
5. The Matrix is used to schedule the use of equipment.
6. Limited number of equipment maybe allowed to idle when no
trainees need the equipment.
7. More than 5 trainees maybe scheduled in a workstation during a
group work.

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Answer Key 2.1-6
1. True
2. False
3. False
4. False
5. True
6. False
7. False

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Task Sheet 2.1-6
Title: Prepare Training Matrix

Given a qualification of your choice, you should be able to prepare a
training matrix for a day of Competency-Based Training session.
Supplies/Materials : a template for Training Matrix
Equipment : PC, printer with ink
Steps/Procedure:
This activity is an implementation of the materials you prepared in Plan
Training Session. You should have the following with you when preparing
this Matrix.
a. CBT layout
b. Inventory of Training Materials
c. Session plans
1. Determine the workstations in your workshop.
2. Secure a copy of the template of the Training Activity Matrix.
3. Fill-up the column on Workstations.
4. Determine the activities to be done on each workstation. Write
them down on the column for activities.
5. Fill-up the column of Materials needed based on the activity and
the inventory of training materials. Be sure that materials are
available. In case materials are needed in 2 different
workstations, you should schedule the time of its use. Write the
time down on the column for date and time.
6. Consider the use of the material in case the same is used for
assessment. Assessment should also be an activity to be
scheduled.
7. Write the names of the trainees on the column for Trainees. You
should have at least 15 to 25 trainees.
8. Fill-up remarks column.
Assessment Method:
Portfolio Evaluation using the Performance Criteria Checklist, Questioning

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Performance Criteria Checklist 2.1-6
CRITERIA YES NO
Training activities are based on the activities in the session
plan
Instructional sheets needed for the activity have specific
number
All equipment, facilities, supplies and materials listed in the
instruction sheets are reflected in the specified column
Not more than 5 trainees are in a station/area at one time
Total number of facilities listed should not exceed the number
of the specific tool, materials or facilities in the inventory
Date and time of use is specified
Number of workstations reflects that in the CBT Layout

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LEARNING OUTCOME #2 CONDUCT PRE-ASSESSMENT
CONTENTS:
Pre-assessment
1. Pre-assessment instruments are prepared in accordance with the
number of applicants
2. Context and procedures of pre-training assessment are well
explained according to guidelines.
3. Evidence is gathered using the assessment tools specified in the
evidence plan.
4. Evidences are evaluated and feedbacks are discussed based on the
results of the pre-training assessment.
5. Current competencies and prior learning are determined and
credited.
6. Characteristics and profile of learners are evaluated.
CONDITION:
EQUIPMENT
Computer
LCD
White board
CD
RPL Materials
Bond Paper
ASSESSMENT METHOD:
1. Demonstration & Oral Questioning
2. Written Test

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Learning Outcome 2
Conduct Pre-assessment
1. Read Information Sheet 2.2-1 on the This learning outcome will

Recognition of Prior Learning deal with your practice on
how to use the forms
2. Answer Self-Check 2.2-1 prepared in Plan Training
Compare answers to Answer Key 2.1-1 Sessions to recognize prior
learning of trainees and to
3. Read Information Sheet 2.1-2 on Pre- establish their training
assessment needs and characteristics.
4. Answer Self-Check 2.2-2 You will be asked to use a
Compare answers to Answer Key 2.2-2 hypothetical data to
produce your output in Job
5. Perform Job Sheet 2.2-2 on how to Sheet 2.2-2.
Conduct Pre-assessment Demonstration of this skill
Evaluate performance using Performance will be a part of your
Criteria Checklist performance test during the
Institutional Competency
Evaluation for Facilitate
Learning Session.

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1. define RPL;
2. enumerate the advantages of RPL;
3. determine evidences of competency; and
4. identify the criteria for assessing evidences of prior learning.
Before starting training, you should recognize prior learning of your

trainees so that skills previously learned will not be trained anymore.
Training should focus on the things that are not yet known by the trainee.
This will make CBT more interesting to your trainees.

Recognition of Prior Learning (RPL) refers to the acknowledgement of
skills and knowledge held as a result of formal training, work experience
and/or life experience.
Recognition of prior learning or experience is a form of assessment
used to determine whether a person has achieved, through informal and
formal learning and experience, the required competence for entry and/or
credit in a recognised course or training program. (Rumsey 1994, p.15)
RPL is an essential component of competency-based training. It
focuses on current competency standards gained by individuals through:
Work experience
Life experience
Formal training
Informal training
Advantages of RPL
RPL allows you to complete formal education in a shorter
period of time and at less cost.
RPL means that you do not have to repeat or waste time
learning what you have already learned.
RPL increases your career and education options through
recognized skills and knowledge.

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RPL allows for fairer access to studies that you wish to
undertake.
Evidences for RPL
A trainee needs to provide sufficient evidence of his knowledge and
skills by submitting relevant documents and/or materials. The integrity of
the RPL process cannot be compromised, therefore the burden is on the
trainee to supply as much evidence as possible but it is with the trainer to
confirm trainees competence.
Evidence could consist of any or all of the following:

formal statements of results
examples of work or resources which you have produced
performance appraisal reports
references from current or previous employers
position descriptions/job role
details of formal training, seminars, conferences and
workshops you have attended
which are relevant to this qualification
certificates of participation/achievements/awards/letters of
commendation
video tapes, tape recordings and/or photographs of work
activities
specific details of work and/or participation in projects
written testimonials from managers or colleagues
written validation from workplace supervisor
documented workplace demonstration
RPL assessment
The process includes an assessment of skills and knowledge against
the elements and performance criteria of the relevant unit. Trainees
competence will be assessed against the following six criteria.
Authenticity Does the trainee have evidence of his skills and
knowledge? (Include formal qualifications, position descriptions,
references and any other material to support the claim. The
evidence must be authenticated by the appropriate authority.)
Currency Are the skills and knowledge used in the work force
now?
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Quality Are the skills and knowledge at a standard
appropriate for current requirements as per Competency
Standards?
Relevance Are the skills and knowledge relevant to the
particular qualification?
Transferability Are the skills and knowledge gained elsewhere
relevant to the particular qualification?
Validity Can the applicant demonstrate a skill required for the
course? (This may be necessary for practical units.)
The perceived benefits of RPL for participants:
formal recognition of work and life skills

elimination of redundant learning
reduction in time spent in college
boosted self-esteem
more rapid access to higher paid and higher status jobs
The perceived benefits for the Training Institution:
avoid wasting resources on retraining students who already

possess relevant skills and experience
maximising places for those people who need training
in the longer term, closer liaison with industry
The perceived benefits for employers:
speedier training of employees

continuity of staff
more effective and efficient use of skills in the industry resulting
in a balance between labour supply and demand
employees' study leave requirements and time away from the
workplace being kept to a minimum

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Self-Check 2.2-1
Matching Type:
Match the questions on the column A to the criteria for assessing evidences
on the Column B. Write the letter of your choice on your answer sheet.
Column A Column B
1. Are the skills and A. Authenticity

knowledge used in the
B. Relevance
work force now?
C. Transferability
2. Are the skills and
knowledge gained D. Quality
elsewhere relevant to the E. Currency
F. Validity
knowledge at a standard G. Reliability
appropriate for current
requirements as per
Competency Standards?
4. Can the trainee
demonstrate a skill
required for the
competency?
5. Does the trainee have
evidence of his skills and
knowledge?
knowledge relevant to the

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Answer Key 2.2-1
1. A
2. C
3. D
4. F
5. A
6. B

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Pre-assessment
After reading this information sheet you should be able to:
1. identify and explain the purposes of pre-assessment;
2. enumerate the materials needed for pre-assessment.
In LO 1 of the module for Planning Training Sessions you were able to

prepare the gathering tools to determine trainees characteristics and their
training needs. In this module you will use the pre-assessment tools you
prepared in Plan Training Session.
Pre-assessment is a very important process in CBT. This is very
critical for the identification of training needs and appropriate methods of
training for each individual trainee.
Purposes of pre-assessment
The following are some of the purposes of pre-assessment:
1. To determine trainees characteristics
Trainees characteristics are inputs in the preparation and
scheduling of the activities of each trainee. Training methods
appropriate for the trainee will be dependent on his characteristics
and learning styles. In the Plan Training Session, you were asked
to prepare the Data Gathering Instrument for Trainees
Characteristics. This should be administered to each trainee for
reference.
2. To recognize prior learning
CBT recognizes prior learning. This is especially important when
planning the learning activities of each trainee. A pre-assessment is
necessary to recognize the skills that are already learned previously through
training or experience of the trainee. Before recognizing the prior learning
however, pre-assessment should be done. It is recommended that the
following methods of assessment shall be done to ensure that prior
knowledge are recognized:
a. Self-assessment (use Form 4.1)
b. Portfolio assessment (use Form 4.2)
c. Interview (use the institutional competency evaluation tools)
After the self-assessment and portfolio assessment, it is necessary to
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make sure the trainee has a prior learning for recognition. If in
doubt about the portfolio submitted, the ultimate test is to let him
demonstrate the skill. Before the demonstration however, it is
more cost efficient to interview the trainee to establish the
possibility that he can demonstrate. The Institutional Competency
Evaluation Tool is the best source of the interview questions since
these questions were based on the evidence plan.
d. Demonstration method (use the institutional evaluation tools)
The ultimate test of competency is demonstration of skills.
The Institutional Competency Evaluation Tool is most
appropriate for this purpose.
Note: A Certificate of Achievement should be awarded to a trainee who has
prior learning. The Certificate is the proof of recognizing the prior
learning.
3. To determine training needs (use Form 4.3 & Form 4.4)

After assessing the skills of the trainee, Forms 4.3 and 4.4 are
used. This will summarize the training needs of each trainee.
Pre-assessment Activities
1. Determine the time for each student to accomplish all forms. Write
them down on the board before the pre-assessment starts.
Nitko(2001, p.117) provides some estimates of time to complete
various types of questions for junior and senior high school students.
Oosterhof(2001, p. 117), gives similar estimates but indicates poor readers
might need more time.
Type of Test Time to finish a question

True-False 15-30 seconds
Multiple Choice(recall questions that 30-60 seconds
are brief)
More complex multiple choice 60-90 seconds
Multiple choice problems with 2-5 minutes
calculations
Short answer(one word) 30-60 seconds
Short answer(longer than one word) 1-4 minutes
Matching(5 premises, 6 responses) 2-4 minutes
Short essays 15-20 minutes
Data analyses/graphing 15-25 minutes
Drawing models/labeling 20-30 minutes
Extended essays 35-50 minutes

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2. Explain the purpose of the pre-assessment which are the following:
a. To determine the learners characteristics
b. To determine current competencies
c. To recognize prior learning
d. To determine training needs
e. The data gathered will be used to adjust learning methods,
facilities/resources to fit individual training needs
3. Plan adjustments for trainees special needs such as the following:
i. Providing written instructions for students with hearing
problems
ii. Using large print, reading or recording the questions on
audiotape (The student could record the answers on tape.)
iii. Having an aide or assistant write/mark the answers for
the student who has coordination problems, or having the
student record the answers on audiotape or type answers
iv. Using written assessments for students with speech
problems
v. Administering the test in sections if the entire test is too
long.
vi. Asking the students to repeat the directions to make sure
they understand what to do
vii. Starting each sentence on a new line helps students
identify it as a new sentence Including an example with
each type of question, showing how to mark answers
4. Check to see that directions for marking or scoring (point values,
etc.) are included with each type of item.
5. Decide if students are to mark answers on the test, use a separate
answer sheet, or use a blank sheet of paper.
6. Make an answer key. (This is easy to do as you write the
questions.)
7. Prepare the following forms for the pre-assessment for each
student:
Form 4.1
Form 4.2
Form 4.3

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Form 4.4
Questionnaire for determining learners characteristics
Pre-assessment
Before the pre-assessment
Written Pre-assessment Instrument (pre-test)
A trainers test administration procedures can have great impact on
trainees test performance. As you will see in the guidelines below, test
administration involves more than simply handling out and collecting the
test.
1. Avoid instilling anxiety
2. Give as many of the necessary oral directions as possible before
distributing the tests, but keep them to a minimum.
3. Explain the purpose of the test.
4. Give test-taking hints about guessing, skipping and coming back,
etc.
5. Tell students the amount of time allowed for the test. You may
want to put the length of time remaining for the test on the board.
This can be changed periodically to help students monitor their
progress. If a clock is prominently available, an alternative would
be to write the time at which they must be finished.
6. Tell the students how to signal you if they have a question.
7. Tell the students what to do with their papers when they are
finished (how papers are to be collected).
8. Tell the students what they are to do when they are finished,
particularly if they are to go on to another activity (also write these
directions on the chalkboard so they can refer back to them).
9. Rotate the method of distributing papers so you don't always start
from the left or the front row.
10. Make sure the room is well lighted and has a comfortable
temperature.
11. If a student is absent, write his/her name on a blank copy of
the test as a reminder that it needs to be made up.
During Pre-assessment
1. Distribute the following:
a. Data Gathering Tool for Trainees Characteristics
b. Form 4.1

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c. Form 4.2
2. Ask trainees to fill-up the questionnaire and forms. Time allotment
is to be determined by the trainer.
3. Administer the pre-test.
After the Test

1. Collect the test paper and answer sheets immediately after a
trainee finishes.
2. Check the answers of the pre-test. This will be one of your basis in
assigning trainees in their work stations. This is also an input for
the RPL.
3. Base on the data collected from Form 4.2 and the pre-test scores,
determine trainees who possibly have RPL.
4. Set a schedule for interview and demonstration for trainees who
are candidates for RPL.
5. After the interview and demonstration of skill, recognize prior
learning by awarding Certificate of Achievement.
6. Record results to the progress chart.
7. Identify individual training needs using Form 4.3 and 4.4.

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Self-check 2.2-2
Identification: Identify the words or group of words described by the

phrases. Write your answers on your answer sheet.
________________1. The form that is used to determine learners

characteristics which is adminstered during pre-assessment
________________2. The form that is used for self- assessment
________________3. The form used to collect data on the profile of the trainee
________________4. The form where the trainee writes the evidences of his
competency.
________________5. The test given during pre-assessment to measure prior
learning of trainees.
________________6. The form that summarizes the trainees training needs
________________7. Three forms that are needed as bases for recognition of
prior learning.
________________8. It is the proof that prior learning was recognized.
Enumeration: Enumerate the purposes of pre-assessment

1. _______
2. _______
3. _______

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Answer Key 2.2-2
Identification:
1. Gathering Tool for Trainees Characteristics
2. Form 4.1(Self Assessment Form)
3. Trainees Profile
4. Form 4.2
5. Pre-assessment
6. Form 4.4
7. Form 4.1, 4.2, 4.3
8. Certificate of Achievement
Enumeration:
1. recognition of prior learning
2. gather trainees characteristics
3. establish training needs

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Job Sheet 2.2-2
Title: Conduct Pre-assessment

Performance Objective: Given the TNA instruments, you must be
able to:
1. conduct pre-training assessment and
2. produce the following:
a. Pre-assessment result
b. Individual trainees characteristics
c. Individual Trainees training needs
Supplies/Materials : TR and CBC
Steps/Procedure:
1. Get copies of the pre-assessment instrument of the
qualification assigned to you, Forms 1-4 you developed in LO1
of Plan Training and the Gathering Instrument of Trainees
Characteristics.
2. Prepare copies enough for every trainee.
3. Distribute the following:
a. Data gathering tool for trainees characteristics
b. Form 4.1 and 4.2
4. Orient the trainees on the following:
b. Purpose for collecting the data through these forms and
questionnaire
c. Instruction on how to accomplish the form
5. Let trainees accomplish the forms.
6. Collect the forms for analysis.
7. Administer the pre-test
7.1 Distribute the test papers and answer sheets.
7.2 Orient the trainees on the following:
a. Purpose of the test
b. Type of test

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c. Test instructions
d. Time allotment
e. Scoring
7.3 Solicit feedback from trainees about instructions to
ensure of their understanding.
7.4 Be at the testing room all the time as the test is going on
to assist trainees.
7.5 Collect the test papers and the answer sheet.
8. Check the answers for pre-test.
9. Score each paper.
10. Secure 3 filled-up forms (Form 4.1 & 4.2) from your trainer.
This will be the basis for your analysis in preparing the
training needs of your trainees.
11. Based on the Self-assessment Form (Form 4.1) and the
Validation of Competency Evidences (Form 4.2) decide who
among the trainees are qualified for recognition of prior
learning (RPL).
12. Recommend actions on how RPL should be administered to
trainees who are candidates for RPL as per your analysis.
13. Prepare the summary of Current Competencies versus
required competencies(Form 4.3) and the Training Needs
Form(4.4) for each trainee
14. Present your work to your trainer.
Assessment Method:
Portfolio Assessment, Questioning

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CRITERIA YES NO
Did you
Orient the trainees on the following:
Purposes of the pre-assessment?
Type of test?
Instructions
Time allotted for the test?
Scoring?
Prepare the answer key before the assessment?
Check and score the test immediately?
Analyze Forms 4.1 and 4.2?
Identify trainees who are candidate for RPL?
Recommend methods of assessment for trainees who are
candidate for RPL?
Prepare Form 4.3 and 4.4 for each trainee?

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LEARNING OUTCOME #3 Facilitate Training Session
CONTENTS:
1. Competency Based Training Delivery
2. Feedback Mechanism
3. CBT Monitoring Tools
4. Competency-Based Training Procedures
5. Focused Group Discussion
1. CBT delivery system is explained to the learners
2. Appropriate training methods are used based on the level and
characteristics of the learners.
3. Learning session is conducted according to session plan
4. Learners are assisted to achieve session outcomes.
5. Enough opportunities to participate in the session are provided for
the learner
6. Works and learning activities are monitored based on training plan.
7. Feedback are provided to improve learners competence.
8. Learners records are maintained and stored according to institutional
policy
CONDITION:
EQUIPMENT
Computer
LCD
White board
CD
Tapes
Learning Packages
Bond Paper
Ball pens

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Manuals
ASSESSMENT METHOD:
Demonstration & Oral Questioning
Portfolio
Written Test

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Learning Outcome 3
Facilitate Training Session

Competency-Based Training Delivery
This learning outcome
deals on your practice in
delivering competency-
Compare answers with Answer Key 2.3-1
based training.
3. Perform Job Sheet 2.3-1 on how to prepare You shall use the tools
a Demonstration-Performance Method and plans that you
Training Session prepared in Plan
Training Sessions to be
Evaluate performance using the performance able to deliver CBT.
criteria checklist
Your delivery shall
4. Read Information Sheet 2.3-2 on Feedback consist of the following:
Mechanism Pre-assessment
Orientation
5. Answer Self-Check 2.3-2 Training
monitoring
Compare answers to Answer Key 2.3-2 Evaluation
6. Read Information Sheet 2.3-3 on CBT A video of a sample

Monitoring Tools demonstration shall be
provided to you by your
7. Answer Self-Check 2.3-3 facilitator. You may view
it on your laptop or on
Compare answers to Answer Key 2.3-3 the LCD projector.
Outputs of this LO aside
8. Perform Task Sheet 2.3-3a on how to from the actual delivery
prepare the progress chart of your shall be the following:
qualification
achievement chart
Evaluate performance using performance progress chart
criteria checklist minutes of the
meeting for the
9. Perform Task Sheet 2.3-3b on how to FGD
prepare the achievement chart of your In some learning
qualification activities you need to

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Evaluate performance using the performance create a small group of
criteria checklist at most 5 members who
shall alternately act as
10. Read Information Sheet 2.3-4 on trainees and trainers.
Competency-Based Training Procedures
You will need your
11. Answer Self-Check 2.3-4 overall understanding of
CBT approach in all of
Compare answers to Answer Key 2.3-4 the learning activities of
this Learning Outcome.
12. Perform Job Sheet 2.3-4 on how to Feel free to consult your
facilitate training session facilitator for guidance.
Evaluate performance using the performance

criteria checklist
13. Read Information Sheet 2.3-5 on Focused

Group Discussion
15. Perform Job Sheet 2.3-5 on how to

undergo focus group discussions
Evaluate performance using performance

criteria checklist

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Competency Based Training Delivery
Learning Object: After reading this INFORMATION SHEET, YOU MUST be

able to:
1. illustrate the sequence of activities in a CBT workshop;
2. enumerate the roles of the trainer;
3. enumerate the roles of a trainee; and
The Module on Planning Training Session presents your session plan
which is a documentation of how you will be undergoing the training. In
this module, Facilitating Learning Session you will be implementing your
plan. However, before the sessions, different learning management tools
should be prepared to help you manage your learning session.
In CBT approach the trainees are given opportunities to learn in their
own pace but the trainer, like in any teaching-learning approach, is still an
integral part in the success of the trainees. All trainees may require
guidance and support to actively participate in the learning process. It is,
therefore, very important for the trainee to know exactly what you expect
them to do.
Student enters YES

Review learning
program
package
Satisfactorily
Orientation
performed
Role of trainer/trainee View multi-media Competency
Administer RPL/TNA materials
Instructor Instructor
Identify training Needs observes rates
Organize learning Strategy performance performance
Use manuals
NO
Observe Student Student rates

Student selects demonstration
Competency and attempts task own Have
receive instructions performance enough
competency
Practice skills in been
Administer Learning Agreement workshop achieved?
Provide Materials
Introduce CBLM materials Receive assistance
Use of Achievement/ Progress and feedback EXIT PROGRAM YES
Report
Competency Based Training Delivery

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The Competency Based Training Delivery approach should be
explained so that the trainee will know exactly what activities he needs to
undergo to acquire the required competencies. The diagram above shows
the CBT process.
Managing CBT versus Traditional Programs

There is always a tendency for you, the trainer, to go back to the
traditional approach of teaching because of the Law or Primacy in learning.
That is, the things that are learned first are very difficult to re-learn but if
you are aware of the advantages of CBT you would be more conscious about
this tendency.
The following table differentiates Traditional Approach and CBT
Approach.
Traditional Approach CBT Approach
Instructors focus on managing Trainers focus on managing learning

instruction
Most students enter at about the Trainees enter various times

same time throughout the year
Students all cover the same material Different trainees may be training for
different occupations within the same
program
Students all proceed from one topic Each trainee moves on to next task
to the next at the same time only after mastering the task he she is
currently working on.
The instructor controls the learning Each trainee progresses at his or her
pace own pace
All students are usually tested once Each trainee is tested when ready to
demonstrate mastery
Very little continuous feedback is Immediate feedback is given to each

given trainee at critical points in the learning
process.
The instructor is involved in teaching The trainer must be able to answer

only one topic at a time questions on many different tasks each
day.
Retesting is discouraged or not Retesting is encouraged for mastery

allowed at all

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Traditional Approach CBT Approach
Materials, tools and supplies for only The trainer must see that all materials
one topic are needed at a time. needed for many tasks are readily
available.
The number of students enrolled is As vacancies are filled, trainees

maximum capacity at the beginning enrollment remains at maximum
of the year or term and declines to capacity all year long.
half or less toward the end
Most instruction is delivered by or The trainer must manage the use of a

dependent upon the instructor wide variety of instructional media and
materials each day
The program is usually closed down The program usually operates year
or shortened during the summer round
months.
The instructor controls the sequence If possible, trainees determine the

in which topics will be covered. sequence of tasks.
The evening program is usually Day and evening programs both have
separate and distinct from day access to all learning guides and
program. resources.
Role of the CBT Trainer

Your major role as the trainer is one of coordinating learning
activities other than traditional dispensing of information. Trainer in a
CBT system spend the major portion of training time giving demonstrations,
assigning tasks to students, providing individual and small group
assistance, evaluating trainees progress and providing individual
consultation. The following functions outline the role of the trainer in
learner-centered instructional situations.
1. Serves as a team member to determine what is to be learned
2. Stimulates trainees motivation.
3. Manages learning: a consultation rather than a provider of
information; a facilitator of the of the facilitator of the learning
4. Diagnose and solves learning problems
5. Evaluates student achievement
6. Assist learners to obtain individualized rewards
7. Assist each trainee in designing a personalized plan of study.
8. Installs confidence in the learner by providing experiences where
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learners may succeed
9. Serves as a model for desirable work habits, attitudes and tasks
performance in the occupational field
10. Spends more time interacting with students on a 1:1 or small
group basis
11. Helps those students who really need help
12. Accepts responsibility along with the student for the tasks
learned or not learned.
Role of the CBT Trainee

Competency Based Training is individualized and Learner-centered.
Trainees, therefore, pursue instructions for their personal goals and
objectives. The trainee spends most of his time in directed self-study and
practice, supervised by the trainer who can provide immediate assistance
and feedback.
In CBT, Trainees have the following roles:
1. Trainees may select what they want to learn and when they want to
learn it, within reason.
2. Trainees learn at their own rate within program guidelines. They
may speed up, slow down, stop or even repeat a task.
3. Trainees may request to receive credit for what they already know.
This is done either through pre-testing or through a review o a task
list completed at another training site.
4. Trainees may choose how they want to learn-individually, on a one-
to-one basis, in small group, in large groups or with audio-visuals.
5. Trainees are responsible for what they learn and when they learn
it.
6. Trainees decide when they are ready to perform each task or
demonstrate mastery of learning to a job-like level of proficiency
before receiving credit for the task.
7. Trainees help develop personalized prescription for learning worked
out cooperatively and based upon what the students already
knows, his preference for learning, learning style and other needs.
8. Trainees compete against pres job standards and not against other
students and are graded on achievement of the standards or
criteria of each task.
9. Trainees know up front, before instruction begins what they are
expected to know and do to complete the program.
10. Trainees evaluate their own progress to see how well they are

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doing.
11. Trainees move freely in the workshop, laboratory and or training
center.
12. Trainees know they will be rated mainly on performance, while
paper and pencil tests will be used mainly to check their knowledge
of the task.
13. Trainees learn according to their interest, needs and abilities
not
14. according to teacher timelines and expediency.
The diagram on the Competency Based Training Delivery would show
how learning in a CBT approach is undergone. After discussing the
Trainers and the Trainees Role in the acquisition of learning, the trainee
should be oriented on his training environment which include the workshop,
the facilities and the training resources available.

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SELF-CHECK 2.3-1
Identification: Identify which of the following statement is a characteristic

of a CBT approach. On your answer sheet, write down the number of the
item which characterizes CBT.
1. Trainers focus on managing learning
2. Very little continuous feedback is given.
3. As vacancies are filled, trainees enrollment remains at maximum
capacity all year long.
4. Retesting is discouraged or not allowed at all
5. The trainer must be able to answer questions on many different
tasks each day.
6. All trainees are usually tested once.
7. Each trainee progresses at his or her own pace
8. Trainees enter various times throughout the year
9. If possible, trainees determine the sequence of tasks.
10. Trainees all proceed from one topic to the next at the same time

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Answer Key 2.3-1
1, 3, 5, 7, 8, 9

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Job Sheet 2.3-1
Title: Prepare a Demonstration-Performance Method

Training Session
Performance Objective: Given a skill in the qualification assigned to
you, you should be able to demonstrate how to use demonstration method
in training following recommended steps.
Steps/Procedure:
1. Select a skill for demonstration from the skills of the qualification

assigned to you.
2. Using the following steps, prepare the plan:
4. Prepare the equipment, facilities, supplies and materials needed

for the demonstration.
5. Demonstrate the skill. Explain to trainees how to use the
Performance Criteria Checklist as a self-evaluation tool or a peer-
evaluation instrument.
6. Select a trainee or a pair of trainees to perform the same skills.
7. Evaluate their performance using the Performance Criteria
Checklist.
Assessment Method:
Portfolio Assessment, Questioning, Demonstration

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Feedback Mechanism
Learning Objective:
After reading this INFORMATION SHEET, YOU MUST be able to:
1. explain the importance of feedback in effective learning process;
2. enumerate and explain feedback strategies.
What is Feedback?
Feedback is a dialogue between people which reflects back how

another person sees someone else behavior or performance. As people we get
feedback from the way people react to us. As managers, coaches, trainers
and peers we may have more formal conversations about performance, or
how someone could carry out an aspect of their job role more effectively.
Types of Feedback
Positive Feedback serves to sustain behavior that is appropriate
and effective.
Negative or coercive Feedback serves to change behavior that is
inappropriate or ineffective.
Principles in Giving Effective Feedback

Give feedback only when asked to do so or when your offer is
accepted.
Give feedback as soon after the event as possible.
Focus on the positive.
Feedback needs to be given privately wherever possible,
especially more negative feedback.
Feedback needs to be part of the overall communication process
and developmental dialogue. Use skills such as rapport or
mirroring, developing respect and trust with the learner.
Stay in the here and now dont bring up old concerns or
previous mistakes, unless this is to highlight a pattern of
behaviors.
Focus on behaviors that can be changed, not personality traits.
Talk about and describe specific behaviors, giving examples
where possible and do not evaluate or assume motives.
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Use I and give your experience of the behavior (when you
said, I thought that you were).
When giving negative feedback, suggest alternative behaviors.
Feedback is for the recipient, not the giver be sensitive to the
impact of your message.
Consider the content of the message, the process of giving
feedback and the congruence between your verbal and non-
verbal messages.
Encourage reflection. This will involve posing open questions
such as:
(a) Did it go as planned? If not why not?
(b) If you were doing it again what would you do the same
next time and what would you do differently? Why?
(c) How did you feel during the session? How would you feel
about doing it again?
(d) How do you think the patient felt? What makes you think
that?
(e) What did you learn from this session?
Be clear about what you are giving feedback on and link this to
the learners overall professional development and/or intended
programme outcomes.
Do not overload identify two or three key messages that you
summarize at the end.

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Feedback Strategies
Characteristics Purpose
Timing For students to get feedback while they are still mindful
of the learning target.
For student to get feedback while there is still time for
them to act on it.
Amount For students to get enough feedback so that they

understand what to do but not so much that the work
has been done for them (differs case by case).
For students to get feedback on teachable moment
points but not an overwhelming number.
Mode To communicate the feedback message in the most

appropriate way.
The following tools provides written feedback about a
trainees performance:
Answer Key
Accomplished Performance Criteria Checklist
Evaluative Feedback(Examination Result)
Progress chart
Achievement chart
Trainees record book
Audience To reach the appropriate students with specific

feedback.
To communicate, through feedback, that student
learning is valued.
Focus To describe specific qualities of the work in relation to

the learning targets.
To make observation about students learning processes
and strategies that will help them figure out how to
improve.
To foster student-efficacy by drawing connections
between students work and their mindful, intentional
efforts.
To avoid personal comments.

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Characteristics Purpose
Comparison Usually, to compare student work with established

criteria.
Sometimes, to compare a students work with his or her
own past performance.
Rarely, to compare a students work with the work of
other students.
Function To describe student work.

To avoid evaluating or judging student work in a way
that would stop students from trying to improve.
Valence To use positive comments that describe what is well

done.
To make suggestions about what could be done for
improvement.
Barriers in Giving Feedback

A fear of upsetting the trainee or damaging the traineetrainer
relationship
A fear of doing more harm than good
The trainee being resistant or defensive when receiving
criticism. Poor handling of a reaction to negative feedback can
result in feedback being disregarded thereafter
Feedback being too generalized and not related to specific facts
or observations
Feedback not giving guidance on how to rectify behavior
Inconsistent feedback from multiple sources
A lack of respect for the source of feedback.
The Role of Feedback in Learning

Learning involves the interaction of new information provided by
instruction with existing information already in the trainees memory.
Feedbacks role in the learning process is not simply information processing,
but a more complex milieu with feedback having an influence on the
learners affective and motivational processes, along with cues, participation,
and reinforcement as one of his four elements to determine the quality of

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instruction. It is an important construct for improving instruction and
performance.
Feedback is an essential part of education and training programmes.
It helps learners to 1) maximize their potential at different stages of training,
2) raise their awareness of strengths and areas for improvement, and 3)
identify actions to be taken to improve performance. It is part of the overall
dialogue or interaction between trainer and trainee and not a one-way
communication. Feedback can be seen as informal (e.g. day to day
encounters between trainer and trainee, between peers or colleagues) or
formal (for example as part of written or clinical assessment). It is very
important to ensure that the feedback given to the learner is aligned with
the overall learning outcomes of the programme/teaching session in which
the learner is engaged.
Feedback in Competency-Based Learning

Feedback is vital to success of competency-based training, we all
know that this is a self-paced approach, continuous and instantaneous. The
learning materials provide the means for continuous progress checks.
Results are known quickly, correction and reinforcement are immediate. It is
giving specific information about a trainees current behaviour in order to
help him/her either continue the behaviour or modify the behavior.
Providing regular feedback to the trainee regarding his/her work with
you is the most powerful teaching tool a trainer has. It is also the area most
commonly cited as lacking when trainees evaluate trainers. Quite simply,
feedback is the sharing of information about the trainees performance. The
feedback should be specific enough that the trainee understands which
behaviours are appropriate and which ones need to be changed. It is most
meaningful when it is based on solid data obtained while observing or
interacting with the trainee. An experienced trainer who has worked on
developing this skill can incorporate feedback comfortably and quickly into
regular interactions with a trainee.
Tools in providing feedback

In CBT, feedback should be immediate and continuous. When using
the modular self-paced method, the trainer is not always there to give face-
to-face feedback but the following tools are used so that the trainee can
evaluate the progress of his learning:
1. Answer key the answer key in the module is a way of checking

whether the trainee is learning what he has to learn from the
Information Sheet. You should instruct your trainees to always
compare his answers to self-checks with the answer key provided
in the CBLM. Apprehensions on developing dishonesty will be
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resolved if your trainees know that there will be a written test given
as a part of your institutional competency evaluation. Motivate
them to learn knowledge on their own through this process.
2. Performance criteria checklist this tool is provided in the

CBLM. This is a tool that a trainee can use to evaluate his own
performance when practicing skill. This is a list of criteria which
you should see in the performance of the task or job. Motivate
your trainee to use this as a tool for self-evaluation, peer evaluation
and ultimately for trainer evaluation. Self-evaluation is only good if
the criteria is well-written and well planned.
The Performance Criteria Checklist should include on the list
the four dimensions of competency so that Knowledge, Skills and
Attitude is checked against this list while the task/job is being
practiced.
3. Evaluative feedback this are feedback given by the trainer as a
result of evaluation. This can be given in a written form as in the
use of the Competency Assessment Result or giving back the
checked and scored test papers. This can also be given orally while
evaluating the performance of a task or job or after a competency
evaluation.
Feedback about the result of competency assessment such as
scores and acquired competency are very important information
which the trainee should be notified of as soon as possible.
Immediate feedback is very critical in learning. The trainee should,
therefore, be informed about his performance, his mistakes and the
gaps in his performance just after the assessment.
4. Other monitoring tool monitoring tools such as the progress
chart, achievement chart, trainees record book can also be effective
feedback and constant reminders on the learning activities of a
trainee.
Characteristics of Effective Feedback

It is specific and performance based.
It is descriptive, not labeling.
It focuses on the behavior, not the trainee.
It is based on observations, repeated if possible.
It begins with "I" statements.
It balances negative and positive comments.
It is well timed.

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It is anchored to common goals (for example, the trainees learning
or performance).
It provides for two-way communication, soliciting, and considering
the receivers input.
It is brief. (Be alert to signs of resistance).
It is based on trust, honesty, and concern.
It is private, particularly if it is negative.
It is part of your regular teaching process, not an exception to the
norm.
It provides for follow-up.
Guidelines for Providing Constructive Feedback

All comments should be based upon observable behavior and not
assumed motives or intents.
Positive comments should be made first in order to give the trainee
confidence and gain his/her attention.
Language should be descriptive of specific behaviors rather than
general comments indicating value judgments.
Feedback should emphasize the sharing of information. There
should be opportunities for both parties to contribute.
Feedback should not be so detailed and broad. It should not
"overload" the trainee.
Feedback should deal with the behaviors the trainee can control and
change.
Feedback requires the ability to tolerate a feeling of discomfort.

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Self-Check 2.3-2
Enumeration:
Enumerate the following:
Importance of Feedback in Training
1.
2.
3.
Modes of Providing Feedback
4.
5.
6.
7.
Explain the purpose of the following feedback characteristics

1. Timing
2. Amount
3. Focus
4. Function

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Answer Key 2.3-2
Enumeration:
Importance of Feedback in Training

1. maximize their potential at different stages of training,
2. raise their awareness of strengths and areas for improvement,
3. identify actions to be taken to improve performance.
Modes of providing feedback:

4. Oral
5. Answer key
6. Performance criteria checklist
7. Evaluation Results
8. Monitoring tools such as the
progress chart
achievement chart
trainees record book
Purpose of feedback characteristics
Characteristic Purpose
Timing For students to get feedback while they are still mindful
of the learning target.
For student to get feedback while there is still time for
them to act on it.
Amount For students to get enough feedback so that they

understand what to do but not so much that the work
has been done for them (differs case by case).
For students to get feedback on teachable moment
points but not an overwhelming number.
Focus To describe specific qualities of the work in relation to the

learning targets.

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To make observation about students learning processes
and strategies that will help them figure out how to
improve.
To foster student-efficacy by drawing connections
between students work and their mindful, intentional
efforts.
To avoid personal comments.
Function To describe student work.

To avoid evaluating or judging student work in a way
that would stop students from trying to improve.

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CBT Monitoring Tools
1. Enumerate the monitoring tools used in CBT;
2. Differentiate a progress chart from an achievement chart; and
3. Identify the contents that should be in the monitoring tools.
Monitoring is a very important activity in CBT. As a trainer, you

should be able to monitor daily activities of each trainee so that their
training progress is recorded. In this lesson, you will learn how to make and
use the monitoring tools.
Monitoring Tools used in CBT
1. Progress chart This chart is a monitor of the Learning Outcomes

and competencies achieved by each trainee. It is displayed on a
place within the training area frequented by the trainees.
2. Achievement chart This chart is a monitor of the required
projects and activities usually in the job sheets of the CBLM.
These requirements are needed in the attainment of the skills of
the competency.
The achievement chart is most recommended specially for
qualifications that requires many activities and requirements to
finish a learning outcome. Oftentimes, if this happens your
trainees will not see progress on the progress chart. The
achievement chart is made so that you can monitor daily
accomplishments of trainees.
3. Trainees Record Book this is the monitoring tool for trainees in
the Supervised Industry Training or On-the-Job training. This
monitoring tool is kept by the trainee but the supervisor signs the
TRB for every accomplishment he has within the training period.
4. Trainees Progress Sheet - this is also a monitoring sheet for
industry training. It is however, kept by the industry coordinator
as a of the trainees accomplishment reflected from the TRB. This
monitor is accomplished during the monitoring visits.

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Guidelines in Making the Progress Chart
1. Recommended dimensions of the chart is 4 feet by 6 feet in

dimension so that it can be glanced at by the trainee from any
corner of the workshop
2. The Qualification Title should be written on top
3. It should contain all the Learning Outcomes as reflected in the
Training Regulation.
4. The names of the trainees are reflected on the second column in
alphabetical order.
5. The training duration reflects the nominal duration of the
qualification.
6. All trainers involved in the training are reflected in space provided.
7. Write the legend for recording the accomplishments of trainees.
8. To accomplish the chart, put a check on every learning outcome
finished and a letter C on the column for the competency if the
trainee passes the Institutional Competency Evaluation.
Guidelines in making the Achievement Chart

1. Recommended dimensions of the chart is 4 feet by 6 feet in
dimension so that it can be glanced at by the trainee from any
corner of the workshop
2. The qualification title should be written on top.
3. Instead of the Learning Outcomes, the required activities and
outputs are written.
4. The names of the trainees are reflected on the second column in
alphabetical order.
5. The training duration reflects the nominal duration of the
qualification.
6. All trainers involved in the training are reflected in space provided.
7. Write the legend for recording the accomplishments of trainees.
8. To accomplish the chart, put a check on every requirement
satisfied by the trainee and a letter C on the column for the
competency if the trainee passes the Institutional Competency
Evaluation.
Note: The guidelines in making the Trainees Record Book and the Trainees
Progress Sheet shall be discussed in the competency Supervise Work-based
Learning.

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Achievement Chart

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Self-Check 2.3-3
Multiple Choice:
Choose the letter of the best answer. Write the letter of your choice on your
answer sheet.
1. Which of the following does not belong to the group?

Progress Chart
Achievement Chart
Session Plan
Trainees Record Book
2. What monitoring tool is used when monitoring the outputs of learning?

Progress Chart
Achievement Chart
Session Plan
3. What chart contains the learning outcomes of a competency?

Progress Chart
Achievement Chart
Session Plan

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Answer Key 2.3-3
1. C
2. B
3. A

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Task Sheet 2.3-3a
Title: Prepare Progress Chart

Performance Objective: Given the TR of the qualification assigned to
you, you should be able to prepare the progress chart following the
guidelines for preparing a progress chart.
Supplies/Materials : TR, CBC, Bond papers
Steps/Procedure:
1. Acquire the TR or CBC of the qualification assigned to you.
2. Prepare the Progress Chart of the qualification including the LOs
of the Basic and Common Competencies using the recommended
format.
3. Follow the guidelines in Information Sheet 2.3-3 in preparing the
progress chart.
4. Evaluate your work using the Performance Criteria Checklist.
Assessment Method:
Portfolio

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Performance Criteria 2.3-3a
CRITERIA YES NO
Did you..
lift the Competencies from the TR or the CBC?
include basic competencies in the chart?
include Common competencies in the chart?
include Core competencies in the Progress Chart?
reflect all LOs of the Core Competencies in the chart?
write a legend for recording achievements to the progress

chart?

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Task Sheet 2.3-3b
Title: Prepare Achievement Chart

Performance Objective: Given the CBLM of the qualification assigned to
you, you should be able to prepare the progress chart.
Supplies/Materials : TR, CBC, Bond papers
Steps/Procedure:
1. Acquire the TR or CBC of the qualification assigned to you.
2. Prepare the Achievement Chart of the qualification using the
recommended format.
3. Follow the guidelines discussed in Information Sheet 2.3-3.
4. Write all outputs and Tasks/Jobs to be performed in a
competency.
Assessment Method:
Portfolio

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Performance Criteria 2.3-3b
CRITERIA YES NO
Did you..
lift the Competencies from the TR or the CBC
include required tasks/Job to be performed as a part of the

learning activities?
include required outputs/projects for the competency?
lift base the outputs and tasks/Jobs to be performed from

your CBLM?
write a legend for recording accomplishments?
base your chart on recommended format?

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The Competency Based Training Procedures
After reading this INFORMATION SHEET, YOU MUST be able to
1. discuss the procedures in managing CBT;
2. enumerate the aspects of the training that needs to be discussed
during the orientation.
In the previous discussions, you gathered information about the
characteristics of trainees, their current competencies and their training
needs. You were also presented with different modes and methods of
teaching in the first competency of the Teaching Methodology course.
Our main concern now is how to make use of this information in
actual training. How do we handle trainees with varied characteristics and
different training needs considering the Principles of Competency Based
Training?
Delivery and Evaluation Activities
To effectively carry out the delivery of learning the following steps are
hereby recommended:
Pre-training activities
1. Construct pre-assessment instruments
2. Prepare TNA instruments
3. Prepare session plan
4. Develop CBLM for your qualification
5. Layout your workshop by workstation following the CBT Principles
6. Organize training resources
7. Monitoring of attendance
Although attendance is not a basis in evaluating trainees in CBT, the
trainer should still monitor the attendance of his trainees. This serves as a
basis for the planning of the activities for the day specially if there are
limited training resources. Monitoring attendance need not use the
traditional way of checking attendance but the trainer can devise a way in
which attendance (time-in and time-out) are recorded. Log books, biometric
system or Bundy clock are some ways of recording.

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Conduct TNA and pre-assessment
Training Need Analysis (TNA) reveals important data such as the
current competencies and trainees characteristics. These are basis for the
planning and scheduling of training sessions.
Schedule training sessions
Training schedule is based on trainees characteristics and current
competencies. Trainer should be creative enough to maximize use of
available resources to facilitate learning. Training methodologies may vary
trainee by trainee. Small group maybe formed for some competencies
wherein fast learners may serve as leaders. In some cases a trainee may opt
to learn alone.
Trainees choose competency
For TM, Plan Training Session is a prerequisite to all other
competencies except the competency Utilize Multi-Media Materials in
Facilitating Session. It is, therefore, the first competency that trainees
should learn. You have to design your first training sessions for the
attainment of the learning outcomes of Plan Training Sessions.
Prepare training facilities and resources
Assign Trainees in their workstations
Assign trainees depending on Trainees current competencies and the
availability of training resources
Orient Trainees
Orientation of Trainees to Competency Based Training
To acquaint trainees of the environment in Competency Based
Training, an orientation program is very important. It is during orientation
that trainers motivate students about the program and its benefits to
trainees. This is the time when you get trainees excited about the prospects
of getting real occupational training and confident that they can succeed in
the training program.
There are two levels of the orientation program, the orientation about
the institution and the orientation about your particular qualification.
Orientation about the institution

Usually, training institutions that start qualifications at the same time
orient students about the institution during the Trainees Induction
Program. It is during this time that trainees get acquainted with the school
faculty and staff, facilities, programs and services. If arrangements
warrants, this orientation is a responsibility of an orientation committee
preferably headed by the guidance counselor. But if schedules do not allow
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for a mass orientation, it is your responsibility as the assessor to orient
them about the institution.
Orientation about the qualification or training program
Aside from orienting the trainees about the Competency Based
Training System, the following elements of CBT needs to be discussed before
the start of any training program:
1. The role of the trainee
2. The role of the trainer
3. Basic operations in which the training operates
4. The competencies that has to be covered based on TR
5. The use of the CBLM
6. The CBLM basically has instructions in itself but trainees need to
be acquainted with its parts to ensure that every part will not be
neglected. Orient trainees on the importance of each part in the
training.
7. Instructional Facilities and Resources
8. A tour of the workshop during the orientation maybe needed to
familiarize the students about facilities existing in the workshop
and how they will be accessed and returned. Their role in the
maintenance of the tools is reiterated during this time
9. The workshop and its stations
10. The evaluation system
11. The trainees will always be interested on how they will be rated.
They should know what to be and how they will be evaluated, how
achievements will be recorded and what credits to get after the
training.
Guide Trainees in doing the activities of the session

The trainee is guided by the CBLM about the activities to be
undertaken through the learning activities page. All instruction sheets are
also provided with necessary sections which will serve as a guide in
undertaking the activities such as the Occupational Health and Safety
practices, tools and materials needed, standards to be met and speed.
Provide feedback on the on-going activities
Self-Checks, Task/Job Sheet, Operation Sheets, and assignment
sheets are provided with Performance Criteria Checklist or Procedural
Checklist to serve as a guide for trainees in checking their own work but it is
also important that trainers check the performance of each trainee. Always
remember that immediate feedback is critical in training.

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Provide remedial activities such as lecture/discussions for
knowledge or additional Task/Job Sheets for practice as the need
arises.
Since learning is self-paced, trainees are expected to finish at different
times and maybe doing different things at a time. Slow learners would need
more guidance than the others. The trainer should be very sensitive about
the needs of trainees with special needs such that of the slow learners. In
some cases, several task sheets to practice would be needed before they are
ready for more complex activities such that in the Job Sheet. The trainer
should use his judgment and ingenuity in providing these to his trainees.
This would eventually increase the materials in the CBLM and improve the
efficiency of the training program.
Record achievement of trainees on the Progress Chart and
Accomplishment Chart
A Progress Chart and an Accomplishment Chart is a record of all the
accomplished activities and acquired Learning Outcomes of the trainee.
They are essentially references for both the trainer and the trainee about the
on-going training. The progress chart and the Accomplishment chart reflect
important feedback which may be bases for the adjustments in the teaching
learning process. If the progress chart shows that a trainee is too slow, for
example, the trainee would be motivated to catch up with the others. The
trainer, on the other hand, could be alarmed and find ways in guiding the
trainee to achieve better.
Evaluate trainees performance
The performance of the task and job sheets are venues for practicing a
task or a skill based on the criteria in the Performance Criteria Checklist.
The Performance checklist for the particular Job/Task Sheet is likewise the
basis for formative evaluation of the trainees performance. A well prepared
Competency Assessment (Institutional) for each competency is however,
encouraged for summative evaluation.
Provide Feedback on the result of the evaluation

Results of evaluation should be immediately communicated to the
trainees.
Decide whether the trainee advances to the next competency or to

do more practice activities

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In doing the activities above, take note of the following principles:
Effective facilitation involves acquiring relevant knowledge about
students and using that knowledge to develop our course design and training
session.
Effective facilitation involves aligning the three major components of
instruction: learning objectives, assessments and instructional activities.
The CBLM as the primary learning material is provided with the
following to allow self-paced learning:
Information sheet learning objectives are stipulated at the
start of each information sheet.
Job/task/operation Sheets - provides opportunity for trainees
to practice skills related to the learning objective.
Performance Criteria/Procedural Checklist provides feedback
on the performance of the activities in the Instructional Sheets.
It is a benchmark of performance criteria for the trainee for self-
assessment and for the trainer to assess trainees performance.
Effective facilitation involves articulating explicit expectations regarding
learning objectives and policies.
Being clear about the objectives of learning and communicating them
explicitly to the trainees learn more and perform better. It gives trainees a
clear target to aim and to monitor.
Effective facilitation involves prioritizing the knowledge and skills we
choose to focus on.
Too many topics work against learning so you have to decide what you
will not include in the course. This involves (a) recognizing the parameters
of the course (b) setting priorities (c) determining course content that will be
useful in attaining objectives set by the Competency Standards.
Effective facilitation involves recognizing and overcoming our expert
blind spots.
We are not our trainees. Experts tend to perform acquired skills
unconsciously that they tend to become inherent in the trainer so we tend to
skip or combine critical steps when we teach. The trainer should be keen
enough to break skills into smaller tasks so that trainees can practice them
well before they can combine them with other tasks.
Effective facilitation involves adopting appropriate teaching roles to
support our learning goals.

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Self-Check 2.3-4
Enumeration:
Enumerate the aspects of the training that needs to be explained during the
orientation.

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Self-Check 2.3-4
Your answers should include the following:

1. CBT Procedures
2. The role of the trainer
3. The role of the trainee
4. The competencies that has to be covered based on TR
5. The use of the CBLM
6. Instructional Facilities and Resources
7. Workshop and its stations
8. The evaluation system

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Job Sheet 2.3-4
Title: Facilitate Training Session

Performance Objective: Given trainees for your qualification,
YOU MUST be able to facilitate one training session using the
Competency Based Training delivery approach.
Supplies/Materials : TR, CBC, CBLM, Bond papers,
Steps/Procedure:
1. Prepare training facilities and resources
2. Monitor the attendance of trainees
3. Orient Trainees on a condition that this is the first time you meet
a group of trainees and TNA has been previously conducted.
4. Assign trainees in their workstations
5. Guide trainees in undergoing the activities
6. Provide feedback as the training is going on
7. Evaluate performance of trainees based on Performance Criteria
Checklist
8. Record trainees achievement on Progress Chart and
Assessment Method:
Demonstration, Portfolio Assessment, Questioning

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Facilitate Training Session
Criteria YES NO
Did the Trainer prepare
Workstations?
Facilities/resources?
Was attendance monitored?
Was there a full utilization of work areas/resources?
Did the trainer orient the trainees on
CBT?
The role of the trainer?
The role of the trainee?
The competencies that has to be covered based on TR
The use of the CBLM
Instructional Facilities and Resources
Workshop and its stations
The evaluation system
Did the trainer conduct pre-assessment (RPL)?
Did the trainer schedule individual and small-group
activities as appropriate?
Did the trainer use a variety of teaching techniques,
designed to match learner capabilities with the requirements
of the task?
Did the trainer monitor the activities?
Did the trainer allow students to assume individual
responsibility for learning?
Did the trainer evaluate the performance of the trainees
based on Performance Criteria Checklist?
Did the trainer record the achievements of the trainees in
the
Progress chart?
Accomplishment chart?
Did the trainer personally provide continual feedback to
trainees.
Were slow learners assisted in their activities?

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Focused Group Discussion
Learning Objective:
1. explain how focus group discussion can be useful in processing
observation results;
2. enumerate ways of encouraging members of the focus group to
participate in the discussion;
3. identify the important parts of the minutes of the meeting; and
4. explain how focus group discussion can be helpful in the program
evaluation.
As expert trainers in TVET and through the knowledge and skills you
acquired from the other competencies of TM1, you can now evaluate the
performance of others in facilitating learning sessions.
In this lesson, you will learn how to use Focus Group Discussion as a
tool in evaluating the demonstration of a trainer.
Observation Results and Focus Group Discussion

The observation results are best discussed by the observer, oftentimes
the VIS, and the trainers who were observed. The purpose of the discussion
is to be able to identify the strengths and weaknesses of the trainers in
facilitating sessions and to improve the resources, materials and facilities so
that CBT is continuously enhanced. It will also help in standardizing
maintenance systems and other processes involved in training within an
institution.
In our quest for quality, it is always a good practice to sit together,
discuss the processes and set course of actions towards the improvement of
CBT.
Focus Group Discussion
The purpose of focus group discussions is to gain knowledge about a

particular topic or need by interviewing a group of people directly affected by
the issue. Focus group data can be used to collect information for many
purposes, such as conducting a needs assessment or evaluating a program.
In training, we would like to use this method to discuss the result of
evaluation on the demonstration of trainers, to improve their skills in

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facilitating training sessions, the training resources, Shop layout and CBT
implementation as a whole.
Approaching Focus Group Facilitation
For this activity you should have a moderator and a secretaty. The
moderator leads the discussion, keeps the conversation flowing and takes a
few notes to remember comments that you may want to use later. The
secretary takes comprehensive notes, handles the environmental conditions
and logistics, responds to unexpected interruptions and keeps track of time.
Two approaches are essential to facilitating focus groups.
The first is being a blank slate. This means approaching the

focus group with an open mind and as few preconceptions as
possible about what participants are likely to say or not say.
The other essential approach is to be aware of potential biases
as a moderator. Differences in race/ethnicity, qualification
handled and education levels between the moderator and
participants can bring unforeseen biases to how a facilitator
runs a focus group.
.
Anticipate running out of timethink about what you would do to
modify the agenda.
Encourage discussion
To facilitate useful, free-flowing discussion during the focus group,

follow some of these tips:
Ask participants to think about an issue for a few minutes and write down
their responses.
Ask each participant to read, and elaborate on, one of their responses.
Note the responses on a whiteboard.
Once everyone has given a response, participants will be asked for a
second or third response, until all of their answers have been noted.
These responses can then be discussed.
Dont ask more than one question at a time, even if the questions go
together. Participants usually cannot remember several questions at one
time, and asking multiple questions makes it hard for them to know
where to start.

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Frequently repeat key phrases from the question. Participants tend to lose
focus on the question after 2-3 other participants have responded to it.
Repeating key phrases from the question at strategic times, or asking
participants to link their response to key terms in the question will help
participants stay focused.
Be Comfortable with Silence. It is also important that moderators be
comfortable with silence and pregnant pauses. Some participants may
participate more if they have more time to consider the question before
they speak.
Use probes when you need more information.
When participants are not providing enough information, try the

following probes:
a. Would you explain further?

b. Would you give me an example of what you mean?
c. Would you say more?
d. Tell us more.
e. Is there anything else?
f. Please describe what you mean.
g. I dont understand.
h. Does anyone see it differently?
i. Has anyone had a different experience?
Managing risks
A number of potential problems could arise during focus groups,

which will all need addressing:
If one participant tries to dominate the session, the moderator

should invite each person to speak in turn
Avoid interviewing friends in the same group as they can form
cliques - if cliques do form, suggest taking a break and changing
seating positions upon returning from the break
Avoid personal confrontation - allow the group to police itself
(e.g. "do others in the group agree?")
Respect someone's right to be quiet, but do give them a chance
to share their ideas 1-to-1 (e.g. during a break)
Use differences of opinion as a topic of discussion - the
moderator should avoid taking sides
In order to avoid leading participants with any reaction to
their comments, we suggest that reactions should be warm but
value-neutral. Ways to be value-neutral are: informationseeking
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(e.g. tell me more about that), clarifying (e.g. Can you
explain what you mean?) and acknowledging (I hear what you
are saying).
To evaluate the performance of a trainer, demonstration observation is

usually done by the Vocational Instruction Supervisor (VIS). After the
demonstration, a meeting which will discuss the result of evaluation should
follow. It is recommended that a focus group discussion will be used to
discuss demonstration observations. The focus of the discussion is
primarily to improve CBT implementation which shall include improvements
on the skills of the trainers and the resources of the training, and the layout
of the workshop.
To discuss the results of the observations the following should be
observed:
1. The VIS should act as the moderator.

2. Assign a secretary who will take the minutes.
3. Use the Performance Criteria Checklist on Facilitate Training
Session as a basis. Other observation items maybe included but
discussions should focus on how CBT is implemented.
4. Avoid referring to a particular person. Refer to the performance of
the items included in the criteria.
5. After discussing the observation, focus on how the performance of
the item should be improved.
6. After the discussions, always make it a practice to have agreements
on the topics discuss. Course of actions to improve on the CBT
implementation should be agreed upon by the participants.
Minutes of the meeting

Minutes of the meeting is a documentation of the discussions and
agreements/resolutions on topics discussed in a meeting.
Meeting minutes are important. They capture the essential
information of a meeting decisions and assigned actions. They keep
attendees on track by reminding them of their role in a project/endeavor
and clearly define what happened in a group session.
Meeting minutes shouldnt be an exact recording of everything that

happened during a session. Minutes are meant to record basic information
such as the actions assigned and decisions made. Then, they can be saved
and used for reference or background material for future meetings relating
to the same topic.

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The following instructions will help you take useful and concise
meeting minutes.
Before the Meeting
If you are recording the minutes, make sure you arent a major
participant in the meeting. You cant perform both tasks well.
Create a template for recording your meeting minutes and make sure
you leave some blank space to record your notes. Include the following
information:
Date and time of the meeting

The purpose of the meeting
The meeting lead or chairs name
Assigned action items
Decisions made
Before the meeting, gather as much information from the host as you
can. Ask for a list of attendees, as well as some information on the purpose
of the meeting. This way you wont need to scramble to understand whats
going on while youre recording notes.
Decide how you want to record your notes. If you arent comfortable
relying on your pen and notepad, try using a tape recorder or, if youre a fast
typist, take a laptop to the meeting.
During the Meeting
Check the attendance. Ask the meeting moderator to introduce you to

meeting attendees you arent familiar with. This will be helpful later when
you are recording assigned tasks or decisions.
Dont try to record notes verbatim its not necessary. Minutes are
meant to give an outline of what happened in the meeting, not a record of
who said what. Focus on understanding whats being discussed and on
recording whats been assigned or decided on.
Record action items and decisions in your template as they happen

dont wait until after the meeting to pull them out of your notes or you could
make a mistake. If you dont understand exactly what decision has been
made or what action has been assigned, ask the meeting lead to clarify.

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After the Meeting
Review the notes and add additional comments, or clarify what you
didnt understand right after the meeting. Do this while the information is
fresh in everyones mind. Type your notes out in the template you created
before the meeting this will make the notes easier for everyone to read and
use.
When youre writing out your notes, use some of the following tips
from the International Association of Administrative Professionals (IAAP).
Number the pages as you go so you arent confused later.

Remember, though, that the minute-taker is responsible for
providing good flow. Dont force yourself to write the minutes in
the actual chronological order of the discussion - it may not
work.
Focus on action items, not discussion. The purpose of minutes
is to define decisions made and to record what actions are to be
taken, by whom and when.
Be objective. Write in the same tense throughout and avoid
using peoples names except for motions or seconds. This is a
business document, not about who said what.
Avoid inflammatory or personal observations. The fewer
adjectives or adverbs you use, the better. Dull writing is the key
to appropriate minutes.
If you need to refer to other documents, attach them in an
appendix or indicate where they may be found. Dont rewrite
their intent or try to summarize them.
When you finish typing the minutes, ask the meeting moderator to
review the document for errors. Send the final copy of the minutes to
attendees right away. Keep a copy of the notes (and the template) for
yourself in case someone wants to review them later.
Recording meeting minutes ensures that the decisions and actions

resulting from a meeting arent lost or forgotten. By taking the time to record
proper meeting notes youll make sure the time and effort that goes into a
meeting isnt wasted. (Effective Meetings.com)

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Self-Check 2.3-5
Multiple Choice:
answer sheet.
1. In a focus group discussion, he leads the discussion.

Moderator
Secretary
Trainer
Assistant leader
2. A member of the focus group who takes notes of the discussions and
decisions made.
Moderator
Secretary
Trainer
Assistant leader
3. The documentation of the discussions and decisions made in a focus

group discussion is the
Minutes of the meeting
Observation result
Moderators notes
Pictures
II. Enumeration:
Enumerate the following:
1. Tips on how to encourage a members participation in a focus group

discussion. (give at least 5)
2. Questions which may be asked to get more information on the responses

of a member. (give at least 5)

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Answer Key 2.3-5
Multiple Choice:
1. A
2. B
3. A
Enumeration
1. Tips on how to encourage a members participation in a focus group
discussion.
o Ask participants to think about an issue for a few minutes and

write down their responses.
o Ask each participant to read, and elaborate on, one of their
responses.
o Note the responses on a whiteboard.
o Once everyone has given a response, participants will be asked
for a second or third response, until all of their answers have
been noted.
o These responses can then be discussed.
o Dont ask more than one question at a time, even if the
questions go together. Participants usually cannot remember
several questions at one time, and asking multiple questions
makes it hard for them to know where to start.
o Frequently repeat key phrases from the question. Participants
tend to lose focus on the question after 2-3 other participants
have responded to it. Repeating key phrases from the question
at strategic times, or asking participants to link their response
to key terms in the question will help participants stay focused.
o Be Comfortable with Silence. It is also important that
moderators be comfortable with silence and pregnant pauses.
Some participants may participate more if they have more time
to consider the question before they speak.

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2. Questions which may be asked to get more information on the responses
of a member.
a. Would you explain further?
b. Would you give me an example of what you mean?
c. Would you say more?
d. Tell us more.
e. Is there anything else?
f. Please describe what you mean.
g. I dont understand.
h. Does anyone see it differently?
i. Has anyone had a different experience?

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Minutes of the Meeting Template
Minutes of the Meeting

Date: ________________________
Agenda:
Competency-based Training Delivery
Present:
1. ____________
2. ____________
3. ____________
4. ____________
CBT Concerns Discussions Resolutions/Agreement

1. CBT Layout
2. Monitoring of
Attendance
3. Utilization of work area
4. Orientation
a. CBT
b. Roles
c. TR
d. CBLM
e. Facilities
f. Evaluation system
5. RPL
6. Teaching methods and

technique
7. Monitoring of
learning activities
a. Achievement chart
b. Progress chart
8. Feedback
9. Slow learners
10. Other concerns

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Job Sheet 2.3-5
Title: Undergo Focus Group Discussion on Facilitate Training Session
Performance Objective: After observing the Job Sheet 2.3-4

(Facilitate Training Session), you should be able to undergo a focus
group discussion with a group of trainees and list down observations
about the activity
Supplies/Materials : CBLM, Bond papers
Steps/Procedure:
1. Form a group of five.

2. Observe the demonstration of each member on Job Sheet 2.4-4
(Facilitate Training Session).
3. As the demonstration is going on each member shall act as a
trainee and at the same time an evaluator. You should fill-up
the Performance Criteria Checklist and list down observations
about the demonstration.
4. After the demonstration, assign a leader and a secretary from
among the trainees to facilitate the discussion.
5. Use the Performance Criteria Checklists as a guide during the
discussion.
6. The secretary shall take the minutes of the meeting.
7. The secretary should list down common observations and
recommendations that arise during the group discussion.
8. Submit the minutes of the meeting to your trainer.
Assessment Method:
Questioning

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CRITERIA YES NO
Were all the members of the group present during the
discussion?
Did each member have the performance criteria checklist
filled-up?
Is there a maximum participation of all members?
Are the members encouraged and motivated in giving their
observations?
Is there a minutes of the meeting?
Is the template for minutes of the meeting used?
Did all members sign the minutes to agree on the contents?
Are the courses of action or decisions made properly stated in
the specified column?
Are suggestions and recommendations included in the
summary?

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LEARNING OUTCOME #4 Conduct Competency
Assessment
CONTENTS:
Institutional Competency Evaluation
1. Competency assessment procedures is explained to the learners
according to guidelines
2. Competency assessment tools, materials and equipment are
provided to the learners.
3. Evidences are gathered and documented using relevant
assessment tools
4. Appropriate feedback mechanism is used to inform learner of
his/her progress
5. Assessment results are documented and records are and kept
in according to guidelines
CONDITION:
2. EQUIPMENT
Computer
LCD
White board
Learning Packages
Bond Paper
Manuals
ASSESSMENT METHOD:
2. Portfolio
3. Written Test

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Learning Outcome 4
Conduct Institutional Competency Assessment
Read information sheet 2.4-1 on

the This Learning Outcome
Institutional Competency Evaluation deals with conducting the
institutional competency
Answer Self-Check 2.4-1 evaluation. This
Compare answers to Answer Key 2.4-1 evaluation is done every
after a trainee finishes all
Perform Job Sheet 2.4-1 on how to conduct learning activities of a
institutional competency evaluation competency using the
Evaluate performance using the performance Evaluation Tool you
criteria checklist prepared in LO4 of Plan
Training Session.
The learning activities on
the right will guide you
through learning this LO.

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Learning Objective:
After reading this INFORMATION SHEET, YOU MUST be able to outline the
steps in conducting learning evaluation.
Learning evaluations primary goal is to assess trainees performance
with the purpose of adjusting the training process so that it meets the
trainees training needs. Learning evaluation may take place anytime during
the training. Self-evaluation is done by the trainee based on the
performance criteria for each activity, formative evaluation is done by the
trainers to check the accomplishments and to evaluate the level of
competencies for purposes of adjustments in the training and a summative
evaluation is done at the end of the training to assess trainees performance
and knowledge of trainees.
In this Information Sheet we shall be discussing about the
Institutional Competency Evaluation which is done for every competency.
Remember that in CBT, you are training trainees by competency. Before he
advances to another competency or before assigning him to another
competency you should test his current competency using the Evaluation
Tools previously prepared.
In competency based training, learning evaluation essentially
measures the sufficiency of trainees performance, knowledge and attitudes
compared to a set competency standard. Institutional Competency
Evaluation is done to check whether the competencies set in the Training
Regulations and the Competency Based Curriculum is met by the trainee. It
is one of the bases for giving the Certificate of Achivement to the trainee.
Since training is self-paced, institutional assessment may be done
anytime a trainee is ready to be assessed.
The Assessment Logbook

The assessment logbook is a schedule of trainees ready to be assessed
for the day. You should prepare this logbook and have it accomplished by
your trainees anytime they are ready to be assessed. This tool will help you
schedule the limited equipment that you have in your workshop. In case
your equipment is used for both training and institutional assessment,
trainees should be assigned to other learning areas of the competency they
are training on to give way for assessment.
This tool is very important when more than one trainee is to be assessed
in a particular day considering that normally the trainer is also the assessor
of the institutional competency evaluation and you are doing training and
assessment at the same time.
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Preparations for Institutional Competency Assessment
Prior to institutional assessment, the trainer should prepare the
following:
Competency Evaluation tool
Answer sheet for written test
Marking sheets
Tools, materials and equipment needed for assessment
A well lighted and well-ventilated assessment area within the
workshop
Methods used in Institutional Competency Evaluation
1. Written test the written test is usually given to test the

knowledge aspect of the competency. This type of test is therefore
a must in the evaluation. It is usually administered first before the
performance test. It is recommended that the passing score for the
written test is 70% of the total test items. This is to ensure that
trainees learn the concepts of the competency as they learn the
skills.
2. Demonstration with questioning this method is viewed to be
the most appropriate method of evaluation for institutional
competency evaluation as long as the materials, supplies and
equipment mimic those that are in the actual work area. This
method allows you to set the procedures of the performance test,
the time allotment and the assessment activities so that all criteria
in the evidence plan will be observed.
You should follow-up the performance with questions. In
case, you are not sure that the criteria in the evidence plan are
substantially evident, you should ask follow-up questions using
your questioning tools. Usually, there is a need for you to ask
questions on Job Role and environment and contingency
management skills. You are not required to ask all questions in the
assessment tool.
3. Observation with questioning this is a method used in the
actual work area. This method maybe applicable to some
competencies especially if assessment cannot be done within the
workshop. If your materials and equipment are not appropriate or
insufficient, it is wiser to use this method.
An example of an assessment which may use this method is
laying brick/blocks for structure. Assessment for this
competency can never be done inside the workshop since you
cannot lay blocks then remove it after. You have do the
assessment in an area where there is a need to lay blocks. In this
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way you will be able to observe the trainee perform the competency
and gather the evidences in the evidence guide.
Sometimes Observation method has an advantage over
demonstration method because you can directly observe Job Role
and environment management skills because the customer, the
boss(the owner), and the environment are there. Adjustments
maybe needed because of factors of the inclination of the ground
and customers request which will eventually test the contingency
management skill of the trainee.
Other methods of assessment maybe used as you deem more
applicable and may vary from competency to competency.
Before the test

1. Give a short description of the assessment
2. Orient the trainees about:
the evidence requirements that has to be observed during the
assessment process
what type of tests will be given
how the evidences of competencies will be gathered
time allotted for each activity
3. Give specific instruction as slowly and as clearly
4. Specify the dos and donts specially on concerns of safety
5. Issue tools and materials in orderly manner.
6. Assign each trainee to an assessment area.
During the test

1. Make all necessary announcements just before the test.
2. Help trainees overcome their nervousness, distractions and
irritation.
3. Administer the written test. A passing score should be attained by
the trainee before he proceeds to the performance test.
4. Ensure that trainees are in appropriate working attire during the
performance test.
5. Explain thoroughly the procedures of the performance test.
6. Be present at the test area during the entire test.
7. Observe carefully the specified time limits.

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8. Stop the trainee if they destroy equipment or work in hazardous
manner.
9. Give follow up questions in case a performance criteria is not
demonstrated.
10. Closely watch the demonstration of critical aspects of
competency
11. Tick on the performance criteria on the rating sheets observed
as demonstrated as the performance test is going on.
After the test

1. Provide immediate feedbacks starting with positive feedback to the
performance that needs improvement.
2. In case the trainee is not yet competent on an area, advice him to
go back to the particular task he failed to perform for more
practice.
3. Re-assess the candidate on the competency that he did not
perform well.
4. Record the result to the Institutional Evaluation Record Sheet and
the Progress Chart.
5. You may award the Certificate of Achievement the following day.

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Job Sheet 2.4-1
Title: Conduct Institutional Competency Evaluation

Performance Objective: Given an assessment package and the materials
needed for assessment, you should be able to conduct institutional
competency evaluation following the standard procedures.
Steps/Procedure:
1. Secure Institutional Competency Evaluation Tool.
2. Prepare the supplies and materials.
3. Orient the trainees based on the given guidelines above.
4. Conduct the assessment
a. Check Portfolio (if applicable)
b. Administer and score written test
c. Conduct performance test
d. Interview the trainee using the questioning tools in the package
5. Analyze assessment result
6. Provide feedback to the trainees
7. If not yet competent, ask trainee to go back to corresponding
work station for the tasked not performed satisfactorily.
8. If competent, record the result of the assessment on progress
chart.
9. Award the Certificate
Assessment Method:
demonstration with questioning

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Conduct Institutional Competency Assessment
CRITERIA YES NO
Did the trainer
monitor the attendance?
prepare enough supplies and materials for each candidate?
orient the trainees being assessed on the following:
the evidence requirements that has to be observed

during the assessment process
what type of tests will be given
how the evidences of competencies will be gathered
time allotted for each activity
specify safety precautions during the assessment?
observe trainee in his activity?
record observations on the rating sheets?
check the written test?
ask follow-up questions?
give immediate feedback?
notify the trainee about the result of the assessment?
record the result of the assessment on the progress chart?
notify the trainee about the other requirements of the course

such as the National Competency Assessment and the
SIT/OJT?

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Other Observations:
__________________________________________________________________________
__________________________________________________________________________
__________________________________________________________________________
__________________________________________________________________________
__________________________________________________________________________
__________________________________________________________________________
Comments/suggestions about the performance of the trainer:
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________

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LEARNING OUTCOME #5 Review Delivery of Training
Session
CONTENTS:
1. Competency Based Training Review and Evaluation
2. Pre-Test Posttest Analysis
3. Training Evaluation Analysis
4. Training Session Adjustments
1. Appropriate Training session evaluation instrument is used.
2. Interpretations are made on the results of training session
evaluation.
3. Adjustments on training are made on the results of evaluation.
CONDITION:
2. EQUIPMENT
Computer, LCD
White board
Learning Packages
Bond Paper
Manuals
ASSESSMENT METHOD:
2. Portfolio
3. Written Test

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Learning Outcome 5
Review Delivery of Training Session

Read Information Sheet 2.5-1 on The review of the training
Competency-Based Training Review and session for purposes of
Evaluation evaluating the success of CBT
for purposes of improving the
methods and processes
Compare answers to Answer Key 2.5-1 involved is the focus of this
Read Information Sheet 2.5-2 on Pre-test learning outcome.
Posttest Analysis
Answer Self-Check 2.5-2 The evaluation of Knowledge,
Compare answers to Answer Key 2.5-2 Skills and attitude as a result
of the training and the
Read Information Sheet 2.5-3 on implementation of the training
Training Evaluation Analysis program will be discussed and
Perform Job Sheet 2.5-3 on how to practiced by going through the
Analyze Training Evaluation learning activities outlined in
the left column.
Evaluate output using performance
criteria checklist
Your outputs for this LO shall
Answer Self-Check 2.5-3 be the following:
Compare answers to Answer Key 2.5-3 1. Analysis of a hypothetical
Read Information Sheet 2.5-4 on data on pre-test posttest
Training Session Adjustment result.
Answer Self-Check 2.5-4 2. Analysis of hypothetical data
for program evaluation
3. sample write-up of a
program evaluation report

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CBT Review and Evaluation
Learning Objectives: After reading this INFORMATION SHEET, YOU

MUST be able to:
1. determine the components of training that needs to be evaluated;
2. enumerate and describe ways of reviewing and evaluating training
sessions
Competency based Training, like any training, should evolve
dynamically. The drive for continuous improvement will only be possible if
training is reviewed, measured and evaluated. Adjustments can be made
based on the results of the evaluation.
In this lesson you will learn how to evaluate training session.
Training Evaluation
The evaluation of training refers to any attempt to obtain information
or feedback on the effects of a training program and to assess the value of
the training in the light of that information. The primary purpose evaluation
is to improve training by determining which training processes achieved
their objectives.
It is important after you deliver a training session that you review your
delivery and look at what went well and what might be improved.
In your review, the following components shall be included:
a. Knowledge refers to what we know. It is the cognitive domain of
human behavior
- the acquisition of knowledge is measured through the pre-
test and post test. A pre-test posttest analysis is a very
effective and objective method of analysis.
b. Skills refers to what we do correctly and accurately. It is also the
psychomotor domain of human behavior.
the acquisition of skills is measured through the
performance test. But since we do not have a grading
system, rating the performance of trainees for purposes of
program evaluation will not be as effective. An evaluation of
how the training enhanced their skills shall be used to
analyze the effectivity of the training program.
c. Attitude refers to what we feel. It is also known as the affective
domain of human behavior.

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positive attitude towards work, co-workers and the
environment is a very important component of training that
needs to be evaluated. A rating system on how the training
program developed their positive work attitude maybe
helpful in evaluating the effectiveness the training program.
d. Program Implementation the approach of implementing the training
program.
CBT implementation review and evaluation will be most
effective if the methods on how the following categories of
program implementation are analyzed:
d.1 Program Design and implementation
d.2 Course Content
d.3 Training Methodology
d.4 Program Adminstration and Management
d.5 Trainers Competence
We will be using pre-test/post test method to test for knowledge and
Questionnaire will be used to gather data for skill, attitude and program
implementation.
Feedback
In order to review your training you will need to gather feedback. It is
useful to gather this feedback at the end of each session so that you can
think about whether you need to make any changes to your next session.
For reporting
Feedback can be obtained from participants, other people like other
trainers or supervisor and yourself.
Sometimes you need to report feedback in order to help management
make decisions about whether to continue the program as it was, change it
or stop it. Feedback can be gathered in a number of ways. The table lists
the most commonly used methods, their advantages and disadvantages.
Method Advantages Disadvantages
Evaluation sheets Cheap and easy to use Cannot identify skills acquired
Identifies areas for improvement Gives limited information
Interviews with Provides useful information Time consuming
trainees or supervisor Explores problems in depth Effectiveness depends on the
skills of the interviewer
Supervisors Can use checklist May influence performance
observation Provides expert opinion Time consuming
Evaluation Provides useful in-depth information Time consuming, costly
workshops Provides opportunity for open Results difficult to report
discussion Need an experienced facilitator

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CBT Evaluation Tools
The table below shows some information gathering tools:

Information Required Evaluation Tool
1. seek expression of satisfaction with Rating scale
the training process from the Written comments
trainees
2. examine his/her own perceptions of Rating scale (self-evaluation)
the success of the training process Written comments from trainees
3. examine success of the training Focus group discussion on specific
program in the light of the subject criteria
criteria
4. examine success of the training Passing rates in assessments
program in light of the area of the Average training time to achieve
objective criteria satisfactory level performance
5. review success of training program Rating scale on applicability of
in meeting enterprise goals competencies acquired
Written comments
Impact of evaluation
6. examine own performance Evaluation of preparation, timeliness,
thoroughness, attitude towards
trainees, closing training session.
Rating Sheets
In preparing a rating sheet to evaluate competency based training, a
trainer must recall the characteristics of an ideal competency based training
(CBT). Group the characteristics into the following aspects, preparation,
delivery, support system and facilities. For ease of analysis a recommended
rating scale should be used such as the Likert scale.
A sample evaluation tool and an analysis follow in the succeeding
pages. The rating sheet will however depend on what the trainer need to
know or verify about his performance as a trainer or the appropriateness of
the methodologies that are used.

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To use a focus group discussion as a form of evaluation, you will have

to list down discussion questions, which focuses on the areas you want to
evaluate. Examples or questions for discussion are the following:
1. What are the competencies you have acquired from the training
that are very useful?
2. Do you think the training prepared you with the competencies
required in the workplace?
3. What do you think are the weaknesses and strength of the CBT
program?
4. What improvements can you suggest for the program?
Once questions are prepared you can organize a meeting where all
respondents will be present to give their opinions and come up with a
concession.
Document review
This is done to gather information relating to the average training time
of learners to acquire the desired level of competency, to identify the success
rates in national and institutional assessment, and to summarize the
written comments of participants, supervisor and other stakeholders.
Available data such as the individual records of trainees, national
assessment results as in RWAC and results of focus group discussion or
satisfaction surveys and other related researches that covers a certain
period of time.
Self Evaluation
An important part of the evaluation process is self evaluation. Self

evaluation can take place during your training session as you reflect on how
things are going. This will help you make any instant changes to your plan
in response to the situation.
Self evaluation can also take place after training session when you ask
yourself in-depth questions about whether there are things to be changed or
problems to be solved.
The following strategies can be used for evaluating your own training
and help you improve:
1. Take a video of the CBT and look for ways to improve yourself
2. Ask for feedback from colleagues and other trainers
3. Compare your training methods and techniques with other
trainers.

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A template below is used as instruments for self evaluation
During the session did I YES NO

Establish an atmosphere of trust?
Encourage all trainees to speak and contribute ideas?
Assist the less articulate to express their ideas?
Consider all contributions to be worthwhile?
Remain aware of non verbal communication?
Praise/appreciate effort?
Summarize key points?
Used varied activities and task
Provide opportunities for practice?
Achieve the stated learning objectives?
Questions to answer
1. Were there any parts of the session which did not run as expected?
Why?
2. Did any unexpected problem arise?
3. Were the session outcomes achieved? If not why?
4. Should anything be changed for the next session?

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Self-Check 2.5-1
Enumeration:
Enumerate the 5 ways of evaluating and reviewing the effectivity of training
sessions

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Answer Key 2.5-1
1. Training Evaluation
2. Focus Group Discussion
3. Document Review
4. Self-Evaluation
5. Feedback

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PRE-TEST POST-TEST Analysis
Learning Objective:
1. explain the advantage of using a pre-test/post test in testing
knowledge;
2. determine the statistical tool used to analyze pre-test and post test
scores.
The acquisition of knowledge is one of the most important components

of training. To test the effectiveness of a competency-based training
program this component should be evaluated.
In this lesson, you will be introduced to this method of evaluation
which is one important aspect of program review and evaluation.
Pre-Test Post Test

Tests administered upon an agreed upon "entry point" and "exit
point." These tests can be standardized or locally-developed.
Pre-test is a preliminary test administered to determine a student's
baseline knowledge or preparedness for an educational experience, course or
qualification.
Posttest is a test given to trainees after completion of the course or
qualification and used in conjunction with a pre-test to measure their
achivement and the effectiveness of the training program.
Pre-Test/Post test is not limited to written test. Performance test can
also be used. But for our purpose, we will use the written test as a measure
of knowledge.
To serve our purpose, we shall be using a trainer-made test that is
item-analyzed. True or False and Multiple Choice Type of written test is
therefore most appropriate.
Advantages:
Useful method for measuring the "value-added" by a program of

study
The "after-only" design of documenting learning is a weak
approach because positive change cannot necessarily be
attributed to the effectiveness of a program.

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Pre-tests serve several purposes: knowledge of the current
status of a group may provide guidance for future activities as
well as the basis of comparison for a post-test results;
administering a test of entry behavior can determine whether
assumed prerequisites have been achieved.
Disadvantages:
Hard to discern if the positive change charted in a pre-post test

is due to learning in the workshop or simply natural
maturation.
Due to trainees dropping out, the post-test results may be
higher because those who remain are more successful or
persistent.
Problems with statistics: if the control group scored so low that
they can only go up, or the control group that scored so high
little improvement will be indicated in the post-test scores.
If using the same test for both the pre- and post-test, some
argue that trainees will absorb knowledge just from taking the
test and will attend more readily to the content. To avoid this,
we shall be using other evaluation instruments to back-up our
analysis.
Concentrates on value-added rather than outcomes assessment.
Tendency to teach to the post-test
Statistical Analysis
The statistical tool which is most appropriate to analyze data on pre-

test and post test shall be paired t-test.
T-test is an inferential test that determines if there is a significant
difference between the means of two data sets.
t-test (For Paired Samples) - Use this test to compare two small sets of
quantitative data when data in each sample set are related in a special way.
Criteria
The number of points in each data set must be the same, and they
must be organized in pairs, in which there is a definite relationship
between each pair of data points
If the data were taken as random samples, you must use the
independent test even if the number of data points in each set is the
same
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Even if data are related in pairs, sometimes the paired t is still
inappropriate
Here's a simple rule to determine if the paired t must not be used - if a
given data point in group one could be paired with any data point in
group two, you cannot use a paired t test
Since statistical software are now ready available, we shall be using

the computer to compute for the p-value which shall be basis of our
analysis.
Since majority of the trainers are using Microsoft Office Applications,
we shall be using Microsoft Excel Analysis Toolpak to analyze our data.
At this point, you shall now install the application on your computer.
Please have your computer around while you do the following steps:
1. Click the Microsoft Office Button ,

2. then click Excel Options.
Note: These steps are for a

Microsoft Office 2007 version, if
you are using another version,
please consult your trainer.

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3. Click Add-ins, and then
in the Manage box,
select Excel Add-ins.
4. Click Go.
5. In the Add-Ins available box, select

the Analysis ToolPak check box, and
then click OK.
Tip If Analysis ToolPak is not listed

in the Add-Ins available box, click
Browse to locate it.

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6. If you are prompted that the Analysis ToolPak is not currently
installed on your computer, click Yes to install it.
After installing Analysis Toolpak you will see the data analysis icon on
your Data Toolbar

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The Statistical Table
The analysis table of the pre-test and posttest using paired t-test will
look like the table below:
t-Test: Paired Two Sample for Means
POST-TEST PRE-TEST
Mean 60.36842105 53.73684211
Variance 20.02339181 68.98245614
Observations 19 19
Pearson Correlation 0.572280623
Hypothesized Mean
Difference 0
df 18
t Stat 4.240504413
P(T<=t) one-tail 0.000245961
t Critical one-tail 2.552379618
P(T<=t) two-tail 0.000491922
t Critical two-tail 2.878440471
If your statistic is higher than the critical value from the table:
Your finding is significant.

You reject the null hypothesis.
The probability is small that the difference or relationship happened
by chance, and p is less than the critical alpha level (p < alpha ).
If your statistic is lower than the critical value from the table:
Your finding is not significant.

You fail to reject the null hypothesis.
The probability is high that the difference or relationship happened by
chance, and p is greater than the critical alpha level (p > alpha ).
In our example above, the average for post test is equal to 60.37 and
53.74 for pre-test. The t-statistic is equal to 4.24 and t-crical value = 2.55.
Since t-statistic is greater than t-critical value, we reject the null hypothesis.

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In this case the null hypothesis is the are no significant differences
between pre-test and posttest scores and the alternate hypothesis is there
are significant differences between pre-test and post test scores. Stated in
laymans language the null hypothesis means that pre-test score is equal to
the posttest scores or the scores did not increase. The alternate hypothesis
on the other hand, means that pre-test scores are not equal to the post test
scores or the scores increased.
Analyzing the result of the above example, since the null hypothesis is
rejected, we accept the alternate hypothesis which is there are significant
differences between the pre-test and post test scores. Conclusion is the
scores increased.
Instead of comparing the t-critical and t-statistical values to determine
significant difference, you may also compare the alpha level and p-values. In
our example, because the p-value is less than the alpha level, the alternate
hypothesis is accepted. However, if the p-value was greater than the alpha
level, p>, the null hypothesis would be retained. If your alpha is .01 and
your p-value = 0.00025 there are significant differences between treatment
means at .01 level of significance.
An alpha level represents the number of times out of 100 you are
willing to be incorrect if you reject the null hypothesis. If you choose an
alpha level of 0.05, 5 times out of 100 you will be incorrect if you reject the
null hypothesis. Those five times, both means would equal, but that's about
it. 95 times out of 100, you will be correct because it is more likely that the
means are not equal.

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Sample Analysis
Presented below is a hypothetical data of the pretest and posttest
scores which will be the basis of our discussions and example for analyzing
the results of a pretest and post test.
Student pretest score posttest score

1 23 27
2 23 28
3 15 20
4 24 30
5 26 32
6 22 24
7 20 25
8 28 26
9 30 35
10 27 27
11 25 30
12 28 33
13 32 32
14 30 35
15 33 33
16 27 27
17 25 25
18 20 30
19 30 35
20 31 27
21 22 40
22 34 40
23 26 30
24 31 34
25 29 34

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Graph of the Pretest and Post Test Scores
45
40
35
30
25
20
15
10 pretest score
5 posttest score
0
1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 16 17 18 19 20 21 22 23 24 25
From the pretest and post test scores above, the graph is generated.
The blue line represents the pretest scores of the trainees and the red line
represents posttest scores. Generally, the red line is higher that the blue
line which means that post test scores are generally higher than the pretest
scores although some students did not show an increase in score like in the
case of trainee 15, 16 and 17.
To establish that there is an increase in scores statistically, we test
the null hypothesis there are no significant differences between the pre and
post test scores using paired t-test.
Note: An average, say 25 and 26 may obviously be different but may not differ
statistically. There is a need to statistically analyze data, to test whether
test scores are statistically different.

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Microsoft Excel provides statistical tools to do this
Using Excel to analyze data
1. Type your data in excel
To perform paired t-test, select Data

1. Click on the icon Data
Analysis (the dialog
box on Analysis Tools
will appear)

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2. Click t-Test: paired Two sample for means
Then click OK
3. Click on the red arrow beside the blank area for Variable 1 Range,
select the range of scores for
posttest, then click on the
arrow again.
4. Click on the red arrow beside
the blank area for Variable 2
Range, select the range for
pretest scores, then click on
the red arrow to go back to the
dialog box.
5. On the blank area for
Hypothesized Mean Difference
type 0.
6. Select the output range( or the
range where the table will
appear)
7. Then click OK
Note: In case you cannot do this on your own ask the assistance of your
trainer. A sample analysis is provided in your CD.

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Self-Check 2.5-2
Multiple Choice:
Choose the letter of the best answer. Write the letter of your choice on the
space provided before the number.
1. The test or examination that is used to get data on the baseline

knowledge of a trainee is the
pre-test
post-test
performance test
written test
2. The test given to test the achievement of trainees is the

pre-test
post-test
performance test
written test
3. The statistical tool that is used to test the significant differences between
two treatment means.
Paired t-test
T-test
Analysis of variance
Alpha
4. Which of the following is a null hypothesis?

There are significant differences between the pre-test and post test
score
There is an increase in the yield of a variety of rice organic fertilizer
is used.
There are no significant differences between the growth rate of
sample A and sample B.
The average scores of group A is not equal to the average scores of
group B

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Answer Key 2.5-2
1. A
2. B
3. B
4. C

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Task Sheet 2.5-2
Title: Analyze pre-test/post test results

Performance Objective: Given a set of hypothetical pre-test and post
test score, you should be able to analyze the data using paired t-test.
Steps/Procedure:
1. Acquire a hypothetical data from your trainer.

2. Graph the data using the line graph.
3. Using the analysis tool pak of MS Excel or any other statistical
software, generate the t-test table.
4. Prepare an analysis with the following parts:
a. Interpretation of data
b. Statistical analysis
c. Conclusions
d. recommendations
5. Present your work to your trainer
Assessment Method:
Portfolio

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CRITERIA YES NO
Did you
get the hypothetical data from your trainee?
draw a graph showing the line for pre-test and post
test score?
use t-test as the statistical analysis?
did you use a statistical software to generate you t-
test table?
did you write an analysis of the computed values
with the following parts:
a. Interpretation of data
b. Statistical analysis
c. Conclusions
d. recommendations

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Training Evaluation Analysis
1. describe how to use the 5 point Likert scale in analyzing data from
a questionnaire;
2. enumerate the data of a training evaluation that can be measured
by the questionnaire suggested.
3. explain how the acquisition of skills and attitudes maybe measured
using a questionnaire
In the previous Information Sheet we discussed how to analyze the
effectivity of the training program in terms of the knowledge domain using
the pre-test/posttest analysis.
In this lesson we will discuss how to use a questionnaire in measuring
the effectivity of a program in training skills and attitude. The training
program evaluation form prepared herein also measures how CBT was
implemented.
Training Evaluation
Training evaluation is designed to determine the effectiveness of the
training in achieving its objectives.
Among the importance of having a training evaluation are the
following:
1. Training evaluation tells us about the effectiveness or quality of
training in terms of achieving its effects, outcomes and impacts.
2. Training evaluation tells us if a training activity needs to be
continued, redesigned, or discontinued.
3. Knowing the effects of training is very important in objective setting
4. The expected effects found in the objectives help us decide on the
choice of method, design and tool to use in evaluating training
Training Evaluation Objectives

Training evaluation objective is a statement of what changed in the
trainees are expected to be achieved and the cause of such change. The
training objective should be SMART(Specific, Measurable, Achievable,
Realistic and Timebound). It should also possess the cause and effect.
The cause maybe one of the indicators of the input(budget), activity(training)

Methodology Level I
Date Revised:
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March 2012 NTTA
or output(trained staff), and the effort may be one of the effects like
knowledge, attitude or skills.
The practical purpose of training evaluation is to verify if the training
objectives were achieved at the end of a training activity.
The training evaluation objective may use the following verbs:
To determine + cause + effect + subject
To find out + cause + effect + subject
To assess + cause + effect + subject
To evaluate + cause + effect + subject
To investigate + cause + effect + subject
Example:
1. To determine if CBT approach effectively enhance the skills of the
trainees in Computer Hardware servicing
2. To assess if the use of computer based learning materials
effectively enhance the knowledge of trainees in Trainers
methodology
Parts of a Training Evaluation Report

1. Title of the Report
The title should be explicit and concise. It should give the general
idea about what the training evaluation is all about. The title
should give interest on the content of the report.
2. Executive summary
This part of the report is a summary of the objectives, methods
used, results of the evaluation, conclusions and the
recommendations.
3. Rationale
The purpose of evaluating the training program is written on this
part of the report.
4. Objectives
The general objective and the specific objectives should contain
this part of the report.
5. Methodology
The research method used in evaluating the training program is
usually discussed here. The number of participants and how they
were selected should also be included in the report.

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March 2012 NTTA
6. Results and discussion
This is the body of the report. It should contain the following
parts:
a. Data interpretation data that are presented in tables and
graphs are interpreted. Interpretation is a verbal
documentation of the numerical and graphical data.
b. Data analysis
The results of the statistical treatment are interpreted and
explained.
c. Conclusion
The statements of the results which answer the objectives of
the training evaluation are summarized here.
7. Recommendation
As a result of the conclusions derived from the evaluation,
recommendations are then clearly stated. These are the
course of actions that arises from the results and
conclusions.
Training Evaluation Instrument

The attached training program evaluation form was developed by the
National TVET Trainers Academy (NTTA) as a part of their Training Program
Evaluation for purposes of improving the training programs using the CBT
approach.
This instrument aims to evaluate how effectively the training program
enhanced the capability of the trainer participants in Trainers Methodology
I in terms of the following:
1. The perception of the trainees on the effectiveness of the training
program in enhancing their:
a. skill
b. work attitude
2. How well the programs were implemented was divided into the
following program components:
A. Program Design and Organization
B. Course Content
C. Training Methodology
D. Program Administration and Management
E. Facilitator/Trainer

Methodology Level I
Date Revised:
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March 2012 NTTA
A sample questionnaire that follows is recommended but
revisions and enhancement is allowed depending on the training
programs offered and on the objectives of your training evaluation.

Methodology Level I
Date Revised:
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March 2012 NTTA
NATIONAL TVET TRAINERS ACADEMY
Training Program Evaluation
OBJECTIVE:
This evaluation instrument aims to gather remarks and comments of the
participants related to the conduct of the Trainers Methodology Level I_.
This will serve as a tool in the improvement and strengthening of the
program.
Part I. Program Evaluation
INSTRUCTIONS:
Please rate the following program components in terms of the indicators
provided below by ticking () the column that best describes your evaluation
of each program component. Your rating will be treated confidentially.
Adjectival Rating Numerical
Rating
Outstanding 5
Very Good/Very Adequate 4
Good/Adequate 3
Fair/Satisfactory/Average 2
Inadequate/Unsatisfactory/Poor 1
NAME:
POSITION/DESIGNATION:
ORGANIZATION/INSTITUTION:
DATE:
RATING
PROGRAM COMPONENT INDICATORS
5 4 3 2 1
A. Program Design and Organization
1. Clarity of program objectives
2. Organization of course activities
3. Scheduling of activities and time allotment
4. Attainment of program objectives
B. Course Content
1. Course content vis-a-vis the program objectives
2. Sequencing of the course contents
3. Sufficiency of information

Methodology Level I
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March 2012 NTTA
4. Relevance of course content vis--vis need
RATING
PROGRAM COMPONENT INDICATORS
5 4 3 2 1
C. Training Methodology
1. Effectiveness of selected method
2. Appropriateness to the course activities
D. Program Administration and Management

1. Adequacy of provided supplies and materials
2. Timeliness of provision of supplies and materials
3. Availability of training equipment and materials
4. Conduciveness of the training venue to learning
5. Appropriateness of the physical layout of the
venue
6. Overall accommodation
7. Secretariat service
E. Facilitator/Trainer
Instructions: Write the corresponding number to rate each
(Name of
(Name of
(Name of
(Name of
(Name of
trainer)
trainer)
trainer)
trainer)
trainer)
Facilitator/Trainer:
5 Outstanding 4 Very Good 3 Good
2 Average 1 Poor NA Not Applicable
1. Knowledge of the subject matter
2. Ability to communicate ideas
3. Ability to arouse interest
4. Ability to encourage participation
5. Ability to organize lecture
6. Ability to answer questions
7. Openness to suggestions and comments
8. Ability to encourage critical and/or creative thinking
9. Spontaneity in expression of ideas
10.Use of training equipment
11.Comprehensiveness of lecture
12.Ability to provide adequate feedback
13.Ability to provide practical exercises

Methodology Level I
Date Revised:
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March 2012 NTTA
Part II. Skills
Instruction:
Please rate your acquired skills on the following learning outcomes as a
result of this training program:
Use the following rating scales:
5 Excellent
4 Very good
3 Good
2 Fair
1 Poor
Learning Outcomes Rating

Common Competency 1 2 3 4 5
Operate word processing software?
Operate spreadsheet processing software?
Operate presentation software?
Core Competency
Plan Training Session
1.1 Identifying learners training requirements?
1.2 Prepare session plans?
1.3 Prepare instructional materials?
1.4 Prepare assessment instruments?
1.5 Organize teaching and learning resources?
Facilitate Learning Session

2.1 Prepare training facilities/resources?
2.2 Conduct pre-assessment?
2.3 Facilitate training session?
2.4 Conduct competency assessment?
2.5 Review delivery of training session?

Methodology Level I
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March 2012 NTTA
Learning Outcomes Rating
Core Competency 1 2 3 4 5
Supervise Work-Based Learning

3.1 Establish training requirements for trainees?
3.2 Monitor work-based training?
3.3 Review and evaluate work-based learning

effectiveness?
Maintain Training Facilities

4.1 Plan Maintenance activities?
4.2 Prepare schedule of maintenance?
4.3 Implement housekeeping activities?
4.4 Maintain training equipment and tools?
4.5 Document maintenance inspections?
Utilize electronic media in facilitating training

5.1 Present a lesson through direct video
footage/capture
5.2 Present lesson via film viewing method?
5.3 Utilize computer and multi-media technology

to present a lesson?
Conduct Competency Assessment

6.1 Organize assessment Activities?
6.2 Prepare the candidates?
6.3 Gather evidence?
6.5 Record assessment result?
6.4 Make the assessment decision?
6.6 Provide feedback to candidates?

Methodology Level I
Date Revised:
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March 2012 NTTA
Part III. Attitude
Instructions:
Please rate your attitude towards work as a trainer resulting from the
activities of this training program. Use the following rating scale:
5 Excellent
4 Very good
3 Good
2 Fair
1 Poor
Rating
Work Attitudes 1 2 3 4 5
punctuality/attendance
resourcefulness/creativity
Obedience, respect to authority, rules and

regulations
commitment to work
adaptability to change
cooperation with co-workers
concern to environmental preservation
Feedback
Please indicate your recommended training programs to be offered by this training
Institution
THANK YOU FOR YOUR COOPERATION

Methodology Level I
Date Revised:
Page 148 of 160
March 2012 NTTA
The above sample of rating sheet for the evaluation of training session
uses the 5 point Likert Scale
Adjectival Ratings corresponding to the numeric ratings were
described as follows:
5 Outstanding/Excellent
4 Very Good/ Very Satisfactory
3 Good/Adequate
2 Fair/ Satisfactory
1 Poor/Unsatisfactory
For purposes of analysis, the following ratings will be used
4.5 - 5.00 - Outstanding/Excellent

3.5 - 4.49 - Very Good/ Very Satisfactory
2.5 - 3.49 - Good/ Adequate
1.5 - 2.49 - Fair/Satisfactory
0.0 - 1.49 - Poor/ Unsatisfactory
Note that we chose a 5 point Likert scale to allow the evaluator to have
a neutral stand about the items being rated.
For the analysis of the data, an excel template is made for you. All
you have to do is enter the data from the rating sheets and the template will
compute averages and are linked to adjectival ratings.
The use of this template shall be explained to you by your trainer.
Please ask the assistance of your trainer when you reach this part of the
module.

Methodology Level I
Date Revised:
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March 2012 NTTA
Self-Check 2.5-3
Multiple Choice:
answer sheet.
1. Which of the following are evaluated in training program evaluations?

A. Attitude
B. Knowledge
C. Skill
D. All of the above
2. Which of the following parts of the report state the purpose of evaluating
the training program?
A. executive summary
B. methodology
C. objectives
D. rationale
3. What part of the training evaluation report contains a brief of the

objectives, methods, conclusions and recommendations?
A. Conclusions
B. Executive summary
C. Rationale
D. Results and discussion
4. In what part of the report will the tables and graphs be presented?
A. Conclusions
B. Executive summary
C. Rationale
D. Results and discussion

Methodology Level I
Date Revised:
Page 150 of 160
March 2012 NTTA
Answer Key 2.5-3
1. D
2. D
3. B
4. D

Methodology Level I
Date Revised:
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March 2012 NTTA
Job Sheet 2.5-3
Title: Analyze Training Evaluation

Performance Objective: Given a set of hypothetical ratings, you must
be able:
1. to interpret and analyze the data;
2. prepare a training evaluation report
following the recommended procedures.
Steps/Procedure:
1. Acquire a hypothetical data from your trainer.
2. Compute for the average ratings of each item.
3. Make a table of averages for each item.
4. In the last column, write the corresponding adjectival ratings
based on the suggested table of values.
5. Make generalizations about the following areas of evaluation:
Part I. Program Evaluation
Part II. Skill
Part III. Attitude
6. Prepare the training evaluation report with the following parts:
Title of the Report
Executive summary
Rationale
Objectives
Methodology
Results and discussion
a. Data interpretation
b. Data analysis
c. Conclusion
Recommendation
Assessment Method:
Portfolio Evaluation

Methodology Level I
Date Revised:
Page 152 of 160
March 2012 NTTA
CRITERIA YES NO
Did you
get the filled-up forms from your trainer?
encode the data from the filled-up forms to the excel
template?
compute the average of each item?
compute the average of each category?
use the corresponding table of values following the Likert
Scale for the adjectival ratings?
interpret the results?
summarize and analyze the results by parts?
prepare a training evaluation report with the following parts:
Specific and concise title?
Executive summary with objectives, methods,
interpretation of results, conclusion and
recommendations?
Rationale stating the purpose of evaluating?
General and specific objectives?
Methods?
Results and discussions with tables/graphs and their
interpretation?
Conclusions?
Recommendations?

Methodology Level I
Date Revised:
Page 153 of 160
March 2012 NTTA
Training Session Adjustment
After reading the INFORMATION SHEET, YOU MUST be enumerate
the sources of data for decisions in training adjustments.
In the previous lessons, you learned to evaluate training sessions
through different methods such as the self evaluation, focus group
discussions, Training Program Evaluation and pretest posttest.
The results from these methodologies are legitimate sources of
information and basis for adjusting training sessions. Self assessment and
self reflections, if properly recorded, in the provided space in the session
plan would give the trainer an idea what to adjust to improve the attainment
of knowledge and skills.
Trainees satisfaction on the training session, activities that are
unsuccessful, feedback from trainees among others are sources of important
information which will lead to a successful adjustment in the training
sessions.
Proper documentation and analysis of these important data should be
done to serve as a basis for more scientific modifications in training.
Documentations should be submitted to proper authorities to serve as
a basis for decision making about training methodologies and curriculum.
These documents maybe very useful to the following:
1. Other instructors
2. The research team
3. The Vocational Instruction Supervisor
4. The administrators
5. Industry partners

Methodology Level I
Date Revised:
Page 154 of 160
March 2012 NTTA
Self-Check 2.5-4
Enumerate at least 5 sources of information which could be a basis

for adjusting training session.
1.
2.
3.
4.
5.

Methodology Level I
Date Revised:
Page 155 of 160
March 2012 NTTA
Answer Key 2.5-4
1. Analysis of Pretest and Posttest scores

2. Training Program Evaluation
3. Trainees Feedback on Training Session
4. Instructors Self Evaluation of the training
5. Trainees Satisfaction Survey results

Methodology Level I
Date Revised:
Page 156 of 160
March 2012 NTTA
Bibliography
Mendenilla, Amores, Paulino, etc. (2008) Assessor Methodology 1 version 5
Santos, Z.C. and Pastor, G.N. (2009). Psychological Measurement and

Evaluation. Rex Bookstore.
Skills Standards and Certification Office (1999). Competency Assessment

Instrument Development Course
Sullivan, Rick, PhD. (September 1995), The Competency-Based Approach to

Training,
TESDA Planning Office. (2010) The TVET Glossary of Terms Fourth Edition
Websites
Dobson, Graeme. (Otober 2003). A Guide to Writing Competency Based

Training Materials, National Volunter Skills Centre, Retrieved
(February 2012 ) from http://www.reproline.jhu.edu/english/6read/
6training/ cbt/cbt.htm
Instructional Development Timeline(n.d), , Retrieved (February 2012) from

http://my-ecoach.com/project.php?id=12152&project_step=28465
Robert Gagne(n.d). Retieved (February 2012) from

http://mennta.hi.is/starfsfolk/solrunb/gagne.htm
Other Materials
National TVET Trainers Academy (2007), Presentation Materials of AM/TM 1

Methodology Level I
Date Revised:
Page 157 of 160
March 2012 NTTA
Attachments
Attachment: 1. Sample Training Activity Matrix

2. Questionnaire for the Validation of this CBLM

Methodology Level I
Date Revised:
Page 158 of 160
March 2012 NTTA
Sample
Facilities/Tools and Venue

Training Activity Trainee Equipment (W orkstation/ Area) Date & Time Remarks
Eduardo Suarez Modules for Plan Training for assessment
Sessions (10)
Do Jobsheets Pepito V. Suba Internet
Prepare the Kathrine R. Angeles References(Library) for assessment

requirements
Artemio A. Gatmaitan Laptops
Conrado L. Mendoza Workbooks MAY 31, 2011
Eugene I. Penaranda Templates for assessment

Plan Training Session
Sample Templates
Noli V. Bautista Training Regulations
Norman C. Garcia CBC
Jeffrey P. Kinkito Soft Copy of Workbooks
Neil G. Santioque
Nestor T. Mercado 5 Modules MAY 31, 2011
Read the Information Olive E. Abasta Laptops

Sheets/Make
requirements
Lazaro B. Solis Jr. FOR ASSESsment
Guerlie G. Espina
Soft Copy of Workbooks
TR, CBC
Prepare the 5 Modules

requirements
Junjon L. Santuyo Laptops
Workbook
Soft Copy of Workbooks
Ma. Lourdes L. Herrera MAY 31, 2011
Rexie D. Argonza for assessment

Practice using the
equipments Florina R. Gaddi LCD, Computer, DVD for assessment
Player, Laptops, Modules
Do Jobsheets Herwina C. Buenaventura Utilize Electronic Media for assessment
workbook, Videos,
in Facilitating Session
Alvin T. Castro powerpoint presentation, MAY 31, 2011 for assessment
Video Cameras
Jenica D. Dunglao
Ruby R. Villanueva
Facilitate Learning
Soft copy of workbook,
Sessions
15 modules

Methodology Level I
Date Revised:
Page 159 of 160
March 2012 NTTA
QUESTIONNAIRE
Introduction:
Instruction:
on the CBLMs.
Module Title :_____________________________________________________

Name:______________________________________________________________
Last First M.I.
Position/Designation:_________No. of Years of Experience as Trainer ___________
Title of Qualifications Earned:____________________________________________
Educational
Attainment:_______________________________________________________
Training Institution/ Company____________________________________________
Address: __________________________________________________________
Tel/CP Nos. __________________ E-mail Address: _________________________
Signature:______________________________Date:________________________
PART I
Please check the appropriate box. Aside from the correctness and orderliness of the
materials, please write on the space provided your specific comments, suggestion and
observation especially when you check the box corresponding to the NO reply.
1) COVER PAGE:
Does the Cover Page supplies enough information to immediately recognize that the
material is a CBLM?
YES NO
COVER
PAGE:______________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
2) Table of Content: Are all the materials inside the package listed
down in correct sequential order ? YES NO
_______________________________________________________
_______________________________________________________
3) CBLM Users Guide: Does the CBLM Users Guide give clear
direction on how to use the CBLM? YES NO
_______________________________________________________
_______________________________________________________
4) List of Competency: Does this page inform and guide you on

the scope of the material and give you a comprehensive top down YES NO
perspective of the whole program?
_______________________________________________________
_______________________________________________________
5) Module Content: Does this page help you understand the different activities of the
module which conforms to the requirement of the competency standard/competency-
based curriculum?
YES
If NO, please specify which part of the Module Content NOT
NO helpful to you and give us your suggestion.
__________________________________________________________________________
__________________________________________________________________________
__________________________________________________________________________
6) Competency Summary: Does this material give you clear introduction and description
of the unit of competency you are about to learn, including the Learning Outcomes and
Assessment Criteria?
YES
If NO, please specify which part of the Competency Summary
NO not clear to you and give us your suggestion.
__________________________________________________________________________
__________________________________________________________________________
__________________________________________________________________________
give you a clear outline of the Contents, Performance Criteria, Condition and Assessment
Method that would take place in a given Learning Outcome?
YES
If NO, please specify which part of the Learning Outcome
NO Summary is not clear to you and give us your suggestion.
__________________________________________________________________________
__________________________________________________________________________
__________________________________________________________________________
8) Learning Experience: Does the content of this page give you a clear and sequential
guide to the activities in a specific Learning Outcome?
YES
If NO, please specify which part of the Learning Experience is
NO not clear and in order.
__________________________________________________________________________
__________________________________________________________________________
YES
If NO, please specify which Information Sheet is not an
NO appropriate learning content.
___________________________________________________________________________
___________________________________________________________________________
__________________________________________________________________________
10) Are the Information Sheets sufficient to attain the knowledge required in the
If not, please write the missing content on the spaces YES NO
provided below.
LO1:_______________________________________________________________________
LO2:_______________________________________________________________________
LO3:_______________________________________________________________________
LO4:_______________________________________________________________________
LO5:_______________________________________________________________________
11) Are the prepared Self-Checks have clear direction and relevant test items to measure
the knowledge learned in the information sheet?
YES
If NO, please specify which Self-check do not have clear direction
NO and relevant test items.
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
__________________________________________________________________________
12) Are the Task/Operation/Job Sheets in appropriate sequence, easy to understand and
would help in the attainment of the skills necessary for the learning outcome?
YES
If NO, please specify which Task/Operation/Job Sheet is:
NO
NOT In appropriate
sequence.___________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
NOT easy to understand_______________________________________________________

___________________________________________________________________________
___________________________________________________________________________
would NOT help in the attainment of the skills necessary for the learning outcome
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
13) Are the Task/Operation/Job Sheets sufficient to attain the skills required in the
assessment criteria of each learning outcome?
YES
If NO, please specify which Task/Operation/Job Sheet should be
NO included in the LOs below:
LO1:_______________________________________________________________________
LO2:_______________________________________________________________________
LO3:_______________________________________________________________________
LO4:_______________________________________________________________________
LO5:_______________________________________________________________________
14) Are the Procedural/Performance Criteria Checklists valid, sufficient and available for
every Operation/Task/Job Sheets?
YES
If NO, please specify the appropriate Procedural/Performance Criteria
NO Checklist.
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
15) Is the list of references/ bibliography of materials for further readings or
Acknowledgement page included in this package?
If NO, please specify which module does NOT have the

Bibliography or Acknowledgement page
___________________________________________________________________________
___________________________________________________________________________
PART II
Competency-Based Learning Unit of Competency:

Materials Checklist
Directions: Rate the CBLM against
each of the following criteria. Place a Title of Module:
tick [ / ] in the NO or YES box beside
each item to indicate how well the
materials meet the criterion. Title of LO:
Yes No Comments
1. The learning materials contain the

following basic components:
a. clear directions for using the

learning materials or self explanatory
format
b. a rationale or introduction
explaining the purpose and
importance of the skill or knowledge
being covered.
c. a competency statement of learning

outcomes
d. clear, complete explanations of the

activities to be completed in order to
achieve each learning outcomes
e. instructions sheet or reference to

other resources/references
containing the needed information
f. device for immediate feedback

g. a performance checklist designed to
measure actual student performance
of the competency

a. listing of prerequisites
b. definition of terms
c. Job sheets/Task Sheets
d. Self-checks
d. assessment instrument
3. The learning material either includes all

necessary materials or clearly specifies
what outside materials are needed
4. The learning material contains a variety

of activities to suit a range of learning
abilities and style
5. The learning materials provides

opportunities for trainees to interact
with peers, trainer, and others

provided to meet the needs and interest
of the trainees.
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
_______________________________

Director
Dir. F. B. Zurbano
Developers:
support the development of the competency Facilitate Learning
Sessions, which is one of the competencies of a Technical Education and
Skills Development trainer under the Deliver Training Session competency
of the Trainers Methodology Level I Qualification, in reference to the
Philippine TVET Trainers Qualification Framework.
trainers given different roles and qualification levels as follows: TM Level I:
Trainer/Assessor; TM Level II: Training Designer/Developer; TM Level III:
Training Mentor; and TM Level IV: Master Trainer.
following:

The National TVET Trainers Academy of the Technical Education and Skills Development Authority leads
in training and development of TESD trainers aligned to industry requirements. The NTTA is highly recognized for
its global expertise, state-of-the-art training technologies and innovative programs and services, whose graduates
are sought for employment both local and overseas.
The NTTA serves the TESD trainers by providing them with continuous and integrated programs that help
them attain the appropriate qualification. By doing this, it helps TESDA achieves its purpose of providing quality
TESD; and drives the Authoritys economic model through proactively responding to TESD trainers training
needs based on industry demands.
Continuously, the NTTA improves its programs to exceed its customers satisfaction level. Its programs
are also explicitly designed such that other than graduates, secondary output training materials are produced
resulting to savings tantamount to materials development cost. In addition, the NTTA empowers its regional
counterparts and manages them to produce multiplier effect to extend its reach and expand service coverage.
Likewise, it constantly provides its counterparts with technical assistance to standardize training delivery, thus
ascertain program quality.
The Director, NTTA

Telefax No. (02)655-6577/Tel. No. (02) 655-7065
nttatesda@yahoo.com
Trainers Methodology Level I

Planning Training
Sessions
Printed by:
ISBN 978-971-95388-0-6 000-0000-00-0
April 2012
All rights reserved

approval from NTTA.

contact
The Director
Marikina City
Telefax No.: (02)655-6577
Tel. No. : (02)655-7065
HOW TO USE THIS COMPETENCY- BASED LEARNING
MATERIALS
Welcome!
The unit of competency, "Plan Training Session", is one of the
competencies of TRAINERS METHODOLOGY LEVEL I (TM) 1, a course
which comprises the knowledge, skills and attitudes required for a TVET
trainer to possess.
The module, Planning Training Session, contains training materials
and activities related to identifying learners requirements, preparing session
plan, preparing basic instructional materials and organizing learning and
teaching activities for you to complete.
outcome are Information Sheets, Self-Checks, Task Sheets and Job Sheets.
Follow and perform the activities on your own. If you have questions, do not
hesitate to ask for assistance from your facilitator.
Remember to:
Read information sheets and complete theself-checks. Suggested
module.
follows the sheets.
You need to complete this module before you can perform the module
on Facilitating Learning Sessions.

Methodology Level I Date Revised:
March 2012 Page i of viii
Developed by: NTTA
Planning Training
Redilyn C. Agub
Sessions Revision # 01
TRAINERS METHODOLOGY LEVEL 1
Plan Training Planning Training TVT232301

1.
Session Session
Facilitate Learning Facilitating Learning TVT232302

2.
Session Session
Supervise Work-Based Supervising Work-Based TVT232303

3.
Learning Learning
Conduct Competency Conducting Competency TVT232304

4.
Maintain Training Maintaining Training TVT232305

5.
Utilize Electronic Utilizing Electronic

6. Media in Facilitating Media in Facilitating TVT232306
Training Training

March 2012 Page ii of viii
Developed by: NTTA
Planning Training
Redilyn C. Agub
Table of Contents
HOW TO USE THIS COMPETENCY- BASED LEARNING MATERIAL ....................................i
LIST OF COMPETENCIES................................................................................................................ II
TABLE OF CONTENTS ................................................................................................................... III
MODULE CONTENT ...................................................................................................................... VII
LEARNING OUTCOME # 1 DETERMINE LEARNERS TRAINING REQUIREMENTS....... 1
LEARNING EXPERIENCES .............................................................................................................. 3
INFORMATION SHEET 1.1-1 Competency-Based Training.................................................................................5

SELF CHECK 1.1-1 ............................................................................................................................................. 14
ANSWER KEY 1.1-1 ........................................................................................................................................... 16
INFORMATION SHEET 1.1-2 Training Regulations ..........................................................................................17

Self-Check 1.1-2 ............................................................................................................................................... 19
Answer Key 1.1-2 ............................................................................................................................................. 21
INFORMATION SHEET 1.1-3 Competency Standard........................................................................................22

Self-Check 1.1-3 ............................................................................................................................................... 26
Answer Key 1.1-3 ............................................................................................................................................. 28
INFORMATION SHEET 1.1-4 Competency Based Curriculum........................................................................29

SELF CHECK 1.1-4 ............................................................................................................................................. 34
ANSWER KEY 1.1-4 ........................................................................................................................................... 36
INFORMATION SHEET 1.1-5 Characteristics of Learners .................................................................................37

Self Check 1.1-5.............................................................................................................................................. 48
Answer Key 1.1-5 ............................................................................................................................................. 50
Task Sheet 1.1-5 Develop a data gathering tool for trainees characteristics..................................................51
Performance Criteria Checklist 1.1-5 ............................................................................................................... 52
INFORMATION SHEET 1.1-6 Trainees Current Competencies ........................................................................56

Self-Check 1.1-6 ............................................................................................................................................... 68
Answer Key 1.1-6 ............................................................................................................................................. 69
JOB SHEET 1.1-6 Prepare Training Needs Analysis Forms ...............................................................................70

Performance Criteria Checklist 1.1-6 ............................................................................................................... 71

March 2012 Page iii of viii
Developed by: NTTA
Planning Training
Redilyn C. Agub
LEARNING OUTCOME # 2 PREPARE SESSION PLAN..........................................................72
LEARNING EXPERIENCES ............................................................................................................74
INFORMATION SHEET 1.2-1 Training Design ..................................................................................................75

Self-Check 1.2-2 ............................................................................................................................................... 83
Answer Key 1.2-1 ............................................................................................................................................. 84
Information Sheet 1.2-2 Training Delivery Modes and Methods....................................................................85

Self-Check 1.2-2 ............................................................................................................................................... 98
Answer Key 1.2-2 ........................................................................................................................................... 100
INFORMATION SHEET 1.2-3 Session Plan .....................................................................................................101

Self-Check 1.2-3 ............................................................................................................................................. 111
Answer Key 1.2-3 ........................................................................................................................................... 112
INFORMATION SHEET 1.2-4 Learning Resources .........................................................................................113

Self-Check 1.2-4 ............................................................................................................................................. 117
Answer Key 1.2-4 ........................................................................................................................................... 118
JOB SHEET 1.2-4 Make Session Plan .............................................................................................................119

Performance Criteria Checklist 1.2-4 ............................................................................................................. 120
Assignment Sheet 1.2-4 Session Plan ...........................................................................................................122
LEARNING OUTCOME # 3 PREPARE BASIC INSTRUCTIONAL MATERIALS123
LEARNING EXPERIENCES ......................................................................................................... 124
INFORMATION SHEET 1.3-1 Basic Instructional Materials ............................................................................126

Self-Check 1.3-1 ............................................................................................................................................. 134
Answer Key 1.3-1 ........................................................................................................................................... 135
Information Sheet 1.3-2 Competency-Based Learning Module ....................................................................138

Self-Check 1.3-2 ............................................................................................................................................. 134
Answer Key 1.3-2 ....................................................................................................................................... 13546
TASK SHEET 1.3-2 Write Preliminary Pages of the CBLM ..............................................................................147

Information Sheet 1.3-3 Instruction Sheets .................................................................................................149

Self Check 1.3-3.............................................................................................................................................. 156
Answer Key 1.3-3 ........................................................................................................................................... 157
TASK SHEET 1.3-3 Develop Information Sheet .............................................................................................158

Information Sheet 1.3-4 Task Sheet .............................................................................................................160

Self Check 1.3-4.............................................................................................................................................. 166
Answer Key 1.3-4 ........................................................................................................................................... 167
TASK SHEET 1.3-4 Develop an Task Sheet ....................................................................................................168

March 2012 Page iv of viii
Developed by: NTTA
Planning Training
Redilyn C. Agub
Information Sheet 1.3-5 OPERATION SHEET ................................................................................................170
TASK SHEET LO1.3-5 Develop Operation Sheet ............................................................................................172

Information Sheet 1.3-6 Job Sheet ..............................................................................................................174
TASK SHEET 1.3-6 Develop Job Sheet ...........................................................................................................175

JOB SHEET 1.3-6 Develop CBLM Package .....................................................................................................177
LEARNING OUTCOME NO. 4 PREPARE ASSESSMENT INSTRUMENTS

(INSTITUTIONAL)....................................................................................................................... 183
LEARNING EXPERIENCES ..............................................................................................................................184
Information Sheet 1.4 -1 Institutional Competency Evaluation ...................................................................186

Self-Check 1.4-1 ............................................................................................................................................. 189
Answer Key 1.4-1 ........................................................................................................................................... 191
Information Sheet 1.4-2 Evidence Plan ........................................................................................................192

Self-Check 1.4-2 ............................................................................................................................................. 196
TASK SHEET 1.4-2 Prepare Evidence Plan .....................................................................................................198

Information Sheet 1.4-3 Table of Specification ............................................................................................200

SELF-CHECK 1.4-3........................................................................................................................................... 205
Answer Key 1.4-3 ........................................................................................................................................... 207
TASK SHEET 1.4-3 Prepare Table of Specification .........................................................................................208

Information Sheet 1.4-4 Written Test .........................................................................................................210
TASK SHEET 1.4-4 Construct Written Test ....................................................................................................214

Information Sheet 1.4-5 Performance Test ..................................................................................................216
TASK SHEET 1.4-5 Construct Performance Test ............................................................................................220

The Performance Criteria Checklist 1.4-5 ...................................................................................................... 221
Information Sheet 1.4-6 Questioning Tool ..................................................................................................222

Self-Check1.4-6 .............................................................................................................................................. 224
Answer Key 1.4-6 ........................................................................................................................................... 225
Task Sheet 1.4-6 Construct Questioning Tool ...............................................................................................226

JOB SHEET 1.4-6 Construct an Institutional Competency Evaluation Tool ....................................................228


March 2012 Page v of viii
Developed by: NTTA
Planning Training
Redilyn C. Agub
LEARNING OUTCOME NO. 5 ORGANIZE LEARNING AND
TEACHING RESOURCES............................................................................................................. 231
LEARNING EXPERIENCES ......................................................................................................... 232
Information Sheet 1.5-1 Training Resources .231

Self-Check 1.5-1 232
Answer Key 1.5-1 . 233
Task Sheet 1.5-1 Prepare an Inventory of Training Resources......................................................................237

Performance Checklist 1.5-1.......................................................................................................................... 238
Information Sheet 1.5-2 Workshop Layout ..................................................................................................239

SELF-CHECK 1.5-1........................................................................................................................................... 245
Answer Key 1.5-1 ........................................................................................................................................... 247
JOB SHEET 1.5-1 Plan a Workshop Shop Layout ...........................................................................................248

Performance Checklist 1.5-1.......................................................................................................................... 249
BIBLIOGPRAHY ................................................................ ERROR! BOOKMARK NOT DEFINED.

March 2012 Page vi of viii
Developed by: NTTA
Planning Training
Redilyn C. Agub
MODULE CONTENT
UNIT OF COMPETENCY Plan Training Session
MODULE TITLE Planning Training Session
MODULE DESCRIPTOR:
This unit covers the knowledge, skills and attitude in planning a training
session. It includes identifying learners requirements, preparing session
plan, preparing basic instructional materials and organizing learning and
teaching resources
NOMINAL DURATION:
LEARNING OUTCOMES:
At the end of this module you MUST be able to:
1. Identify learners training requirements

2. Prepare session plan
3. Prepare instructional materials
4. Prepare assessment instruments (Institutional)
5. Organize learning and teaching resources
Curriculum documents is reviewed and analyzed for training
purposes
Current competencies of target group are determined
Competencies required to be attained are compared with current
competencies of target group
Results of comparison is used to determine training requirements
Training requirements are validated with appropriate people.
Training delivery modes are identified appropriate for the training
Training methods that pertains to the required competencies are
addressed
Sequence of training activities are determined based on competencies
standards
Resources to support training are identified
Methodology Level I Issued by:
Date Revised:
March 2012 Page vii of viii
Planning Training Developed by: NTTA
Sessions
Revision # 01
Session plan is finalized according to required format
Instructional materials are prepared and focused on a key concept or
idea related to work activity.
Text and illustrations are made clear and legible appropriate for the
training requirements of the trainees
Languages , style and format of the materials are appropriate for the
trainees characteristics and needs
Relevant modules of instruction are identified, read and interpreted
to identify required evidence
Evidence requirements are determined which will show full coverage
of the training module to be assessed and consistent to the
performance of the training activities
Suitable assessment methods are identified which are appropriate
with the learning outcome of the module of instruction.
Assessment instrument are prepared in accordance with the content
and learning outcome specified under the assessment criteria of the
module of instruction.
Assessment instruments are checked for validity, fairness, safety and
cost effectiveness.
Resources required for training are checked for availability
Appropriate training locations/venue are identified and arranged
according to training needs
Training resources requirements are documented and access is
arranged in accordance with organization procedures and appropriate
staff.

Date Revised:
March 2012 Page viii of viii
Sessions
Revision # 01
LEARNING OUTCOME # 1 DETERMINE LEARNERS TRAINING
REQUIREMENTS
CONTENTS:
1. Competency-based Training
2. Training Regulations
3. Competency Standards
4. Competency-based Curriculum
5. Characteristic of Learners
6. Trainees Current Competencies
1. Curriculum documents is reviewed and analyzed for training purposes
2. Current competencies of target group are determined
3. Competencies required to be attained are compared with current
competencies of target group
4. Results of comparison is used to determine training requirements
5. Training requirements are validated with appropriate people.
CONDITION:
Trainees must be provided with the following:
2. EQUIPMENT
- Computer
- LCD
- White board
- CD
- Tapes
- Learning Packages
- Ball pens
- Whiteboard marker
- Manuals
- The Philippine TVET Trainers-Assessors Qualification Framework
- Procedures Manual on Developing Competency-Based Curriculum
Date Revised:
March 2012 Page 1 of 251
Sessions
Revision # 01
ASSESSMENT METHOD:
1. Portfolio
2. Written Test

Date Revised:
Sessions
Revision # 01
Learning Outcome 1
DETERMINE LEARNERS TRAINING REQUIREMENTS
1. Read Information Sheet 1.1-1
on Competency-Based Training In this Learning Outcome you shall
2. Answer Self-Check 1.1-1 prepare tools and materials needed
to determine training needs. To be
Compare answers with Answer
able to do this, you should
Key 1.1-1
understand the characteristics of
3. Read Information Sheet 1.1-2 your trainees and analyze the
on Training Regulations following:
4. Answer Self-Check 1.1-2 1. CS
Compare answers with Answer 2. TR
Key 1.1-2
3. CBC
Go through the Information Sheets
on Competency Standards
and answer the self-checks to
6. Answer Self-Check 1.1-3 ensure that knowledge of the
standards in Competency-based
training are acquired.
Key 1.1-3
on Competency-Based The outputs of your practice of this
Curriculum Learning Outcome are the following:
8. Answer Self-Check 1.1-4 1. TNA Forms
Compare answers with Answer 2. Data gathering tool for

Key 1.1-4 trainees characteristics
9. Read Information Sheet 1.1-5 These forms will be a part of your

on Characteristics of Learners portfolio for you Institutional
Competency Evaluation.
Show your output to your trainer for
Compare answers with Answer his feedback as you accomplish
Key 1.1-5 them.
11. Perform Task Sheet 1.1-5 on
how to develop a data gathering
tool for trainees characteristics
12. Evaluate your own output
using Performance Criteria
Checklist 1.1-5
Date Revised:
Sessions
Revision # 01
on Trainees Current
Competencies
Key 1.1-6
15. Perform Job Sheet 1.1-6 on
how to prepare TNA forms
16. Evaluate your own output After doing all activities of this
using Performance Criteria LO, you are ready to proceed to
Checklist 1.1-6 the next LO on preparing
session plans.

Date Revised:
Sessions
Revision # 01
INFORMATION SHEET 1.1-1
Learning Objectives
After reading this information sheet, you must be able to:
1. define Competency-Based Training;
2. enumerate and explain the ten principles of CBT;
In a traditional educational system, the unit of progression is time and

it is teacher-centered. In a Competency Based Training system, the unit of
progression is mastery of specific knowledge and skills and is learner- or
participant-centered. Two key terms used in competency-based training are:
SkillA task or group of tasks performed to a specific level of

competency or proficiency which often use motor functions and
typically require the manipulation of instruments and equipment (e.g.,
use of vacuum cleaner in cleaning carpeted floor). Some skills,
however, such as counseling, are knowledge- and attitude-based.
CompetencyA skill performed to a specific standard under specific
conditions.
Trainers Methodology I is a training program for TVET trainers in

using the Competency-Based Training Delivery Approach for training and
assessment.
The learning activities that you are about to undergo will give you a
hands-on training on how to plan, design, implement, monitor and evaluate
CBT.
In this lesson you will be introduced to CBT, its principles and
context.
It is a training delivery approach that focuses on the competency
development of the learner as a result of the training;
Emphasizes most on what the learner can actually do;
Focuses on outcomes rather than the learning process within
specified time;
It is concerned with the attainment and application of knowledge,
skills and attitude to a specific level of competency.
In CBT, the education and training system should begin and end with
the customer needs.

Date Revised:
Sessions Redilyn C. Agub
Revision # 01
Competency
Competency involves applying knowledge, skills and attitudes to
perform work activities to the standard expected in the workplace.
Competencies are gained through:
life experience
formal education
apprenticeship
on-the-job experience
self-help programs
training and development programs
Key features of competency

being able to do the job
knowing how and why things are done
knowing what to do if things go wrong
Knowing the right approach to do a job properly and safely.
TASK TASK
MANAGEMENT MANAGEMENT
SKILLS SKILLS
DIMENSIONS OF COMPETENCY
CONTINGENCY JOB/ROLE
MANAGEMENT ENVIRONMENT
SKILLS SKILLS

Date Revised:
Revision # 01
1) Task Skills
This requires performance of the task[s] to the required standard as

described in the unit of competency and expected in the workplace.
Trainer needs to provide activities to develop individual actions as
well as the whole task.
2) Task Management Skills
Captures the skills used as people plan and integrate a number of

potentially different tasks to achieve a complete work outcome.
Trainees should be provided with learning activities that develop
skills to be able work efficiently to meet deadlines, handle a sequence
of interrelated tasks and progress smoothly between tasks.
3) Contingency Management Skills
The requirement to respond to irregularities and breakdowns in

routines.
Activities that develop skills of trainees in dealing with contingencies
should be well planned. For example:
a. breakdown
b. irregularities
c. imperfections
d. the unknown.
Exposure to these conditions during the in-house training
should be a part of the practice of the skills.
4) Job/Role Environment
The requirement to deal with the responsibilities and expectations of

the work environment.
The capacity to work with others and adapt to different situations is
central to successful performance
Does the trainee comply with workplace procedures and standard
methods in performing the task?
Does the trainee communicate effectively?
Does the trainee observe enterprise and regulatory requirements?

Date Revised:
Revision # 01
Ten (10) Principles of CBT
1) The training is based on curriculum developed from the competency

standards.
Learning is based on the Competency-based Curriculum
The Competency Standard (CS) is the written specification of the

knowledge, skills and attitudes and values required for the performance of a
job, occupation or trade and the corresponding standard of performance
required for these in the workplace.
The industry workers identify these standards and are promulgated by
the Technical Education and Skills Development Authority in the Training
Regulations (TR).
The Competency Based Curriculum (CBC) is derived from the
Competency Standards. It is a plan for structured series of learning
experiences toward achieving of competencies identified by the industry; it
details training methodologies, resources, facilities, infrastructure and other
materials required both for training and assessment strategies.
2) Learning is competency-based or modular in structure.
Unit of Competency
Module Module Module

1 2 3
Generally one competency is one module but some competencies

maybe divided into training modules. A qualification is composed of a set of
competencies a worker should have. When planning your training, your
trainees should learn one competency after another until they attain all
competencies of the qualification.

Date Revised:
Revision # 01
3) Training delivery is individualized and self-paced.
Learning is done by the learner at own pace
As trainers, you should provide activities that will allow each trainee
to advance on his own without waiting for the other trainees in his class to
finish. Facilities, resources and materials should also be structured so that
trainees could learn competencies at their own pace.
4) Training is based on work that must be performed.
Learning is based on the actual industry practice
5) Training materials are directly related to the competency standards

and the curriculum.
CS CBC LMs
Competency Standards are updated specifications of the qualification.

Oftentimes, learning materials that are directly related to these standards
are not available in bookstores. You should put your resources together to
produce learning materials and learning activities appropriate to attain the
performance criteria in the CS.
The Competency-Based Curriculum will be your guide to plan for both

training and assessment of your trainees. Your learning materials should be
developed to attain the assessment criteria in the CBC.
The CBC will be further discussed in the succeeding information

sheet.

Date Revised:
Revision # 01
6) Assessment of learners is based in the collection of evidences of work
performance based on industry or organizational required standards.
Traditional CBTVET
Students are judged Each Student is assessed
against each other (norm against the evidences
referenced Assessment) based on standard
7) Training is based on and off the job components and off the job
components.
Better learning with industry and school partnership
8) The system allows Recognition of Prior Learning (RPL).
Workers and Students can have prior skills recognized
CBT focuses on the competencies that are not yet acquired by the
trainee in any learning situation. Competencies acquired as a result of
previous training, employment and life experiences should be recognized so
that trainees will not waste time doing the learning activities of the
competencies that they already have. It is one of your task to identify these
prior learning of your trainees and plan for the training of each trainee
based on this data.
9) The system allows for learner to enter and exit programs at different
times and levels and to receive an award for competencies attained at
any point.
There is flexibility for entry and exit from programs
10) Approved training programs are nationally accredited.
Training programs are registered within UTPRAS

Date Revised:
Revision # 01
Any program offered in TVET should be registered with the Unified
TVET Program Registration and Accreditation System (UTPRAS). This covers
the following:
1. Program Registration is a compulsory compliance with minimum
requirement prescribed in the Training Regulations(TRs) and
anchored on competency-based system. Program registration
prescribes full compliance with prevailing training standards,
correction of sub-standard ones and denial of registration of
registration for those who fail to comply. An integral part of
program registration is the monitoring of registered programs for
continuous compliance to standards.
2. Program Accreditation is a voluntary process of demonstrating
quality assurance to programs and institutional processes that
shall lead to the recognition and conferment of awards various
levels of exemplary performance.
Compliance to UTPRAS would include training approaches,
curriculum, learning materials, facilities, resources and other training
materials. You should therefore learn how to plan and implement
Competency-Based Training to comply with UTPRAS.
This training on Trainers Methodology is one of the requirements of
UTPRAS.

Date Revised:
Revision # 01
Comparative Analysis between Traditional Education and CBT
Traditional Competency Based
Instructors focus on managing Trainers focus on managing
instruction learning
Most students enter at about the Trainees enter at various times

same time throughout the year
Students all cover the same material Different trainees maybe trained for
different unit of competency within
the same program
Students all proceed from one topic Each trainee moves on the next
to the next at the same time task only after mastering the task
he or she is currently working on
The instructor controls the learning Each trainee progress at his or her
pace own pace
All students are usually tested once Each trainee is tested when ready
to demonstrate mastery
Very little continuous feedback is Immediate feedback is given to

given each trainees at critical points in
the learning process
The instructor is involved in The instructor must be able to

teaching only one topic at a time answer questions on many different
tasks each day
Retesting is discouraged or not Retesting is encouraged to reach

allowed at all mastery
Materials, tools and supplies for The trainer must see that all
only one topic are needed at a time materials needed for many tasks
are readily available
The number of students enrolled is As vacancies are filled, trainees

maximum capacity at the beginning enrolment remains at capacity all
of the year and declines to half or year long
less towards the end
Most instructions are delivered by The trainer must manage the use of
a wide variety of instructional
Date Revised:
Revision # 01
Traditional Competency Based
or dependent upon the instructor media and materials each day
The programs is usually closed The program usually operated year

down or shortened during the round
summer months
The evening program is usually Day and evening program both

separated and distinct from the day have access to all learning guides
program and resources
The instructor controls the If possible, trainee determine the

sequence in which topics will be sequence of the tasks
covered

Date Revised:
Revision # 01
SELF CHECK 1.1-1
TRUE OR FALSE:
Tell whether the given statement about CBT is true or false. Write (T) if the
statement True and (F) if the statement is False. Write your answer to a
separate sheet.
_________ 1. The CBT approach is useful in determining the capability of the

trainers to apply into practice the obtained knowledge, skills
and attitude from the training.
________ 2. CBT focuses on the learning process within a specified time or

duration rather than on the expected outcome.
________ 3. The same with the traditional approach it begins with the
demand/needs of the customer, specifically the industry.
________ 4. Institutions/schools are obliged to meet the set requirement of

the Authority before a training program is implemented.
_______ 5. Evidences are used in the evaluation of the obtained skills and
knowledge of the trainee according to the standard.
_______ 6. Group work/team is the main training delivery necessary in the

conduct of CBT.
_______7. Various trainees could be trained for different unit of competency

in one program.
_______ 8. CBT concentrates on managing instructions.
_______ 9. Trainers are allowed to give little feedback to maximize the time.
_______ 10. Trainers/instructor encouraged trainees for re-evaluation.

Date Revised:
Revision # 01
Identification: Given the following statements, identify what dimension of is
being described in the situations. (Task Management Skills, Task Skills,
Contingency Management Skills or Job/Role Environment Skills)
_____ 1. Notification of shift availability, or non attendance for shift, is given
without undue delay and according to store policies and
procedures.
______2. Relevant safety systems information is accessed, analyzed and used
in responding to an identified hazard.
______3. Following presentation, feedback on product design is obtained
from the appropriate personnel. Any modifications are identified
and incorporated into the final design.
______ 4. Tools and equipment are cleaned and stored in accordance with
workplace requirements.
______ 5. Trainers manage unexpected circumstances happened during the
actual conduct of the tasks.

Date Revised:
Revision # 01
ANSWER KEY 1.1-1
I. TRUE OR FALSE
1. T
2. F
3. F
4. T
5. T
6. F
7. T
8. F
9. F
10. T
II. IDENTIFICATION
1. JOB/ROLE ENVIRONMENT SKILLS
2. CONTINGENCY MANAGEMENT SKILLS
3. TASK MANAGEMENT SKILLS
4. TASK SKILLS
5. CONTINGENCY MANAGEMENT SKILLS

Date Revised:
Revision # 01

1. define a Training Regulations;
2. describe the significance of the TR to Competency Based Training;
3. enumerate the parts of a Training Regulations.
In the previous Information Sheet you were introduced to the

Competency Based Training (CBT). The Training Regulations plays a big
role in TVET training. It is the basis in the formulation of competency
assessment and the development of curriculum and instructional materials
for CBT.
In this lesson you will have a tour of the different parts of the TR in
relation to Competency Based Training delivery.
The mandate
Technical Education and Skills Development Act of 1994
(Republic Act No. 7796)
Section 22, Establishment and Administration of the National Trade
Skills Standards of the RA 7796 known as the TESDA Act mandates
TESDA to establish national occupational skill standards. The
Authority shall develop and implement a certification and
accreditation program in which private industry group and trade
association are accredited to conduct approved trade tests, and the
local government units to promote such trade testing activities in their
respective areas in accordance with the guidelines to be set by the
Authority
The Training Regulation (TR) is the document that serves as a basis in

the formulation of competency assessment and the development of
curriculum and instructional materials for competency-based technical
education and skills development (TESD). The training Regulations consist
of two components: the occupational skills standard and the training
standards.
The Training Regulations serve as basis for the:
1. Competency assessment and certification;
2. Registration and delivery of training programs; and

Date Revised:
Revision # 01
3. Development of curriculum and assessment instruments.
Every qualification has its own TR. You can download the TR of your
qualification from the TESDA website (www.tesda.gov.ph).
Sections of the TR
Section 1:
Definition of the Qualification refers to the group of competencies that
describes the different functions of the
qualification.
This section enumerates the Basic
Competencies, Common Competencies and
Core Competencies of the qualification
It also enumerates the job titles of workers who
qualified for this qualification.
Section 2:
Competency Standards gives the specifications of competencies required
for effective work performance.
This section will be further discussed in the
succeeding information sheets.
Section 3:
Training Standards contains information and requirements in designing
training program for certain Qualification. It
includes:
1. Curriculum design,
2. Training delivery;
3. Trainee entry requirements;
4. Tools equipment and materials;
5. Training facilities;
6. Trainers qualification and
7. Institutional assessment.
Section 4:
National Assessment and Certification Arrangement describes the
policies governing assessment and certification
procedure.

Date Revised:
Revision # 01
Self-Check 1.1-2
Multiple Choice: Choose the letter of the best answer. Write the letter of
your choice on the your answer sheet.
1. The authority that is mandated to develop the Competency Standards

is
A. TESDA
B. NTTA
C. DEPED
D. CHED
2. The main basis of the assessment tools and instructional materials of
competency based training and assessment is the
A. Competency based curriculum
B. Competency standards
C. Training regulations
D. training standards
3. This section enumerates the job titles of workers who are competent
in the qualification described in the Training Regulation.
A. Section 1. Definition of Qualification
B. Section 2. Competency Standards
C. Section 3. Training Standards
D. Section 4. National Assessment and Certification
Arrangement
4. This section contains information and requirements in designing
training programs for the qualification.
Arrangement

Date Revised:
Revision # 01
5. This section gives the specifications of competencies required for
effective work performance.
Arrangement

Date Revised:
Revision # 01
Answer Key 1.1-2
1. A
2. B
3. A
4. C
5. B

Date Revised:
Revision # 01
Competency Standard
Learning Objectives
1. define competency standard;
2. identify the parts of the Competency Standard;
3. identify the elements and performance criteria of your competency;
The Competency Standard is the main basis of Competency-Based

Training. All learning materials shall be based on the assessment criteria of
each competency.
In this lesson, you will be introduced to the CS which will be helpful
in planning your training activities. You may need a copy of the
Competency Standards of your qualification to better understand this
lesson.
Competency Standard
Competency Standard (CS) is the written specification of the
knowledge, skills and attitudes and values required for the performance of a
job, occupation or trade and the corresponding standard of performance
required for these in the workplace.
Unit of Competency
Together all the parts of the unit of competency:
Describe a work activity
Guide the trainer in determining whether the learner is competent.
Each part of the unit of competency was written with the purpose of
achieving these two aims.

Date Revised:
Revision # 01
Parts of Competency Standard
UNIT OF COMPETENCY
UNIT OF DESCRIPTOR
ELEMENTS PERFORMANCE CRITERIA
RANGE OF VARIABLES
EVIDENCE GUIDE
1. Unit Title
Defines the area of competency
Written in output terms - obtain, prepare and supply materials for
production [verb]
Comprise a manageable component of work
2. Unit Descriptor
Outlines what is done in the workplace

Expands on information in the title
Clarifies scope and intent of the unit
Helps to differentiate competencies with similar titles
3. Elements and Performance Criteria
Elements describe in output terms the functions that a person who

works in a particular area of work is able to do.
Performance criteria are evaluative statements that specify what is to
be assessed and the required level of performance.

Date Revised:
Revision # 01
4. Elements
Building blocks of a unit of competency

Describe in outcome terms the functions that a person who works in a
particular area of work is able to perform [start with a verb]
Describes actions or outcomes that are demonstrable and assessable
and which the candidate must attain.
5. Performance Criteria
Specifies what is assessed and the required level of performance.

Precise standards of the competency
Covers all components/ dimensions of competency
Focus on evidence to prove competency evaluative statements
6. Range of Variable
Describes the curriculum or context in which the work is to be

performed.
Defines the boundaries within which the unit of competency applies
Range of situations that should be the focus of assessment
Relates to the unit of competency as a whole
Allows for insertion of specific knowledge and enterprise requirements
7. Evidence Plan
The purpose of the evidence guide is to guide the assessor in the

collection of evidence
It must be related directly to: the elements and performance criteria
and range of variables.
8. Critical Aspect of Competency

Tells the assessor what evidence is essential for successful
performance.
It identifies the essential:
Productive evidence completes workplace/service to
specification
Knowledge evidence things that must be known
Date Revised:
Revision # 01
Process evidence
Complies with industry practice and procedures
Complies with OH&S practice
Examples:
Sets up tools and equipment
Handle tools, materials and equipment
Identifies and solves faults and problems
Communicate with others to ensure safe and effective
operations
9. Underpinning Knowledge
knowledge or concepts involved in performing skills of the
competency.
It includes: Specific knowledge that is essential to the performance of
the competency and evidence of knowledge of legislation, regulations
and Codes of Practice
10. Underpinning Skills

skills needed to achieve the elements and performance criteria in the
unit of competency.
It includes both: generic skills (communication) and industry specific
skills (hand tools)

Date Revised:
Revision # 01
Self-Check 1.1-3
Multiple Choice:
answer sheet.
1. The written specification of the knowledge, skills and attitudes and
values required for the performance of a job, occupation or trade and
the corresponding standard of performance required for these in the
workplace is the
A. Training Regulations
B. Competency Standards
C. Competency-Based Curriculum
D. Competency Based Learning Materials
2. The building blocks of a unit of competency that describes the worker
is able to perform are the
A. Elements
B. Skills
C. Tasks
D. Performance criteria
3. This part of the competency standard identifies the knowledge
evidence, productive evidence and process evidence that are essential
for successful performance of the competency.
A. Evidence plan
B. Underpinning knowledge
C. Underpinning skills
D. Critical aspects of the competency
4. This part of the competency standards defines boundaries within
which the unit of competency applies
A. Evidence Plan
B. Nominal duration
C. Range of variables

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5. Generic and industry specific skills needed to achieve the elements
and performance criteria are listed in this part of the competency
standards.
A. Evidence plan
B. Underpinning knowledge
6. This part of the CS describes in output terms the functions that a
person who works in a particular area of work is able to do.
A. Elements
B. Evidence plan
C. Performance criteria
D. Underpinning knowledge
7. These are the evaluative statements that specify what is to be
assessed and the required level of performance.
A. Elements
B. Evidence plan
C. Performance criteria
D. Underpinning knowledge

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Answer Key 1.1-3
1. B
2. A
3. D
4. C
5. C
6. A
7. C

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Competency Based Curriculum
Learning Objectives
After reading this INFORMATION SHEET, YOU MUST able to:
1. explain the relationship of the Training Regulations and the
Competency-Based Curriculum;
2. identify and discuss the parts of the CBC.
The Competency-Based Curriculum (CBC) is a guide in developing

learning activities. Understanding the CBC will help you establish trainees
training needs and plan for Competency-Based Training.
In this lesson, each part of the CBC will be discussed.
Competency-Based Curriculum (CBC)

The CBC is a plan for structured series of learning experiences toward
achieving of competencies identified by the industry; it details training
methodologies, resources, facilities, infrastructure and other materials
required both for training and assessment strategies. It is a specification of
the course a trainee will undertake to attain workplace competencies. It is
developed based on the Training Regulations.
Components of CBC
Course Design Module of Instruction
Course Title Unit Title

Nominal Duration Module Title
Qualification Level Module Descriptor

Course Description
Nominal Duration
Entry Requirements
Summary of Learning Outcomes
Course Structure
Assessment Criteria
Resources
Assessment Method Contents
Course of Delivers Condition

Trainers Qualification
Assessment Method

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Course Design is an overall description of the course. It includes, among
others, information on the:
Qualification covered by the course;
Course outcomes;
Units of competency and the corresponding module titles;
Students entry requirements;
Resources;
Training delivery and assessment strategies; and
Trainers qualifications.
Course Design Format

1. Course Title/ Qualification Level a name rising out of the
qualification and NC level in the PTTQF.
Example: Computer Hardware Servicing NC II
2. Nominal Duration the approximate length of time the course will be
finished.
Example: 329 hours
3. Course Description statement on the coverage of the course, its
relevance in the industry sector, and the possible occupations the
trainee will have after completion.
Example: This course is designed to develop knowledge,
skills, and attitudes of a Computer Technician in accordance with
industry standards. It covers basic and common competencies
such as installing, maintaining, configuring, and diagnosing
computer systems and networks.
4. Entry Requirements qualifications of a trainee who intend to enter
the course. These are stated as competencies. Any physical traits
must also be stated.
Example: Student/trainee must possess the following
qualifications:
Able to communicate both oral and written
Physically and mentally fit.
With good moral character.
Can perform basic mathematical and logical
computations.
Analytical and logical thinking.

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5. Course Structure tabulated presentation of units of competency
covered by the course and the corresponding module title- its learning
outcomes and nominal duration.
Example:
Units of Module Nominal
Learning Outcomes
Competency Title Duration
1.Install 1.1Installing 1.1.1 Plan and prepare for 60 hours

computer computer installation
systems and systems and
1.1.2 Install equipment/device
networks networks
system
1.1.3 Conduct test
2.Diagnose and 2.1 2.1.1 Plan and prepare for 100

troubleshoot Diagnosing diagnosis of faults of computer hours
computer and trouble systems
systems shooting
2.1.2 Diagnose faults of
computer
computer systems
systems
2.1.3 Repair defects in computer
systems and networks
2.1.4 Test systems and networks
6. Assessment Methods A listing of all the methods of gathering

evidences used in the course to measure the attainment of the
learning outcomes.
Example: Observation/questioning, demonstration/questioning,
written examination
7. Course Delivery the training modes used to implement the course
Example: dual training, apprenticeship, distance education
Module of Instruction
1. Unit Title a unit of competency which when applied a work
situation can logically stand alone. It express in outcome terms.
Example: Install Computer Systems and Networks
2. Module Title the name given to curricular unit, it should be
associated with the unit of competency.
Example: Installing Computer Systems and Networks
3. Module Descriptor brief description of the intention of the module,
its scope and delimitation.
Example: this module covers the outcomes required in installing,
assembling and testing computers and common peripherals.

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4. Nominal Duration- estimated/suggested number of training hours
per module (time to achieve the module).
Example: 60 hours
5. Learning Outcome it is a statement that specifies what learner will
be able to do as result of the learning process; it should be written in
an action statement, begins with action verb plus the object of the
action.
Example: LO1. Plan and prepare installation
LO2. Install equipment/device system
6. Assessment Criteria list of criteria by which the achievement of the
learning outcome will be judged based on evidence; specify the
performance outcome the learner will be expected to demonstrate at
the conclusion of the learning outcome.
Example:
1. Installation planned and prepared to ensure that safety
measures, policies and procedures followed, and that work is
appropriately sequenced in accordance with the industry
standards
2. Technical personnel consulted to ensure that the work

coordinated effectively with others involved on the worksite
3. Computer systems and network devices obtained in accordance

with the established procedures and to comply with
requirements
7. Content list of specific knowledge, skills, attitudes and safety that

are necessary in order to achieve the specific learning outcomes.
Example:
Safety procedures
Basic terms, concepts, functions and characteristics of PC
Hardware components
Structure of operating systems
Familiarization with the various computer systems
Components and peripherals
system configuration/ settings of computer systems and
Devices
8. Conditions specifies the context of the training, this include list of

tools and equipment, access to learning resources and equipment
manuals, and types of facility.
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Example: The students/trainees must be provided with the
following:
Personal Protective equipment ( ex. protective eyewear, anti
static wrist wrap)
Electronic laboratory hand tools (assorted pliers, assorted

screw drivers, soldering iron & desoldering tool)

9. Methodologies one or combinations of different learning
approaches, methods and techniques to deliver learning activity/ies
which are consistent with CBT principles.
Example: Lecture-demonstration, self-paced, group discussion
10. Assessment Method the methods used to gather evidences of
sufficient quantity on which to make sound judgement about trainees
competency; assessment methods include observation,
demonstration/simulation, questioning and written test.
Example: Demonstration with questioning, written examination

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SELF CHECK 1.1-4
Direction: Read the question below carefully. Choose the correct letter
which represents the best answer. Write your answers on a separate sheet.
1. The specifications of a qualification the methodologies, resources,

facilities, infrastructure and other materials required both for
training and assessment strategies is the
A. Competency Standards
B. Qualification Title
C. Training Regulations
D. Competency Based Curriculum
2. This is a statement of one or combinations of different learning
approaches, methods and techniques to deliver learning activity/ies
for the qualification which are consistent with CBT principles.
A. conditions
B. contents
C. methodologies
D. learning outcomes
3. The statement on the coverage of the course, its relevance in the
industry sector, and the possible occupations the trainee will have
after completion is written in the
A. Assessment criteria
B. Course content
C. Course descriptor
D. Course title
4. This part of the CBC specifies the performance outcome the learner
will be expected to demonstrate at the conclusion of the learning
outcome.
B. Course content
C. Learning outcome
D. Performance criteria

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5. What part of the CBC specifies the context of the training, this include
list of tools and equipment, access to learning resources and
equipment manuals, and types of facility?
A. content
B. outline
C. condition
D. descriptor
6. It is a statement that specifies what learner will be able to do as result
of the learning process. It is written in
B. Learning outcome
C. Module content
D. Module descriptor

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ANSWER KEY 1.1-4
1. D
2. C
3. C
4. A
5. C
6. B

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Characteristics of Learners
Learning Objective: After reading this INFORMATION SHEET, YOU MUST

be able to determine the different characteristics of
trainees.
One of the most important data that you must have when planning
training sessions is the characteristics of your trainees. In CBT, we consider
individual differences in training because CBT is self-paced. The design of
training and instructional materials should therefore suit characteristics of
each trainee.
This lesson will discuss the different characteristics that you should
know about your learner so that you will be able to plan training for each of
them.
CHARACTERISTICS OF LEARNERS
One important part of planning a training session is to analyze
trainees so that the training suits their:
1. ability level
2. learning styles & preferences
3. motivations and
4. interests because they are the bases in choosing the methodologies to
be used by the trainer.
It is important to note that:
a. One of the key features of competency-based training is that, it is
customized and personalized. This is difficult to achieve if trainers
are not aware of, either, the differences among trainees, or, how
they may be able to work with these trainees to address their
specific needs to allow them to demonstrate competence.
b. While the issues are diverse, the solutions are frequently applicable
across different topics.
c. Not all issues for trainers are issues for trainees.
d. By altering some simple components of training, issues can be
resolved; e.g. language issues - having assessment in the local
language rather than in English.

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TRAINEES CHARACTERISTICS TO BE CONSIDERED WHEN PLANNING
A TRAINING SESSION
Characteristics of What does this mean to the plan?

trainees
Language, This influences the methods you can use and

literacy and the activities and tasks that are suitable to
numeracy (LL&N) the training and the trainee. You must be
prepared for different LL&N levels and must
have numerous resources available for
different requirements.
Cultural Be aware of different cultural backgrounds

background and practices.
There maybe activities that you choose which
are inappropriate because of cultural
background and practices.
Education and General education levels are helpful for you

general to know at what level to pitch the delivery of
knowledge the session.
Gender The whole plan is affected if you have a group

of all female, all male or a mixture if there are
activities that involve demonstration, role
play and so on
Age Age can affect the plan depending on what is

delivered, how it is delivered and at what
pace it is delivered
Physical ability Be aware of any trainee who is less able than

others to perform physical tasks before the
beginning of the session

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Previous Different levels of experience can be useful,
experience with and to plan well ahead, you should know
the topic who has what experience so it can be used to
you and other trainees advantage
Previous learning It is helpful if you have knowledge of trainees

experience general attitudes towards learning
Training level This helps you identify other trainings

completed attended by your prospective students
Special courses You may use their special training and ability
in some special arrangements/assignments
during training
Learning style A trainee could be auditory, visual or

kinesthetic
Other needs This refers to special needs that would be

requested by the trainees. e.g. schedule for
working student, single parent, etc
LEARNING STYLES
Some trainees sit through hours of lectures and retain all the
information presented while others benefit more from hands-on lab classes.
Reason? Trainees have different learning styles, which present both trainers
and students with a problem when classes are taught in one set way that
might only benefit one kind of learner. Trainees can however, help
themselves by finding out what kind of learner style they belong to and
customize their study habits to that particular style.
There are three major groups of learners, which are Kinesthetic,
Visual and Auditory. These groups represent three very different kinds of
trainees, who are all presented with difficulties during their education.
Most of the time trainees have combinations of these learning styles.
I. Visual Learner
The visual learner will often lose focus during long oral lectures,
especially if these are not accompanied by drawings and illustrations. The
visual learner takes mental pictures of information given, so in order for this
kind of learner to retain information, oral or written, presentations of new
information must contain diagrams and drawings, preferably in color. The
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visual learner can't concentrate with a lot of activity around him and will
focus better and learn faster in a quiet study environment.
Visual learners are often:

1. Good spellers
2. Fast readers
3. Great at seeing the big picture but often forget smaller details
4. Good at remembering faces but have a hard time remembering names
The visual learner will benefit from:

1. Color-coded notes
2. Using drawings to illustrate
3. Outlining information
4. Using mind maps and flash cards
II. Kinesthetic Learner

Kinesthetic learners are described as the students in the classroom,
who have problems sitting still and who often bounce their legs while tapping
their fingers on the desks. They are often referred to as hyperactive students
with concentration issues.
Kinesthetic learners are often:
Gifted performers
Naturally athletic
To get the most of an education the kinesthetic learner can:

1. Choose classes with hands-on labs
2. Study with (loud) music in the background
3. Use memory and flash cards
4. Study in small groups
5. Take breaks often during study

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III. Auditory Learner
For the auditory learner, oral presentations are crucial for
understanding a subject, as this kind of learner has the ability to remember
speeches and lectures in detail but has a hard time with written text. Having
to read long texts is pointless and will not be retained by the auditory learner
unless it is read aloud.
The auditory learner often has:

1. Strong language skills
2. A well-developed vocabulary
3. The ability to follow spoken directions well
4. A hard time remembering faces but easily remembers names
For the auditory learner to get the most out of classes it can be helpful
to:
1. Record lectures
2. Use word associations
3. Listen to audiotapes
4. Read notes aloud
5. Sit in the front of the class where the teacher can easily be seen and
heard.
6. Study and discuss subjects with other students
The structured questionnaire below was prepared as a data

gathering tool to help determine trainees characteristics. Let trainees
answer these questions before answering the data gathering
instrument for determining trainees characteristics.

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What's Your Learning Style?
For these questions, choose the first answer that comes to mind and
click on a, b, or c. Do not spend too much time thinking about any one
question.
1. When you study for a test, would you rather

A. read notes, read headings in a book, and look at diagrams
and illustrations?
B. have someone ask you questions, or repeat facts silently to
yourself?
C. write things out on index cards and make models or
diagrams?
2. Which of these do you do when you listen to music?

A. daydream (see things that go with the music)
B. hum a along
C. move with the music, tap your foot, etc.
3. When you work at solving a problem do you

A. make a list, organize the steps, and check them off as they
are done?
B. make a few phone calls and talk to friends or experts?
C. make a model of the problem or walk through all the steps in
your mind?
4. When you read for fun, do you prefer

A. a travel book with a lot of pictures in it?
B. a mystery book with a lot of conversation in it?
C. a book where you answer questions and solve problems?
5. To learn how a computer works, would you rather

A. watch a movie about it?
B. listen to someone explain it?
C. take the computer apart and try to figure it out for yourself?

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6. You have just entered a science museum, what will you do first?
A. look around and find a map showing the locations of the
various exhibits.
B. talk to a museum guide and ask about exhibits.
C. go into the first exhibit that looks interesting, and read
directions later.
7. What kind of restaurant would you rather not go to?
A. one with the lights too bright
B. one with the music too loud
C. one with uncomfortable chairs
8. Would you rather go to
A. an art class?
B. a music class?
C. an exercise class?
9. Which are you most likely to do when you are happy?
A. grin
B. shout with joy
C. jump for joy
10. If you were at a party, what would you be most likely to remember the
next day?
A. the faces of the people there, but not the names
B. the names but not the faces
C. the things you did and said while you were there
11. When you see the word "d - o - g", what do you do first?
A. think of a picture of a particular dog
B. say the word "dog" to yourself silently
C. sense the feeling of being with a dog (petting it, running with
it, etc.)
12. When you tell a story, would you rather
A. write it?
B. tell it out loud?
C. act it out?

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13. What is most distracting for you when you are trying to concentrate?
A. visual distractions
B. noises
C. other sensations like, hunger, tight shoes, or worry
14. What are you most likely to do when you are angry?
A. scowl
B. shout or "blow up"
C. stomp off and slam doors
15. When you aren't sure how to spell a word, which of these are you most
likely to do?
A. write it out to see if it looks right
B. sound it out
C. write it out to see if it feels right
16. Which are you most likely to do when standing in a long line at the
movies?
A. look at posters advertising other movies
B. talk to the person next to you
C. tap your foot or move around in some other way
TO DETERMINE YOUR LEARNING STYLE:

Total your a's, b's, and c's. If you scored mostly
A's you may have a visual learning style.
Bs you may have an auditory learning style.
Cs you may have a kinesthetic learning style

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Kolb's Learning Inventory
Kolbs learning inventory of learning styles describes a learning process
and a style with the emphasis on the need for learning to be grounded in
experience, and the importance of a person being active in learning. It provides
guidance in situations where learner differences play a role in communication
and human interaction. The model provides ways to gauge personal inclinations
toward learning, and offers a clear and actionable way to accommodate learners
in learning environments. There are 4 main styles. Most people have a
preference for 1 or 2 styles.
In the United Kingdom, Honey and Mumford (1992) built on David Kolbs
innovative work and offered a model of learning preferences using the
descriptions Activist, Reflector, Theorist and Pragmatist.

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Activist
Learns by having a go
They perceive information concretely and process it actively. They
integrate experience and application. They learn by trial and error. They believe
in self discovery. They are enthusiastic about new things. They are adaptable,
even relish change. They excel when flexibility is needed. They often reach
accurate conclusions in the absence of logical reason. They are risk takers.
They are at ease with people. They enrich reality by taking what is and adding
to it. Sometimes they are seen as manipulative and pushy.
Their philosophy is: Ill try anything once.
Reflector
Learns most from activities where they can watch, listen and then
review what has happened.
They perceive information concretely and process it reflectively. They
integrate experience with the Self. They learn by listening and sharing ideas.
They are imaginative thinkers who believe in their own experience. They
excel in viewing direct experience from many perspectives. They value
insightful thinking. They work for harmony. They need to be personally
involved, seek commitment. Are interested in people and culture. They are
thoughtful people who enjoy observing others. They absorb reality. They
seem to take in the atmosphere almost like osmosis.
Their philosophy is to be cautious, to consider all possible angles and
implications before making a move. I need more information.
Theorist
Learns most when ideas are linked to existing theories and concepts.
They perceive information abstractly and process it reflectively. They
form theories and concepts by integrating their observations into what is
known. They seek continuity. They need to know what the experts think.
They learn by thinking through ideas. They value sequential thinking. Need
details. They critique information and collect data. They are thorough and
industrious. They will re-examine the facts if situations perplex them. They
enjoy traditional classrooms. Schools are made for them. They are more
interested in ideas then people. They prefer to maximise certainty and are
uncomfortable with subjective judgements.
Their philosophy prizes rationality and logic: If its logical, its good.

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Pragmatist
Learns most from learning activities that are directly relevant to their
situation.
They perceive information abstractly and process it actively. They
integrate theory and practice. They learn by testing theories and applying
common sense. They are pragmatists, they believe if something works, use
it. They are down-to-earth problem solvers who resent being given answers.
They do not stand on ceremony but get right to the point. They have a
limited tolerance for fuzzy ideas. They value strategic thinking. They are
skills-oriented. They experiment and tinker with things. They need to know
how things work. They edit reality, cut right to the heart of things.
Sometimes they seem bossy and impersonal.
Their philosophy is: There is always a better way. If it works, its
good.

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Self Check 1.1-5
Instruction: Write the letter of the correct answer on your answer sheet.
1. Which of the following characteristics affect learning outcome?
A. educational attainment
B. learning styles
C. previous experiences
D. all of the above
2. What is the learning style of a learner who has a strong language
skills?
A. auditory
B. kinesthetic
C. mixture of visual and auditory
D. visual
3. A learner who likes manipulating devices has a ___________ learning
style.
A. auditory
B. kinesthetic
C. mixture of visual and auditory
D. visual
4. Which of the following is not important in planning a session?
A. ability level
B. learning preferences
C. Training method
D. none of the above
5. A trainee that perceives things abstractly and process them actively
and learns by testing theories and applying common sense is an
A. Activist
B. Pragmatist
C. Reflector
D. Theorist

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6. Imaginative thinkers who believe and reflects on their experiences are
A. Activist
B. Pragmatist
C. Reflector
D. Theorist
7. A trainee who form theories and concepts by integrating his
observations into what is known. He needs to know what the experts
think.
A. Activist
B. Pragmatist
C. Reflector
D. Theorist
8. A trainee who perceive information concretely and process it actively
and by trial and error.
A. Activist
B. Pragmatist
C. Reflector
D. Theorist

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Answer Key 1.1-5
1. D
2. C
3. B
4. D
5. B
6. C
7. D
8. A

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Task Sheet 1.1-5
Title : Develop a data gathering tool for trainees characteristics
Given the qualification you are assigned to you should be able to
develop a data gathering tool for trainees characteristics that is
suitable for the learners that you have in your region or area of
operation.
Supplies : Bond paper
Steps/Procedure:
1. Search for the sample data gathering tool for trainees
characteristics in the CD that was provided to you.
2. Based on the clients that you have and the qualification assigned to
you, edit the file to make a data gathering tool for trainees
characteristics which is suitable to your qualification and area of
operation.
Note: the sample given below is a formatted for TM1. You have to
make a questionnaire that you can use with your prospective trainees.
Assessment Method:
Portfolio Assessment, Performance Criteria Checklist

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CRITERIA YES NO
Does your output have the following?
trainees characteristics discussed in this information sheet

in making your questionnaire
section for gathering the basic profiles of your trainees
choices for ease of accomplishing the form
ethnic groups belonging to your area of operation in the

cultural and language background category
previous learning experiences suited for your qualification
special courses that are related to your qualification

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The structured questionnaire below was prepared as a data gathering tool to help
the trainer collect data on trainees characteristics. This questionnaire maybe
filled up by each trainee and validated by the trainer from possible sources like
the Trainees Profile and through personal interview of each trainee.
Sample Data Gathering Instrument for Trainees

Characteristics
Please answer the following instrument according to the
characteristics described below. Encircle the letter of your choice that best
describes you as a learner. Blank spaces are provided for some data that
need your response.
Characteristics of learners
Language, literacy Average grade in: Average grade in:

and numeracy
English Math
(LL&N)
a. 95 and above a. 95 and above
b. 90 to 94 b. 90 to 94
c. 85 to 89 c. 85 to 89
d. 80 to 84 d. 80 to 84
e. 75 to 79 e. 75 to 79
Cultural and Ethnicity/culture:

language a. Ifugao
background
b. Igorot
c. Ibanag
d. Gaddang
e. Muslim
f. Ibaloy
g. Others( please specify)_____________
Education & Highest Educational Attainment:

general a. High School Level
knowledge
b. High School Graduate
c. College Level
d. College Graduate
e. with units in Masters degree
f. Masteral Graduate
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g. With units in Doctoral Level
h. Doctoral Graduate
Sex a. Male
b. Female
Age Your age: _____
Physical ability 1. Disabilities(if any)_____________________
2. Existing Health Conditions (Existing illness if
any)
a. None
b. Asthma
c. Heart disease
d. Anemia
e. Hypertension
f. Diabetes
g. Others(please specify) ___________________
Previous TM Certificates
experience with
the topic a. TQ certified
b. TM graduate
c. TM trainer
d. TM lead trainer
Number of years as a competency trainer ______
Previous List down trainings related to TM

learning
___________________________
experience
___________________________
___________________________
National Certificates acquired and NC level
Training Level
completed ___________________________
___________________________
Special courses Other courses related to TM

a. Units in education
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b. Masters degree units in education
c. Others(please specify)
_________________________
Learning styles a. Visual - The visual learner takes mental

pictures of information given, so in order for
this kind of learner to retain information,
oral or written, presentations of new
information must contain diagrams and
drawings, preferably in color. The visual
learner can't concentrate with a lot of activity
around him and will focus better and learn
faster in a quiet study environment.
b. Kinesthetic - described as the students in
the classroom, who have problems sitting
still and who often bounce their legs while
tapping their fingers on the desks. They are
often referred to as hyperactive students
with concentration issues.
c. Auditory- a learner who has the ability to
remember speeches and lectures in detail
but has a hard time with written text. Having
to read long texts is pointless and will not be
retained by the auditory learner unless it is
read aloud.
d. Activist - Learns by having a go
e. Reflector - Learns most from activities where
they can watch, listen and then review what
has happened.
f. Theorist - Learns most when ideas are linked
to existing theories and concepts.
g. Pragmatist - Learns most from learning
activities that are directly relevant to their
situation.
Other needs a. Financially challenged
b. Working student
c. Solo parent
d. Others(please specify)
___________________________

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Trainees Current Competencies

1. define current competencies;
2. explain why there is a need to identify the trainees current
competencies;
In the previous lessons, you learned that important data about your
trainees are needed as inputs in planning your training sessions. One of
them is the trainees characteristics.
Trainees training needs is another important data that you need to
collect as a trainer so that you will be able to identify the skills and
competencies needed by individual trainees. In CBT, competencies or skills
that are already previously acquired by the trainee will no longer be repeated
in their learning activities.
In this lesson, you will learn to determine these current competencies.
Current Competencies
Current competencies are the skills and knowledge of your new
trainees obtained through formal training, work experience or life
experience. These should be determined before you can prepare your session
plan, so as not include the same competencies where the trainees are
already competent.
How can the Current Competencies be Determined

Current competencies can be determined by using the following:
1. Self-Assessment Checklist It is a checklist of competencies required
of a qualification.
2. Proof of Competencies - Portfolio assessment or validation of evidences
of competency such as employment certificates with specific duties
and responsibilities, projects personally done by the trainee, certificate
of awards and other related proofs.
3. Pre-assessment result
Pre-assessment in CBT has the following functions:
a. Diagnostic - intended to diagnose areas of weakness, or
misunderstanding, and strength. It involves collecting evidence
to diagnose or identify a training need or performance problem.
You cant prescribe the remedy till you understand the cause

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This type of assessment is used to identify a learners gaps in
knowledge and to ensure the content of the subsequent training
will meet the learners needs.
The pre-test is a written test that would initially test the
knowledge of your trainees on the competencies that they need
to learn
b. Formative - This type of assessment assists and supports

learning by providing feedback about performance and progress
towards the achievement of competency. It is also a method for
the collection of evidence, and determining a candidates
readiness for her or his final assessment.
For our purpose, this type of assessment will be used to
assess whether a trainee is ready to be assessed for purposes of
c. Summative Assessment In case the trainee is ready to be

assessed for a competency as a result of his employment and
life experiences, you may finally give him a summative
assessment to recognize his prior learning for some or all of the
competencies of the qualification.
Why determine current competencies?

1. To identify the competencies to be covered in the training plan.
2. To assess the trainees current competency in comparison to the
stated standards of competence required
3. To identify which relevant skills the trainee possesses and does not
possess, so that the training program can be tailored accordingly.
Assessment Methodologies
Observation Checklist
This is a checklist completed by a trainer or the workplace assessor
while observing the learners performance on relevant
tasks.
Practical Demonstration
Demonstrates competence by showing steps or process used to
produce a product or service

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Project
Demonstration of skills and knowledge in the completion of a project.
360 Feedback
Using a structured process to gather and analyse feedback from peers,
supervisors and people who are supervised.
Case Study
Response to a situation which is presented to the learner. Used to
ascertain the learners problem solving techniques and underpinning
knowledge.
Oral presentation
Learners give an oral presentation about an area of knowledge or their
projects to a small group, usually including a trainer, their assessor, their
colleagues and any other interested parties.
Journal
A journal that records learning activities, skills and knowledge
acquisition.
Problem Solving
Implementing problem solving techniques to analyse a product or
process for problems or errors.
Project
Demonstration of skills and knowledge in the completion of a
project.
Video or Audio Tapes

Recording performance in the workplace that is subsequently reviewed
by an assessor.
Certificate of Award or Employment

Certificate of employment or awards that reflect the responsibilities of
the trainee maybe a proof of his competency.
Assessment is the gathering of evidence from a range of sources, and

frequently more than one type of evidence is used to fairly and reliably
determine competence. When selecting an appropriate strategy for the
collection of evidence in determining trainees current competency, there are
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factors that need consideration. These factors, which will be discussed in
MODULE 4, include:
o The requirements of the specific competency unit(s) or learning
outcome
o The needs of the assessor and the trainee being assessed
o The authenticity of the evidence. That is, that it actually relates
to the performance of the person being assessed, and not that of
another person.
o Sufficiency of the evidence to demonstrate competency
o The currency of evidence. That the evidence is still relevant and
current according to competency standard requirements.
o Whether the task being assessed or the location of the
assessment involve a strong element of OH & S or
environmental risk
In cases of doubtful proof or evidence submitted, it will always be the
right of the Trainer to investigate.
For Certificates of Award or Employment:

1. The Trainer can call or personally ask for confirmation from the
signatories of the certificate issued by a company or an industry.
In reviewing the documents submitted by the trainee, the following
should be considered:
Authenticity of the document
Date acquired
Standing of the company/employer who issued the certificate
For submitted projects/videos/photos:
2. The Trainer can visit the company to prove the existence of the
workplace where the task/job was done.
In the example above, the Trainer must be assured that the
documents are valid and authentic. In this case he needs to call the
company that issued the certificates to confirm the validity and
authenticity of the documents. Careful consideration should be given to
the collection of evidences to ensure that all components of the
competency being assessed are effectively addressed.

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This section presents sample methods and instruments in identifying
current competencies and training need of trainees.
Current Competencies are determined by using the following forms:

1. Self-assessment Check (Form 4.1)
2. Validation of Competency evidences(Form 4.2)
3. Summary of Current competencies versus required competencies(Form
4.3)
4. Training Needs(Form 4.4)
Trainers may use their ingenuity to develop other instruments that

may validate proofs/evidences of current competencies such as assessment
instruments.
FORM 1.1 SELF-ASSESSMENT CHECK
INSTRUCTIONS: This Self-Check Instrument will give the trainer necessary

data or information which is essential in planning training
sessions. Please check the appropriate box of your answer
to the questions below.
CORE COMPETENCIES
CAN I? YES NO
1. Plan Training Session
1.1 Identifying learners training requirements?
1.2 Prepare session plans?
1.3 Prepare instructional materials?
1.4 Prepare assessment instruments?
1.5 Organize teaching and learning resources?
2. Facilitate Learning Session
2.1 Prepare training facilities/resources?
2.2 Conduct pre-assessment?
2.3 Facilitate training session?
2.4 Conduct competency assessment?
2.5 Review delivery of training session?
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CORE COMPETENCIES
CAN I? YES NO
3. Supervise Work-Based Learning
3.1 Establish training requirements for trainees?
3.2 Monitor work-based training?
3.3 Review and evaluate work-based learning
effectiveness?
4. Conduct Institutional Assessment
4.1 Orient the trainee?
4.2 Gather evidence?
4.3 Make assessment decision?
4.4 Record assessment results?
4.5 Provide feedback to trainees?
5. Maintain Training Facilities
5.1 Plan Maintenance activities?
5.2 Prepare schedule of maintenance?
5.3 Implement housekeeping activities?
5.4 Maintain training equipment and tools?
5.5 Document maintenance inspections?
6. Utilize electronic media in facilitating training
6.1 Inspect electronic media equipment?
6.2 Operate electronic media equipment to deliver a
lesson?
6.3 Maintain electronic media?
Note: In making the Self-Check for your Qualification, all required competencies
should be specified. It is therefore required of a Trainer to be well- versed
of the CBC or TR of the program qualification he is teaching.

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Evidences/Proof of Current Competencies(Sample)
Form 1.2: Evidence of Current Competencies acquired related to

Job/Occupation
Current
Proof/Evidence Means of validating
competencies
Prepare Session Complete session plan Submitted a complete set
Plan with the prescribed format of session plan
prepared by the trainer
Prepare basic Complete CBLM with the Submitted a complete

instructional prescribed format CBLM for one qualification
materials prepared by the trainer
Organize teaching Picture of actual workshop Submitted the picture of

and learning layout of trainer actual workshop layout
resources certified by the Vocational
Instruction Supervisor
Use Personal National Certificate in PC Submitted an

Computer in Operations authenticated copy of
Educational National Certificate
Technology
Projects such as
presentations, CBLM,
session plans, flyers and
other instructional
materials

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Identifying Training Gaps
From the accomplished Self-Assessment Check (Form 1.1) and the

evidences of current competencies (Form 1.2), the Trainer will be able to
identify what the training needs of the prospective trainee are.
Form 1.3 Summary of Current Competencies Versus Required

Competencies (Sample)
Required Units of Current Training

Competency/Learning Competencies Gaps/Requirements
Outcomes based on CBC
1. Plan Training Session
1.1 Determine Determine trainees
trainees training training
requirements requirements
1.2 Determine Determine relevant
relevant training training methods,
methods, training training activities
activities and and training delivery
training delivery modes
modes
1.3 Prepare session Prepare session plans
plans
1.4 Prepare basic Prepare basic
instructional instructional
materials materials
1.5 Organize Organize teaching
teaching and and learning
learning resources resources

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2. Facilitate Learning Session
2.1 Orient trainers 2.1 Orient trainers on
on the CBT the CBT delivery
delivery system system
2.2 Use appropriate 2.2 Use appropriate
methods based on methods based on
the level and the level and
characteristics of characteristics of
trainees trainees
2.3 Assist trainers in Assist trainers in
achieving learning achieving learning
outcomes outcomes
2.4 Provide necessary Provide necessary
feedback to feedback to improve
improve trainers trainers competence
competence
3. Supervise Work-Based Learning
3.4 Establish Establish training
training requirements for
requirements for trainees
trainees
3.5 Monitor work- Monitor work-based
based training training
3.6 Review and Review and evaluate
evaluate work- work-based learning
based learning effectiveness
effectiveness
4. Conduct Competency Assessment
4.1 Orient trainees 4.1 Orient trainees
on the evidence on the evidence
requirements in requirements in the
the relevant relevant evidence
evidence plan plan

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4.2 Gather and 4.2 Gather and
document document evidences
evidences using using relevant
relevant assessment tools
assessment tools
4.3 Evaluate and 4.3 Evaluate and
record assessment record assessment
results in results in accordance
accordance with with the approved
the approved rating system
rating system
4.4 Use appropriate Use appropriate
feedback feedback mechanism
mechanism to to inform trainee of
inform trainee of his progress
his progress
5. Maintain Training Facilities
5.1 Implement 5.1 Implement
housekeeping housekeeping
activities activities
5.2 Maintain training 5.2 Maintain
equipment and training equipment
tools and tools
6. Utilize Electronic Media In Facilitating Training
6.1 Inspect electronic Inspect electronic
media equipment media equipment
6.2 Operate Operate electronic
electronic media media equipment
equipment
6.3 Maintain Maintain electronic
electronic media media equipment
equipment
Using Form No. 1.4, convert the Training Gaps into a Training Needs/
Requirements. Refer to the CBC in identifying the Module Title or Unit of
Competency of the training needs identified.

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Form No. 4.4: Training Needs (Sample)
Training Needs Module Title/Module of

Instruction
(Learning Outcomes)
Identify trainees training requirements 1. Plan Training Session
Prepare assessment Instruments
Conduct Pre-assessment 2. Facilitate Learning
Session
Facilitate training session
Review delivery of training session
Establish training requirements for 3. Supervise work-based
trainees learning
Monitor work-based training
Review and evaluate work-based learning
effectiveness
Use appropriate feedback mechanism to 4. Conduct Institutional
inform learner of his/her progress Assessment
Maintain training equipment and tools 5. Maintain Training
Facilities
Inspect electronic media equipment 6. Utilize Electronic media
in facilitating training
Operate electronic media equipment to
deliver lesson
Maintain electronic media
Note: This Form 1.4 is just a sample instrument showing the training needs
in the core competencies

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Summary
In planning for competency-based training, the following

should be determined by the trainer:
1. The competencies as required by the Competency
standards
2. Trainees characteristics
3. Trainees current competencies
4. Trainees Training Needs
To determine learners training needs the trainer need to do

the following:
1. Analyze the competency standard

2. Prepare the TNA forms
3. Prepare the pre-test
4. Prepare the Institutional Competency Evaluation

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Self-Check 1.1-6
On your answer sheet, answer the following questions:
1. Why is it necessary to determine the current competencies

of your trainee before preparing your Session Plan?
2. What are the three factors to be considered in using
evidences submitted by a prospective trainee as proof of his
current competencies?
3. What are the ways of determining current competencies of a
trainee?
4. What is a training gap?

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Answer Key 1.1-6
1. To ensure that the current competencies of the trainee are

recognized and learning activities related to the current
competencies are no longer assigned to him, trainees current
competencies has to be determined.
2. a. authenticity of the document
b. date when the competencies were acquired (currency)
c. standing of the company/employer who issued the
certificate (validity)
3. a. Self-Assessment Checklist
b. Proof of competencies such as employment certificates,
projects personally done by the trainee, awards and other
related proofs
c. Pre-assessment result
4. A training gap is the difference between the current
competencies and those required.

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JOB SHEET 1.1-6
Title : Prepare Training Needs Analysis Forms
Given the sample forms for Identifying Training Needs Analysis,
you should be able to make Forms 4.1, 4.2, 4.3 and 4.4 for the
qualification you are assigned to.
Supplies : Bond paper
Steps/Procedure:
1. Secure TR and CBC for the qualification you are assigned to.
2. Search your CD for the templates of the TNA forms.
3. Make the Self-Assessment Check (Form 4.1).
4. Using sample Evidence of Current Competencies acquired related to
Job/Occupation (Form 4.2) of Trainers Methodology I, prepare a
list of possible evidences of current competencies.
5. Construct a blank form for determining discrepancies between
competencies in the TR and current competencies or Training
Gaps (Form 4.3) of prospective trainees.
6. Prepare a template for the Training Needs of trainees. (Form 4.4)
Assessment Method:
Portfolio Assessment

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Trainees Name__________________________ Date ________________
Criteria YES NO
1. All required competencies are listed from BASIC,
COMMON to CORE(Form 1.1).
2. Possible evidences of current competencies are listed

(Form 1.2).
3. Means of validating evidences of competencies are

listed.
4. Templates in assessing discrepancies between

current and required competencies are prepared
(Form 1.3).
5. Training need form is prepared for basic, common

and core competencies (Form 1.4).
Comments/Suggestions:
Trainer: ___________________________ Date: ________

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LEARNING OUTCOME # 2 PREPARE SESSION PLAN
CONTENTS:
1. Training Design
2. Training Delivery Modes and Methods
3. Session Plan
4. Learning Resources
1. Instructional blueprint is developed
2. Training delivery modes are identified appropriate for the training
3. Training methods that pertains to the required competencies are
addressed
4. Sequence of training activities are determined based on
competency standards
5. Resources to support training are identified
6. Session plan is finalized according to required format
CONDITION:
2. EQUIPMENT
- Computer
- LCD

- White board
- CD
- Tapes
- Learning Packages
- Bond Paper

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- Ball pens
- Whiteboard markers
- Manuals
- Competency Standards
- Training Regulations
ASSESSMENT METHOD:
Portfolio

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Learning Outcome 2
PREPARE SESSION PLAN

1. Read Information Sheet 1.2-1 on
Training Design
The Session Plan is your main
2. Answer Self-check 1.2-1 guide in delivering CBT. It is the
blueprint of your training design.
Compare your answers with Answer
Key 1.2-1 The learning activities of this LO
will help you design training
sessions.
Training Delivery Modes and Methods
The TESDA recommended template
4. Answer Self-check 1.2-2
for the session plan is provided
Compare your answers with Answer herein. The information sheets
Key 1.2-2 provide activities that will help you
5. Read Information Sheet 1.2-3 on understand the components of the
Session Plan session plan.
A session plan for one of the LOs
6. Answer Self-check 1.2-3
of your qualification is the
Compare your answers with Answer requirement of this LO. It will
Key 1.2-3 serve as a portfolio for your
7. Read Information Sheet 1.2-4 on Institutional Competency
Learning Resources Evaluation.
8. Answer Self-check 1.2-4 Present your session plan to your

trainer as you accomplish it so that
Compare your answers with Answer you will be guided.
Key 1.2-4
Make a Session Plan
10. Evaluate your work using After doing all activities of this
Performance Criteria Checklist 1.2-4 LO, you are ready to proceed to
the next LO on preparing basic
instructional materials.

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Training Design
Learning Objective:
identify the factors to be considered in developing training design.
In LO1 you learned how to develop materials to determine training
characteristics and needs. The Competency Standards which is the main
basis of Competency-Based Training was discussed so that you will be able
to determine the competencies required of your qualification. The
assessment criteria is also the basis for assessing the skills of a trainee
during the pre-assessment and in recognizing prior learning.
In this lesson, we will discuss the factors that we should consider
when designing a training program so that we make our session plan.
Training is a set of a systematic processes designed to meet learning
objectives related to trainees' current or future jobs. These processes can be
grouped into the following phases; needs analysis, design, development,
implementation, and evaluation. The phases are sequential, with the
outputs of the previous phases providing the inputs to those that follow.
Training Need
Analysis
Training Design
Training Plan
Development
Training Delivery
Training Program
Evaluation
Figure 2.1. The Training Process

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Training design is a systematic process that is employed to develop
education and training programs in a consistent and reliable fashion .
Instructional Design (also called Instructional Systems Design
(ISD)) is the practice of creating "instructional experiences which make the
acquisition of knowledge and skill more efficient, effective, and appealing."
The process consists broadly of determining the current state and needs of
the learner, defining the end goal of instruction, and creating some
"intervention" to assist in the transition. Ideally the process is informed by
pedagogically (process of teaching) and andragogically (adult learning) tested
theories of learning and may take place in student-only, teacher-led or
community-based settings. The outcome of this instruction may be directly
observable and scientifically measured or completely hidden and assumed.
There are many instructional design models but many are based on the
ADDIE model with the five phases:
1. analysis - analyze learner characteristics, task to be learned, etc.

Identify Instructional Goals, Conduct Instructional Analysis,
Analyze Learners and Contexts
2. design - develop learning objectives, choose an instructional approach
Write Performance Objectives, Develop Assessment Instruments,
Develop Instructional Strategy
3. development - create instructional or training materials
Design and selection of materials appropriate for learning
activity, Design and Conduct Formative Evaluation
4. implementation - deliver or distribute the instructional materials
5. evaluation - make sure the materials achieved the desired goals
Design and Conduct Summative Evaluation
The analysis of the CS is a very important step in the design of your

training program. In the analysis you need to establish the following:
1. the main skill to be mastered;
2. the learning contents of the competencies including t he
underpinning knowledge and skills.
3. assessment criteria for the skill to be mastered.
In the structure of the CS, each competency was divided into learning
outcomes. Learning outcomes describe the task needed to complete the
competency. You should always establish the main competency and the
t asks i nvol ve d.

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In analyzing the assessment criteria of the Learning Outcome always
look for the task to be mastered. Combining the tasks of the Los and the
underpinning skills would complete the competency.
Example:
In Computer Hardware Servicing the first competency is Install
Computer System and Networks. The main competency is to Install
computer system and networks. The competency is divided into the
following LOs:
LO1. Plan and prepare for installation
LO2. Install equipment/device system
LO3. Conduct test
In most cases, the trainer would immediately proceed to the
installation of computer called assemble and disassemble. But if we
were to analyze the first LO training should start with planning and
preparing for installation. Let us analyze the assessment criteria of
LO1.
1. Installation planned and prepared to ensure that safety measures,
policies and procedures followed, and that work is appropriately
sequenced in accordance with the industry standards
2. Technical personnel consulted to ensure that the work coordinated
effectively with others involved on the worksite
3. Computer systems and network devices obtained in accordance
with the established procedures and to comply with requirements
4. Location where devices and systems to be installed is determined
from job requirements
5. Materials necessary to complete the work obtained in accordance
with established procedures and checked against job requirements
6. Tools, equipment and testing devices needed to carry out the
installation work obtained in accordance with established
procedures and checked for correct operation and safety
7. Preparatory work checked to ensure that no unnecessary damage
has occurred and that work complies with requirements
The first challenge here is to identify the main task to be mastered.

Then identify the other tasks that are essential to the attainment of
the main task. In analyzing the criteria look for the verbs that would
signal a skill to be done.
In the first criteria, the verbs are planned and prepared. The verbs
that follow are consulted, obtained and checked. The main skill
here would be planning and preparation for the installation of
computer which is a task in the installation of computer system and
networks.

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Now that we have identified the main task of the LO, we shall identify
the topics or contents based on the given assessment criteria that help
us attain the main task to be mastered.
In the first criteria, there is the safety measures, policies and
procedures which may be included as a content unless this topic was
discussed in your common competencies. Be careful that this topic
should not be discussed as the universe of safety measures, policies
and procedures. You should limit the content on those that are
needed for the competency which is installation of computer system
and networks.
In the second criteria, there is the technical personnel to be
consulted. These will be the people that should be contacted.
In the third criteria, we can see the computer systems and network
devices. This is a very important topic because this will be the
hardware needed to be installed. Since topic is a broad content, it will
be divided into chunks. Going back to the CBC, these are the
recommended contents for this topic:
Tools, equipment and testing devices are not in the CBC but you
should include them as content.
After establishing the contents, you should not forget that the main
task is planning and preparing for installation. You should prepare
an activity that would give a trainee an opportunity to practice this
task.
Designing your training session would involve developing learning

objectives, choosing an instructional approach, develop assessment
instruments and develop instructional strategy. In making your design you
should consider the following:
1. Characteristics of your trainees basic characteristics
that maybe potential barriers in training should be
identified and addressed on a trainee per trainee basis
when planning training sessions.
2. Adult learning principles adults learn differently from
elementary and high school students. In choosing your
methods and structuring the training materials
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therefore, you should consider how adult trainees learn.
3. Learning styles of your trainees varied learning styles
would require variations in the methodologies to be
employed with CBT. Your training design should be able
to provide learning activities for every trainee
considering his learning style.
Applying the Principles of Adult Learning
Learner Motivation
Adults must want to learn
In addition to communicating the learning objectives we need to show

how the learner and their work will benefit from the training.
Use overviews to engage the learner
State benefits in the outline of each topic and including learning
activities that reinforce the benefits
Providing self assessments as a prelude to the module or topic
Create personas to assist you to focus on the learners
Adults generally have a concept of being responsible for their own
decisions. Keep this in mind and incorporate it in the learning. If you take
this away from them then you will be undermining their ability to engage in
the training.
The most potent motivation for adult learners are internal pressures
(self esteem, life quality). So meet these needs. Allow and encourage people
to explore, recognise their achievements and apply them to their learning
and training.
Learner Orientation
Adults will learn only what they feel they need to learn
Adults must feel the things they are learning are relevant and will be
useful. So make the links to the work they are doing or could be doing in the
future by:
Including examples and case studies on how others have used the
knowledge or skills

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Provide opportunities for the learner to control their learning
environment
Using a problem solution approach
Adults are task centered or problem centered in their orientation to
learning. So make sure you look at issues, and how to work through them,
and keep on track.
You need to lead them to discover their own solutions for issues, not
tell them what to do. Encourage your learners to work together, to discuss,
debate and share ideas and information.
Experience
Adults learn by comparing past experience with new experience
Adults bring to a wealth of experience and knowledge into their

learning activities. When they learn something new most check how this fits
in or is different from what they already know.
In developing and using learning materials we should devise way to
tap into this knowledge and to provide frameworks or models that assist the
learner to establish relationships between what they know and the new
knowledge or skill.
Sharing of personal experiences or stories is one way this can be
achieved.
Orientation to Learning
Adults need immediate feedback concerning their progress
We need to provide opportunities for learners to track their progress and to

get constructive feedback on their learning. Providing self assessment
questionnaires or check lists and quizzes are useful techniques for learners
to track their progress. Make sure answers are readily available.
Orientation to Learning
Adults want their learning to be practical
Adult interest in learning surges when we can provide exercises that

provide the experience of applying a new concept or skill to a real life
situation.
Try to provide opportunities for learners to link their learning with
people, issues or activities in their lives.

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Dispositional Barrier
Adults try to avoid failure
Adults often perceive the trial and error approach to learning as too
risky and resist exploring this approach to learning. This is especially true if
the person has experienced learning difficulties in the past. Consider the
learners fears and emotional safety when developing training or learning
activities. Ensure the real consequences of failure are low. Begin with easy
learning activities and build complexity once learners have experienced
success.
Learning Styles
Adults do not all learn the same way
Adults have their own styles of learning. So ensure the design of your
program and the way you write learning materials features activities,
content and language that appeals to a broad range of learning styles. Use
visual auditory and kinesthetic language. Include graphics and diagrams.
Consider using role plays, case studies, games, simulations, essays and
readings etc.
When planning your training session, consider the following
deductions:
People will learn more effectively when using their preferred style
People improve their capacity to learn when they can expand their
preferences
When learning materials and activities accommodate a range of
preferences, more learners will be successful
Training materials can be developed that appeal to learning preferences
In making your session plan you combine knowledge of competencies,
content, learning outcomes, instructional techniques and learning activities.
Putting these together into a structured training program is a challenge for
trainers.
Robert Gagns (1999) model useful in providing a structured approach
of learning. This provides a nine steps that can assist you in your plan:
1. Gain Attention to orientate and motivate the learner

2. Inform Learners of Objectives to guide learners and to assist them
to organize their thoughts around what they are about to learn
3. Stimulate Recall of Prior Knowledge because adults learn by
establishing relationships with what they know and a new knowledge
or skill

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4. Present the material in a way that appeals to the different learning
preferences and is easy to digest
5. Provide guidance for learning by providing opportunities to
integrate new information into their existing knowledge base
6. Elicit performance by providing safe opportunities to practice
7. Provide feedback to reinforce or correct learning
8. Assess performance learners should be given the opportunity for
assessment to gain recognition of their success in learning
9. Enhance retention and transfer by encouraging learner to plan the
application of what they have learnt
The sequence of activities in the session plan is based on these 9
events of instruction.

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Self-Check 1.2-2
Matching Type:
Match the learning activities on Column B with the events of instruction in Column
A. Write the letters of your choice on your answer sheet.
Column A Column B
1. Trainer Demonstration of a skill
A. Gaining attention
2. Video presentation
B. Informing the learner of the
3. Introduction of the topic objective
4. Self-check C. Stimulating recall of prior
learning
5. Evaluation of the performance
by the trainer D. Presenting the stimulus
6. On-the-Job training E. Providing learner guidance
7. Review of the previous topic F. Eliciting performance
8. Explaining the performance G. Providing Feedback
objectives of the Job Sheet. H. Assessing performance
9. Discussing the steps of a task I. Enhancing retention and
10. Discussing the result of the transfer
evaluation with the trainee
II. Enumeration:
Enumerate 5 adult learning Principles and explain each in relation to how
you will design your training sessions.

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Answer Key 1.2-1
I. Matching Type
1. E
2. D
3. A
4. F
5. H
6. I
7. C
8. B
9. E
10. G.
Model answers
Adults learn by comparing past experience with new experience
Provide activities for sharing their experiences
Adults will learn only what they feel they need to learn
Keep learning activities relevant to what they need to learn. Make sure
you look at issues, and how to work through them, and keep on track.
Adults must want to learn
Motivate trainees before giving learning activities
Adults need immediate feedback concerning their progress
Providing self assessment questionnaires or check lists and quizzes are
useful techniques for learners to track their progress. Make sure answers are
readily available
Adults want their learning to be practical
Try to provide opportunities for learners to link their learning with
people, issues or activities in their lives
Adults try to avoid failure
Ensure the real consequences of failure are low. Begin with easy
learning activities and build complexity once learners have experienced
success.
Adults do not all learn the same way
Provide learning materials that cater to varied learning preference

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Training Delivery Modes and Methods
After reading INFORMATION SHEET, YOU MUST be able to:
1. enumerate the training delivery modes recommended for use in CBT;
2. differentiate the training methods.
In the design of training program, there are 5 steps: analysis, design,

development, implementation and evaluation. Analysis and design were
discussed in the previous information sheet. In designing your training
program it is very important that you choose effective training delivery
modes and methods. In this information sheet we shall discuss training
modes and methods. You should be able to choose training modes and
methods appropriate for the knowledge content and skills to be trained in
your competencies.
In Philippine TVET, we are required to follow the competency-based
training approach. To be able to employ this approach the training
regulations recommends training modalities.
Training Delivery Modes

The competency-based TVET system recognizes various types of
delivery modes both on and off-the-job as the learning is driven by the
competency standards specified by the industry. The following training
modalities may be adopted when designing training programs:
1. The dualized mode training delivery is preferred and

recommended. Thus, programs would comprise both, in-school
and in-industry trainings or fieldwork components. You may refer
to the Dual Training System (DTS) Implementing Rules and
Regulations for the details.
2. Modular/self-paced learning is a competency-based training
modality where the trainee is allowed to progress at his own pace.
The trainer just facilitates the training delivery.
3. Peer teaching/mentoring is a training modality where fast
learners are given the opportunity to assist the slow learners.
4. Supervised-industry-training or on-the-job training is a
training approach designed to enhance the knowledge and skills of
the trainee through actual experience in the workplace. It, also,

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enables the trainee to acquire specific competencies prescribed in
the training regulation.
5. Distance Learning is a formal education process in which
majority of the instruction occurs when the students and
instructor are not in the same place. Distance learning may
employ correspondence study, audio, video or computer
technologies.
Training delivery methods consist of the techniques and materials

used by trainers to structure or design learning experiences. Different
training delivery methods may be better or worse at achieving various
learning objectives.
During the design phase the different training delivery methods are
examined to determine their appropriateness for the learning objectives.
Once appropriate methods are identified, they are applied to the training
plan in the development phase.
There are three categories of learning objectives: knowledge,
skills, and attitudes (KSAs).
Knowledge objectives are of three types: declarative, procedural, and
strategic.
Declarative knowledge is the person's store of factual information.
Procedural knowledge is the person's understanding about how
and when to apply the facts.
Strategic knowledge is used for planning, monitoring, and
revising goal-directed activities.
A skill reflects one's proficiency at specific tasks such as operating a
piece of equipment, giving a presentation, or making a business decision.
The various training delivery methods can be divided into cognitive
and behavioral approaches:
Cognitive methods provide information, maybe in oral or written
form, demonstrate relationships among concepts, or provide the rules for
how to do something. They stimulate learning through their impact on
cognitive processes and are associated most closely with changes in
knowledge and attitudes.
The lecture, discussion, e-learning and, to some extent, case studies
are cognitive methods. Though these types of methods can influence skill
development, it is not their strength.
Conversely, behavioral methods allow the trainee to practice behavior
in a real or simulated fashion. They stimulate learning through experience
and are best at skill development and attitude change.

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Equipment simulators, business games, role plays, the in-basket
technique, behaviour modelling and, to some extent, case studies are
behavioural methods.
Both behavioural and cognitive methods can be used to change
attitudes, though they do so through different means.
Learners have different learning preferences and style on how they will
receive learning. Following are methods that a trainer may use.
Training Methods:
- Lecture - Modular self-paced
- Role Playing - Debate
- Group Discussion - Demonstration
- Forum - SLE
- Buzz Group - Practice
- Brainstorming - Public Speaking
- Case Study - Study Circle
- Field Trip
Active Lecture (With questions and discussions):

o Used to present information and ensures that it is understood
and remembered.
o Questions allow for involvement of participants and clarification
of points made.
o It is flexible and informal, avoids boredom and takes advantage
of experience and different backgrounds.
o It needs a confident and effective trainer to respond to questions
and keep discussion in course.
GROUP SIZE SHOULD BE NO MORE THAN 30 PEOPLE.
Modular self-paced method requires a trainee to read and follow
instructions on a Competency Based Learning Material and learns on his
own pace. The CBLM should be carefully crafted materials that can help the
trainee learn both knowledge and skill.
This method requires the trainer to have a complete CBLM and other
learning materials.

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Debate
o Used to examine alternative views on a contentious subject, to
give practice in preparation and presentation of such views.
o It is done through alternating one-way communication by a
series of speakers on a set topic.
o There is no guarantee, however, of materials being adequately
covered.
o GROUP SIZE CAN BE ANY SIZE.
Group Discussion
o Uses active involvement of participants in the learning process.
o Improves self confidence and takes advantage of existing
knowledge and experience of group.
o Stimulates group to think, question, and express themselves
and to clarify their problems and ideas.
o Done through interactive situation, usually with appointed
leader, there is a set topic, main points and conclusions are
usually reported back to large group.
o GROUP SIZE IS FROM 6-10 PARTICIPANTS
Forum
o Used to present a range of experts opinion on a topic, and
interaction between conflicting views.
o This provides information and stimulates interest in a topic.
o Here, experts seat in front of a group and present their views
consecutively.
o It uses one-way communication; although; occasionally
questions maybe addressed to the panel.
o It is difficult to ensure balance of views and needs a competent
chairperson.
Buzz Group
o Usually used in conjunction with structure to sound out
interest, views, opinions in any audiences.
o Involves everyone. Breaks up lecture, increases participant
activity and alertness
o This maybe used to provide feedback

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o After a segment of information presentation, the lecturer asks
participants to talk among themselves for a short time (no more
than 5 minutes) in response to a question or topic he/she
presents
o SIZE IS USUALLY 3 OR 4 PARTICIPANTS
Brainstorming
o Used to develop creative thinking. Maybe used as part of a
planning exercise or to get ideas in order to solve a problem.
o All participants contribute their ideas on a subject or problem.
o All ideas are recorded. Participants are urged to be as open as
possible.
o Contributions are not discussed or evaluated until recording
stage is complete.
o As to its limitation, many ideas may not be subsequently used,
it is necessary to be critical on some suggestions, needs time for
full process to occur.
Case Study
o Provides discussion and aids understanding of real issues, aids
listening and discussions skills. Helps in problem analysis.
o Provides participants with learning which maybe directly
applied to a similar situation in their work.
o Detailed information about a situation or event which illustrates
a particular problem is necessary. The group addresses the
problem in any way which they feel, constructive.
o This however needs careful preparation. A case may not be
relevant to everyone. Participants and contributions vary. It is
time-consuming and careful guidance and intervention maybe
required.
o GROUP SIZE SHOULD BE 3-6 MEMBERS.
Role Playing
o It is the best-known way to help participants both experience
certain feelings and practice certain skills.
o You can set up a dramatic situation in which participants are
required to confront someone else and then discuss the feelings
generated by the role-playing experience.
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o In addition, you can design a role-playing exercise to enable
participants to practice constructive methods of confrontation.
Field Trip
o Field work, site work, outside visit
o Allows participants to observe the operation of an activity or
process on site and record their observation for later analysis.
Demonstration
o Used to explain and demonstrate a process or skills, so that
each group member can understand and reproduce the action.
o Immediate practice is a necessary part of this technique;
otherwise, the process or skill maybe forgotten.
Structured Learning Exercise
o Exercises are used to simulate real-life situations or incidents in
order to highlight interaction and group process or to focus on
problem solving.
o The purpose, structure and operation of exercise are outlined by
the trainer.
o Roles of various participants are described and allocated to
various people.
o Observers may be appointed, recording of the activity is vital
and the trainer usually does not intervene during operation.
o Review and evaluation form a critical part of the learning
process.
Practice
o Used to provide learners with an opportunity to demonstrate
their mastery of new skills or knowledge in a real life situation
Public Speaking
o Every time a participant is called to present or offer to say
something in front of the other participants, it is actually public
speaking.
o This does not make it an easy skill to perform. Besides, different
people have different ways to communicate. The bottom line is
that, if a person feels confident when addressing a crowd, he or
she usually communicates more effectively.
o This confidence can be enhanced through practice.

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Study Circle
o When a group of workers decide that they want to study or learn
from each others experience, they form a study circle.
o The group can meet in private homes in the workplace or in any
private function room (secluded area). The circle assigns a study
circle leader who is responsible for minutes and organizing of
the meetings.
Guiding principles in method selection
o A method suitable in one situation may not be appropriate in
another.
o The value of a method and the quality of tools used depends on
how it is applied.
o Methods must complement one another.
James Bennett-Levy et.al. in their research entitled Acquiring and
Refining CBT Skills and Competencies: Which Training Methods are
Perceived to be Most Effective? found that different training methods
were perceived to be differentially effective. For instance, reading,
lectures/talks and modeling were perceived to be most useful for the
acquisition of declarative knowledge, while enactive learning strategies (role-
play, self-experiential work), together with modeling and reflective practice,
were perceived to be most effective in enhancing procedural skills. Self-
experiential work and reflective practice were seen as particularly helpful in
improving reflective capability and interpersonal skills.

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Training Methods: Advantages, Limitations, and Tips for Improvement
Training
Advantages Limitations Tips for Improvement
Method
Lecture Is time- Lack of Build interest

Involves efficient for active Use a lead-off story or
imparting addressing a participation interesting visual that
information subject and Facilitation captures audiences
through the imparting a centered, attention.
spoken large amount essentially
of information Present an initial case
word, one-way
quickly problem around which
sometimes learning
the lecture will be
supplement Facilitates No way to structured.
ed with structuring
use
audio or the Ask participants test
experience questions even if they
visual aids presentation of group
of ideas and have little prior
members knowledge to motivate
information
Can be them to listen to the
Allows the limited by lecture for the answer.
facilitator to facilitators
control the Maximize
perception of understanding and
classroom by experience
directing retention
timing of Can Reduce the major
questions sometimes points in the lecture to
cause
Is ideal for headlines that act as
frustration, verbal subheadings or
factual topics
discontent, memory aids and
and
arrange in logical order.
alienation
within the Give examples and
group, analogies, using real-
especially life illustrations of the
when ideas in the lecture
participants and, if possible,
cannot comparing the material
express their and the participants
own knowledge and
experience experience.
Use visual backup
(presentation software,
transparencies, brief
handouts, and
demonstrations) to
enable participants to
see, as well as, hear
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what you are saying.
Set a time limit.
Involve participants
during the lecture
Interrupt the lecture
periodically to
challenge participants
to give examples of the
concepts presented or
answer spot quiz
questions.
Illustrate activities
throughout the
presentation to focus
on the points you are
making.
Reinforce the lecture
Allow time for
feedback, comments,
and questions
Apply the problem by
posing a problem or
question for
participants to solve
based on the
information in the
lecture.
Ask participants to
review the contents of
the lecture together or
give them a self-scoring
test.
Avoid distracting
gestures or
mannerisms such as
playing with the chalk,
ruler, or watch or
adjusting clothing.

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Training Tips for
Advantages Limitations
Method Improvement
Small group Can be done any Strong Outline the

discussion is time and anywhere personalities purpose of the
a group of no can discussion and
Allows two-way
more than 7 dominate write questions
communication
participants the group. and tasks clearly
who discuss Lets group to provide focus
members learn Some group
and and structure.
each others members
summarize a
views and can divert Establish ground
given subject
sometimes the group rules (e.g.,
or theme.
from its courtesy, speaking
The group makes
consensus easier goals. in turn, ensuring
selects a
Some everyone agrees
chairperson, Allows group
participants with conclusions)
a recorder, members to take
may try to at the beginning.
and/or on different roles
someone to pursue their Allow enough time
(e.g., leader,
report to recorder) to own agenda. for all groups to
plenary. practice Conflicts finish the task and
facilitation can arise give feedback.
techniques and be left Announce
Involves active unresolved. remaining time at
regular intervals.
participation Ideas can be
Lets participants limited by Ensure that
ask and learn participants participants share
experience or rotate roles.
about unclear
aspects and Be aware of
prejudices. possible conflicts
Often lets people
who feel and anticipate
inhibited share their effect on the
groups
Can produce a contribution in
strong sense of plenary.
sharing or
camaraderie Reach conclusions
but avoid
Challenges repeating points
participants to already presented
think, learn, and in plenary.
solve problems

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Training Tips for
Method Improvement
Role-play is Helps start a Possibility of Structure the

an imitation discussion misinterpretati role-play well,
of a specific on keeping it brief
Is lively and
life situation and clear in
participatory, Reliance on
that involves focus.
breaking down goodwill and
giving
barriers and trust among Give clear and
participants
encouraging group members concise
with details
interaction Tendency to instructions to
of the
Can help oversimplify or participants.
person
they are participants complicate Carefully
asked to improve skills, situations facilitate to deal
play attitudes, and with emotions
perceptions in real that arise in the
situations follow-up
discussion.
Is informal and
flexible and Make
requires few participation
resources voluntary.
Is creative
Can be used with
all kinds of
groups, regardless
of their education
levels
Case study Allows rapid Sometimes not Make the

Pairs or evaluation of all trainees situation, event
small groups trainees participate. or incident real
are given, knowledge and and focused on
orally or in skills the topic.
writing, a Provides Initiate with
specific immediate simple case
situation,
feedback studies and
event, or
Increases gradually add
incident and more complex
asked to analytical and
thinking skills situations.
analyze and
solve. Speak or write
Is the best
realistic simply.
alternative to field
practice

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Training Tips for
Method Improvement
Demonstration Provides a Explain different

step-by-step steps of the
The trainer
process to procedure.
performs a
participants
specific Demonstrate an
operation or job, Allows inappropriate
showing others immediate skill, then an
how to do it. The practice and appropriate skill,
participants, feedback and discuss the
then, practice Checklist can differences.
the task.
be developed Return
to observe appropriate
participants demonstration
progress in by participants
acquiring the and give
skill feedback.
Practice.
Selecting training methods (instructional techniques)

There is no best way to help people learn.
Take these 8 factors into consideration when choosing training
methodology/instructional techniques (Robinson 1979; Apps 1991;
Rothwell and Kanzanas 1992;Tracey 1992):
1. Learning outcomes/objectives
Acquiring new knowledge?
Enhancing thinking skills?
Developing psychomotor skills?
Or changing attitudes, values and/or feelings?
2. Trainers (instructors)
Are they capable of using the method?
Are they comfortable doing so?
3. Content
Is the content abstract or concrete?
How complex and comprehensive is the material?

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4. Participants
How many participants are there?
What are their characteristics?
Are they capable of learning through those techniques?
5. Training techniques
What can realistically be done with the techniques?
How difficult are the techniques to use?
6. Time
What time or period is available?
7. Cost
Are the costs associated with the techniques realistic?
8. Space, equipment, and materials
Are these all readily available?
RETENTION
Results Indicated Senses Used Instructional Possible Loss

By Tests on Methods
Retention
An average person retains approximately:
10% of what he reads Sight Reading 90%
20% of what he hears Hearing Classroom with 80%
Labs/exercises
30% of what he sees Sight Demonstration 70%
and hears
75% of what he does Touch Practice by 25%
doing
90% of what he says Touch and Teaching 10%
and does hearing others

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Self-Check 1.2-2
Multiple Choice
Instructions: Choose the letter of the best answer. Write the letter of
your choice on your answer sheet
1. This method allows immediate practice and feedback.
A. case study
B. equipment simulation
C. demonstration
D. role play
2. This is one of the trainers concerns when selecting training

methods.
A. Ready availability
B. Trainers capability
C. Level of difficulty of the techniques to be used
D. Number of participants
3. A training method that is used for presenting factual topics is

___.
A. demonstration method
B. discussion method
C. lecture method
D. role playing
4. A training method wherein pairs or small groups are given,
orally or in writing, a specific situation, event, or incident and are
asked to analyze and solve it.
A. case study
B. demonstration method
C. discussion method
D. lecture method

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5. A training method that can help participants improve skills,
attitudes, and perceptions in real situations is ___.
E. demonstration method
F. discussion method
G. lecture method
H. role-playing

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Answer Key 1.2-2
1. C
2. C
3. C
4. A
5. D

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Session Plan
be able to:
1. identify and explain the different parts of the session plan;
2. explain how learning contents are sequenced;
3. discuss learning activities in relation to the nine events of instruction.
This Information Sheet shows how training content and training
activities are integrated, sequenced, and documented in a training outline
which is used to formulate the completed training curriculum.
Generally, the longer the program, the more often it is delivered, and
the more complex the curriculum, the more detail is required in the training
outline. It is important to make the outline as clear and complete as possible
so that important points will not be overlooked during the preparation of the
trainer guide and the participant materials.
Regardless of the length and complexity of a training program, if other
people will be involved in materials development and delivery, the outline
must be written in sufficient detail to communicate to them the designer's
intent.
What is a Session Plan?
Session Plan is a simply stated, clearly written and flexible trainer aid for
conducting a session or module. It is:
based on the curriculum of the unit of competency.
accomplished according to the suggested format .
Benefits of a Session Plan
1. Gives the trainers an idea of where they are and where they are going
2. Gives the trainers and the learners a clear idea of what they are doing
3. Records the training sessions the trainers have taken
4. Gives the trainers a starting point if they have to do the training again
with another learner or group of learners
5. Gives the trainers a firm base to review their performance
Eight Steps For Designing an Effective Session Plan

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Step 1. Define the purpose of the training and target audience
Step 2. Determine participants characteristics and training needs
Step 3. Define training goals and objectives
Step 4. Outline training content
Step 5. Develop instructional activities
Step 6. Prepare the written session plan
Step 7. Prepare participants evaluation forms
Step 8. Determine follow-up activities for the event
ELEMENTS OF A SESSION PLAN
1. Industry Sector
2. Qualification Title and Level
3. Unit of Competency
4. Module Title
5. Learning Outcomes
6. Introduction
7. Learning Activities
8. Evaluation
9. Teachers Reflection

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1. Industry Sector/Qualification & Title
Every qualification belongs to a sector. To know what sector a
particular qualification belongs to, refer to the Training Regulation or
Competency Based Curriculum of the said qualification. Browse TESDA
website: www.tesda.gov.ph for downloadable files.
Example:
Sector: Construction
Qualification: Plumbing
Level: NC III
2. Unit of Competency:
The Units of Competencies comprise a Qualification. Basically they are
grouped into three:
o Basic Competencies
o Common Competencies, and
o Core Competencies
3. Module Title
This is actually the unit of competency. The difference of the Unit of
Competency and the Module Title is, the verb in the module title is in the
present participle (ending in ing) form.
Example:
Unit of Competency: Draft Plumbing Design
Module Title: Drafting Planning Design
4. Learning Outcomes
Are the learning blocks/units that comprise the module. In the
Training Regulation, they are termed as Elements while in the CBC they are
termed as Learning Outcomes.
Example (From the CBC of Plumbing NC III):
Unit of Competency: Draft Plumbing Design
Learning Outcomes:
LO 1: Determine location/layout of plumbing facilities
LO 2: Layout plumbing plan and/or working drawings
LO 3 : Determine bill of materials

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5. Introduction
This is the part of the session plan that intends to motivate the
student to learn. It will acquaint the student to what he/she is:
1. going to learn in the module,

2. why it is important,
3. how it relates to what has already been learned
It is also termed as Module Descriptor in the CBC.
Example: Unit of Competency : Draft Plumbing Design
Module Descriptor of Draft Plumbing Design:

This module covers the knowledge, skills and attitudes in drafting of
various plumbing designs and/or working drawings taken from the
approved plumbing design.
6. Learning Activities
These are actions the student will do to achieve the learning outcome
stated in the module of instruction.
The session plan template recommended by TESDA follows Robert
Gagnes nine events of instruction. Let us discuss these steps in relation to
the parts of the session plan.
Nine Events of Instruction

1. Gain Attention
2. Inform Learners of Objectives
3. Stimulate Recall of Prior Knowledge
The first three steps would be a part of the introduction.
Oftentimes these steps need to be integrated with the activities
at the beginning of the training sessions. Every start of the
session, usually in the morning, trainees should be reminded of
the overall objectives of the training, what skills do they need to
learn in relation to the activities they are currently going
through. You should always recall previously learned contents
or tasks and connect it to the overall objective or skill.
4. Present the stimulus/material
5. Provide guidance for learning
Presentation of the stimulus or the topic/content to be learned
depends on the methods chosen to be appropriate by the trainer.
Presentation and development of the lesson should cater to
trainees with different characteristics and learning styles.
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Every content should be given an opportunity to practice.
Knowledge contents would require you to prepare self-checks
while skills to be mastered should be provided with task sheets,
operation sheets or job sheets.
7. Provide feedback
Since CBT provides for self-paced learning, instructional
materials should be developed to allow for self-evaluation which
is a venue for providing feedback for self-paced learning. Answer
key of self-checks for example can give immediate feedback on
the trainees responses while Performance Criteria Checklists
can be used for self-evaluation or peer evaluation. The trainer
should always remember that his feedback as the trainer is the
most effective feedback. You should always practice giving
constructive feedback to all trainees.
Although CBT allows for self-evaluation, the trainer should
always assess trainees performance using the performance
criteria checklists or the institutional competency evaluation
t ool s.
Institutional competency assessment should always include
written test to test knowledge, performance test for skills and
interview to assess attitude and to ensure that the four
dimensions of competency are covered in the assessment.
Job Sheets are practice tools that integrates tasks learned in the
learning outcomes. Try to make Job Sheets with different
performance conditions to expose the trainee in the different
conditions or situation in an actual job. If the trainee is given an
opportunity for actual job situation, this will be a better
alternative to enhance retention and transfer of learning
Parts of the Learning Activities:

a. Learning Content
b. Presentation
c. Practice
d. Feedback
e. Learning Resources
f. Time (optional)
a. Learning Content comprises of the learning elements to be covered
in the learning outcome
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In identifying the learning contents:
1. Summarize the knowledge, skills and/or attitudes to be covered.
2. Present the learning content in small chunks of information.
3. Arrange the learning contents logically.
Learning Contents for every Learning Outcomes are specified in the
CBC but if contents are too long to be discussed as a topic, they should be
disintegrated into chunks.
In sequencing contents, the hierarchy of learning should be taken into
consideration. Always arrange your contents from simple to complex.
Gagnes hierarchy of learning shows how these skills are arranged from
simple to complex:
Verbal information: Reciting something from memory
Intellectual skills:
Discrimination: Recognizing that two classes of things differ
Concrete concept: Classifying things by their physical features
alone
Defined concept: Classifying things by their abstract (and
possibly physical) features
Rule: Applying a simple procedure to solve a problem or
accomplish a task
Higher-order rule: Applying a complex procedure (or multiple
simple procedures) to solve a problem or accomplish a task
Cognitive strategies: Inventing or selecting a particular mental
process to solve a problem or accomplish a task
Attitudes: Choosing to behave in a way that reflects a newly-acquired
value or belief
Motor skills: Performing a physical task to some specified standard
Within the intellectual skills group there is a learning hierarchy, e.g.
rules can not be learned without mastering a defined concept. To prepare an
instructional design for a given learning objective, one has to construct a
learning hierarchy (sometimes called a task analysis) and ask "what are the
intellectual skills one needs to have mastered in order to achieve an
outcome ?" Since Gagne is also an instructional designer he formulated the
"nine events of instruction" lesson design model that draws both from
behaviorism (lower levels) and cognitivism (higher levels). An idea that has
been taking up by many modern instructional design models is that
teaching should transition from simple to complex skills. It should also be
noted that outcomes can build on various components, e.g. a defined
concept can build on facts (verbal information) and appropriate attitudes.

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b. Presentation, Practice and Feedback
The learning activities for each LO Activities and resources to

must ensure that: achieve this:
First - The student is presented with Reading the INFORMATION
ideas, concept or process SHEET, Textbook as
appropriate for the LO. references, manuals, resources
that can be browsed from the
internet (Google, TESDA
(Presentation) website, etc)
Viewing slides, films, film
strips
Listening to tapes
Observing an advanced
students
Then - The student is provided an Answering Self-checks for
opportunity to practice or apply knowledge contents
the same knowledge or skill that Solving typical problems
was presented.
Hands-on practice of a skill
using the Task Sheets,
(Application of concept or methods Operation Sheets and Job
learned) Sheets
This activity is supported with Critiquing case studies
TASK/JOB SHEETS
Answering questions
Finally - The student is given immediate Checking answers with answer
feedback on the result of the application key
of the concept or methods performed is Checking finished product or
receive coaching from the Trainer/
procedure with detailed
Facilitator if needed. checklist.
Having instructor critique
(Evaluation/Feedback) product or performance
This activity is supported with
Answers Keys , Procedural
Checklist and Performance
Criteria Checklist

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7. Learning Resources
These are materials that will be needed to support and facilitate learning of
the students/trainees.
Example:
CBLM
Pattern paper
Pen and pencil
Eraser
Drawing instruments
Drawing table
Orthographic drawing
Isometric drawing
Elevation and section plan
8. Time (optional)
Since the approach of the learning is self-paced, time or duration of
the training is not a MUST. However, a Trainer/facilitator can opt to identify
the time or duration of the training as a basis to identify whether the trainee
is a slow or fast learner.
In documenting the learning process (Trainers reflection), it is
advisable to indicate how long it took for each trainee to finish and
successfully apply the process or idea presented.
9. Trainees Evaluation
This indicates the method of evaluating the achievement of the
Learning Outcome.
Assessment maybe:
Formative:
- This is a form of progress checks for every Learning
Outcome. Progress check can be conducted through written
tests or practical test.
Summative:
- This is a form of evaluation given at the end of the module.
This can also be conducted through written and practical
tests.

Date Revised:
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In preparing the ASSESSMENT PLAN, indicate the:
Testing condition - what are the tools, equipment and supplies
and materials that will be needed
Venue of the evaluation
Type of assessment -written test
-practical tests
Type of evidence
For written tests: answer sheets
For Practical Tests:
* Training outputs training outputs, project, products
etc.
* Result of performance test based on criteria
10. Trainers/Teachers Reflection
This part of the Session Plan serves as the documentation of the
conduct of the training on a unit of competency. Highlights of the use of the
CBLM must be recorded/documented and must be considered in the
validation/improvement of the manual.
Factors to be considered in the documentation:
- Successful moments or events experienced throughout the learning
process
- Feedback from the learners/trainees regarding the use of the CBLM
- Result of the Evaluation
Areas like sufficiency of learning content, appropriateness of learning
and evaluation methodology, well-maintained training facilities, capacity
of the Trainer to facilitate the training, sufficiency of learning resources
and other factors related to the conduct of the training shall be recorded
which shall serve as a basis for review, evaluation and improvement of
the session plan
11. Time
Although an optional requirement for self-paced training, time is still
considered as one of the essential factors in identifying effectiveness of the
training delivery and the design of learning materials.

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In template form, the session plan will look like this.
SESSION PLAN
Sector :
Qualification Title :
Unit of Competency :
Module Title :
Learning Outcomes:
A. INTRODUCTION
B. LEARNING ACTIVITIES
LO 1:
Learning Content Methods Presentation Practice Feedback Resources Time
LO 2:
C. ASSESSMENT PLAN
Written Test
Performance Test
D. TEACHERS SELF-REFLECTION OF THE SESSION

Developed by: NTTA
Planning Training Sessions NTTA
Revision # 01
Self-Check 1.2-3
Multiple Choice:
Choose the best answer. Write the letter of your choice to your answer
sheet.
1. This is a clearly stated trainer aid in conducting CBT.
A. Lesson plan
B. Session plan
C. Training activity matrix
D. Workshop layout
2. The main basis in planning a training session is the Competency
standard. What part of the competency standards dictates the criteria in
evaluating a skill or a competency?
B. Performance criteria
D. Critical aspect of competency
3. The learning units of a module which is termed as the elements in the CS

are called _________________ in the CBC.
A. Learning outcome
B. Performance objective
C. Learning content
D. Dimension of competency
4. In the hierarchy of learning which of the following is the simplest?
A. attitudes
B. Cognitive strategies
C. Intellectual skills
D. verbal information
III. II. Enumeration

Enumerate the 9 events of Instruction in proper order.

Date Revised:
Revision # 01
Answer Key 1.2-3
I. Multiple Choice
1. B
2. B
3. A
4. D
II. Enumeration
1. Gain Attention
2. Inform Learners of Objectives
3. Stimulate Recall of Prior Knowledge
4. Present the stimulus/material
5. Provide guidance for learning
7. Provide feedback

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Learning Resources
Learning Objective:

identify learning resources needed to support learning.
LEARNING RESOURCES
Learning resources are the things the student will use when
carrying out the instructions outlined in the learning activities.
Learning resources can be used to present instruction, and for
practice and feedback
I. Types of Learning Resources for Presenting Instruction

1. Print Materials
TYPE INFORMATION/CONTENT
Textbooks, references, etc. Facts, concepts, terms, background

information, principles, and actual
steps in performing tasks if
written well and illustrated.
Technical, shop, and Step-by-step procedure for

manufacturers manuals performing task using specific
make or model of a product, tool
or equipment.
Magazines, journals, trade Leaders, current issues, and trends

publications, pamphlets, and in occupation; new advances in
periodicals technology; career awareness.
Instructor-developed Anything for which other resources

Instruction Sheets cannot be located.

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Planning Training Revised by: NTTA
Revision # 01
2. Non-Print Materials
Still visuals (with & without Step-by-step procedure in

sound), slides, film strips, flip performing task; interior parts or
charts, photograph construction of devices, close-up
shots; color.
Motion visuals (with & without Complex tasks where motion and
sound)- 16mm, 8mm, film sequence are critical; speed up or
loops & cartridges, video slow down time.
tape, video discs
Cassette tapes, reel-to-reel Recordings of specialized sounds

tapes, records, and language or noises; pronunciation of words.
machines
3. Human Resources
Live demonstration of skills or

Instructor, aide, tutor or presentation of knowledge for
advanced student which no learning resource is yet
available.

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II. Resources Used for Practice and Feedback
PRACTICE FEEDBACK
Non-Print Materials
Tools and Instrument Instructor, advanced students, or

aid to observe performance or
Materials and Supplies
evaluate finished product
Equipment
Self-Check for evaluating
Customers students own work
Patrons Checklist or rating scale in books
Projects or other sources for checking work
Trainers
Simulators
Mock-ups
Field assignment
Print Materials
Self-Checks containing Answer key or solutions to

questions, problems, case compare answers with
studies, situations,
activities, or other Instructor checking answers or
assignments assignment
Review questions and Instructor quizzing student or

problems in books critiquing report
Oral quizzes
Operation Sheets
Task Sheets
Performance Criteria Checklist
Job Sheets

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III. Evaluation Instruments
Institutional Competency Evaluation Tools are packaged by competency.

These materials will serve as both formative and summative evaluation tools
that will give feedback on the progress of the trainee.

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Self-Check 1.2-4
Multiple Choice
Instruction: Encircle the letter of the correct answer.
1. Type of human resource for presenting instruction.
A. Customer
B. Instructor
C. Patrons
D. All of the above
2. Example of a print material as resource used fro practice and
feedback.
A. Mock-ups
B. Cassette tape
C. Job sheet
D. None of the above
3. A flip chart is what type of a non-print material?
A. Still visuals
B. Language machine
C. Motion visuals
D. All of the above
4. Contains a step-by-step for performing task using specific make or
model of a product tool or equipment.
A. Journal
B. References
C. Manufacturers manual
D. None of the above
5. Contains a recording of specialized sounds or noises.
A. Film strip
B. Records
C. Simulations
D. All of the above

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Answer Key 1.2-4
1. B
2. A
3. A
4. C
5. B

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JOB SHEET 1.2-4
Title : Make Session Plan
Performance Objective: Given one Learning Outcome of the competency

of your qualification, you should be able to draft a session plan
following the prescribed template.
Supplies/Materials : TR,CBC and Session Plan Template
Equipment : Personal Computer
Steps/Procedure:
1. Secure a copy of the Training Regulations and Competency-
Based Curriculum of your qualification.
2. Choose a Learning Outcome of any of the core competencies of
your qualification.
3. Based on the TR and the CBC Fill-up the template.
4. Analyze the assessment criteria to establish the contents to be
learned by the trainee for the LO.
5. Identify the main skill to be mastered, then the underpinning
skills and underpinning knowledge.
6. Sequence the contents based on the hierarchy of learning, that
is arranging the content from simple to complex.
7. Select appropriate training delivery methods for the contents.
Provision for the methods for the trainees of different
characteristics and needs should be considered in planning for
the methods to be used.
8. Presentation activities should be planned based on methods to
be used.
9. Be sure to have complete activities for presentation, practice and
feedback for each method used.
10. List down resources to be used.
11. Fill-up the section for the Assessment Method.
12. Evaluate your work using the Performance Criteria Checklist
before submitting your work to your trainer. Be sure that all
criteria are complied with.
Assessment Method:

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Revision # 01
Trainees Name: ________________________________ Date: ___________________
Criteria YES NO
1. Is the qualification title in the session plan the same with
the qualification title of the modules of instruction?
2. Is the module title indicated the same with the title of the
modules of instruction?
3. Is the nominal duration of the session plan the same with
duration indicated in the modules of instruction?
4. Does the introduction provide information on what is to be
learned in the module?
5. Does the introduction give emphasis to the importance of
the module?
6. Does the learning introduction provide information that
relates to the current module the learners should learn?
7. Are the learning outcomes in the session plan the same with
the modules of instruction?
8. Are the learning contents directly related to the skill to be
mastered?
9. Are the learning contents sequenced by complexity from
simple to complex?
10. Is there a provision of different methods to cater to
trainees with different characteristics?
11. Is the selected mode of delivery of presentation
appropriate for the trainees needs?
12. Is the selected activity to practice appropriate for the
trainees characteristics and needs?
13. Do the feedback activities provide immediate monitoring
of the trainees performance?
14. Does the feedback measure the key factors of learning?
15. Are the resources listed sufficient for the presentation,
practice and feedback activities?
16. Can the required resources be made available on the
execution of the learning experience?
17. Is the time allotment for each learning activity sufficient

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Criteria YES NO
to develop the required competence?
18. Is the total time allotment for each learning activity the
same with the nominal duration indicated?
19. Does the assessment plan provide information about the
assessment criteria?
20. Does the assessment provide information on the type of
assessment?
21. Does the assessment provide information on the type of
evidence?
Trainer: ___________________________________ Date: ___________________

Date Revised:
Revision # 01
Assignment Sheet 1.2-4
Session Plan
Objective: Given a qualification, you should be able to make a complete

session plan for all COMPETENCIES.
Steps/Procedure:
1. Download the TR and CBC of the qualification assigned to you from

the TESDA website, www.tesda.gov.ph.
2. Make a complete session plan for your qualification.
3. Present your completed session plan on __________________________ .

Date Revised:
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LEARNING OUTCOME # 3 PREPARE BASIC INSTRUCTIONAL
MATERIALS
CONTENTS:
1. Basic instructional materials
2. The Competency-Based Learning Module
3. Instruction Sheets
4. Task Sheet
5. Operation Sheet
6. Job Sheet
1. Instructional materials are prepared and focused on a key concept or
idea related to work activity.
2. Text and illustrations are made clear and legible appropriate for the
training requirements of the trainees
3. Languages , style and format of the materials are appropriate for the
trainees characteristics and needs
CONDITION:
Trainees must be provided with the following:
2. EQUIPMENT
Computer, LCD
White board, CD, Tapes
Learning Packages, Bond Paper, Ball pens
Competency Standards, Training Regulations
ASSESSMENT METHOD:

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Learning Outcome 3
PREPARE BASIC INSTRUCTIONAL MATERIALS

Basic Instructional materials
2. Answer Self-check 1. 3-1
Compare your answers with Answer
Key 1.3-1
Competency-Based Learning Module The focus of this Learning Outcome
is the development of Competency-
4. Answer Self-check 1. 3-2 Based Learning Materials.
Compare your answers to Answer Key Go through the activities to guide
1.3-2 you in developing a material which
5. Perform Task Sheet 1.3-2 on how to you can use in delivering
write the preliminary pages of the Competency-based Training (CBT).
CBLM The output of this learning outcome
Evaluate your output using the is a CBLM for one learning outcome
Performance Criteria Checklist before of the competency of your choice.
showing it to your trainer. This material should be based on the
session plan you developed in LO2.
Instruction Sheets Be sure to show your outputs to
your trainer as you finish each task
7. Answer self-check 1. 3-3 so that he can guide you on
Compare your answers to Answer Key developing them.
1.3-3 The sample CBLM will be your
8. Perform Task Sheet 1.3-3 on how to portfolio for the Institutional
develop an Information Sheet Competency Evaluation.
Evaluate your output using the Written test and interview is a part
Performance Criteria Checklist before of the Institutional Competency
showing it to your trainer. Evaluation so be sure to go over the
Information sheets before performing
9. Read Information Sheet 1.3.4 on
the tasks.
Task Sheet
10. Answer Self-check 1. 3-4
Compare your answers to Answer Key
1.3-4

Date Revised:
Revision # 01
writing a Task Sheet
Evaluate your output using the
Performance Criteria Checklist before
showing it to your trainer.
12. Read Information Sheet 1.3.5 on
Operation Sheet
writing a Task Sheet
14. Evaluate your output using the
Job Sheet
16. Perform the task sheet 1.3-6 on
writing a Job Sheet
Evaluate your output using the
17. Perform the Job Sheet 1.3-6 on
make a CBLM Package
Use the CBLM Evaluation tool to
evaluate your output.

Date Revised:
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Basic Instructional Materials
Learning Objective:
1. enumerate different forms of instructional materials;
2. identify the factors to be considered when making the CBLM.
Competency-based training is dependent on the readiness of learning

materials. In this lesson we will discuss varied learning materials to address
the different factors to be considered in designing Competency-based
Learning Materials (CBLM).
Competency-Based Learning Material (CBLM) Package is simply a
well-designed and carefully developed learning materials that give trainees
detailed instructions to guide them through the learning process.
Competency-Based Learning Materials (CBLM) refer to

1. Media that contain information related to work requirement;
2. Learning that is guided toward achieving the competency required in
a workplace;
3. Tools that facilitate individual learning process;
4. Instruments that measure the competency required in the workplace.
Different forms of learning materials

1. Learning guides,
2. Assessment materials,
3. Workbook with activities, tasks and content
4. Background reading materials or documents
5. Hand outs and other audio visual materials
6. Industry competency standards
7. Organizational policies, procedures or legislations

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Factors to be considered when developing the CBLM
1. Principles of CBT
2. Training regulations
4. Characteristics of Adult Learners
5. Learning styles
6. Nine events of instruction
7. Dimensions of Competency
Principles of CBT
Competency-Based Training is characterized as individualized and
self-paced, and this is made possible through the use of self-paced learning
materials. Some of the principles of competency-based training that have to
be considered in preparing Competency-Based Learning Materials are the
following:
1. Learning is based on competency required in a workplace;
2. Training materials are directly related to the competency standards
and the curriculum;
3. Training is geared toward performance activities;
4. Criteria for assessing is based on workplace standard;
5. Assessment uses actual performance or evidence related to work
requirement;
6. Learning is done by the learner at own pace.
The main basis of CBT is the competency standards in the training
regulations. In writing the CBLM it is crucial that you:
Have a detailed knowledge of the relevant competencies
Can visualise what competent performance would look like in the
workplace
Use these understandings to make decisions on the structure,
learning activities and content of the materials we are writing
A thorough analysis of the Competency Standard is a very vital
process before developing your materials. The process is summarized as
follows
1. Each learning outcome within the unit competency needs to be
analysed by considering the performance criteria

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2. For each performance criterion the writer then identifies the
embedded knowledge and skills needed for performance. Many of
the underpinning skills and knowledge are identified in the
evidence guide section of the competency but a prudent trainer will
check this against their knowledge of the learners workplace.
Within the learning outcome you should be able to identify the
main task to be mastered before identifying the knowledge contents
essential in the attainment of the main task/skill. You should be
able to determine how this task is related to the main skill of the
competency.
The trainer should take note that a competency is divided into
smaller chunks in the learning outcomes. Combining the tasks
learned in the learning outcomes would complete the competency.
3. The range statements and evidence guides should then be carefully
examined for additional embedded knowledge and skills or to
clarify already identified embedded knowledge and skills
4. Finally the range of variables should be analysed to determine the
context and conditions to which the performance criteria apply.
5. Overlaps in knowledge and skills to the various learning outcomes
and competencies should be identified so that you can efficiently
structure you CBLM.
Trainees Characteristics
Potential barriers to learning may takes its root from the trainees
characteristics. As the trainer, you should be sensitive to these possibilities
so that you can overcome these barriers. Below are some suggested way to
overcome barriers.
Potential Barriers Suggested ways to overcome

Language, Literacy Low language, literacy and numeracy is a fact among
and Numeracy trainees in Philippine TVET. To overcome this:
Use simple language
Emphasis on pictorial learning materials
Pairing or buddy approaches
Ensure reference materials include simple texts
Diversity Diversity in gender, race, age, disability, sexual
orientation, cultural background and socio economic
status
Consider the diversity of potential learners in

Date Revised:
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designing and writing materials
Include texts or examples that reflect a diversity of
perspectives
Acknowledge the diversity of knowledge and
experience of the learners
Provide a range of learning opportunities
Avoid using potentially offensive stereotypes or
assumptions
Use plain English, explain acronyms and avoid
colloquialisms
Actively discourage language that is racist, sexist,
homophobic or demeans people
Disabilities Avoid fast paced or physically complex learning
tasks
Attention to the physical environment that learning
is to take place
Use plain English in training materials and where
possible
make them available in large print and electronic
formats
Be flexible in your training options
Consider what support may need to be offered
Consider reasonable adjustment in assessments
Personal Adults frequently have significant constraints to
their capacity or motivation to engage in learning
activities. Family and work commitments frequently
mean time is a premium.
Other personal barriers may show up because of bad
experiences in school or stigma attached to the lack
of skills and knowledge.
Provide support and understanding for adults who
are striving to learn
Some learning may need to be designed to affect a
change in a learners belief and values systems
Accommodate different learning preferences in the
design and delivery of training or learning
Be flexible

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Ensure there is a match between the persons needs
and the training or learning activities
Relate the training or learning to the learners
performance
Build in opportunities for feedback and
reinforcement
Isolation Location of training venue or learning support in relation
to the learner or other providers.
Provide information or support for transport to the
venue
Consider how you can improve access to face-to-face
and other forms of support when using distance
learning methods
Facilitate networking with other learners or people
who can mentor or coach the learner
Key Characteristics of Adult Learners

relevant;
task-oriented;
varied (demonstrations, case-studies, role play; not just lectures); and
These characteristics are based on the following eight principles of adult
learning (Sullivan et al 1995):
Although motivation is internal, it is up to the clinical trainer to create
a climate that will nurture motivation.
Learning is most effective when it builds on what the student already
knows or has experienced.
Learning is most effective when students are aware of what they need
to learn.
Learning is made easier by using a variety of training methods and
techniques.

Date Revised:
Revision # 01
Opportunities to practice skills initially in controlled or simulated
situations (e.g., through role play or use of anatomic models) are
essential for skill acquisition and for development of skill competency.
Repetition is necessary to become competent or proficient in a skill.
learning.
nonjudgmental
Learning Styles
In LO 1 of this competency, we discussed about the different learning
styles. This affect how trainees, gather, organize and think about the
information they acquire from learning. A deeper understanding of each of
the learning style will help you vary the activities both in facilitating learning
sessions and in developing your learning materials. Since you are
developing a learning material which will cater to a wider audience, you
should consider how trainees with different learning style learn.
Nine events of instruction

The sequence of learning activities in the session plan was guided by
the nine events of instruction. In developing your CBLM, it will likewise be
helpful to think of the Robert Gagnes nine events of instruction as a guide.
The following suggestions may be incorporated into the CBLM to ensure that
these steps are addressed and the module provides activities for self-paced
learning.
Gain Attention Capture the learners attention at the start of each

topic or learning activity by using such things as:
A thought provoking question
Storytelling
Interesting facts
Case studies
The introdution of every learning content should
be structured such that it catches the attention of
the trainee.
Inform Learners of Providing the learner with specific, measurable
Objectives objectives that guide them in the learning process
and assist the learner to organise their thoughts
around what they are about to learn.
A good objective is not a description of the course
contents rather they inform learners of what they
will be able to do under what conditions and to

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what standards. Well framed objectives use
specific verbs like:
list
identify
state
describe
define
solve
compare and contrast
operate
Avoid broad objectives such as know, learn and
understand.
Stimulate Recall of This allows the trainees to build on their previous
Prior Knowledge knowledge or skills. It is easier for trainees to
encode and store information in long term
memory when they can make linkages to their
previous experiences and knowledge.
The introduction of the information sheet should
contain the recall and rejoinder.
Present the material Chunk the information and organise it to appeal
to the different learning styles.
Provide guidance for This is not the presentation of content. It is
learning assistance to facilitate the long term storage of the
new knowledge. Approaches include use of
examples, case studies, graphical representations
and analogies. This is the body of the information
sheet where the content is developed. The
information sheet should contain not only the
facts but how the facts relate to the skill to be
mastered.
Elicit performance Provide the opportunity to practice by providing
an opportunity for the learner do something with
the newly acquired behaviour, skills, or
knowledge. Repetition increases retention.
For knowledge content, our CBLM format
recommends the use of self-checks and for skills,
you should provide a well structured task sheets,
operation sheets and job sheets.
Provide feedback As learners practice it is important to provide
timely
feedback on their performance. This feedback
needs to be specific, not, "you are doing a good
job" Tell them "why" they are doing a good job or
provide specific guidance on how they can
improve.
Your CBLM should provide answer keys to self-
Date Revised:
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checks and Performance Criteria Checklist. This
will allow self-evaluation and peer evaluation
which are immediate feedback to trainees
practice. The trainee should, however, give his
feedback to every performance of the trainee
based on the assessment criteria.
Assess performance On completion of learning activities learners
should be given the opportunity for assessment.
Enhance retention Learners should be encouraged to plan the
and application of the learning and to consider how to
transfer maintain competence into the future. They may
also be encouraged to review the learning process
they have just completed.
For every competency, there should be an
opportunity to integrate tasks learned in all
Learning Outcomes of the competency. Job
Sheets with different conditions should be
developed to give the trainee an opportunity to
shift or adjust as the condition changes.
The CBLM should provide for the acquisition of the four (4)
dimensions of competency - task skills, task management skills, job role and
environment management skills and contingency management skills.
Sometimes learning materials focus on the task skills and task management
skills. Job role and environment management skills are hardly integrated
except when discussing the occupational health and safety practices. When
you develop your material, be sure to integrate activities that would make
the trainee realize responsibilities towards customer, employer, co-worker
and most specially the environment. When discussing rules and regulations
and laws that govern the occupation or job, instructional materials should
provide activities that will help them learn to adjust to different situations or
conditions of the job.

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Self-Check 1.3-1
I. Enumeration
1-5 Principle of CBT that have to be considered in developing the CBLM
6-10 Factors to be considered when developing the CBLM
11-15 Characteristics of Adult Learners
1620 Principles of Adult Learning

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Answer Key 1.3-1
1-5 Principle of CBT that have to be considered in developing the

CBLM
1. Learning is based on competency required in a workplace;

2. Training materials are directly related to the competency standards
and the curriculum;
3. Training is geared toward performance activities;
4. Criteria for assessing is based on workplace standard;
5. Assessment uses actual performance or evidence related to work
requirement;
Learning is done by the learner at own pace.
6-10 Factors to be considered when developing the CBLM

6. Principles of CBT
7. Training regulations
9. Characteristics of Adult Learners
10. Learning styles
* Nine events of instruction
* Dimensions of Competency
11-15 Characteristics of Adult Learners

relevant;
task-oriented;
varied (demonstrations, case-studies, role play; not just
lectures); and
16-20 Principles of adult learning
Although motivation is internal, it is up to the clinical trainer to
create a climate that will nurture motivation.

Date Revised:
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Learning is most effective when it builds on what the student
already knows or has experienced.
Learning is most effective when students are aware of what they
need to learn.
Learning is made easier by using a variety of training methods and
techniques.
Opportunities to practice skills initially in controlled or simulated
situations (e.g., through role play or use of anatomic models) are
essential for skill acquisition and for development of skill
competency.
Repetition is necessary to become competent or proficient in a skill.
learning.
nonjudgmental

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PARTS OF A COMPETENCY-BASED LEARNING MATERIAL
PACKAGE
References/Further Reading

Operation/Task/Job Sheet
Self Check Answer Key
Self Check
Information Sheet
Competency Summary
Module Content
Module
Content
Module Content
Module Content
Front Page
In our efforts to standardize CBLM, the
above parts are recommended for use
in Competency Based Training (CBT) in
Technical Education and Skills
Development Authority (TESDA)
Technology Institutions. The next
sections will show you the components
and features of each part.

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Competency-Based Learning Module
1. enumerate the preliminary pages of the CBLM;
2. describe the components of each page of the CBLM.
In the previous information sheet, we have discussed the factors to

consider when writing a CBLM. You learned how these factors would help
in planning for the development of the CBLM.
In this lesson, you will be introduced to the different parts of the
CBLM.
Parts of the CBLM

A. Preliminary pages
2. Front Page
3. Trainees Guide on How to Use the CBLM
4. List of Competencies
5. Competency Summary
6. Learning Outcome Summary
7. Learning Experiences
B. Instruction Sheets
1. Information Sheet
2. Self-Check
3. Task Sheet
4. Operation Sheet
5. Job Sheet
6. Performance Criteria Checklist

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Components of the front Page
Title:
Competency-Based
Learning Material is on
topmost part of the page
Picture:
The picture is an action
picture of the competency
with TESDA official logo
Sector:
The sector to which the
qualification is classified.
This is specified in the
Training Regulations and
the Competency Based
Curriculum
Qualification Title:
The title of the
qualification as stated in
the Training Regulations
Unit of Competency :
The unit of competency as
stated in the CBC
Module Title : The Unit

of Competency stated
with a verb in the present
participle (-ing) form
Name of the School:

The school that developed
the CBLM should be
reflected in the front or Document
cover page Number (control #)
as per institutions
The Qualification Revision # QA system
Title and Module (Revision
number is A space for the
Title issuer of the
Institution 00 for the
first document
quality
assurance printing of
Date Developed, the
system and the
Date Revised and module) Page
institutions
logo the Name of the Number
Developer
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Trainees Guide on How to Use the CBLM
This is a page that gives instructions on how the CBLM Material is
used in training. A sample of the page is shown below.

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List of Competencies this page contains the Qualification Title on top of
the page. A table follows with the following columns:
a. Competency Number the competencies should be numbered
as they are arranged in the TR.
b. Unit of Competency The units of competency should be
reflected in this column as they are stated in the TR and the
CBC.
c. Module Title The Module title is the unit of competency
whose verb is in the present participle (-ing) form.
d. Code the unit code is indicated in the TR and the CBC of the
qualification. The Code should be copied as it is.
Note: The whole row of the module should be bold-faced and italicized to emphasize
that it is the competency discussed in the module.

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Module Content This page reflects the contents and the skills discussed in
the module particularly stated in the unit descriptor. In the unit descriptor,
you may include the underpinning attitudes, knowledge and skills. The
learning outcomes are listed in chronological order as they are listed in the
TR and the CBC although the learning outcomes maybe learned in no
particular order unless pre-requisites are needed. All Assessment Criteria
are summarized here.

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This page is a summary of the learning outcome. Below is a sample
page.
Contents These are the

topics particularly stated in
the TR either as content,
underpinning attitude,
knowledge or skill or as
deemed necessary to achieve
the performance criteria by
the trainer/developer
Assessment Criteria These

are the performance criteria
identified in the TR as
measures to assess the
competence of the trainee.
Condition This is a list of

workplace location,
equipment, tools, accessories
and supplies, and training
materials needed by the
training to attain competence
in the particular LO.
Assessment Method this is

a list of expected assessment
method or instruments to
measure learning.

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Learning Experiences this page has the Learning Outcome number and
title and a table of all the activities for presentation, practice and feedback
the trainee can undergo for him to attain the required competence. Special
instructions are provided for the trainee to provide directions on the
following:
a. what training materials to secure
b. where to secure or access instructional materials
c. Information Sheets, Operation sheets, Task Sheets and Self-
Check to be used.
d. Recommended sequence of activities

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Self- Check of 1.3-2
Multiple Choice: Choose the correct letter that best describe the statement.
Write your answer in capital letter on your answer sheet.
1. This page has the Learning Outcome number and title and a table of all
the activities for presentation, practice and feedback the trainee can
undergo to attain the required competence this term refers to:
A. Learning Experiences
B. Learning Outcome summary
C. Module content
D. Module title
2. This is a page that contains the content, assessment criteria and
assessment method
A. List of competencies
B. Learning Outcome summary
C. Module content
D. Module title
3. This page contains the Qualification Title on top of the page and a
competency number, unit of competencies, module title and the code in
each column.
A. Front cover
B. List of competencies
C. Learning outcome summary
D. Module content
E. Unit of competencies
4. This page reflects the contents and the skills to be discussed as stated in
the unit descriptor.
A. Front cover
B. List of competencies
C. Learning outcome summary
D. Module content
E. Unit of competencies

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ANSWER KEY 1.3-2
1. A
2. B
3. B
4. D

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TASK SHEET 1.3-2
Title: Write Preliminary Pages of the CBLM
Performance Objective: Given one Competency of the qualification

assigned to you, you should be able to write
preliminary pages of one module of your
qualification following the suggested templates.
Steps/Procedure:
1. Select one competency of your qualification.
2. Secure a copy of your Competency-Based Curriculum. You will
need this in this activity.
3. Draft the cover of the CBLM.
4. Using the sample templates given to you, write the trainees
guide in using the CBLM for this competency.
5. Write the page for the List of competencies. Highlight the name
of the competency you are developing. Make sure that the row
for this competency is italicized and bold faced.
6. Write the page for the Competency Summary.
7. Using the template, draft the learning outcome summary of the
LO of your choice.
8. Refer to the session plan you developed in LO 1 and draft the
Learning Experiences. You may go back to this page for
revisions later after you have finalized the contents of your
CBLM.
9. Evaluate your own output using the Performance Criteria
Checklist.
Assessment Method:

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CRITERIA YES NO
Are the following contents present on the pages
Cover
1. Title (Competency-Based Learning Materials)
2. Sector
3. School/Training Center Logo
4. Qualification Title
6. Module Title (gerund: ing)
7. Name of TTI
Preliminary pages
1. Instructions on how to use the CBLM are clear.
2. List of competencies highlighting the competency
in the module.
3. Summary of Learning Outcomes and Assessment
Criteria; must contain the following in conformity
with the CBC (Module of Instructions);
Program/Course eg: SMAW NC II
Unit of Competency
Module Title
Introduction
Learning Outcomes
Assessment Criteria(summary of all criteria
for the competency)
Prerequisite
4. Learning Outcome Summary contain the following;
Learning Outcome Title
List of Contents
List of Assessment Criteria specific to the
learning outcome
Conditions (the list of resources that the
trainee will use to attain the learning
outcome)
Assessment Methods

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Instruction Sheets
Learning Objectives: After reading this INFORMATION SHEET, YOU MUST

be able to:
1. identify the types of instruction sheet in a CBLM;
2. discuss guidelines in developing the instruction sheet;
Preliminary pages of the CBLM discussed in previous information
sheets summarize the contents of the materials. In this lesson, we shall be
discussing the main pages of the CBLM called the instruction sheets.
In our efforts to standardize the format of the instruction sheets, we
will discuss the contents and format in this lesson. Guidelines and tips in
writing the instruction sheets will help you improve your writing skills.
Types of Instruction Sheets

Since instruction sheet is designed to guide the trainee on the
different things to be done to learn a unit of competency, different
instruction sheets will be required for different learning activities.
1. Information Sheet
2. Task Sheet
3. Operation Sheet
4. Job Sheet
We will discuss these sheets in detail as go on.
Guidelines in Developing Instructions Sheet

Use language that is straight forward and is easily understood by the
trainees for whom the material is intended. Define new terms, and do
not use words or phrases that are unusual or ambiguous.
Supplement the words with illustrations, pictures and diagrams for
greater clarity.
Give specific directions that are clear and concise. Carefully think
through the sequence of directions.
Limit each instruction sheet to one to ten sheets of paper if possible,
but avoid overcrowding the page.
Separate the various items, points, or paragraphs by spacing, by
numbers, letters or bullets.
Develop a uniform format for all instruction sheets so trainees can
easily find the desired information. Space the various divisions of the
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sheet such as title, purpose, illustrations and text to produce an
easily to read and attractive documents.
Using underlining to emphasize or to distinguish between headings,
subheadings, and content.
Be consistent in the use of terminology to avoid confusion.
Include only relevant information. Avoid filling the sheet with
irrelevant or unnecessary information, no matter how fascinating it
may seem.
Information Sheet
Information sheet is not a copy or duplicate of an article from

magazine, newspaper or book. An information sheet is developed when
there are no resources available to explain the required information or to
summarize an article that illustrate new trends and technology and present
hard-to-find data. An information sheet is primarily designed to deliver
pertinent information needed in the attainment of a learning outcome.
A good information sheet has the following characteristics or conforms to
the following criteria:
1. Free from violation of copyright law
2. Contains information essential to the attainment of the learning
outcomes
3. Has a title that gives some idea of the coverage of the sheet
4. Approach in terms of content and presentation is appropriate to the
interest and reading level of the learner
5. The layout, text and drawings are attractive in appearance and legible
6. Has uncommon terms marked for further defining
7. Has acknowledgement per copied part of the sheet
Tips in writing Information Sheets

1. Make sure that the reading level matches that of your trainees
2. Use short paragraphs
3. Use short, concise sentences
4. Position illustrations to the side or just below the sentences referring
to the illustrations
5. Keep information sheet brief

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Parts of Information Sheet:
Learning Objectives
Introduction/
Overview
Body/Text
1. Learning Objectives:
Statements about what a trainee will gain from a course or activity.
These are specific statements about exactly what a trainee should know, be
able to do, or value as a result of accomplishing a learning goal.
Since the information sheet is more on the acquisition of knowledge
related to the main task/skill to be mastered, learning objectives for the
information sheets should be kept on a knowledge level.

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Guidelines for preparing Learning Objectives:
The following guidelines are provided to assist in the development of

appropriate learning objectives for a proposed educational experience:
Step 1. Describe the information, skills, behaviors, or perspectives
trainees in the session will acquire through attendance and
participation.
Step 2. Clearly identify the outcomes or actions trainees can expect to

demonstrate as a result of the educational experiences. See the
action words below.
Step 3. Write the learning objectives that relate to these outcomes and
that reflect the content of the session. Objectives describe the
behavior of the trainee, and:
are stated clearly
define or describe an action
are measurable, in terms of time, space, amount, and/or
frequency.
Example of Measurable Action Words:
Explain, Compare, Evaluate, Differentiate, Identify, Analyze,

Describe, Formulate, Name, Define, Discuss, Assess, List
Note: Avoid the following action words: know, understand, learn and other
verbs that are too broad.
Make learning objectives SMART

Performance objectives should be SMART; that is, Specific,
Measurable, Achievable, Relevant, and Time Bounded.
Specific - Performance objectives must be very clear and detailed enough so

as to leave no room for ambiguity or misinterpretation.
Measurable - Always use a verifiable verb and describe an action that can
be seen and measured.
Achievable - Performance objectives should always be attainable.
Relevant - Performance objectives should be relevant to the performer
they should relate to the objectives that matter to that person.
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Time bounded - Performance objectives are more effective if they are to be
achieved within a defined time frame.
2. The Introduction/Overview
The paragraph after the objective should be the overview or recall
and rejoinder statements. This provides the key concepts and allows you to
gain the interest of the learner from the beginning. Statements that contain
the following should be included:
1. how the topic/information will contribute to attainment of the main
skill to be mastered.
2. the connection between previous content to the current content and
the next content.
3. The Body/Text
The body of the CBLM should be the development of the lesson or the
content. It is not purely a statement of facts but it should be developing the
content in a way that will help trainees memorize facts, definition and
functions; analyze associations and connections to the other concepts; and
in some situations providing an opportunity for trainees to explore their
underpinning values and beliefs.
The following are the prescribed formats:
Information Sheet Code
The Information Sheet Code contains the Core Competency

Number.LO number-Information Sheet Number
Core
Competency
Number
Example:
Content
LO number Number
Information Sheet Title

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Font : Bookman Old Style
Font size : 14
Alignment : Center
Case : Title Case
Line Space : single
Body
Font : Bookman old style

Font size : 12
Alignment : Justified
Case : Sentence Case
Line Space : single
Space between paragraph: 6 pt after
4. Self-checks
Self-checks are sets of questions that would verify the acquisition of
knowledge stated in the learning objectives. There is no prescribed number
of items nor type of test for self-check. Number of items depends on the
content of the information sheet.
5. Answer Keys
Answer keys are essential feedback tools. Answer keys should always
follow a self-check so that a trainee can check his own answers immediately.
This allows for immediate feedback.
Other Instruction Sheets
Aside from the instructional sheets considered in the previous

discussions, the following instructional sheets maybe used to further
practice the learning contents or skills. These instructional sheets,
although not required, maybe used to enhance the attainment of required
competencies or to allow trainees to acquire knowledge, skills and attitudes
beyond the required competencies.
1. Assignment Sheet
This instruction sheet guides the trainee with respect to what
additional activity needs to be performed in order to master what has been
learned in the information, operation, or job sheet. The assignment may
include problems to be solved, questions to be answered, observations to be
made, readings to be done, or duties to be performed. This may include jobs
that cannot be completed within the training duration but when done,

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greatly improves the skills of the trainees (e.g. research on consequences of
improperly joined wires).
2. Experiment Sheet
This is used to aid the trainee in performing tests or trial problems to
demonstrate scientific principles.
3. Project Planning Sheet

This instruction sheet is prepared by the trainee himself before the
project is built or put into operation. It contains the purpose, background,
and specification of the project and sometimes short term and long term
plans (e.g. install wiring in a residential area)
4. Worksheet
This is a printed form that is filled out by the trainee in the process of
gathering data or solving problems.

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Self Check 1.3-3
Multiple Choice:
Choose the best answer. Write the letter of your choice on your
answer sheet.
1. Learning Objectives of the information sheets should be SMART. S stand
for Specific. A specific objective
A. is clear and detailed
B. relates to the objective or skill to be mastered
C. observable and measurable
D. attainable
2. Which of the following verbs is a good action word for a SMART objective?
A. identify
B. know
C. learn
D. understand
3. Which of the following action words is in a knowledge level?
A. develop
B. explain
C. package
D. weld
4. Which of the following is contained in the body of the Information sheet?
A. introduction
B. objectives
C. title
D. development of the content/topic
5. Which part of the Information Sheet covers the review of the previous
lesson?
A. introductory paragraph
B. learning objectives
C. title
D. body/text

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Answer Key 1.3-3
1. A
2. A
3. B
4. D
5. A

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TASK SHEET 1.3-3
Title: Develop an Information Sheet
Performance Objective: Given one Learning Outcome of the

qualification assigned to you, you should be able
to develop an Information Sheet for all the
contents of your learning outcome following
standard format and guidelines.
Steps/Procedure:
1. Select one learning outcome of your competency.
2. Using your session plan as a guide, develop Information Sheet
of all knowledge contents of your chosen LO.
3. Follow the format discussed above.
4. Be sure to develop contents towards the attainment of the main
skill to be mastered.
5. Prepare a Self-check with answer key.
Assessment Method:
Portfolio Assessment using the Performance Criteria Checklist

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Revision # 01
CRITERIA Yes NO
Information Sheet is free from violation of copyright law
Document contains information essential to the attainment of
the learning outcomes
The title of the sheet gives some idea of the coverage of the
sheet
Approach in terms of content and presentation is appropriate
to the interest and reading level of the trainee
The layout, text and drawings are attractive in appearance and
legible
Uncommon terms are marked for further defining
Acknowledgements are made per copied part of the sheet
Reading level matches that of your trainees
Paragraphs are short
Sentences are concise
Illustrations are located to the side or just below the sentences
referring to the illustrations
Information sheet is not too short but not too long
Prescribed format is followed with the following parts:
1. SMART learning objectives
2. Introduction
3. Body/Text
4. Self-Checks
5. Answer Key
Self-checks assess the knowledge contents in the information
sheet.
There is a model answer or answer key.

Date Revised:
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Task Sheet
Learning Objectives: After reading this INFORMATION SHEET, YOU MUST

be able to:
1. define a task sheet;
2. differentiate a task sheet from an Operation Sheet;
3. differentiate a task sheet from a Job Sheet;
The information sheet contains information and learning activities

that are needed for the acquisition of knowledge contents. Learning
activities for the acquisition of skills would need step procedures which a
trainee could follow to attain specific task/skill.
In this lesson, we will look at how the task sheet is structured so that
a trainee can easily follow procedures and can practice on his own with
minimal assistance from the trainer.
Task Sheets, Operation Sheets and Job Sheets

The task sheet is a set of instructions telling the trainee to perform a
single task. An operation sheet is a set of instructions for the operation or
use of a particular machine or equipment.
A Job Sheet is a set of instructions for the performance of a Job. A
job is a combination of tasks and/or operations needed in to develop a
product or performance of a service or a combination of both.
Example:
Cleaning a check-out room is a Job. Tasks such as dusting, bed
making, bathroom cleaning and floor cleaning are tasks involved in
the Job. Operation of vacuum cleaner and floor polisher will be a
must when doing such a Job.
Task Sheets maybe developed to practice accessing the room, dusting,
bed making, bathroom cleaning and floor cleaning.
Operation Sheets for the use and operation of a vacuum cleaner and
floor polishers can be developed.
A Job sheet on cleaning a check-out room consolidates the tasks and
operations needed for the Job.
In training it may be necessary to slowly combine small tasks as you
develop Job Sheets to integrate previous skills learned to current
tasks. This will allow more practice of previously acquired skills to
enhance retention and transfer.

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Format of a Task Sheet:
1. Task Sheet No. : The task Sheet number shall follow the code
of the last information sheet preceding the task
sheet
2. Title : Describes the Task in a few words. The title

starts with a verb that directly describes the task to
be mastered.
Example: Install an Operating System
3. Performance Objectives are statements which identify the specific

knowledge, skill, or attitude the learner should gain and display as a
result of the learning activity. They have three elements.
Condition
o Conditions are external factors, prerequisites, or other

requirements for completing the action described in a
performance objective.
o The conditions clause of a performance objective typically
starts with the word Given, as in the example below:
Example:
1. Given a 3/4 torque wrench, you should be able to
tighten a spark plug
2. Given soiled clothes, you should be able to
classify
In the examples above the conditions are clear. You may give
varied conditions to allow your trainees to make adjustments as
conditions change.
Example:
In housekeeping:
1. Given a dirty occupied room, you should be able to
access the room
2. Given a dirty unoccupied room, you should
3. Given a checkout room, you should
The variations in condition will provide learning activities that

would help trainees learn their contingency management skills because
they would be exposed to different conditions in the job.

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Performance - The observable behavior that a trainee will
demonstrate. It must have an action verb that is observable and
measurable.
Example:
Given a dirty occupied room, you should be able to
access the room, following standard five star hotel
standards.
Criterion
o The accuracy level or standard of performance for the task
to be performed. It typically refers to time or quality.
Tolerance levels, standards (measurements, quality
standards, manufacturers, etc.), precision standards and
etc.
Example:
Given a 3/4 torque wrench, tighten a spark plug until
1. the crush gasket makes contact with the head or
2. the plug is tightened to the manufacturer's
recommended torque value.
4. Supplies/Materials : These are necessary materials that will be

Equipment needed in the performance of the task
5. Steps/Procedure: The step-by-step procedures for completing

the Task. Include, if appropriate, illustrations,
drawings, or diagrams to clarify the procedures. The
procedures should be detailed and easy to follow.
This will allow trainees to practice the steps on their
own with minimal assistance from you.
6. Assessment Method: This is a list of methods used in evaluating the
performance of the trainee on the particular
task.
Ex. Portfolio, demonstration, observation
When an output or project is required you may
use portfolio evaluation. Demonstration is that
method appropriate when you will ask the trainee to
perform the task as you evaluate him and
observation method is used when you observe the
performance of the skill in an actual job site.
7. Performance Criteria Checklist: This is the checklist that will give

immediate feedback on the performance of a trainee
Date Revised:
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as he practices the task or skill. This is a list of
criteria that you will require on the performance of
the task. This checklist will provide for self-
evaluation and peer evaluation. This checklist will
also be used when you will evaluate the
performance of your trainee and decide for the
readiness for the next learning activity or for
Institutional Evaluation as the case maybe.
When evaluating portfolio, the checklist will contain
standards in evaluating the project or output such
as the use of guidelines.
If the task will require the evaluation of the
performance, the checklist should include the
following:
The following should be included in the checklist.
7.1 Work quality/ workmanship. The criteria to be judged are the

quality and/or the quality of work/task performed following the
set of standards such as surface finish, tolerance, clearance and
others.
7.2 Speed. The time allowed for a task/operation to finish.
7.3 Proper Use of Tools/Equipment & Materials. The standard
tools/equipment needed in the performance of the
task/operation.
7.4 Safety. The extent to which the examinee followed standard
safety precautions during the exam.
7.5 Critical Criteria. The performance criteria that significantly
determines competence.

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Task Sheet Number
Title
Performance
Criteria
Supplies/Materials
Equipment
Procedure
Assessment
Method

Date Revised:
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Evaluation
Checklist for
Portfolio
Evaluation

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Revision # 01
Self Check 1.3-4
Matching type
Direction: Match the descriptor from the column I against to the
terminologies in the column II. Write only the letter on your
answer sheet.
I II
1. The page in your CBLM that is A. Performance
used to practice a particular
task.
2. The observable behavior that B. Performance
a student will do to Objectives
demonstrate that the lesson is
learned
3. Statement which identify the C. Task Sheet
specific knowledge, skill or
attitude that the trainee
should gain.
4. These are the external factors, D. Performance Criteria
prerequisite for completing the Checklist
action described in a
performance objective
5. The element of the E. Condition
performance objective which is
the basis for evaluating the
performance of the trainee.
6. The page in the CBLM that is F. Criterion
used by the trainee to practice
how to use an equipment or
machine essential in the
performance of a skill.
7. The page that is used to train G. Steps/Procedure
or practice a combination of
tasks and operations and
produce a product or a service
8. The page that contains the list H. Assessment method
of criteria in evaluating the
performance or a product in a
task/job/operation sheet.
I. Job Sheet
J. Operation Sheet

Date Revised:
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Answer Key 1.3-4
1. C
2. A
3. B
4. E
5. F
6. J
7. I
8. D.

Date Revised:
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TASK SHEET 1.3-4
Title: Develop a Task Sheet
Performance Objective: Given one Learning Outcome of the

qualification assigned to you, you should be able
to develop a Task Sheet following standard
formats.
Steps/Procedure:
1. Choose one Learning Outcome of the qualification assigned to

you.
2. Develop a Task Sheet to practice the task in your learning
outcome based on the recommended format.
3. Develop a Performance Criteria Checklist that will assess the
performance of the trainee.
4. Check your work against the Performance Criteria Checklist
1.3-4
Assessment Method:

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CRITERIA Yes No
Are tasks to be addressed by the Task sheet identified?
Is the task related to the performance objective?
Are the operations involved in the job previously addressed in
the training program
Are the tools, equipment, supplies and materials the learner
will need identified?
Are operations sequenced in a logical manner?
Are safety precautions and procedures to be observed, and
sanitary conditions to be maintained and directions for
checking the accuracy of the job indicated?
Are operations that cover the manipulative skills needed to
perform the job listed?
Is there a Performance Criteria Checklist for evaluation?

Date Revised:
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OPERATION SHEET

be able to:
1. define an operation sheet;
2. differentiate operation sheet and task sheet.
Task sheet and operation sheets are instructional sheets that are used
in teaching and practicing basic skills for the mastery of a Job.
In this lesson, you will realize how operation sheets are useful in
practicing the operation of equipment or machines.
Operation Sheets
An operation sheet is a set of procedures on the use and maintenance
of an equipment or a machine. The procedures of an operation sheet will
greatly depend on the manufacturers manual since operation may vary from
brand to brand. The performance objective of an operation sheet should
then include the manufacturers manual as the basis of the criterion or
standard. This is used for teaching a single basic task, operation or process.
It usually includes the operation of tools, machine or equipment in doing a
task or job which involve following correct procedures and sequence. (e.g.
the job is creating different kind of wire joints, the operation is the
procedure in joining wires)
You should always develop an operation sheet for the brand of
machines or equipments existing in your workshop. Notes or information
about the basic operation of other brands may, however, be discussed as an
offshoot of your operation sheet so that your trainee will be able to adjust
when using other brands of the machine or equipment.
Guidelines in Operation Sheet Development

1. Describe or name the operation clearly.
2. Use the correct and accepted occupational and technical terminology.
3. List in proper order all the steps involved in performing the operation.
4. State the instructions in clear and concise language.
5. Use illustrations, diagrams or drawings to clarify the steps.
6. Indicate any critical points that are essential to the success of the
operation.
7. State the accepted criteria for evaluating the quality of the operation.
Note: The format follows the format of a Task Sheet.
Date Revised:
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The performance criteria checklist should include criteria on strict
observance of the step by step procedure which are critical in operating the
equipment.
Example:
Did you read the manufacturers manual of the equipment before
unpacking the parts?
Did you unplug the machine before dissembling the parts?

Date Revised:
Revision # 01
TASK SHEET LO1.3-5
Title: Develop an Operation Sheet
Performance Objective: Given one equipment or machine used in

your qualification, you should be able to
develop an operation following required formats
and guidelines.
Steps/Procedure:
1. Choose one equipment used in any competency of your

qualification.
2. Develop an Operation Sheet to practice the operation of your
chosen equipment or machine.
3. List down evaluation criteria in your Performance Criteria
Checklist for your operation sheet.
4. Check your work against the Performance Criteria Checklist.
Assessment Method:
Portfolio Assessment using Performance Criteria Checklist

Date Revised:
Revision # 01
CRITERIA Yes No
Does your title start with the verb which clearly indicates
what has to be performed?
Does your performance criteria have the following elements:
Criterion?
Performance?
Condition?
Is the operation clearly described?
Are correct and accepted occupational and technical
terminologies used?
Are all the steps involved in performing the operation listed in
proper order?
Are instructions stated in clear and concise language?
Are illustrations, diagrams or drawings used to clarify the
steps?
Are critical points that are essential to the success of the
operation indicated?
Is there a Procedural Checklist to evaluate the performance
of the operation?

Date Revised:
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Job Sheet
1. define Job Sheet;
2. differentiate Task sheets from Task Sheet and Operation Sheets.
In the previous lessons, you learned how to develop task sheets and
operation sheets. These are essential in the mastery of the skills of your
competency.
This information sheet guides you on how to integrate tasks and
operations in a Job Sheet.
Job Sheet
A Job Sheet integrates tasks and operations. When integrating
previously learned tasks and operations, you do not need to re-write the
specific steps of an operation or task. Your trainee is expected to learn tasks
and operations first before performing the Job Sheet.
Providing Job Sheets will help your trainee enhance, retain and
practice their knowledge, skills and attitudes.
Format
The format of a Task Sheet, Operation Sheet and the Job Sheet are
similar.

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TASK SHEET 1.3-6
Title: Develop Job Sheet
Performance Objective: Given one competency of your

qualification, you should be able to develop a
Job Sheet, following standard format.
Steps/Procedure:
1. Identify the Job to be mastered.
2. Determine the tasks and operations involved in the Job Sheet.
3. Determine the conditions, performance and criterion for the Job
Sheet. Consider variations on the conditions and/or criterion.
4. Identify the tools, equipment, supplies and materials the trainer
will need.
5. Sequence the operations and tasks in a logical manner.
6. Indicate safety precautions and procedures to be observed, and
sanitary conditions to be maintained and directions for checking
the accuracy of the job.
7. List the operation that covers the manipulative skills needed to
performance of the job.
8. Develop an evaluation instrument or checklist to check each
trainees work.
9. Evaluate your work using the Performance Criteria Checklist for
this Task Sheet.
Assessment Method:

Date Revised:
Revision # 01
CRITERIA Yes No
Does your title start with the verb which clearly indicates
what has to be performed?
Does your performance criteria have the following elements:
Criterion?
Performance?
Condition?
Are the tools, equipment, supplies and materials the learner
will need identified?
Are OHS standard included in the procedures?
Are tasks and operations sequenced in a logical manner?
Does the learning activity provide for the attainment of the
assessment criteria of the competency?
Is there a Performance Criteria Checklist for evaluation?

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JOB SHEET 1.3-6
Title : Develop a CBLM Package
Performance Objective: Given one competency of the qualification

assigned to you, you should be able to make a
complete CBLM Package for one Learning
Outcome of your qualification.
Steps/Procedure:
1. Based on your session plan prepared in the previous LO,

prepare a complete CBLM Package.
2. Use the suggested format either for a self-contained or
resource-based CBLM.
3. Use the CBLM Evaluation Instrument to evaluate your own
output.
Assessment Method:

Date Revised:
Revision # 01
Office for TESDA Technology Institution
CBLM Evaluation Instrument

Sector: __________________________________________________________________
Qualification: ___________________________________________________________
Unit of Competency: ____________________________________________________
Name of Developer: ______________________________________________________
Institution of Developer: _________________________________________________
Please tick () YES if the following contents are present, and NO if not
present on the following parts of the CBLM. Please indicate your remarks.
A. Cover Page YES NO Remarks
Are the following contents present on the cover
page
1. Title (Competency-Based Learning
Materials)
2. Sector
3. School/Training Center Logo
4. Qualification Title
6. Module Title (gerund: ing)
7. Name of TTI
B. Preliminary Pages YES NO Remarks
1. Summary of Competency-Based Learning
Materials (Optional)
2. Instructions on how to use the CBLM
3. Summary of Learning Outcomes and
Assessment Criteria; must contain the
following in conformity with the CBC
(Module of Instructions);
Program/Course eg: SMAW NC II
Unit of Competency
Module Title
Introduction
Learning Outcomes (Summary)

Date Revised:
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Assessment Criteria (Summary)
Prerequisite
4. Learning Outcome Summary must contain
the following;
Learning Outcome Title
List of Contents
List of Assessment Criteria specific
to the learning outcome
Conditions (the list of resources that
the trainee will use to attain the
learning outcome)
Assessment Methods
C. Learning Experiences YES NO Remarks
Does it have the Learning Outcome
No. and Title
Are all the learning activities listed
on its column
Are the special instructions clearly
stated
D: Instruction Sheets
Please tick () YES if the criteria are met and NO if not.
1. Information Sheets YES NO REMARKS
Does it have a title?
Does it have an objective?
Does the objective/s follows the
SMART way of stating objectives
o Specific
o Measurable
o Attainable
o Realistic
o Time bounded
Does it have an introductory
paragraph stating connection of the
topic to the previous lesson and the
main skill to be mastered?
Does it present a single idea?
Does it have relevant
graphics/illustrations to enhance
the textual content?
Date Revised:
Revision # 01
Are the quality of
graphics/illustrations good
Does it have self-checks?
Is the direction for self-check clearly
stated
Does it have answer keys?
2. Operation Sheets
Does it have a title? (It must start
with a verb, eg: operate, perform,
etc.)
Does it have objective/s?
Does the objective/s follow the
o Specific
o Measurable
o Attainable
o Realistic
o Time bounded
Does it have a complete list of tools,
equipment and materials to be used
by trainees in the performance of the
required task?
Are the step by step procedures to
perform the task presented
sequentially?
Does it have the relevant
graphics/illustrations for each step
in the procedure?
Does it have a
procedural/performance checklist?
3. Job Sheets
Does it have a title? (It must start
with a verb, eg: operate, perform,
etc.)
Does it have objective/s?
Does the objective/s follow the
o Specific
o Measurable
o Attainable

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o Realistic
o Time bounded
Does it have a complete list of tools,
equipment and materials to be used
by trainees in the performance of the
required task?
Are the step by step procedures to
perform the job presented
sequentially?
Does it have the relevant
graphics/illustrations for each step
in the procedure?
Does it have a performance
checklist?
E. Text Format YES NO
Title: Font: Bookman, 14 pt. Bold, Center,
12 pt space after
Subheading: Font: Bookman, 12 pt, left
aligned, 6 pt space after
Subheading: Font: Bookman, 12 pt. 0.25
indentions, 6 pt space after
Paragraph: Font: Bookman, 12pt, normal,
first line indent: 0.5, space after: 6 pt
Numbered list: Font: Bookman: 12 pt,
normal, hanging indent: 0.25 . and 0.5,
space after: 6pt
Bulleted list: Font: Bookman: 12 pt,
normal, hanging indent: 0.25, and 0.5,
space after: 6pt

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F. Page Layout YES NO
Paper size: A4, Margin: Left 1in, Right: 1
in, Top: 1 in, Bottom: .5 in
Footer must include the following;
Institution Quality assurance system
and institution logo
Qualification title
Module Title
Date developed
Name of developer
Document number
Space for issuer of document
Revision number
Page number

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LEARNING OUTCOME NO. 4
Prepare Assessment Instruments (Institutional)
Contents:
1. Institutional Competency Evaluation

2. Evidence Plan
3. Table of Specification
4. Written Test
5. Performance Test
6. Questioning Tool
Assessment Criteria
1. Relevant modules of instruction are identified, read and interpreted to

identify required evidence
2. Evidence requirements are determined which will show full coverage of
the training module to be assessed and consistent to the performance
of the training activities
3. Suitable assessment methods are identified which are appropriate
with the learning outcome of the module of instruction.
4. Assessment instrument are prepared in accordance with the content
and learning outcome specified under the assessment criteria of the
module of instruction.
5. Assessment instruments are checked for validity, fairness, safety and
cost effectiveness.
Conditions
The participants will have access to:
1. Computers and relevant modules of instruction.

2. Evidence plan of the qualification.
3. Learning materials
Assessment Method:
1. Portfolio
2. Written Test/Oral interview
3. Performance Criteria Checklist
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LEARNING OUTCOME 4
PREPARE ASSESSMENT INSTRUMENTS (Institutional)
Activities Special Instructions

Institutional Competency Evaluation This Learning Outcome
2. Answer Self-Check 1.4-1 deals with the
development of the
3. Read Information Sheet 1.4-2 on the evaluation tool which
Evidence Plan trainers use in evaluating
4. Answer Self-Check 1.4-2 their trainees after
finishing a competency of
Compare answers with the answer key the qualification.
5. Perform Task Sheet 1.4-2 on how to Go through the learning
prepare an evidence plan activities outlined for you
Evaluate performance using the on the left column to gain
Performance Criteria Checklist the necessary information
or knowledge before doing
6. Read Information Sheet 1.4-3 on the the tasks to practice
Table of Specification making the parts of the
7. Answer Self-Check 1.4-3 evaluation tool.
Compare answer to answer key 1.4-3
8. Perform Task Sheet 1.4-3 on how to The output of this LO is a
prepare a Table of Specification complete Institutional
Competency Evaluation
Evaluate performance using the Package for one
Performance Criteria Checklist Competency of your
9. Read Information Sheet 1.4-4 on the qualification.
Written Test
10. Answer Self-Check 1.4-4 Your output shall serve as
Compare answers to Answer Key 1.4-4 one of your portfolio for
your Institutional
11. Perform Task Sheet 1.4-4 on how to Competency Evaluation
construct a written test for Plan Training
Evaluate performance using the Sessions.
Performance Criteria checklist Feel free to show your
12. Read Information Sheet 1.4-5 on the outputs to your trainer as
Performance Test you accomplish them for

Date Revised:
Revision # 01
13. Answer Self-Check 1.4-5 guidance and evaluation
of your output.
Compare answers with Answer Key 1.4-5
14. Perform Task Sheet 1.4-5 on how to
Construct Performance Test
Evaluate performance using the
performance criteria checklist
Questioning Tool
17. Perform Task Sheet 1.4-6 on how to
construct the questioning tool
construct an Institutional Competency
Evaluation Tool.
After performing the
activities of LO4 you
may proceed to LO5.

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Information Sheet 1.4 -1
Learning Objective:
After INFORMATION SHEET, YOU MUST be able to:
1. determine the objectives of an institutional competency evaluation;
2. identify the parts of an Institutional Competency Evaluation Tool
Evaluation is a very significant element of the teaching learning
process. This is done to verify the acquisition of knowledge, skills and
attitude needed acquired from the training.
As a trainer, it is a must that you know how to test or verify that
assessment criteria addressed during the training.

Institutional Competency Evaluation is the assessment of the
knowledge, skills and attitudes acquired from the training. In CBT,
evaluation is the systematic collection and analysis of data needed to make
decisions whether a trainee is competent or not yet competent.
The Institutional Competency Evaluation is administered by the
trainer within the training duration. Trainees should be evaluated every
after competency. No trainee should be allowed to transfer to another
competency without having been assessed.
For the purpose of CBT, assessments are usually given for the
following purposes:
1. To validate the current competencies of trainees
2. To measure how much trainees have learned in the training sessions
given
3. To help diagnose trainees problems and guide future instruction
4. To decide whether trainees are competent or not
The Institutional Competency Evaluation Tool

The competency evaluation tool should be carefully developed so that
it will be able to assess the four dimensions of competency such as the:
1. Task Skill
2. Task Management Skill
3. Job Role and Environment Management Skill
4. Contingency Management Skills

Date Revised:
Revision # 01
An analysis of the Modules of Instruction or the Competency
Standards is critical in the preparation of the assessment tool. Performance
criteria for the competency are the main basis for the competency
assessment. You should carefully examine your competency standards so
that these criteria are included as a part of the evidences to be gathered
during assessment.
Characteristics of Good Evaluation Tools

1. Reliability
This refers to consistency of scores by the same person when

re-examined with the same test on different occasion. Your test is
reliable if your test is consistent in testing what it is trying to test.
Factors that may affect Reliability
a) Length of the test the longer the test the higher the reliability.
b) Difficulty of the test the bigger the spread of the scores the more
reliable the measured difference is likely to be. Items should not be
too easy or too difficult.
c) Objectivity this is achieved if scores are independent of the
subjective judgment of individual examinees.
To increase the reliability of the written test we do item-analysis. That

is analyzing the degree of difficulty and the index of discrimination of the test
items. Standard written test items should not be too easy nor too difficult
and it should discriminate those who learned from those who did not learn
anything.
2. Validity
This is the degree to which the test actually measures what it
purports to measure. It provides a direct check on how well the test
fulfils its functions.
Factors that influence the validity of test:
a) Appropriateness of test items;

b) Directions;
c) Reading vocabulary and sentence structures
d) Difficulty of items;
e) Construction of test items no ambiguous items or leading
items;

Date Revised:
Revision # 01
f) Length of the test sufficient length;
g) Arrangement of items from easy to difficult; and
h) Patterns of answers no patterns
To ensure the validity of the evaluation tool, prepare an Evidence Plan

based on the CS. To increase the validity of the written test, you should
prepare a table of specifications.
3. Objectivity
The test must be fair to all the examinee.
4. Discrimination
It must pick up the good examinees from the poor
5. Ease of Administration and Scoring

The test must have the right length and level of sophistication to do
the job.
Parts of the Competency Evaluation Tool

1. Evidence Plan
2. Written Test
3. Performance Test
4. Questioning Tool (with answers)

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Revision # 01
Self-Check 1.4-1
K. Multiple Choice:
answer sheet.
1. The systematic collection and analysis of data needed to make decisions

whether a trainee is competent or not yet competent is the
A. Competency Evaluation
B. Demonstration Method
C. Interview/Questioning
D. Performance Test
2. A test that discriminates trainees who learned the training and those who
did not learn is
A. difficult
B. objective
C. reliable
D. valid
3. A test package that measures what it intends to measure is

A. difficult
B. objective
C. reliable
D. valid
4. The tool that ensures validity of your written test is the
A. evidence plan
B. item analysis
C. table of specification
D. Performance Criteria Checklist

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Revision # 01
5. The tool that ensures reliability of your written test is the
A. evidence plan
B. item analysis
C. table of specification
D. Performance Criteria Checklist
IV. Enumeration
Characteristics of a good Evaluation Tools
1.
2.
3.
4.
5.

Date Revised:
Revision # 01
Answer Key 1.4-1
I. Multiple Choice
1. A
2. C
3. D
4. C
5. B
II. Enumeration
1. Reliable
2. Valid
3. Objective
4. Discriminates poor trainees from good trainees
5. Easy to administer

Date Revised:
Revision # 01
Evidence Plan
1. explain the purpose of preparing an evidence plan;
2. determine the sources of the contents of the evidence plan;
3. identify methods appropriate for evaluating a performance criteria.
One essential part of the Competency-Based Training Delivery is the

institutional assessment. Assessment is the process of collecting evidence
and making judgments on whether competency has been achieved. The
purpose of assessment is to confirm that an individual can perform to the
standards expected in the workplace as expressed in the relevant
competency standards.
In this lesson you will learn how to prepare the evidence plan of your
competency.
The Evidence Plan

In developing evidence gathering tools for an institutional assessment,
the first stage is to prepare an evidence plan.
Evidence plans are designed to
Serve as a planning tool
Support the assessment process
Assist with the collection of evidence
Inform the learners of what is expected of them before they begin the
assessment
Serve as a guide for the trainer in determining the method of
assessment to be used
In making an Evidence Plan you should have the Competency
Standards (CS) of the chosen competency and the Evidence Plan Template.

Date Revised:
Revision # 01
Competency
Standard or the
Qualification
Unit of
Competency to
be assessed
Methods of
Assessment
Evidence
Requirements
Critical aspects of competency are the performance criteria that are

listed in the evidence guide of the Competency Standard (CS) as critical.
These criteria are required to be demonstrated by the trainee for him to
be evaluated as competent. You should prepare an institutional
competency assessment tool that will show these evidences.
Parts of the Evidence Plan

Date Revised:
Revision # 01
1. Competency Standard this is the title of your qualification
2. Unit of Competency the institutional evaluation tool is packaged by

competency. The name of the competency is written in this portion.
3. Evidence Requirements the criteria for judging the competency of the

trainee. These are written in the competency standards. Critical aspects
of competency should be marked with an asterisk (*). Refer to the CS for
the identification of the critical aspects of competency.
4. Methods of Assessment the methods of collecting evidences per each

performance criteria. At least 2 methods of assessment should be chosen
for each criterion to allow for corroboration of evidences.
Knowledge, skills and attitudes and the four dimensions of
competency are to be assessed. To do this, the following methods are
recommended:
4.1 Written test to test the acquisition of knowledge
4.2 Performance test to test the demonstrated skills
4.2.1 Demonstration Method this is the method used when the
performance of a particular skill is to be assessed within
the workshop.
4.2.2 Observation method is used when the assessment is
done by observing the trainee on the actual job site while
the trainee is doing his job.
4.2.3 Portfolio evaluation is used when projects or outputs are
required to collect evidences of competency. In
Institutional Evaluation, we use the Performance Criteria
Checklist to evaluate the output/project.
4.3 Interview/questioning this is to verify evidences which are
not clearly demonstrated during performance test. This is also
the part of the competency evaluation where you can ask
questions to verify Job Role and Environment Management
Skills and Contingency Management Skills.

Date Revised:
Revision # 01
Evidence Plan
Competency
standard:
Unit of
competency:
Ways in which evidence will be collected:
[tick the column]
Third party Report

Demonstration &
Observation &
Questioning
Questioning
Portfolio
Written
The evidence must show that the trainee
NOTE: *Critical aspects of competency

Date Revised:
Revision # 01
Self-Check 1.4-2
Multiple Choice:
answer sheet.
1. The planning tool for institutional competency evaluation is the

A. Evidence Plan
B. Rating Sheets
C. Table of Specification
D. Evaluation Tool Templates
2. The source of the evidence requirements for institutional competency

evaluation is the
A. Critical aspects of competency

B. Performance criteria
C. Underpinning knowledge and skills
D. All of the above.
3. Which of the following evidence gathering methods is most
appropriately used to evaluation the acquisition of skills when doing
institutional evaluation within a training program?
A. Demonstration method
B. Written Test
C. Observation method
D. Interview/Questioning
4. What evidence gathering method is used when the trainee is observed
as he is doing his job in an actual job site?
A. Demonstration method
B. Written Test
C. Observation method
D. Interview/Questioning

Date Revised:
Revision # 01
Answer Key 1.4-2
1. A
2. D
3. A
4. C

Date Revised:
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TASK SHEET 1.4-2
Title: Prepare an Evidence Plan

assigned to you, you should be able to Prepare
an Evidence Plan using the required template.
Steps/Procedure:
1. From the CS, develop your evidence requirements from the
elements and performance criteria, underpinning skills and
knowledge and critical aspects of competency.
2. Write your evidence requirements on the first column of the
Evidence Plan Template. Use the present tense (s-form of the
verb) in constructing the list of evidence requirements.
3. Write the evidence-gathering method on the 2nd, 3rd and 4th
column along the first row of the Evidence Plan Template.
Choose at least two kinds of evidence-gathering methods that
would allow you to get the evidence required to determine
competency.
4. Place a check mark on the appropriate box to indicate what
method will be used to gather each evidence requirement. (at
least 2 methods per criteria)
5. Review the evidence plan to check that all evidence
requirements are covered especially the critical aspects of
competency.
6. Use the suggested format.
8. Keep a copy of this table for use in the next task sheet.
Assessment Method:
Portfolio Assessment using Performance Criteria Checklist, Questioning

Date Revised:
Revision # 01
CRITERIA YES NO
1. Are all evidence requirements covered in the evidence
plan?
2. Are the critical aspects of competency marked?
3. Are there enough methods of assessment included that
would allow the trainer to get the evidence required to
determine competency?
4. Are the boxes properly marked to indicate which method
to be used?
5. Is the correct format used?
6. Is the correct tense of the verb used in listing evidence
requirements?

Date Revised:
Revision # 01
Table of Specification
Learning Objective:

4. define table of specification;
5. discuss the importance of preparing a table of specifications;
6. determine the parts of the table of specification; and
7. explain how the table specification is prepared.
The Evidence plan is a plan for the institutional evaluation tool. After
preparing the evidence plan, we are now ready to prepare for the
development of the other parts of the evaluation tool such as the written
test.
To ensure the validity of your test, you should prepare a table of
specification so that all contents to be tested have a representative question.
In this lesson, you will learn how the table of specification is prepared.
Table of Specifications
A table that shows what will be tested (taught) is the table of
specifications. For our purpose of institutional evaluation, we shall be
preparing a table of specifications for our written test. This will help us plan
how many items we need to prepare to cover all the contents or objectives
that we need to assess based on the evidence plan you previously prepared.
A table of specifications is a two-way table that matches the objectives
or content you have taught with the level at which you expect students to
perform. It contains an estimate of the percentage of the test to be allocated
to each topic at each level at which it is to be measured. In effect we have
established how much emphasis to give to each objective or topic.
Parts of the Table of Specification

1. Objectives/Content/Topic these are the content
2. Levels of learning your questions shall be divided into the levels
of learning: knowledge, comprehension and application.
o Factual/Knowledge recognition and recall of facts
Example:
The figure 1 in the symbol E6013 signifies
A. Tensile strength
B. Welding position
C. Material thickness
Date Revised:
Revision # 01
D. Maximum weld length
o Comprehension - interpret, translates, summarizes or

paraphrase given information
Example:
The megger is used to
A. Measure the amount of illumination
B. Determine the speed of electric motor
C. Measure the resistance of a lightning cable
D. Test the insulation resistance of a circuit
o Application - uses information in a situation different from

original learning context
Example
To measure the voltage of a circuit, you connect
A. A voltmeter across the line
B. An ammeter across the line
C. A voltmeter in series with the line
D. An ammeter in series with the line
3. Percentage/number of items

Date Revised:
Revision # 01
TABLE OF SPECIFICATION
# of
Objectives/Content Comprehen items/
Knowledge Application
area/Topics sion % of
test
learners training
requirements 20%
Session Plan 20%
assessment
instruments 20%
(Institutional)
basic instructional
30%
materials
learning and
10%
teaching resources
TOTAL 100%
We also have to take into account the type of thinking skills we

wish to assess. Whether you use Bloom's taxonomy or another structure,
the levels of learning can help you identify the types of questions (or other
type of assessment) that are appropriate. For ease of use we have used only
three levels: knowledge (recall or recognition), comprehension (or
understanding) and application (or skill), and labeled the columns
accordingly. The important thing is to use levels of thinking that are relevant
for your students and have been incorporated in your instruction. At this
stage it can be helpful to mark an "x" or make a check mark in the cells to
show the levels at which each objective will be measured, as shown in the
example below.

Date Revised:
Revision # 01
TABLE OF SPECIFICATION
# of
Objectives/Content Comprehen items/
Knowledge Application
area/Topics sion % of
test
learners training
x (10%) x (5%) x (5%) 20%
requirements
Session Plan x(5%) x(5%) x (10%) 20%
assessment
instruments x(10%) x(10%) 20%
(Institutional)
basic instructional
x(10%) x(10%) x(10%) 30%
materials
learning and
x(5%) x(5%) 10%
teaching resources
TOTAL 25% 35% 40% 100%
At this point we recognize that 25% of our test is to be on knowledge,

35% on comprehension, and 40% on application. This does not mean that
we must have 25 knowledge questions; it does mean that the score on the
test will reflect comprehension and application in equal amounts, and
knowledge to a lesser degree than knowledge or application.
It may be that at this point you want to compare the test(s) provided
by the textbook publisher with your completed table of specifications. If they
match and you think the questions are well written, you may decide to use
the test (or parts of the test) provided with the text. On the other hand, you
may find that it will be necessary for you to create a test to provide an
accurate assessment of what the students in your class have learned.
One question frequently asked is how many questions are needed to
adequately sample the content representing an objective or topic. Increasing
the number of questions increases the probability that we will have a good
estimate of what the learner knows and can do.
When translated to number of items per topic, the Table of
Specifications for a 40-item test may look like this:

Date Revised:
Revision # 01
TABLE OF SPECIFICATIONS
TEST ITEM DISTRIBUTION TOTAL

Content/ NUMBER PERCEN
Objectives Factual Compre Application OF ITEMS TAGE (%)
Knowledge hension
Training
4 2 2 8 20%
requirements
Session Plan 2 2 4 8 20%
assessment
4 4 8 20%
instruments
basic
instructional 4 4 4 12 30%
materials
learning and
teaching 2 2 4 10%
resources
Total 10 14 16 40 100%
Note: This is a sample. The number of items is not prescribed. The trainer should
decide on the number of items based on the contents of the competency.
For purposes of validating the current competencies of the trainees or

for identifying mastered contents, item placement maybe identified in the
Table of Specifications for easier analysis. At this point you also have to
decide how many questions are needed to measure learning, what type of
questions will be asked and whether a written assessment is sufficient to
measure the competency. In most cases, for skills training, performance
evaluation with interview maybe more appropriate as an assessment
instrument but the effectiveness of written assessment instruments maybe
harnessed through the ingenuity and skills of the trainer. If however, the
trainer decides for a performance evaluation, it should be reflected in the
evidence plan.

Date Revised:
Revision # 01
SELF-CHECK 1.4-3
DIRECTIONS: FOR EACH QUESTION BELOW, WRITE THE LETTER

CORRESPONDING TO YOUR ANSWER ON A SHEET OF
PAPER.
1. When is it appropriate to construct a table of specifications?
A. Before you write the test questions

B. After you write the test questions
C. After the students have taken the test
D. ONLY when you have to create the test
2. Are tests from book publishers better than those you develop?
A. Yes, because they wrote the textbook

B. Yes, because they have professionals who write the questions
C. No, because they don't know what you have taught and what
has been emphasized
D. No, because they dont know your teaching style
3. When should tests from the publisher be used?
A. When you don't have time to construct one

B. Any time
C. None of the time
D. When they correspond to your table of specifications
4. What is the first information entered into the table of specifications?
A. Number of questions per cell

B. Objectives or topics
C. Percentage of test per topic/content
D. Total number of questions on the test

Date Revised:
Revision # 01
5. What is the primary consideration when selecting types of questions to
use?
A. How many questions can the students complete in a given

amount of time?
B. Are the students average, above or below average?
C. can the accomplishment of objectives best be measured?
D. How old are the students?

Date Revised:
Revision # 01
Answer Key 1.4-3
1. A
2. C
3. D
4. B
5. C

Date Revised:
Revision # 01
TASK SHEET 1.4-3
Title: Prepare Table of Specification
Given one competency of the qualification assigned to you, you
should be able to prepare a table of specification.
Steps/Procedure:
1. Based on your evidence plan, identify the evidences to be gathered
by the written test. Write these in the first column.
2. Decide on the percentage of distribution of test items based on the

emphasis of your training and the importance of the topic, content
or objective to the main skill to be mastered. Write the percentages
on the last column.
3. Set number of items for the whole test.
4. Compute for the number of items of each content.
5. Compute for the number of items per levels of learning.
7. Keep a copy of this table for use in the next task sheet.
Assessment Method:
Portfolio Assessment, Questioning, Performance Criteria Checklist

Date Revised:
Revision # 01
CRITERIA YES NO
1. Are all contents/evidence requirements in the evidence
plan under the written test column considered in the
table of specifications?
2. Are the levels of learning given consideration?
3. Is the percentage of application items more than factual
or knowledge?
4. Is there enough number of questions to measure the
contents intended to be measured?
5. Does the table of specifications truly indicate the relative
emphasis to be given to each objective and each area of
content?

Date Revised:
Revision # 01
Written Test
After reading this Information Sheet, you must be able to
1. explain the advantage of preparing a reliable test item;
2. determine the type of test appropriate for testing knowledge
contents;
3. enumerate guidelines in preparing a written test.
Evaluation of competency should be assessing the knowledge, skills
and attitude. Written test is a method of assessment which can measure
knowledge, skills and attitude learned in a training program but sometimes
trainers fail to develop questions to test the level of skills and attitude.
In this lesson, we will discuss some tips and guidelines in preparing
the written test. The written test that you will write after this lesson should
follow the guidelines in preparing a test item.
In developing test items always consider the five (5) characteristics of
good test validity, reliability, objectivity, discrimination and ease of
administration and scoring.
As in the construction of a workable and functional project in shop
work, test construction should follow the same steps. In the construction of
a competency assessment instrument, the following steps are recommended:
1. Examine the established Training Regulations and determine your
objectives. This will help in the analysis of the basic skills and
knowledge requirements of the trade.
2. Construct the table of specifications. This will be your blue print in
constructing individual test items, it will serve as a guide in the
preparation of a set of competency assessment methodology for a
certain trade.
3. Construct test items more than the number required for a set of
Competency Assessment Instrument. This will facilitate item banking
and will give an allowance for correction when the test items will be
deliberated whereby some items might be deleted.
4. Assemble the items for the test. After grouping the items by type,
arrange them such that related items are together. The reason for this
is obvious, it saves examinee time as the test is taken and it will be
easier to point out where the examinee had failed. In assembling items
for the test the speciation table should be followed.
5. Write clear and concise directions for each type of questions. The
direction should tell the examinee what to do, how to do it and where

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to place the responses. They should also contain an example taken
from the subject matter being tested.
6. Study every aspect of the assembled test. After the test is assembled
and directions are written, it is a good policy to lay it aside for several
days, then pick it up again and review each part critically. Consider
each item from the point of view of the workers who will take the
competency assessment. Try to determine those items that are
ambiguous. Check the grammar and be sure that the words used will
be understood by the workers who will take the competency
assessment.
The written test that we shall prepare as a part of the institutional

assessment will largely measure the acquisition of knowledge. Skills and
attitude shall be measured using performance tests with questioning.
Guidelines for Teacher-Made Tests as to Format

1. Include easiest items first.
2. Group smaller items together, i.e. matching, completion, etc.
3. Put all of an item on the same page. Avoid splitting a matching
exercise or response to a multiple-choice question.
4. Number continuously.
5. Write clear, precise directions.
6. For ease of correcting, place blanks for responses to one side of the
paper, or use a separate answer sheet.
7. Avoid patterned responses in true-false, multiple choice, or matching
exercises.
8. Proofread the test carefully for clarity, errors, etc.
9. Make sure copies of the test are dark and legible.
Pointers in the formulation of test questions for written test

1. Keep in mind that it is not possible to measure all outcomes of
instruction with one type of test.
2. Devise your items so that they require the trainee to actually apply
things learned rather than merely recalling or recognizing facts.
3. Make certain that the type of the test items used for measuring each
objective is the one that will measure the objective.
4. Avoid tricky or catchy questions. Do not construct puzzling items in
which hidden meaning or subtle clues provide the correct answer.

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5. Do not lift statements directly from the books and use them as test
items.
6. Check to make sure that no item can be answered simply by referring
to the other items. Make an item independent upon the answer of
another
7. Do not include an item for which the answer is obvious to a person
who does not know the subject matter.
8. Word the items in the simplest manner possible. Confine the items
used to the vocabulary level of the examinee. States questions clearly
and eliminate ambiguous items.
9. Arrange the items so that responses will not form a particular pattern.
Guidelines for Constructing Effective True-False Items
1. Use true-false items only when there is a clear-cut true or false

answer to the question.
2. Construct items that are entirely true or entirely false.
3. Avoid using specific determiners, i.e. never, always, generally
(Statements that include all or always are usually false, those
including sometimes are usually true.)
4. Rephrase textbook and lecture material rather than quoting it directly.
5. State items positively rather than negatively. If a negative is used,
underline words like NO or NOT.
6. Construct approximately equal numbers of true or false statements
and avoid setting up an answering pattern.
7. Avoid testing for trivial details.
8. If a controversial statement is used, quote the authority.
Guidelines for Constructing Effective Multiple Choice Items

1. Present a single definite concept in the stem.
2. Place all common wording in the stem.
3. Make the alternative grammatically consistent with the stem and with
each other.
4. Avoid verbal association between the stem and the correct
response(grammatical clues)
5. Construct items with a single best item.
6. Include four or five alternatives.
7. Make all choices plausible.
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8. Arrange alternatives in a logical sequence.
9. Avoid using opposites or mutually exclusive alternatives.
10. Eliminate option length and specificity as clue to the correct
response. Make options of similar length.
11. Delete specific determiners from the alternatives.
12. Avoid using all of the above and none of the above unless these
are used in questions where all of the above and none of the above
are not desirable responses.
13. Avoid using opposite as possible answers.
14. Phrase stems positively unless emphasizing an exception. If desired
response is an exception to the question, underline except or not in
the question.
15. Vary the position of the correct answer in a random manner.

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TASK SHEET 1.4-4
Title: Construct Written Test

assigned to you, you should be able to develop a
written test.
Steps/Procedure:
1. Analyze the table of specifications you prepared in the previous
lesson.
2. Based on the table of specifications, construct True or False
type of test.
3. Construct Multiple Choice type of test
4. Package your written test.
Assessment Method:

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CRITERIA YES NO
For True or False Type
1. Is each item unambiguous (i.e. will each trainee interpret
the item in the same way?
2. Are the items based upon statements that are absolutely
true or false, without qualifications or exceptions?
3. Has the central point of each questions been highlighted
by placing it in a prominent position?
4. Are the items free from statements that are partly true
and partly false?
5. Are the test items free from qualifiers, absolutes, and
ambiguous words which might give clues?
6. Have trick questions been avoided?
7. Are negative question avoided?
8. Does each item contain only one distinct idea?
CRITERIA YES NO
For Multiple Choice Type
1. Does the question or incomplete statement give adequate
information?
2. Are the items presented clearly and simply?
3. Does each item have one and only one correct answer?
4. Are all the possible responses plausible to students who
lack the information or skill tested by the item.
5. Are the statements containing double negatives avoided?
6. Are grammatical, verbal and length-of-response clues
avoided?
7. Are the responses, so far as possible, arranged in
numerical or logical order?

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Performance Test
1. define performance evaluation;

2. differentiate the procedures of a Job Sheet from that of the instruction
for demonstration in an institutional competency evaluation.
Evaluation of competency covers knowledge, skills and attitudes. To

assess knowledge, we can use written test as a method of assessment but to
effectively assess the skills and attitudes acquired by the trainee in CBT, we
should use performance evaluation which will include a demonstration of
the skill and an interview to follow-up demonstration.
In this lesson, the format and structure of the prescribed performance

test shall be discussed to help you develop your own instructions for
demonstration.
Performance Evaluation
It is the formal determination of an individuals job-related

competencies and their outcome.
Performance evaluation is accompanied with interview questions

which are used during the actual conduct of the test. This is to support the
evidences gathered by the facilitator/trainer.
GUIDELINES IN FORMULATING PERFORMANCE TEST
This is the practical portion of the competency assessment

instrument. This part measures the skill possessed by the examinee in
relation to the occupation. It consists of General and Specific Instructions,
the List of Materials, Equipment/Tools and the Marking Sheets.
A. GENERAL INSTRUCTIONS
This refers to the overall conduct of the test (before, during and after)
which concerns both the testing officer and the examinee. This part of the
competency assessment specifies the does and donts inside the testing
area.
The format of general instructions include:

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Performance or what must be done
The conditions or what is given
The standard of performance expected of the examinee
B. SPECIFIC INSTRUCTIONS
This provides the instructions which the examinee must follow in the
performance of the test.
C. LIST OF MATERIALS, EQUIPMENT
This provides the listing of the materials, equipment/tools needed in

the performance of the skills test. This contains also the complete
specifications of each item in the listing.
Pointers to follow in the construction/formulation of a good Test of

Skills:
1. The test coverage must be consistent with the job description and
skills requirements.
2. The test must not take more than 8 hours to complete.
3. the test statement must specify the exact time within which he
examinee is expected to finish task and the tools/equipment that will
be issued to the examinee.
4. The work performance/specimen or whatever is being tested must be
observable and measurable.
5. The test should be feasible. Do not design tests which makes use of
rare or too expensive equipment.
6. Where applicable there must be a working drawing which is clear and
accurate.
7. The standard performance outcome if possible, should be stated such
as surface finish, clearance or tolerance and number of allowable
errors.
8. Directions must be clear, simple, concise and accurate.

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Sample Performance Test
GENERAL
INSTRUCTIONS
SPECIFIC
INSTRUCTIONS

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TASK SHEET 1.4-5
Title: Construct Performance Test

assigned to you, you should be able to construct
a Performance Test following prescribed format.
Steps/Procedure:
1. Choose a competency of your assigned qualification and

acquire the Information Sheet.
2. Based on your evidence plan, construct a Performance Test for
the competency making sure that evidences to be gathered will
be covered.
3. Prepare a Performance Criteria Checklist. (refer to the criteria
of your Job Sheets)
4. Use the Performance Criteria Checklist to check your work.
Assessment Method:

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The Performance Criteria Checklist 1.4-5
Trainees Name: ____________________________ Date: ______________________
CRITERIA YES NO
1. Does the general instruction contain the following:
Condition?
Performance?
Criterion?
2. Are specific instructions clear?
3. Is time allotted to finish the job indicated?

4. Are tools, equipments and materials listed?
5. Is there a Performance Criteria Checklist?
Trainer: ____________________________ Date: ________________________

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Questioning Tool
1. determine the purpose of the questioning tool;

2. enumerate the types of questions that are in the questioning tool.
3. explain how corroboration of evidences will be achieved using the
questioning tool.
Corroboration of evidences should be achieved when gathering

evidences of competency. In case evidences from the written test and the
performance test results are not enough to decide for the competency of a
trainee, the questioning tool should be used.
In this lesson, we shall discuss the structure of the questioning tool so
that it will help the trainer gather evidences of knowledge, skills and attitude
and the four dimensions of competency needed for the competency being
assessed.
Questioning Tool
The questioning tool is a must in an institutional competency
evaluation tool package. This will be used to verify evidences that were not
clearly demonstrated in the other methods of assessment such as in the
written test and the performance test.
The questioning tools should be able to evaluate the four dimensions
of competency. To be able to do this your questioning tool should contain
questions:
1. to follow-up the demonstration of task skills and task management
skills.
All possible questions should be written here. Although the trainer is
not required to ask questions that are already observed in the
demonstration of skills, you should write all possible questions so that
these questions are ready for use.
2. to verify OHS practices.
Safety practices are very important aspect of the demonstration. List
down questions on safety related to the competency being assessed.
Questions should concentrate on safety practices for the competency
being assessed.
3. to verify Job Role and Environment management skills.

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Questions that will verify the responsibility of the worker towards his
customers, co-employee, employer and the environment are very
important because oftentimes this dimension of competency needs to
be verified using these questions. They are not demonstrated in most
demonstration test.
4. to gather evidences for contingency management skills.
Infrequent events may arise from the job that would need the worker
to adjust. These are the contingency management skills questions
that you need to construct to verify this dimension of the competency.
5. on knowledge of laws, rules and regulations.
Knowledge of Laws, rules and regulations critical to the job should
also be verified. Prepare questions to gather evidences for the specific
competency.
Questioning Tool Template

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Self-Check1.4-6
Enumeration:
Enumerate the 5 classifications of questions required in a questioning tool
1.
2.
3.
4.
5.

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Answer Key 1.4-6
Questions that will evaluate:

1. Task Skills
2. Task Management Skills
3. Job Role and Environment Management Skills
4. Contingency Management Skills
Questions that will evaluate knowledge and application of:
1. OHS practices
2. Laws, rules and regulations

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Task Sheet 1.4-6
Title: Construct a Questioning Tool
Given one an evidence plan of the competency assigned to you, you
should be able to construct a questioning tool following prescribed format
and requirements.
Supplies/Materials : TR and CBC, table of specifications
Steps/Procedure:
1. Review the evidence plan you prepared previously.
2. Classify the performance criteria by dimensions of competency:
a. Task skills
b. Task Management skills
c. Contingency Management Skills
d. Job/Role and Environment Management Skills
3. Prepare interview questions for these performance criteria as
classified.
4. Prepare questions for:
a. verification of OHS
b. verification of knowledge of laws, rules and regulations
related to the competency you are evaluating.
5. Write the questions in the prescribed template.
6. Prepare the suggested answers to the questions.
7. Evaluate own output using performance checklist
8. Show your work to your trainer for further feedback and
recording.
Assessment Method:

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Criteria YES NO
1. Are all questions related to the competency being
assessed?
2. Are questions classified by dimensions of
competency?
3. Are questions constructed to verify particular
performance criteria of the competency?
4. Are questions stated in a level that trainees will
understand and clearly worded?
5. Do safety questions deal with the OHS for the
competency being assessed?
6. Are questions not leading?
7. Is there a suggested answer for each question?

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JOB SHEET 1.4-6
Title: Construct an Institutional Competency Evaluation Tool
Performance Objective: Given one table of specification prepared in

Job Sheet 1.4-1, you should be able to construct
a set of test questions for a Competency
Assessment.
Supplies/Materials : TR and CBC, table of specifications
Steps/Procedure:
1. Choose one competency of your qualification.
2. Prepare an evidence plan.
3. Based on the evidence plan, prepare a table of specifications.
4. Based on the table of specifications, construct True or False type
and Multiple Choice Type of Questions.
5. Prepare the Answer Key.
6. Prepare the Performance Test
7. Prepare the Questioning Tool
8. Prepare the answers to the questions of the questioning tool.
9. Package your Institutional Evaluation Tool.
Assessment Method:

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ASSESSMENT TOOL Yes No

Specific instructions and assessment conditions are clear
and easy to understand
Written information are worded clearly and appropriately
Time allotted is enough to finish the job
Assessment task address the evidence requirements for
the competencies being assessed
The task or test project is adequately described
The task or test project satisfy the criteria on cost
effectiveness.
The task or test project contain a substantial number of
competencies that can be demonstrated
The level of difficulty of the task appropriate to the
competencies being assessed.
The assessment tasks are based on realistic workplace
activities
The assessment activity is suitable for use in other
assessment context
TOOLS AND EQUIPMENT
The tools and equipment needed during the assessment
are appropriate
The tools and equipment needed during the assessment
are available
SUPPLIES AND MATERIALS
The supplies and materials specified for the assessment
are:
Appropriate
Adequately available
EVIDENCE CRITERIA
Validity
The evidence provided relate directly to the unit of
competency being assed
A variety of assessment method have been used as
specified in the instructions

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ASSESSMENT TOOL Yes No
The evidences provided by this assessment are sufficient
for a judgement of the candidates competence
The evidences gathered cover all the dimensions of the
competency
The questions focus on the candidates ability to interpret
and apply knowledge and problem solving skills across a
wide range of context
Consistency
The evidence collected from this assessment is consistent
with the assessments of other units of competencies
belonging to the same Qualification
Any inconsistencies between this evidence and other
evidence collected about the candidate can be explained
Authenticity
Evidences are verifiable to be the candidates own work
Reliable
The critical elements have been identified to ensure that
the most important aspect are assessed
Consistent instructions to trainees and procedures for
the undertaking assessment are available
Clear guidelines are available to ensure that consistent
decisions over time and with different trainees

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LEARNING OUTCOME NO. 5
Organize Learning and Teaching Resources
Contents:
1. Training Resources
2. Workshop Layout
Assessment Criteria
1. Resources required for training are checked for availability

2. Appropriate training locations/venue are identified and arranged
according to training needs
3. Training resources requirements are documented and access is
arranged in accordance with organization procedures and appropriate
staff.
Conditions
The participants will have access to:
1. necessary supplies and materials/tools/equipment in the preparation

of training facilities/resources
2. learning materials
3.
Assessment Method:
1. Portfolio evaluation
2. Written Test/Oral interview

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LEARNING OUTCOME 5
ORGANIZE LEARNING AND TEACHING RESOURCES

1. Read Information Sheet 1.5-1on Training
Your workshop layout will
Resources
reflect your
2. Answer Self- Check 1.5-1 understanding of
Competency-based
Training.
3. Perform Task Sheet 1.5-1 on how to Prepare an
Inventory of Training Resources In this Learning Outcome
4. Read Information Sheet 1.5-2 on Workshop you shall plan how to
Layout layout your training
resources.
Compare answers to answer key 1.5-2 The output of your
activities of this LO will be
6. Perform Job Sheet 1.5-2 on how to Plan a an Inventory of your
workshop Layout resources by competency
Evaluate performance using the performance and the workshop layout.
criteria checklist
These outputs shall be a
part of your portfolio for
your institutional
competency evaluation for
Plan Training Sessions.
Seek the guidance of your

trainer while you are
accomplishing these
outputs.

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Training Resources
Learning Objective: After reading this INFORMATION SHEET, YOU

MUST be able to
1. identify learning resources for CBT;
2. classify learning resources;
3. check the availability of learning resources against TR requirements.
In planning your learning sessions, learning materials and resources

are very important. These will help you impart knowledge in a more effective
way. Learning resources and materials are directly related to methods of
learning you will be able to use in CBT.
In this lesson you will learn how to identify and monitor the
availability of needed resources for each competency of your qualification.
Training Materials and Resources

Learning resources are information represented, accessible, or stored
in a variety of media and formats.
A. Training materials for the knowledge
1. Print Materials
Competency Based Learning Materials (CBLM)

Textbooks, references, etc.
Technical, shop, and manufacturers manual
Magazines, journals, trade publications, pamphlets, and periodicals
2. Non-Print Materials
Still visuals (with & without sound), slides, film strips, flip charts,
photograph
Motion visuals (with & without sound) video tape, video discs
Interactive e-learning materials

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B. The materials that are used for skills practice
1. Tools and Instruments

2. Materials and Supplies
3. Equipment
4. Simulators/Mock-ups
5. Templates
6. Sample outputs/projects
7. Job Sheets
8. Activity Sheets
9. Operation Sheets
C. Resources used for skills feedback
1. Performance Criteria Checklists

2. Procedural Checklists
3. Evaluation Checklists
4. Achievement/Progress Charts
D. Resources used for knowledge practice
1. Self-checks
2. Post-tests
3. Written tests
4. Review questions
5. Oral quizzes
E. Resources used for knowledge feedback
1. Answer key or solutions to compare answers with

2. Model answer

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How will you gather and consolidate materials?
When gathering the needed materials and resources, it will be better if

you can prepare beforehand a list of all the needed resources that you will
use for a certain session or unit of competency. The list surely will identify
the specific resources, how many are available, how many are required for
the session and remarks.
Each group of resources should have a separate list; let us say for
print materials, it should have a checklist different from list for non-print
and so with the other types of resources. This system will ensure that all the
resources will be available when you conduct the training program.
The Inventory of Training Resources
The Training Regulations (TR) gives a guide on the training resources

needed for CBT of your qualification. The list of the training resources was
grouped as tools, equipment and materials.
An inventory of training resources by competency would be very
helpful in planning your workstations and your learning activities. Group
your resources by competency so that you can plan for the use resources
shared by 2 or more competencies (e.g. in housekeeping vacuum cleaner
and floor polisher are shared in provide housekeeping for guests and
clean premises).
The inventory would help you decide which mock-ups, simulators or
workstation can be duplicated to accommodate more trainees practicing
particular skills.
The inventory will help you in many ways: 1) it will serve as a monitor
of resources that need to be replenished, repaired or purchased; 2) predict
the supplies and materials needed in a year; 3) plan the use of resources
shared among competencies; and 4) serves as the basis for purchase
requests and annual procurement plan.

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Templates for Inventory of Training Resources
Resources for presenting instruction
Print Resources As per TR As per Remarks
Inventory
Non Print Resources As per TR As per Remarks

Inventory
Resources for Skills practice of Competency #1

______________________________
Supplies and Materials As per TR As per Remarks
Inventory
Tools As per TR As per Remarks

Inventory
Equipment As per TR As per Remarks

Inventory
Note: In the remarks section, remarks may include for repair, for
replenishment, for reproduction, for maintenance etc.

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Task Sheet 1.5-1
Title: Prepare an Inventory of Training Resources
Performance Objective: Given the TR of the qualification assigned

to you, you should be able to make an Inventory
of Training Resources per competency in your
workshop using the template provided.
Steps/Procedure:
1. Review the list of tools, equipment and materials in the TR of
qualification.
2. Using the suggested templates in information sheet 1.5-1, make
a list of the actual tools, equipment and materials in your
workshop.
3. Group the tools, equipment and materials by competency.
4. Make an inventory by competency.
5. Note down the equipment that are shared by competencies.
6. Evaluate your work using Performance Criteria Checklist 1.5-1.
8. Keep a copy of this inventory for Job Sheet 1.5-2.
Assessment Method:

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Criteria YES NO
1. Are print resources required and available per

competency listed?
2. Are non-print resources required and available per

competency listed?
3. Are tools required and available per competency listed?
4. Are equipments required and available per competency

listed?
5. Are Supplies and materials required and available per

competency listed?
6. Are tools required and available per competency listed?
7. Is the status or availability of training resources

specified in the remarks column?
Trainer: ___________________________ Date: ________________

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Workshop Layout
Learning Objective:
1. enumerate components of a CBT facility;
2. explain the characteristics of a good workshop layout;
A good understanding of every aspect of competency-based training is

a must for every trainer who will use this training modality. Let us now
study one of the important aspects of competency based training delivery,
the competency-based training workshop.
In this lesson, the principles behind the arrangement or layout of a
good workshop will be discussed so that it will help you plan for the layout
of your learning resources and areas.
Workshop Layout
In CBT, this is a well organized physical learning environment. A well

organized and managed workshop is critical to the acquisition of skills.
When planning to layout your shop, consider the following principles

of CBT:
1. Training materials are directly related to the competency

standards and the curriculum.
Your workshop should more or less mimic the equipment that are
in the industry. It should be able to provide for the practice of the
trainees on competencies of the job.
Selection of learning resources in CBT is based solely on the

competencies of the qualification. Competencies should dictate the
learning resources to be laid out, not the other way around.
Availability of learning resources should not dictate the
competencies to be achieved.
There is no need to provide one piece of equipment, tool, instrument,

or other resource per trainee.

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2. Training delivery is individualized and self-paced.
In CBT, the trainees learn at their own pace. Your workshop

layout must provide for this principle. In conventional training
programs it is the trainer who is using the materials as he lectures
and demonstrates skills as trainees sit or stand, watch or listen
passively. The focus of the layout is providing individuals or small
groups with high-quality learning materials that provide for
individualized training. The components of the workshops should,
therefore, be layed out in such a way that trainees will be able to
use the learning resources individually. A lecture room is not
necessary.
Trainee may not have same training needs even within the same
qualification, trainees would be not be working on the same
competency.
Trainees should be given sufficient learning time to perform the

competency successfully. The workshop should provide for trainees
working on the different competencies in one given time.
3. The system allows for learners to enter and exit programs at

different times and levels and to receive an award for
competencies attained at any point.
Multiple starting points is allowed in CBT. Depending on the prior

learning of the trainee, he may start learning any competency of
the qualification. Your workshop layout must allow any trainee to
transfer from one competency to another after passing the
institutional competency evaluation.
A trainer would tend to go back to his conventional shop arrangement.

To avoid this, you may consider the following differences between
conventional workshop arrangements and that of a CBT workshop layout.

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Differences between Conventional and CBT layout
Conventional CBT
Many students are working on the On a typical day, trainees may be

same task at the same time working on several different tasks
requiring different materials,
resources, and spaces.
The entire class usually takes written An individual trainee or small group
tests as group. takes self-checks when ready,
requiring a separate, quiet, secure
area.
Theory is usually covered in a Theory is usually integrated directly

classroom with the total group. into the individualized learning
materials for learning tasks,
requiring individual study pace.
The instructor has to prepare the The trainer must make available to
teaching aids, consumable supplies, trainees the learning resources
learning materials, and other needed to receive instruction in and
resources for a single lesson on a to practice several tasks on any given
given day. day.
The instructor is the primary user of Individual trainees set up and use
instructional media (e.g. overhead or instructional media(e.g. computer,
projector) DVD player) requiring booths or
tables; and storage areas for
hardware and software.
Most students take performance Each individual trainee can take

tests in pairs or small groups at each performance test when he or
approximately the same time. she is ready.
When testing of a topic or unit is A trainee can work on a task as

complete, the group usually moves necessary to reach competence. He
on to the next topic. may need the resources for more
than or less than the number of time
others may require.
The instructor provides extra Trainees start working on a new

assignments or responsibilities for competency as soon as they have
students who complete the unit successfully achieved the preceding
before the rest of the group. one.

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For competency-based training, your trainees have to master all the
required competencies of their training qualification. For this reason, TESDA
has identified the different components of competency-based training
facilities.
The different components or areas of a competency-based facility are:
1. Practical Work Area - This area is where the learner acquires the
skills and knowledge components of the competencies prescribed by
the standard. This area must be subdivided into work stations, which
are arranged in order according to hierarchy of competencies, such as
work stations for auto electrical, for engine overhauling, etc.
2. Learning resource area - This area is proximate to the heart - the

practical work area. This area provides the learner with the knowledge
requirements in the various modules responding to the competencies.
It is a place where projects can be planned and self-paced learning is
based. This area has an array of learning materials in print or soft-
copies for a multimedia environment.
3. Institutional assessment area - It is located very proximate to the

practical work area. This is where Recognition of Prior Learning is
done by the trainer. This component also provides the mechanism of
assessing the completion of competencies of a learner. Upon
completion of all modules within a competency, the trainee is handed
a Certificate of Achievement by the institution. This facility is provided
with a computer system that houses and manages learners individual
records. The skills assessment is conducted at the practical work
area.
4. Contextual Learning Laboratory - This facility ensures that the

underpinning knowledge, science, mathematics and communication
principles as applied to the technology are provided to the learner.
5. Quality Control Area - Various tests aside from metrology and

calibration are conducted in this area including in-process quality
control.
6. Trainers Resource Center - This area houses the learning materials,

the training regulations and curriculum exemplars. This is, also, the
place where instructors produce courseware or training materials.
7. Distance Learning - One major issue of TVET is accessibility. This is

the major objective of this component enhance accessibility of TVET.
This is to enable the learning provision outside and away from the
training institution in terms of print and non-print media.

Date Revised:
Revision # 01
8. Computer Laboratory - This area depicts the major physical change
in the delivery the use of Information Technology. This laboratory
has an array of computer units of which learners are provided for
them to learn and gain appropriate IT competencies that may include
Word, Excel even Desktop Publishing as may be prescribed in the
competency standard and curriculum.
9. Support Service Area - This area provides value-adding competencies

as such for Automotive Service Technician NC II, welding competency
address underpinning skills in the particular competency.
These different CBT areas are being presented to you, in order for you
to convert and prepare your traditional workshops into CBT workshops.
This is one of the requirements before introducing CBT in your institution.
On the other hand, you must have a good grasp of the different
activities to be undertaken in each area, for you must orient your learners
on these different areas before their formal training starts or they will be at a
loss.
Characteristics of a good workshop layout
1. Safe a safe learning environment is one of the most important

considerations a trainer should consider in every layout. Remember
that a CBT layout should allow trainees on their own.
2. Accessible a good layout provides for a circulation area both for the
trainer and trainee. If possible, divisions or partitions are limited to
reduce obstruction to the sight of the trainer as the training is going
on. Layout your work stations to allow easy monitoring.
3. Complete components layout the nine components of CBT

prescribed by TESDA. Depending on the functionality of the
components in your qualification, layout related components next to
each other (e.g. learning resource area, contextual area and distance
learning area).
4. Aligned with the competencies of the qualification workstations such

as mock-ups should mimic those of the industry where your
competencies are directly related. Each competency should have at
least one workstation for you to be able do CBT.
5. Well-sequenced workstations that are sequenced from simple to

complex tasks is recommended. Within a competencys workstation,
activities that will practice small tasks to achieve the main skill to be
mastered should be provided for.

Date Revised:
Revision # 01
Depending on what is being delivered, the training environment may
vary quite a lot, from a workstation to an onsite location, outdoors, indoors
or in several locations. You should, always, ensure that all learners have
access to a safe environment and are trained appropriately.
Some qualifications may have workstations that are impossible to set-
up inside a building such as in the case of agriculture related qualifications
and those of the construction sector. In these cases, however, some skills or
tasks maybe practiced inside a workstation. A corresponding work area
should therefore be set-up so that these tasks will be practiced by trainees
before going to the worksite outside the workstation/laboratory.
The Training Regulations
To ensure a quality CBT, the Training Regulations promulgated by

TESDA for every qualification provides a list of Tools, Equipment and
Materials and Training Facilities based on 25 trainees. Space requirement
is, also suggested for the different areas or components of CBT. This is a
good benchmark when laying out your workshop.

Date Revised:
Revision # 01
SELF-CHECK 1.5-1
Directions: Select the correct answer from the choices listed below
each item. Write your answer on your answer sheet.
1. A competency-based workshop component that enables learning provision

outside the training institution is ___.
A. Computer laboratory
B. Distance Learning Area
C. Learning Resource Area
D. Support Service Area
2. This area provides the learner with the knowledge requirements in the
various modules responding to the competencies.
A. Computer Laboratory
B. Contextual Learning Area
C. Learning Resource Area
D. Trainers Resource Area
3. The area where in the learners acquires the skills and knowledge
components of the competencies prescribed by the standard is ___.
A. Contextual Learning Area
B. Learning Resource Area
C. Trainers Resource Area
D. Practical Work Area
4. This area provides the mechanism for assessing the completion of

competencies of a learner.
A. Computer Laboratory Area
B. Institutional Assessment Area
C. Quality Control Area

Date Revised:
Revision # 01
5. This area ensures that the underpinning knowledge, the science,
mathematics and communication principles as applied to the technology
are provided to the learner.
A. Contextual Learning Area
B. Learning Resource Area
C. Trainers Resource Area

Date Revised:
Revision # 01
SELF-CHECK 1.5-1
1. B
2. C
3. D
4. B
5. A

Date Revised:
Revision # 01
JOB SHEET 1.5-1
Title: Plan a Workshop Shop Layout
Performance Objective: Given the qualification assigned to you, you

should be able to make a workshop layout that
conforms to the principles of CBT.
Supplies/Materials : Drawing materials, computer,

Steps/Procedure:
1. Review the Training Regulations.
2. Identify the work stations of your competencies.
3. Layout the workstations for the competencies.
4. Plan the arrangement of the 9 components of CBT.
5. Layout the 9 components of the CBT workshop.
Assessment Method:

Date Revised:
Revision # 01
Criteria YES NO
1. All components of a CBT workshop are laid out.
2. Components are labeled.
3. Related components are proximate to each

other.
4. Each competency of the qualification has at

least one workstation.
5. Workstations are accessible to trainees and

trainers.
6. Workstations/ mock-ups are sequenced to

learn from simple to complex skills.
5. Work flow in the shop layout is considered.
6. Workstations are labeled.
7. Workstations mimic that of the industry set-up

for the competency.
Trainer: ___________________________ Date: ________________

Date Revised:
Revision # 01
Sample Workshop Layout
Contributed by:
Michael Angelo Neo

Date Revised:
Revision # 01
Bibliography
DeVellis, R. F. (1991). Scale development: Theory and applications. Newbury

Park: Sage Publications.
Mendenilla, Amores, Paulino, etc. (2008) Assessor Methodology 1 version 5
Santos, Z.C. and Pastor, G.N. (2009). Psychological Measurement and

Evaluation. Rex Bookstore.
Skills Standards and Certification Office (1999). Competency Assessment

Instrument Development Course
Sullivan, Rick, PhD. (September 1995), The Competency-Based Approach to

Training,
TESDA Planning Office. (2010) The TVET Glossary of Terms Fourth Edition
Websites
Dobson, Graeme. (Otober 2003). A Guide to Writing Competency Based
Training Materials, National Volunter Skills Centre, Retrieved
(February 2012 ) from http://www.reproline.jhu.edu/english/6read/
6training/ cbt/cbt.htm
Instructional Development Timeline(n.d), , Retrieved (February 2012) from
http://my-ecoach.com/project.php?id=12152&project_step=28465
Robert Gagne(n.d). Retieved (February 2012) from
http://mennta.hi.is/starfsfolk/solrunb/gagne.htm
Other Materials
National TVET Trainers Academy (2007), Presentation Materials of AM/TM 1
Aguilar, Katherine Amore, (2012). Developing Competency Assessment Tools

Date Revised:
Revision # 01
January 2010
The Philippine TVET Trainers -Assessors Qualification
Framework
INTRODUCTION
Rationale
1. Technical Education and Skills Development Authoritys (TESDAs)

mandate is to manage and supervise technical education and skills
development in the Philippines. As part of this mandate, TESDA
uses competency assessment and certification as both the means
and the end of competency and skills development.
2. TESDAs vision is being the leading partner in the development of

the Filipino workforce with world-class competence and positive
work values.
3. In the performance of its mandate and the pursuit of its vision,

TESDA supervises more than 4,500 Technical Vocational
Institutions consisting of 4,148 private TVET Institutions, 365
Public Schools and Training Centers, 822 enterprises providing
learnership and apprenticeship programs and 126 TESDA
Technology Institutions.
4. The Technical Vocational Institutions employ more than 23,000

Technical Vocational Education and Training (TVET) Trainers
covering 215 qualifications.
5. Given the enormous number of Technical Training Institutions,

TVET Trainers and the diversity of their coverage, TESDA
endeavored to ensure consistent delivery of quality training
services across the country through the implementation of the
National TVET Trainers-Assessors Qualification Program (NTTAQP)
in 2006. This Program aims to qualify and certify the current pool
of technical trainers-assessors to ensure their competence in trade
qualifications, and training and assessment methodologies.
Objectives:
Over-all Objectives:
To ensure consistent delivery of quality technical-vocational
education and training services through the training, assessment,
qualification and creation of a pool of technical trainers-assessors
competent in trade qualifications and training and assessment
methodologies.
Objectives for TESDA:
1. Specify the competency standards of TVET Trainers given
different roles and qualification levels.
2. Establish a structure that will ensure the systematic and
purposive development of TVET Trainers.
3. Certify the competence of TVET Trainers at different roles and

levels of technical training.
Objectives for TVET Trainers:

1. Enumerate the competency requirements at different
qualification levels of TVET Trainers.
2. Be motivated to pursue continuous self-development in

competencies related to the competency requirements at various
qualification levels of the technical-vocational education and
training.
3. Demonstrate and be certified on the required competencies of a

given qualification level prior to performing role specific to that
level.
TVET Trainer
A TVET Trainer is a professional who enables a learner or a group
of learners to develop competencies to performing a particular
trade or technical work. Towards this end, a TVET Trainer may
assume various roles such as training facilitator, competency
assessor, training designer and developer and training supervisor.
Coverage:
1. Targets all TVET Trainers of With Training Regulation (WTR)
registered programs such as those in the private TVET Institutions,
Public Schools and Training Centers, enterprises providing
learnership and apprenticeship programs and TESDA Technology
Institutions
2. Includes definition of qualification, competency standards,

curriculum, training standards, and assessment and certification
procedures
3. Competency standards based on the functions of training delivery,
competency assessment, training design/development and training
supervision.
GUIDING PRINCIPLES:
1. Learning is defined as a change in the individual that is not
attributable to biological changes. Such change is manifest in
terms of behaviors that is observable and measurable. Learning
outcomes are therefore measurable and can be assessed against
established standards. The ability to achieve consistent learning
outcomes is indicative of training effectiveness.
2. For learning to be effective in the workplace, there must be an

alignment of the organizations business/institutional needs,
performance needs, capability needs and environmental needs
(Blanchard, Robinson and Robinson). This implies that addressing
the capability needs through workplace learning must be anchored
on the performance that will enable achievement of the
organizations over-all needs and objectives. Likewise, learning
interventions must be based on environmental infrastructures and
support systems to enable application of learning in the workplace.
3. There are several concepts and principles that enable effective

learning such as the adult learning principle (Knowles),
constructivism, information theory, multiple intelligences, whole
brain approach, etc. Facilitators of adult learners must be well-
versed in the appropriate learning concepts, principles and theories
to be able to apply the appropriate methodologies that will be
effective in various learning situations and learner profile and to
ensure consistent delivery of learning outcomes that enable
performance improvements.
4. The training cycle consists of: training needs analysis; training

design and development; training delivery (training administration
and facilitation); and, training evaluation. All these training
functions, including the management of these functions, contribute
to training effectiveness. Trainers need to perform various roles and
be competent in the function of such roles.
5. There are three domains of learning outcomes: cognitive, affective

and psychomotor skills (Bloom). To be effective, the learning
interventions must consider these three domains as the goals of
the training process and as the basis for assessing learning
outcomes.
6. There is a zone of proximal development which implies that

learning occurs just above the learners current competency
(Vygotsky). Scaffolding, or step-by-step approach, facilitates
learning and development. Knowledge, skills and prior experience
provide the foundation for the scaffolding. The zone of proximal
development also implies that the learner must work with a more
capable person or the more knowledgeable other to learn
effectively.
7. To facilitate the acquisition of competencies effectively, trainers

must be a specialist in the area of competency being facilitated.
However, as the trainer assumes broader responsibilities,
particularly through the exercise of management responsibilities,
there is a need for said trainer to be a specialist and a generalist at
the same time.
8. Learning is not always facilitated by an individual. Team teaching

enables holistic development through the pooled expertise of two or
more facilitators. Team teaching likewise enables trainer
development as the junior trainers learn from the more senior
trainers.
9. Learning is a lifelong process that is acquired through formal and

non-formal education as well as from personal experiences and
exposure. Formal education has its equivalence in terms of both
non-formal education and personal experiences, which can be
measured and validated in terms of acquired competencies.
10. The delivery of training should adhere to the design of the

curriculum. Delivery shall be guided by the 10 basic principles of
competency-based TVET:
a. The training shall be based on curriculum developed from the

competency standards;
b. Learning is modular in its structure;
c. Training delivery is learner-centered and should accommodate
individualized and self-paced learning strategies;
d. Training is based on work that must be performed;
e. Training materials are directly related to the competency
standards and the curriculum modules;
f. Assessment is based on the collection of evidence of the
performance of the work to the industry standard;
g. Training is based both on and off-the-job components;
h. Training program allows for recognition of prior learning (RPL)
or current competencies;
i. Training allows for multiple entry and exit; and,
j. Training programs are nationally accredited.
QUALIFICATION FRAMEWORK:
General Guidelines
1. The Framework shall consist of four (4) levels corresponding to the
different roles assumed by trainers. These are: Trainer
Qualification Level I for Trainer/Assessors; Trainer Qualification
Level II for Training Designers/Developers; Trainer Qualification
Level III for Training Supervisors and Mentors; and, Training Level
IV for Master Trainer.
2. Those being certified in Levels I and II must be specialists in the

areas of competencies they will facilitate while those being certified
in Levels III and IV must be both specialists and generalists.
3. The trainer curriculum specified in this program is an enabler and
is intended to facilitate trainer development through the various
qualification levels. Taking the various courses under the
curriculum is not a strict requirement as the trainer may acquire
the required competencies through other means.
4. While there is an implied progression in the qualification levels,

any trainer who feels competent and qualified for a particular level
may, without necessarily being certified in the previous levels,
apply for assessment and certification for that level, provided that
the levels entry requirements for certification has been satisfied.
5. The educational requirement as entry requirement for certification

may be waived through demonstration of the following equivalent
competencies:
a. Bachelors Degree
i. Oral and written English communication

ii. Quantitative and Qualitative Analysis
iii. Verbal Reasoning
b. Masteral Degree
i. Leadership
ii. Research Project
Qualification Levels:
Qualification Trainer Trainer Trainer Trainer
Levels Qualification Qualification Qualification Qualification
I: II: III: IV:
Trainer/Asses Training Training Master Trainer
sor Designer/ Mentor
Developer
Definition Conducts Designs and Supervises, Extends the
technical develops develops and body of
training and curriculum, mentors knowledge in
competency courses and technical the field of
assessments instructional trainers technical
materials vocational
education and
training.
Entry BS Graduate BS Graduate BS Graduate MS Graduate
Requirements or Equivalent or Equivalent or or
Certified in Certified in Equivalent Equivalent
NC Level that the Certified in Certified
will be NC Level that the highest highest
handled will be available NC available NC
handled Level in the Level in the
With portfolio Training Training
of relevant Regulation Regulation
actual work With With
outputs portfolio of portfolio of
relevant relevant
actual work actual work
outputs outputs
Basic 1. Communication
Competency 2. Apply math and science principles in technical training
Requirements 3. Apply environmental principles and advocate conservation
4. Utilize IT Applications in technical training
5. Work in teams
6. Apply work ethics, values and quality principles
7. Work effectively in vocational education and training
8. Foster and promote a learning culture
9. Ensure a healthy and safe learning environment
10.Maintain and enhance professional practice
11.Appreciate cost-benefits of technical training
12.Understand and analyze global labor markets
I: II: III: IV:
Developer
Core 1. Plan Training 1. Facilitate 1. Facilitate 1. Institutional
Competency Sessions Developmen development ize TVET
Requirements 2. Facilitate t of and review systems
learning competency of training and
Sessions standards policies and processes
3. Supervise 2. Conduct procedures institutions
Work-Based Training 2. Develop and /enterprises
Learning Needs execute 2. Conduct
4. Conduct Analysis training research on
Competency 3. Develop plans TVET
Assessment training 3. Prepare and 3. Promote,
5. Maintain curriculum manage advocate
Training 4. Develop training and
Facilities learning budgets strengthen
6. Utilize materials 4. Nurture and industry
electronic 5. Develop capacitate and TVET
media in assessment trainers/ linkages
facilitating tools assessors 4. Provide
training 6. Design and 5. Evaluate professional
Develop trainers/ass developmen
maintenanc essors t to TVET
e system of performance experts
training 6. Lead and
facilities Coordinate
7. Develop training/
Learning assessment
Materials for evaluation
e-learning 7. Facilitate
assessment
moderation
8. Lead and
coordinate
training/ass
essment

I: II: III: IV:
Developer
Trainers Course on Course on Course on Continuing
Curriculum Training Training Supervision Professional
Methodologies Design and and Education
and Development Development of
Assessment Trainers
QUESTIONNAIRE
Introduction:
Instruction:
on the CBLMs.
Module Title :_______________________________________________________

Name:______________________________________________________________
Last First M.I.
Educational
Attainment:_______________________________________________________
Address: __________________________________________________________
Signature:______________________________Date:________________________
PART I
1) COVER PAGE:
material is a CBLM?
YES NO
COVER
PAGE:______________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
down in correct sequential order ?
YES NO
_______________________________________________________
_______________________________________________________
direction on how to use the CBLM?
YES NO
_______________________________________________________
_______________________________________________________

the scope of the material and give you a comprehensive top down
YES NO
_______________________________________________________
_______________________________________________________
based curriculum?
YES
__________________________________________________________________________
__________________________________________________________________________
__________________________________________________________________________
YES
If NO, please specify which part of the Competency Summary not
NO clear to you and give us your suggestion.
__________________________________________________________________________
__________________________________________________________________________
__________________________________________________________________________
YES
__________________________________________________________________________
__________________________________________________________________________
__________________________________________________________________________
YES
If NO, please specify which part of the Learning Experience is not
NO clear and in order.
__________________________________________________________________________
__________________________________________________________________________
YES
___________________________________________________________________________
___________________________________________________________________________
__________________________________________________________________________
YES NO
If not, please write the missing content on the spaces
provided below.
LO1:_______________________________________________________________________
LO2:_______________________________________________________________________
LO3:_______________________________________________________________________
LO4:_______________________________________________________________________
LO5:_______________________________________________________________________
YES
___________________________________________________________________________
___________________________________________________________________________
______________________________________________________________________
YES
NO
NOT In appropriate
sequence.___________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________

___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
YES
LO1:_______________________________________________________________________
LO2:_______________________________________________________________________
LO3:_______________________________________________________________________
LO4:_______________________________________________________________________
LO5:_______________________________________________________________________
YES
NO Checklist.
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________


YES Bibliography or Acknowledgement page
NO
___________________________________________________________________________
___________________________________________________________________________
PART II

Materials Checklist
Title of Module:
each of the following criteria. Place a
Title of LO:
materials meet the criterion.
Yes No Comments
format
being covered.
outcomes
of the competency
d. Self-checks
abilities and style
of the trainees.
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
_______________________________

Director
Dir. F. B. Zurbano
Developers:
support the development of the competency Plan Training Sessions,
which is one of the competencies of a Technical Education and Skills
Development trainer under the Deliver Training Session competency of
the Trainers Methodology Level I Qualification, in reference to the
following:


The Director, NTTA
Telefax No. (02)655-6577/Tel. No. (02) 655-7065
nttatesda@yahoo.com
Supervising
Work-Based Learning
Printed by:
ISBN 978-971-95388-2-0 00-0000-00-0
April 2012
All rights reserved

approval from NTTA.

contact
The Director
Marikina City
Telefax No.: (02)655-6577
Tel. No. : (02)655-7065
HOW TO USE THIS COMPETENCY BASED LEARNING MATERIAL
Welcome to the module in Supervising Work-Based Learning. This

module contains training materials and activities for you to complete.
The unit of competency "Supervising Work-Based Learning"
contains knowledge, skills and attitudes required for TRAINERS
METHODOLOGY (TM) 1.
You are required to go through a series of learning activities in order
to complete each learning outcome of the module. In each learning outcome
are Information Sheets, Self-Checks, Task Sheets and Job Sheets.
Follow these activities on your own. If you have questions, dont hesitate to
ask your facilitator for assistance.
The goal of this course is the development of practical skills in
supervising work-based training. Tools in planning, monitoring and
evaluation of work-based training shall be prepared during the workshop to
support in the implementation of the training program.
This module is prepared to help you achieve the required competency,
in "Supervising Work-Based Learning".
This will be the source of information for you to acquire knowledge
and skills in this particular competency independently and at your own
pace, with minimum supervision or help from your facilitator.
Remember to:
Work through all the information and complete the activities in each
section.
Read Information Sheets and complete the self-check. Answers Keys are
included in this package to allow immediate feedback. Answering the
self-checks will help you acquire the knowledge content of this
competency.
your output conforms with the Performance Criteria Checklist that
follows the sheets.
Submit outputs of the Task Sheets and Job Sheets to your facilitator for
evaluation and recording in the Accomplishment Chart. Outputs shall
serve as your portfolio during the Institutional Competency Evaluation.
A Certificate of Achievement will be awarded to you after passing the

evaluation. You must pass the Institutional Competency Evaluation for this
competency before moving to another competency.
Date Developed:
Document No.
July 2010
CBLMs on Trainers Date Revised: Issued by:
Methodology Level I March 2012
Revised by: NTTA
Supervise Work-Based Page i of vi
Learning Nomer Pascual
Redilyn C. Agub Revision # 01
Table of Contents
HOW TO USE THIS COMPETENCY BASED LEARNING MATERIAL ........................................................................i
Table of Contents.............................................................................................................................................ii
List of Competencies.......................................................................................................................................iv
MODULE CONTENT ..........................................................................................................................................v
LEARNING OUTCOME NO. 1 ESTABLISH TRAINING REQUIREMENT ..................................................................1
LEARNING EXPERIENCES ..................................................................................................................................3
INFORMATION SHEET 4.1-1 Work-Based Training............................................................................................5

SELF CHECK 4.1-1 ............................................................................................................................................... 8
ANSWER KEY 4.1-1 ............................................................................................................................................. 9
INFORMATION SHEET 4.1-2 Dual Training System .........................................................................................10

Self-Check 4.1-2 ............................................................................................................................................... 19
Answer Key 4.1-2 ............................................................................................................................................. 20
INFORMATION SHEET 4.1-3 Industry Linkage.................................................................................................21

Self-Check 4.1-3 ............................................................................................................................................... 30
Answer Key 4.1-3 ............................................................................................................................................. 31
INFORMATION SHEET 4.1-4 Trainees Training Requirement ........................................................................32
JOB SHEET 4.1-4 DETERMINE TRAINEE'S TRAINING REQUIREMENT ...............................................................43

PERFORMANCE CRITERIA CHECKLIST 4.1-4 ..................................................................................................... 44
INFORMATION SHEET 4.1-5 Training Plan ......................................................................................................45
JOB SHEET 4.1-5 TRAINING PLAN ...................................................................................................................49

PERFORMANCE CRITERIA CHECKLIST 4.1-5 ..................................................................................................... 50
LEARNING OUTCOME NO. 2 MONITOR WORK-BASED TRAINING...................................................................51
LEARNING EXPERIENCES ................................................................................................................................53
INFORMATION SHEET 4.2-1 Training Facilities for Work-Based Learning .......................................................54
INFORMATION SHEET 4.2-2 Monitoring Tools for Work-based Training ........................................................58
TRAINEES RECORD BOOK ..............................................................................................................................60
TRAINEES PROGRESS SHEET ..........................................................................................................................67
JOB SHEET 4.2-2a Prepare Trainees Record Book .........................................................................................68

PERFORMANCE CRITERIA CHECKLIST 4.2-2a.................................................................................................... 69
JOB SHEET 4.2-2b Prepare Trainee's Progress Sheet ......................................................................................70

PERFORMANCE CRITERIA CHECKLIST 4.2-2b ................................................................................................... 71
Date Developed:
Document No.
July 2010
Revised by: NTTA
Supervise Work-Based Page ii of vi
INFORMATION SHEET 4.2-3 Feedback............................................................................................................72
SELF CHECK 4.2-3 ............................................................................................................................................. 75
MODEL ANSWER 4.2-3..................................................................................................................................... 76
LEARNING OUTCOME NO. 3 REVIEW AND EVALUATE WORK-BASED LEARNING EFFECTIVENESS ...................77
LEARNING EXPERIENCES ................................................................................................................................78
INFORMATION SHEET 4.3-1 Work-Based Training Evaluation Tools ...............................................................79

SELF-CHECK 4.3-2............................................................................................................................................. 86
MODEL ANSWER 4.3-2..................................................................................................................................... 87
INFORMATION SHEET 4.3-2 Program Evaluation Interpretation and Analysis................................................92
TASK SHEET 4.3-2 Interpret and Analyze Program Evaluation ........................................................................96
BIBLIOGRAPHY.............................................................................................................................................100
Date Developed:
Document No.
July 2010
Revised by: NTTA
Supervise Work-Based Page iii of vi
TRAINING METHODOLOGY 1

TVT232301
2. Facilitate Learning Facilitating Learning Session TVT232302

Session
3. Supervise Work- Supervising Work-Based
TVT232303
Based Learning Learning
4. Conduct Institutional Conducting Institutional TVT232304
5. Maintain Training Maintain Training Facilities
TVT232305
Facilities
6. Utilize Electronic Utilizing Electronic Media in TVT232306
Media in Facilitating Facilitating Training
Training
Date Developed:
Document No.
July 2010
Revised by: NTTA
Supervise Work-Based Page iv of vi
MODULE CONTENT
Qualification Title : Trainers Methodology I

Unit of Competency : Supervise Work-Based Learning
Module Title : Supervising Work-Based Learning
MODULE DESCRIPTOR:
This module covers the knowledge, skills and attitudes required in
order to supervise work-based learning process. This approach ensures
learning through work activities, strategies and to support workplace
learning and work-based monitoring.
Learning Outcomes:
Upon completion of this module , you must be able to:
1. Establish training requirements for trainees
2. Monitor work-based training
3. Review and evaluate work-based training effectiveness
1. Relevant policies and guidelines are accessed and interpreted to guide

the development of work-based arrangements;
2. Goals for learning of trainees are identified and discussed with
relevant personnel;
3. Training plan is prepared in accordance with agreed outcomes;
4. Training schedule is developed , discussed and agreed with relevant
personnel;
5. Orientation and Support Mechanism are identified and arranged
according to the needs of the trainees;
6. Availability of materials is confirmed with relevant personnel within
the budget requirement;
7. The objectives for undertaking work-based training and the processes
involved are explained to the trainees.
8. Visits to work-based training venue are conducted in accordance with
trainers qualification requirements and to ensure that training
arrangement are met;
Date Developed:
Document No.
July 2010
Revised by: NTTA
Supervise Work-Based Page v of vi
9. Trainees progress is monitored and recorded against training plan and
contingencies are address;
10. Work performance are observed and alternative approaches are
suggested;
11. OHS requirements are monitored to ensure health, safety and
welfare of trainees;
12. Feedback is provided to trainees concerning their work-based
learning performance.
13. Work performance and learning achievement are analyzed in
accordance with work-based learning requirements;
14. Trainees are encouraged to provide feedback on their learning
experience for documentation purposes
15. The effectiveness of work-based learning is evaluated against the
objectives;
16. Improvements and changes to work based learning are
recommended based on review process.
Date Developed:
Document No.
July 2010
Revised by: NTTA
Supervise Work-Based Page vi of vi
LEARNING OUTCOME NO. 1:
ESTABLISH TRAINING REQUIREMENT
Contents:
1. Work-based Training
2. Dual Training System
3. Industry Linkage
4. Trainees Training Requirement
5. Training Plan
1. Relevant policies and guidelines are accessed and interpreted to
guide the development of work-based arrangements
2. Goals for learning for the trainees are identified and discussed with
relevant personnel
3. Training plan is prepared in accordance with agreed outcomes
4. Training schedule is developed, discussed and agreed with relevant
personnel
5. Support mechanisms are identified and arranged according to the
needs of the trainees
6. Availability of materials is confirmed with relevant personnel within
the budget requirements
7. The objectives for undertaking work-based training and the
processes involved are explained to the trainees.
Conditions:
1. Workplace location
2. Equipment
Computer
3. Training Materials
1. Learning Packages
2. Bond Papers
3. Ball Pens
4. Whiteboard Marker
5. Manuals
6. Competency Standard
7. Training Regulations
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Supervise Work-Based Page 1 of 100
Assessment Method:
1. Written examination
2. Demonstration with oral questioning
3. Portfolio
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LEARNING OUTCOME (LO) 1

ESTABLISH LEARNING REQUIREMENTS FOR TRAINEES
Read Information Sheet 4.1-1 on Work-

based Training
Answer Self-Check 4.1-1 This Learning Outcome discusses

how to establish learning
requirements which are bases in
Read Information Sheet 4.1-2 on Dual planning work-based training.
Training System You will be required to produce
the following outputs:
1. TNA forms
Compare answers to Answer Key 4.1-2 2. Training Plan
Read Information Sheet on Performance Criteria Checklists
4.1-3
Industry Linkage are self evaluation tools. Use
these tools to evaluate your own
Answer Self-Check 4.1-3 output before showing them to
your facilitator.
Submit your outputs to your
Read Information Sheet 4.1-4 on facilitator for evaluation and
Industry Linkage recording.
Your outputs in this LO shall be a
part of your portfolio for the
Compare answers to Answer Key 4.1-4 Institutional Competency
Evaluation.
Perform Job Sheet 4.1-4 how to
determine trainees training
requirements
Evaluate output using Performance

Read Information Sheet 4.1-5 on

Training Plan
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Perform Job Sheet 4.1-5 how to prepare

training plan
Evaluate output using Performance

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Work-Based Training
Learning Objective:

1. define and explain Work-Based Training; and
2. enumerate the objectives of work-based training.
Work-based training is one of the best components of Competency-

based training. It is a training approach that aims towards the acquisition
of competencies that directly related to the actual industry practices. Using
this mode of training would enhance and concretize skills that are learned in
an in-house training.
Every trainer should be responsible for the on and off the job training
of his trainees. Discussions in this module will develop your skills and
competency in planning, implementing, monitoring and evaluating the work-
based learning of your trainees.
This learning outcome requires you to learn how to establish trainees
training needs and develop a training plan for work-based training. To be
able make a training plan, you must learn how to establish training needs
and consider guidelines of work-based training.
In this lesson, you will learn the objectives of work-based training and
the different types of work-based training.
Work Based Training

Work-Based Training is a training delivery
mode by which trainees are exposed in the workplace. Training shall be
done in coordination with Industry/Training Provider thru a Memorandum
of Agreement / Training Agreement by ILDO. It involves a Training Plan
agreed and approved by both parties. A Training Plan shall be provided as a
guide in the conduct of training in the workplace. The paid or unpaid work
experience must be monitored by a qualified trainer/training coordinator.
Workplace refers to industry and school-based activities e.g. IGP,
Training cum Production, Entrepreneurial Actvities like production of
pastries.
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Types of Work-Based Training Job Shadowing
It is a school-supervised career exploration activity wherein trainees

visit worksites and shadow employees as they perform their jobs. Job
shadows emphasize observing the workplace, not participating as a
productive worker. The job shadow provides the trainees a meaningful
introduction to the world of work and provides a context for understanding
the relationship and interaction between the competencies taught in the
training institution and the workplace.
Internship
Internships help trainees move from school to the workplace by
offering hands-on learning, in real work settings, over a relatively long
period of time. They are school-supervised and may be paid or unpaid. The
internship is designed to give trainees a better sense of the jobs within a
particular business or industry; to provide trainees with information about
all aspects of the business; and to aid them in understanding, through
experience, how each part of a company aids another in meeting the goals
and objectives of a business or industry.
Apprenticeship Program
It is a training and employment program involving a contract between
an apprentice and an employer on an approved apprenticeable occupation.
Generally, it aims to provide a mechanism that will ensure availability of
qualified skilled workers based on industry requirements. The period of
apprenticeship covers a minimum of four months and a maximum of six
months. Only companies with approved and registered apprenticeship
programs under TESDA can be hire apprentices.
Learnership Program
It is a practical training on-the-job for approved learnable
occupations, for a period not exceeding three months. Only companies with
TESDA approved and registered learnership programs can hire learners.
Dual Training System
It is an instructional mode of delivery for technology-based education
and training in which learning takes place alternately in two venues: the
school or training center and the company.
School-Based Enterprise
School-based enterprises (SBEs) typically involve trainees in the
management of a business that produces or sells goods and services as part
of a school program. SBE activities help trainees increase their skills in
problem solving, business operations, time management, and working in
teams. The SBE is typically located at a school and is a popular work-based
strategy for school districts without access to many local employers.
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Objectives of Work-Based Training
The objectives of the Work-Based Training are as follows:

To expand and enhance the trainees learning through planned
career experiences in an actual work setting.
To help the trainees make the transition from school to work
and career.
To teach the environment of work.
To increase the trainees awareness and appreciation of the
relevance of basic, common and core competencies as they
apply to their qualification/ occupational choice.
To provide the trainees with opportunities for potential career
placement in their occupational choice.
To project a positive image for trainees through involvement in
business and industry
Definition of Terms:
Career Experience is a planned and progressive educational program

by combining academic studies with on-the-job
experience. It helps the trainees gain the experience
needed to obtain the job of their choice.
(http://www.fms.treas.gov/hrd/students/scep.html)
Career - The general course or progression of one's working life or one's
professional achievements.
Placement - The finding of suitable accommodation or employment for
applicants.
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SELF CHECK 4.1-1
IDENTIFICATION
Instruction: Identify the words or group of words described by the

following statements..
1. A practical training on-the-job for an approved occupation, for a
period not exceeding three months.
2. A training delivery mode for technology-based education and
training, in which learning takes place alternately in two venues:
the school or the training center and the company.
3. A training and placement programs involving a contract between a
trainee and an employer on the approved occupation. It covers a
period of not less than four months and not more than six months
within the company.
4. The general term for a type training delivery mode by which
trainees are exposed in a work-place.
5. A school supervised career exploration activity wherein trainees
visit worksites and imitate employees as they perform their jobs. It
emphasizes on observing the workplace, not participating as a
productive worker.
I. Enumeration
Instruction: Give what is asked for in the following statements.
1. What are the objectives of Work-Based Training?
a. ___________________________________________
b. ___________________________________________
c. ___________________________________________
d. ___________________________________________
e. ___________________________________________
f. ___________________________________________
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ANSWER KEY 4.1-1
I. Fill in the Blanks

1. Learnership Program
2. Dual Training System
3. Apprenticeship Program
4. Work-Based Training
5. Job shadowing
II. Enumeration
The objectives of the Work-Based Training are the following:
To expand and enhance the trainees learning through planned
career experiences in an actual work setting.
To help the trainees make the transition from school to work
and career.
To teach the environment of work.
To increase the trainees awareness and appreciation of the
relevance of basic and common competencies as they apply to
their qualification/occupational choice.
To provide the trainees with opportunities for potential career
placement in their occupational choice.
To project a positive image for trainees through involvement in
business and industry.
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Dual Training System
1. define dual training system;
2. enumerate the objectives of the dual training system Act of 1994;
The Dual Training system in the Philippines is a training modality that

is guided by Republic Act No. 7686. This Act provides legal guidelines in its
implementation.
In this lesson, you will be provided by the relevant policies and
guidelines of Work-based Learning using the dual training system modality.
The dual training system in the Philippines

Exerpts from Tek-Bok BUZZ/Manila Bulletin/ May 7, 2010 as published
in the TESDA website
Adaptation from the German model
One of the more preferred training modality for enterprise-based
training in the Philippines today is the dual training system (DTS) being
implemented by TESDA.
The DTS, as its name suggests, is a training modality that combines
theoretical and practical training. It is called dual training because learning
takes place alternately in two venues: the school or training center and the
company or workshop.
In DTS, the school and workplace share the responsibility of providing
trainees with well-coordinated learning experiences and opportunities.
This close cooperation between the school and the company ensures
that the trainees are fully equipped with employable skills, work knowledge,
and attitudes at the end of the training.
The general and occupation-related theoretical instruction provided by
the school is complemented by on-the-job training in the workplace. Trainees
under the DTS spend at least 40 percent of the training/learning time in
school and 60 percent for practical training in the company.
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Dual approach in training
The dual approach in education and training has been put to work in
such country programs as apprenticeship, on-the-job training, supervised
industry training, practicum and internship.
The German model of the DTS was first introduced in the Philippines in
the 1980s through a joint project of the Southeast Asian Science Foundation
and the Hanns Seidel Foundation in the pioneer school- Dualtech Training
Center.
The Dualtech experience was replicated in select public and private
technical schools nationwide by the then Bureau of Technical and Vocational
Education in 1991.
In February 1994, President Fidel V. Ramos signed into law Republic
Act No. 7686 or the Dual Training System Act of 1994 which calls for the
institutionalization of the DTS in accredited public and private educational
institutions, training centers, and agricultural, industrial and business
establishments.
Under the DTS Law, TESDA is mandated to promote, coordinate, and
administer the dual training system. The school-industry partnership
component of the system is a vital determinant of program success and
effectiveness. They start working together in making the training plan and
determining the best way by which the trainee can learn as much knowledge
and skills during the training period.
Two training venues
In school, the trainee learns basic trade theory, work values, good
citizenship, safety and related theory subjects in mathematics, drawing and
social sciences.
At the company or workshop, the trainees learn job skills through
practical exercises using state of the art technology. Aside from technical
skills, the trainees also learn good work habits and how to get along well with
others.
The many benefits for the trainee, school or training institution, and
the company made the DTS click as a training modality.
The trainees access to the expertise and resources available and the
well-coordinated delivery of instructional activities in both learning venues
guarantees quality and relevant training.
DTS graduates are equipped with up-to-date and appropriate work
knowledge, skills and attitudes making them highly competitive and wanted
in the labor market.
The companies participation in drawing up the DTS training plan helps
ensure that the workers being trained are the type and quality that industry
requires. Optimum use of school and company facilities and resources allows
the admission of more trainees- mostly from poor families who have no means
of attending vocational training courses in fee-charging schools and training
centers.
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The provisions of the Republic Act 7686 called the Dual Training
System Act of 1994 will enlighten you with how government and the
industry help in the industry training. Read the provisions carefully so that
you will have a guide in making your training plan required in the
succeeding lessons.
REPUBLIC ACT NO. 7686

February 25, 1994
DUAL TRAINING SYSTEM ACT OF 1994

AN ACT TO STRENGTHEN MANPOWER EDUCATION AND TRAINING IN
THE PHILIPPINES BY INSTITUTIONALIZING THE DUAL TRAINING
SYSTEM AS AN INSTRUCTIONAL DELIVERY SYSTEM OF TECHNICAL
AND VOCATIONAL EDUCATION AND TRAINING, PROVIDING THE
MECHANISM, APPROPRIATING FUNDS THEREFOR AND FOR OTHER
PURPOSES.
Section 1. Short title. This Act shall be known as the "Dual Training
System Act of 1994".
Section 2. Declaration of policy. It is hereby declared the policy of the
State to strengthen manpower education and training in the country so that
the latter may be assured of an ever-growing supply of an educated and
skilled manpower equipped with appropriate skills and desirable work
habits and attitudes. The dual training system, as successfully tested in
some highly developed countries, shall be adopted in duly accredited
vocational and technical schools, in cooperation with accredited
agricultural, industrial and business establishments, as one of the preferred
means of creating a dependable pool of well-trained operators, craftsmen
and technicians for the economy.
Section 3. Objectives. This Act shall have the following objectives:
(a) encourage increasing utilization of the dual system in technical and
vocational education and training by both public and private schools within
the context of the existing education system;
(b) encourage increasing levels of investment in technical and vocational
education and training by both public and private sectors specially in the
rural areas;
(c) enhance the employability and productivity of graduates by equipping
them with analytical and creative thinking and problem-solving abilities;
manipulative competencies which meet occupational standards and
requirements; values and attitudes with emphasis on work ethics, quality
orientation, discipline, honesty, self-reliance and patriotism; and
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(d) strengthen training cooperation between agricultural, industrial and
business establishments and educational institutions by designing and
implementing relevant training programmes in close coordination with
concerned local government units.
Section 4. Definition of terms. For purposes of this Act, the following
terms shall mean:
(a) "Appropriate authority" refers to the government entity in charge of
formal technical and vocational education training;
(b) "Dual training system" refers to an instructional delivery system of
technical and vocational education and training that combines in-plant
training and in-school training based on a training plan collaboratively
designed and implemented by an accredited dual system educational
institution/training centre and accredited dual system agricultural,
industrial and business establishments with prior notice and advice to the
local government unit concerned. Under this system, said establishments
and the educational institution share the responsibility of providing the
trainee with the best possible job qualifications, the former essentially
through practical training and the latter by securing an adequate level of
specific, general and occupation-related theoretical instruction. The word
"dual" refers to the two parties providing instruction: the concept "system"
means that the two instructing parties do not operate independently of one
another, but rather coordinate their efforts;
(c) "Trainee" refers to a person qualified to undergo the dual training system
for the purpose of acquiring and developing job qualifications;
(d) "Accredited dual training system educational institution/training centre"
refers to a public or private institution duly recognized and authorized by
the appropriate authority, in coordination with business and industry, to
participate in the dual training system;
(e) "Establishments" refer to enterprises and/or services of agricultural,
industrial or business establishments;
(f) "Accredited dual training system agricultural, industrial and business
establishments" hereinafter referred to as agricultural, industrial and
business establishments, refer to a sole proprietorship, partnership,
corporation or cooperative which is duly recognized and authorized by the
appropriate authority to participate in the dual training system educational
institution.
Section 5. Institutionalization of the dual training system. The dual

training system, hereinafter referred to as the system, is hereby
institutionalized in the Philippines in accordance with the provisions of this
Act.
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Section 6. Coverage. This Act shall apply to all public and private
educational institutions/training centres and agricultural, industrial and
business establishments duly accredited to participate in the dual training
system.
Section 7. Planning and coordination. The appropriate authority shall
plan, set standards, coordinate, monitor and allocate resources in support of
the implementation of the system.
Every accredited educational institution/training centre shall establish an
industrial coordinating office which shall supervise the in-plant training:
provided that the industrial establishment shall be required to furnish the
educational institution with the necessary information for the purpose of
supervision.
The industrial coordinating office shall be headed by an industrial
coordinator with at least an officer-level rank. The industrial coordinator
may be assisted by such other personnel as may be necessary for the
effective discharge of the functions of the office.
Section 8. Status of trainee. For the duration of the training under the
system, the trainee is to be considered not an employee of the
business/industrial establishment but rather a trainee of both the
accredited dual training system educational institution and the agricultural,
industrial and business establishments: provided that the union or the
workers of the latter have been duly informed in advance of such an
agreement.
A trainee who has successfully completed a training programme in a
particular agricultural, industrial or business establishment shall be given
priority of employment in that agricultural, industrial or business
establishment. The appropriate authority shall keep a roll of these
successful trainees for purposes of identifying them for employment.
Section 9. Incentives for participating establishments. To encourage
agricultural, industrial and business establishments to participate in the
system, they shall be allowed to deduct from their taxable income the
amount of fifty (50) per cent of the system expenses paid to the accredited
dual training system educational institution for the establishment's trainees:
provided that such expenses shall not exceed five (5) per cent of their total
direct labour expenses but in no case to exceed twenty-five million pesos
(P25,000,000) a year.
Donations for the operation of the system shall be deductible from the
taxable income of the donors.
The Department of Finance shall issue the necessary rules and regulations
for the purpose of tax incentives provided herein.
Section 10. Obligations of accredited agricultural, industrial and
business establishments. The agricultural, industrial and business
establishments shall:
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(a) ensure that the necessary abilities and knowledge for the trainee to
achieve the purpose of his training are imparted to him and shall
provide such training systematically in accordance with an approved
training plan;
(b) appoint the training officer to implement the training plan;
(c) make available, free of charge, the consumable materials and basic
hand tools and equipment necessary for his training;
(d) allow the trainee to attend his in-school training and to sit for his
examinations;
(e) require the trainee to keep his report book up to date and inspect
such books;
(f) ensure that the trainee is encouraged to develop his personality and
that he is protected from physical or moral danger;
(g) entrust to the trainee such jobs as are related to the purpose of his
training and are commensurate with his capabilities;
(h) pay to the accredited educational institution/training centre the daily
allowance of the trainee; and
(i) allow the trainee the necessary time off for his in-school training.
Section 11. Obligations of the trainee. A trainee shall exert every effort
to acquire the abilities and knowledge necessary for him to achieve the
purpose of his training. Towards this end, he shall:
(a) carefully perform the jobs entrusted to him as part of his training;
(b) take part in training programmes for which he has been granted time
off under this Act;
(c) follow the instruction given to him as part of his training by the
training officer or any other person entitled to give him such
instructions;
(d) observe rules of behaviour in the training premises;
(e) use tools, instruments, machines and other equipment with due care;
(f) not reveal any business or trade secrets that have come to his
knowledge in the course of his training; and
(g) keep his record books up to date.
Section 12. Obligations of the accredited educational

institutions/training centres. The educational institutions/training
centres that have entered into a memorandum of agreement with
agricultural, industrial or business establishments to undertake training
shall:
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(a) design, implement and evaluate jointly the training plan with the
accredited establishments;
(b) provide specific, general and occupation-related theoretical instruction;
(c) appoint industrial coordinators to supervise the in-plant training;
(d) pay the trainee his daily allowance; and
(e) perform such other tasks and activities as may be necessary and in
furtherance of the objectives of the training.
Section 13. Non-diminution of incentives. Nothing in this Act shall be
construed to diminish or reduce any privilege already enjoyed by the parties
concerned under existing laws, decrees or executive orders.
Section 14. Signing of memorandum of agreements by the accredited
dual training system agricultural, industrial and business
establishments, the accredited dual training system, educational
institution/training centre and the trainee. Before an individual
establishment begins with an accredited education institution/training
centre and the trainee or his representative, the individual establishment
shall provide the accredited educational institution/training centre and the
trainee with a copy of the signed agreement.
The memorandum of agreement shall set forth, among others, the following:
(a) the training plan;
(b) the nature and objective of the training;
(c) the commencement and duration of the training period, including the
total number of in-school and in-plant training hours;
(d) the normal daily training hours;
(e) the trainee's allowance and the rate to be applied, which in no case
shall start below seventy-five (75) per cent of the applicable minimum
daily wage for days spent in the establishments;
(f) the rights and obligations of the parties concerned in addition to those
provided in Sections 10, 11 and 12;
(g) the definition of the status of the trainee according to Section 8 of this
Act;
(h) the conditions for the termination of the training agreement;
(i) the performance, monitoring and evaluation system; and
(j) such other essential particulars as would mutually benefit all parties
concerned.
Section 15. Insurance coverage of the trainee. Every agricultural,
industrial and business establishment undertaking training, in accordance
with the provisions of this Act, shall sign a life and/or accident insurance
policy on the life of the trainee with the insured and the spouse, children or
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parents of the trainee as the beneficiaries thereof: provided that the
agricultural, industrial and business establishments shall pay for the
premiums of said insurance policy.
Section 16. Revolving fund. Any law, rule or regulation to the contrary
notwithstanding, the accredited dual training system educational
institution/training centre is hereby authorized to retain as a revolving fund
the amount paid to it by the agricultural, industrial and business
establishments representing the actual dual training expenses. The fund
shall be used to improve the operation of the dual training system.
Section 17. Implementing rules. The appropriate authority and the
Department of Finance, upon prior consultation with the business and
industry concerned, shall issue the necessary rules and regulations for the
effective implementation of this Act within a period of ninety (90) days after
its effectivity. Any violation of this section shall render the concerned
officials liable under R.A. No. 6713, otherwise known as the "Code of
Conduct and Ethical Standards for Public Officials and Employees" and
other existing administrative and/or criminal laws.
Section 18. Other exemption from taxes and duties. Any donation,
contribution, bequest, subsidy or financial aid which may be made for the
operation of the system shall constitute an allowable deduction from the
income of the donors for income tax purposes and shall be exempt from
donor's tax, subject to such conditions as provided under the National
Internal Revenue Code, as amended. Essential equipment, apparatus and
materials imported by accredited dual training private educational
institutions shall be exempt from taxes and duties: provided that the
importation of these items shall be subject to the following qualifications:
(a) that the importation shall be certified by the appropriate authority;
(b) that they should be actually, directly and exclusively used in
connection with the dual training system and any unauthorized use
shall subject the accredited dual training private educational
institutions to payment of taxes and duties thereon; and
(c) that they are not available locally in sufficient quantity of comparable
quality, and at reasonable prices:
Provided, however, that taxes and duties pertaining to the importations of
accredited government and dual training educational institutions are
deemed automatically appropriated.
The Department of Finance shall accumulate the necessary rules and
regulations to implement the provisions of this section.
Section 19. Appropriations. For the initial implementation of this Act, an

amount of one million pesos (P1,000,000) shall be charged against the
current year's appropriation of the contingency fund. Thereafter, such sums
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as may be necessary for its continued implementation shall be included in
the annual General Appropriations Act.
Section 20. Separability clause. If for any reason any provision of this Act
is declared invalid or unconstitutional, the rest shall not be affected thereby.
Section 21. Repealing clause. All laws, decrees, orders, rules and
regulations or parts thereof inconsistent with this Act are hereby repealed or
modified accordingly.
Section 22. Effectivity. This Act shall take effect after completion of its
publication in the Official Gazette or in two (2) newspapers of general
circulation.
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Self-Check 4.1-2
Multiple Choice:
Choose the best answer. Write the letter of your choice on your answer
sheet.
1. The Republic Act which aims to strengthen manpower education
and training in the Philippines by institutionalizing the dual
training system as an instructional delivery system of technical
and vocational education and training is the
A. Republic Act No. 7386
B. Republic Act No. 7686
C. Republic Act No. 7796
D. Republic Act No. 8676
2. In the Dual Training System Act, the responsibility of providing

for free training materials during industry training is of the
A. industry
B. trainer
C. Training institution
D. Government
3. In Dual Training System, the trainee is given an allowance of

A. 25% of the applicable daily wage
B. 50% of the daily wage
C. 75% of the daily wage
D. 100% of the daily wage
4. The industry participating in dual training system is allowed to

deduct 50% of their expenses for Dual Training System from
their
A. tax balance
B. tax due
C. tax penalties
D. taxable income
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Answer Key 4.1-2
1. B
2. A
3. C
4. D
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Industry Linkage
After reading this INFORMATION SHEET, you must be able to:
1. describe the activities needed to establish linkage with the industry for
purposes of work-based training;
2. enumerate the responsibilities of trainers in work-based training;
Work-based training is training in an actual work set-up. The training

institution may opt to establish an enterprise such as parlor, automotive
shop or a small restaurant/canteen for purposes of work-based training. In
most cases however, you need to establish linkages with the industry for
purposes of work-based training. The previous information sheet gives you
the legal basis in establishing a working relationship with the industry for
purposes of training.
This lesson will discuss preparations that you need to do to establish
industry linkage.
Establishing Industry Linkage

Industry partnership is a very important aspect of work-based
training. As a trainer you should be aware of the processes involved in
establishing linkage. You should be directly involved in these processes so
that you will be able to plan the training of your trainees.
Systematic Procedures in Establishing Industry Linkage
1. Search for prospective industry partners

- Choose an industry where training of about 60-70% of the course
components can be carried out
- Look for industries that has the potential to meet the standards of an
organized work-based training
- Willing to provide guided industry training or assign personnel to
coordinate activities
2. Send proposal letters (follow-up and visitation)

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- With brief information on the Dual Training, the nature of the
program and its advantage to the company/industry
3. Set an Appointment for Presentation

- Explain clearly the concept and mission of work-based training
4. Presentation
- maybe in the form of slide presentation, video presentation, use of
brochure or posters
5. Conduct Site Visit for work-based training plan

training plan aims to synchronize the curriculum of the school with
the in-plant training activities of the trainees
Note: The development of the training plan will be discussed in a separate

Information Sheet in the succeeding pages.
6. Finalize the Training Plan and Memorandum of Agreement (MOA) or

Memorandum of Understanding (MOU).
- MOA/MOU is a legal document which stipulates the condition and
policies governing the work-based training.
- In preparing for the MOA, you may refer to the Dual Training Act of
1994.
7. Present the Training Plan and MOA/MOU for approval

- Any clarification or changes in the Training Plan or MOA/MOU must
be agreed upon by both parties affixing their signatures.
8. Placement of the trainees in the Industry

- Orientation of the trainees should be done by the trainer or the
institutions industry linkage coordinator before going to the industry
for training.
- Orientation on how the industry operates and how training should be
undergone in the industry should likewise be required of the
supervisor in-charge of the training.
9. Coordination and Monitoring

- Conduct regular visits to the industry and monitor the activities in
work-based training. Any adjustments made on the training plan
should be noted during monitoring.
10. Work-based training Evaluation

- An evaluation of the conduct of the training should be done both on
the attainment of the objectives of the program and on program
implementation.
- Monitoring and evaluation reports communicated for purposes of
improving the program and the performance of trainees.
Date Developed:
Document No.
July 2010
Revised by: NTTA
In work-based training, the duties and responsibilities of both parties,
the training institution and the industry, should be clear and defined and
should be a part of the Memorandum of Agreement/Understanding.
Roles/duties of the institution:

1. Issue policies favorable to work-based training;
2. Give full support and cooperation to work-based training;
3. Designate an industrial coordinator;
4. Initiate staff development of personnel involved work-based
training;
5. Coordinate with the private sector in order to make work-based
training meaningful and fruitful;
6. Identify the skills actually needed or demanded by industry and
match the skills offered by the institution;
7. Provide comprehensive theoretical training and simulation for the
trainees
8. Organize industry partners.
Duties/Role of the Industry:

1. Provide Job orientation training;
2. Provide practical training in areas which have been determined;
a) Activities within the training duration;
b) Distribution of trainees in the different department/division where
training is necessary.
2. Appoint training coordinator who shall be responsible for the
assignment designation of trainers/supervisors in their respective
areas where the trainees will be assigned.
3. Provide training materials, tool/equipment during the training;
4. Remind supervisor about the work-based training activities;
5. Provide opportunity to learn by doing;
6. Provide trainees with professional skills, experience, techniques and
behavior in the real life situations; and
7. Organize work-based training station and programs.
Date Developed:
Document No.
July 2010
Revised by: NTTA
Duties/Roles of Industry Supervisor
1. Orients the trainees about company rules and regulations;
2. Provides guidance and support;
3. Ensures safe training environment and activities for the trainees;
4. Prepares accident report whenever trainees are involved and
submit it to the company.
5. Endorses the trainees to proper training area;
6. Monitors Trainees Record Book;
7. Monitors the performance of the trainees, make recommendations
concerning discipline.
8. Issues certificate of completion to student who successfully finish
their training.
9. Accomplish Performance Evaluation Report;
Duties/Roles of Trainees
1. Be physically fit for the work-based training;

2. Possesses the ability to comprehend and follow oral and written
instructions;
3. Exhibit proper discipline at all times;
4. Exhibit proper work habits and attitudes acceptable to the
company;
5. Follow company rules and regulations;
6. Use only facilities allowed by the company to the trainees;
7. Be prompt and regular in attendance;
8. Be alert in following directions;
9. Cooperate with other trainees and industry supervisor;
10. Accomplish required forms;
11. Allow no instance for company to doubt honesty in workplace
and company
Date Developed:
Document No.
July 2010
Revised by: NTTA
For your reference sample signed Memorandum of Agreement or
Memorandum of Understanding are presented here.
Date Developed:
Document No.
July 2010
Revised by: NTTA
Date Developed:
Document No.
July 2010
Revised by: NTTA
Sample Memorandum of Understanding
Date Developed:
Document No.
July 2010
Revised by: NTTA
Date Developed:
Document No.
July 2010
Revised by: NTTA
Date Developed:
Document No.
July 2010
Revised by: NTTA
Self-Check 4.1-3
Multiple Choice:
Choose the best answer. Write the letter of your choice on a separate sheet.
1. In choosing an industry partner, you choose an industry which can

provide for the training of at least _______ components of the
industry training of your qualification.
A. 10-20%
B. 20-40%
C. 50-60%
D. 60-70%
2. The legal document of the agreement between the training institution

and the industry for purposes of work-based training is the
A. Session Plan
B. Training Plan
C. Proposal Letter
D. Memorandum of Agreement
3. Performance evaluation of trainees in work-based training is the

responsibility of the
A. In-house trainer
B. Industry technician
C. Industry coordinator
D. Training supervisor
4. Establishing training needs of trainees in work-based training is the

responsibility of the
A. Trainee
B. trainer
C. Industry coordinator
D. Industry supervisor
Date Developed:
Document No.
July 2010
Revised by: NTTA
Answer Key 4.1-3
1. D
2. D
3. D
4. B
Date Developed:
Document No.
July 2010
Revised by: NTTA
Trainees Training Requirement
Learning Objective:

1. determine the current competencies of the trainees/group of
trainees
2. identify trainees training requirement
Every training should be based on what was already learned and what
is needed to be learned or enhanced. Whether your work-based training is
in conjunction with an in-house training or a work-based training after an
in-house training, you need to assess the training needs of each of your
trainees so that you will be able to plan the appropriate activities that will
enhance their competencies. Activities that will improve the skills rather
than repeating what is already learned should be the emphasis of a work-
based training.
In this lesson, recommended steps in determining training needs are
discussed as your guide in accomplishing this end.
Determine trainees current competency
To be able to determine the trainees training requirement, it is very

important to determine first their current competencies, in order to
determine the training gaps.
The trainer can determine trainees current competency by:
1. Checking with the trainee
When you meet the trainees, subject them to an oral interview or
simple written test if needed. If the learner is having a hard time to write or
understand in English language, use a simple language that the learner may
easily understand like using a local dialect.
2. Research
Analyze any pre session information available like enrollment or pre
application form and other related documents such as:
reports on previous competency assessment undertaken
resume or curriculum vitae
enterprise training and assessment records
performance report from supervisor
Date Developed:
Document No.
July 2010
Revised by: NTTA
The Trainer could also use self assessment checklist to determine the
current competencies of the trainees:
Self-Assessment Checklist
How to prepare the check list?

Using the form below, the trainer should:
1. List down all the competencies found in the Training Regulations of

a particular qualification
2. Let the trainees answer by checking the appropriate box. (YES if
he/she can perform the task and NO if he/she cannot perform the
task)
CAN I?... YES NO
BASIC COMPETENCIES
1. (Unit of competencies)
1.1 (Learning Outcome)
COMMON COMPETENCIES
CORE COMPETENCIES
Notes:
1. All competencies (Basic, Common and Core) should be listed in the
Trainees Self-Assessment Checklist
2. Learning outcomes for each should also be included
3. Let the trainee answer the Self Assessment Checklist
Date Developed:
Document No.
July 2010
Revised by: NTTA
4. The trainee must be guided by the trainer while answering the form
SAMPLE:
INSTRUCTION: This Self-Check Instrument will give your

trainer data that are essential in designing a
Training Plan for you. Please check appropriate
box of your answer to each of the question below.
CAN I?... YES NO
BASIC COMPETENCIES
COMMON COMPETENCIES
CORE COMPETENCIES
1. Prepare pipes for installation /
1.1 Identify and select materials, tools and /
equipment
1.2 Cut pipes /
1.3 Thread G.I. Pipes /
2. Make piping joints and connections /
2.1 Fit-up joint and fittings for PVC pipe /
2.2 Perform threaded pipe joints and connection /
2.3 Caulk joints /
3. Perform Construction Works /
3.1 .. /
3.2 .. /
Determining the current competency against Competency

standards
Date Developed:
Document No.
July 2010
Revised by: NTTA
Identify Current Competencies acquired related to Job/Occupation
and Indicate
Proof of Evidence
Current competencies Proof of Evidence
Notes:
1. Identify the current competencies related to the program being
enrolled by the target group/individual in the form
2. Identify and review proof of evidence documents indicated to
support the claim of competency
SAMPLE: (for Trainees in Plumber NC II)

and Indicate
Proof of Evidence
Prepare pipes for installation Trade Skills Certificate 3rd Class

for Plumbing
Make piping joints and

connections
Determine trainees training requirements After determining the

trainees current
competency, you may identify the gap between the required competencies as
defined by the unit of competency and the learners current competencies.
The gap between the required competencies and current competencies is the
Date Developed:
Document No.
July 2010
Revised by: NTTA
portion of skills and knowledge the trainee needs to achieve to be recognized
as competent in a particular job.
The trainees training requirements can be validated with the following
appropriate personnel.
Trainers/teachers and assessors
Team leaders/supervisors/managers/employers
Participant/employee/learner
Technical experts
Union/employee representatives
Users of training information such as training providers,
employers, human resource departments
To determine trainees training requirements, the trainers may follow

this procedure:
1. Compare and Cross Match Competencies Identified
Current Required Units of Training

Competencies Competency/Learning Gaps/Requirements
Outcomes
Date Developed:
Document No.
July 2010
Revised by: NTTA
Current Required Units of Training

Competencies Competency/Learning Gaps/Requirements
Outcomes
Prepare pipes for Prepare pipes for

installation installation
Make piping joints Make piping joints and

and connections connections
Perform minor Perform minor

construction works construction works
Perform single unit Perform single unit

plumbing installation plumbing installation
and assemblies and assemblies
Perform plumbing Perform plumbing

repair and repair and
maintenance works maintenance works
Conduct pipe leak Conduct pipe leak

testing testing
2. Translate the Training Gap into Appropriate Training Requirements

Gaps Module Duration (hours)
Title/Module of
Instruction
Note: The training gap should be matched with the module title/module of
instruction of the units of competency and the nominal duration

Date Developed:
Document No.
July 2010
Revised by: NTTA
Module Title/Module
Gaps Duration (hours)
of Instruction
Perform single unit Performing single unit 40

plumbing installation plumbing
and assemblies
Perform plumbing Performing plumbing 20

repair and repair and
maintenance works maintenance works
Conduct pipe leak Conducting pipe leak 10

testing testing
Date Developed:
Document No.
July 2010
Revised by: NTTA
JOB SHEET 4.1-4
Title : Determine Trainees Training Requirements
Given a the Competency Standards of your qualification, you
should be able to:
1. Prepare TNA forms 4.1-4.4;
2. determine the training requirements of one trainee,
using a hypothetical data following suggested procedures.
Supplies : Bond Paper
Equipment : PC, Printer with Ink
Reference/s :
Competency Standards for a specific qualification
Competency-Based Curriculum
Steps/Procedures :
This exercise will ask you to determine trainees training
requirement for a work-based training using a hypothetical data.
You need to prepare the forms of your qualification before filling it
up with data of a hypothetical trainee who has just finished in-
house training in your qualification.
1. Prepare a self assessment checklist, please indicate the basic,
common and core competencies for the qualification being
assessed (Form 1.1)
2. Use hypothetical data to fill-up Self Assessment Checklist(Form
1.1)
3. Prepare Form 1.2, fill-up the form using hypothetical data.
4. Determine training gaps by comparing and cross matching
current competencies with required units of
competencies/learning outcomes (Form 1.3)
5. Translate the training gaps into appropriate trainees training
requirement (Form 1.4)
Assessment Method:
Date Developed:
Document No.
July 2010
Revised by: NTTA
FORM 1.1
SELF-ASSESSMENT CHECKLIST
INSTRUCTION: This Self-Check Instrument will give your

trainer a data that is essential in designing a
Training Plan for you. Please check the appropriate
box of your answer to each of the questions below.
CAN I?... YES NO
BASIC COMPETENCIES
COMMON COMPETENCIES
CORE COMPETENCIES
Date Developed:
Document No.
July 2010
Revised by: NTTA
FORM 1.2 DETERMINING AND VALIDATING
TRAINEES CURRENT COMPETENCY/IES

and Indicate Proof of Evidence
Date Developed:
Document No.
July 2010
Revised by: NTTA
FORM 1.3
COMPARING AND CROSS MATCHING OF COMPETENCIES
Required Units of
Current Training
Competency/Learning
Competencies Gaps/Requirements
Outcomes
Date Developed:
Document No.
July 2010
Revised by: NTTA
FORM 1.4
TRAINEES TRAINING REQUIREMENT
Module
Gaps Title/Module of Duration (hours)
Instruction
Date Developed:
Document No.
July 2010
Revised by: NTTA
PERFORMANCE CRITERIA CHECKLIST 4.1-4
DETERMINING TRAINEES TRAINING REQUIREMENTS
Trainees Name: _____________________ Date : _____________________

In accomplishing the templates, did you do the following?
CRITERIA YES NO
1. Listed all the competencies and learning
outcomes in the self assessment checklist based
on the Competency Standards
2. Filled-up all forms with hypothetical data
3. Determined trainees current competencies
4. Ways or means of validation are filled-up
5. Determined training gaps by comparing and
cross matching current competencies with the
required competencies/learning outcomes
6. Translated training gaps into appropriate
trainees training requirement form
__________________________________________________________________________
_________________________________________________________________________
__________________________________________________________________________
Trainers Signature: ___________________ Date : _____________________
Date Developed:
Document No.
July 2010
Revised by: NTTA
TRAINING PLAN

1. define a training plan;
2. differentiate a training plan from session plan;
3. identify the parts of the training plan; and
4. describe how to accomplish each column of the training plan;
Before deploying your trainees to their industry training, a thorough

planning based on their training is very important. This plan shall serve as
an agreement between the industry and your training institution. This will
serve as a guide in the implementation of the industry training of the
individual trainee.
In this lesson, you will learn how a training plan is accomplished.
What is a Training Plan?
Training plan is a description of how the training will be done, the

flow of training from input to end results, including the resources that will
be used. The objective of the Training Plan is to define the strategies, tasks,
and methods that will be used to meet the training requirements.
The training plan will outline who will deliver the training, and when
and where your apprentice or trainee needs to go to receive the structured
component of the training.
Note that it should be treated as a working document. It should be
flexible enough to meet all the need of the industry, your institution and the
trainee. Remember that you can talk about this at any stage during the
training.
What to include in the training plan
The training plan must specify the following:

the competencies to be obtained
the time-frame for achieving the competencies
the training to be undertaken
the delivery modes to be employed
Date Developed:
Document No.
July 2010
Revised by: NTTA
who is responsible for the delivery and/or assessment of each
competency
assessment details and arrangements
the name of the qualification to be issued
any other specific requirements to be met in accordance with
the particular training contract in question
(http://www.skills.vic.gov.au/for-business/recruiting/training/plan)
Steps in Preparing the Training Plan
1. Identify the trainees training requirement (refer to FORM 4.1)

List the competencies or learning outcomes that the trainees
need to learn
List down the modules title/module of instruction
Determine the training duration
2. Sequence the training modules in a logical order so that each
element of the job is learned.
3. Identify the training activity or task that the trainee would perform
to learn the training requirement
4. Identify the person who will be involved in the training
(trainer/supervisor/etc)
5. Identify the facilities/tools and equipment needed
6. Identify the venue of the training
7. Schedule the training (date and time)
Note:
The trainer could use other forms as long as it would contain
the information needed
In case that the training would be conducted outside the
training center (OJT), the Training Plan must be discussed with
the Employer/Industry Trainer so as not to hamper the
production of the company.
Date Developed:
Document No.
July 2010
Revised by: NTTA
TRAINING PLAN
Qualification: _____________________________
Trainees Facilities/T
Training Mode of Assessment Date and
Training Staff ools and Venue
Activity/Task Training Arrangement Time
Requirements Equipment
These are the These are the This refers The The The place Assessment Schedule
competencies activities / task to the personnel Resources where the and judgment of the
or learning that the trainees medium involved in that would training on quality of training
outcomes that need to perform to used to the training be needed will be evidence in
the trainees learn the deliver the (trainer/ during the conducted order to
need to learn competencies or training/faci training conduct of . In this conclude
based on the learning outcome. litate the coordinator/ the program. instance it whether you
results of the (this should be learning supervisor/ You could could be a achieved the
training needs discussed with the etc). If use the simulated learning
assessment. industry possible, the TR/CBC as workplace objectives or
trainer/supervisor name of the reference. or the not
of the company/ person actual
actual workplace.) should be workplace
written. (industry/
company)
Date Developed:
Document No.
July 2010
Revised by: NTTA
JOB SHEET 4.1-5
Title : Prepare Training Plan
In reference to the output of the previous activity, prepare a
Training Plan using the attached template.
Reference/s :
Identified trainees training requirement (Form 4.1-4.4)
Steps/Procedures :
Using the list of identified trainees training requirement (output of
previous Job Sheet) prepare the Training Plan. Specifically, you must:
1. Identify training activity/task appropriate to practice/learn the
required competency/learning outcome (if the training will be
conducted in a company, this should be discussed with the
industry trainer/supervisor)
2. Identify the staff responsible for the training
3. Identify the training delivery Mode
4. List down tools, equipment and materials needed per training
activity
5. Determine trainees training requirement
6. Identify the venue of the training
7. Identify the assessment method to be employed
8. Schedule the training
Assessment Method:
Date Developed:
Document No.
July 2010
Revised by: NTTA
TRAINING PLAN
Qualification: ____________________________
Date
Trainees Training Training Mode of Facilities/Tools Assessment
Staff Venue and
Requirements Activity/Task Training and Equipment Method
Time
Date Developed:
Document No.
July 2010
Revised by: NTTA
PERFORMANCE CRITERIA CHECKLIST 4.1-5
Trainees Name: ______________________ Date : _____________________
CRITERIA YES NO
Did you
1. Identify training activity/task appropriate to
practice/learn the required competency/learning
outcome?
2. Identify the staff responsible for the training?
3. Identify the training delivery mode?
4. List down the tools, equipment and materials

needed per training activity?
5. Determine trainees training requirement?
6. Identify the venue of the training?
7. Identify the Assessment method to be employed?
8. Schedule the training activities?
__________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
Trainers Signature: _____________________ Date : _____________________
Date Developed: Document No. NTTA-TM1-03

Trainers July 2010
Methodology Level I Date Revised: Issued by:
March 2012
Supervising Work- NTTA Page 50 of 100
Developed by:
Based Learning Nomer Pascual
MONITOR WORK-BASED TRAINING
Contents:
1. Training Facilities for Work-Based Learning
2. Monitoring Tools for Work-Based Training
3. Feedback
1. Work-based training venue and facilities are prepared in
accordance with requirements to ensure training arrangements are
met
2. Trainees progress is monitored and recorded against the training
plan and contingencies are addressed
3. Work performances are observed and alternative approaches are
suggested
4. OHS requirements are monitored to ensure health, safety and
welfare of the trainees
5. Feedback is provided to trainees about work performance
Conditions:
1. Workplace location (simulated workplace)
2. Equipment
a. Computer
3. Training Materials may include but not limited to:
b. Learning Packages
c. Bond Papers
d. Ball Pens
e. Whiteboard Marker
f. Manuals
g. Competency Standard
h. Training Regulations

Trainers July 2010
March 2012
Developed by:
Assessment Method:
3. Portfolio
4. Third Party Report

Trainers July 2010
March 2012
Developed by:

MONITOR WORK-BASED TRAINING
Learning Activities Special Instruction
Read Information Sheet 4.2-1

on Training Facilities for Work- This learning outcome is about
Based Training monitoring of work-based learning. You
shall prepare monitoring tools and
practice how to use them.
Compare answers to Answer
The outputs of this LO shall be the
Key 4.2-1
following:
Read Information Sheet 4.2-2 1. Trainees Record Book
on the Monitoring Tools in 2. Trainees Record Sheet
Work-Based Training
Feel free to consult your facilitator while
Answer Self-Check 4.2-2 preparing these monitoring tools. Use
Performance Criteria Checklist to
Compare answers to Answer evaluate your own outputs.
Key 4.2-2
Soft copies of the templates needed for
Perform Job Sheet 4.2-2a on these activities are available from your
how to prepare Trainees Record facilitator.
Book Submit your outputs to your facilitator
Evaluate own output using the for evaluation and recording in the
Performance Criteria Checklist achievement chart.
4.2-2a
Perform Job Sheet 4.2-2b on

how to prepare Trainees
Progress Sheet
Evaluate own output using the
4.2-2b

Trainers July 2010
March 2012
Developed by:
Training Facilities for Work-Based Learning
Learning Objective:

1. identify the facilities for training based on the trainees training
requirement;
2. classify training facilities.
Going back to the definition of competency which is the possession

and application of knowledge, skills and attitude to perform work activities
to the standard expected in the workplace, all three related to work needs. A
moments pause of reflection brings the realization that these are unlikely to
be met well unless the correct equipment or materials or facilities are
available. Thus, the preparation of training facilities for a work-based
training is very important.
For work-based training conducted within the industry/company it is
assumed that the necessary equipment and machineries are already
available, although as a trainer, you have to check whether all of which are
in place and can be used by the trainees during training. It is also important
to discover, however, what additional materials will help. Books, pamphlets,
diagrams, models may help trainees to develop their knowledge and skills
more quickly.
If the work-based training shall be conducted within the training
center, then it is even more important to build the correct range of
resources. At this juncture the trainers knowledge on the content of the
training regulations will again come into use.
On earlier discussion about the Training Regulations, Section 3 of
which is the Training Standards wherein the List of Tools, Equipment and
Materials as well as the Training Facilities are included. These would serve
as guide for trainers in the preparation of the resources that is required for
the trainees training requirement.
Note that trainers must identify from the list what are the required
tools, equipment and materials; and facilities that the trainees would use to
attain the required competency/ies based on the training plan. The trainer
should also check with the person concerned the availability of these
resources before starting the training.
See sample of the list on the next page

Trainers July 2010
March 2012
Developed by:
SAMPLE OF THE LIST FOR PLUMBING NC I
LIST OF TOOLS, EQUIPMENT AND MATERIALS
PLUMBING NC I
Recommended list of tools, equipment and materials for the training of

25 trainees for Plumbing NC I.
TOOLS EQUIPMENT MATERIAL
Qty. Description Qty. Description Qty. Description
6 units Pipe 2 units Pressure pump 6 roll Pattern paper

wrench devices
2 units Pressure 2 units Pipe vise(chain 2 box Pen and pencil

gauge or
Yoke
6 units Flaring 2 units Pipe reamer 6 units Pipe system

tools drawing
6 units Aligning 6 units Pipe support and 6 units Plastic plugs

tools braces
6 units Bending 12 units Drawing table 6 units Plugs G.I.

tools
4 units Steel 1 units Welding machine 2 units Drum

square
6 units Reamer 1 units Threading 12 Hard hat

(Pipe ) machine units
6 units Swaging 1 units Cutting outfit-set 12 Safety shoes

tools units
12 units Chisel 1 4 units Blow torch 12 Goggles

to 1-1/2 units
6 units Flaring 6 units Solder 24 Copper pipes

tools units fittings
6 units Cold chisel 2 units Fire extinguisher 2 units Blue print plan
6 units Saw 2 units Drill 24 PVC pipes joints

units
2 units Push cart 2 units Concrete cutter 6 units Welding mask

Trainers July 2010
March 2012
Developed by:
4 units Shovel 12 Gloves
units
6 units Pointing 6 units Soldering Paste

trowel
12 units Push pull 6 units Brazing

rule compound
6 units Spirit level 12 Safety shoes

or water units
hose level
12 Ear muff
units

Trainers July 2010
March 2012
Developed by:
TRAINING FACILITIES
The Construction Civil Works (Plumbing) NC I workshop must be of

concrete structure. Based on class size of 25 students/trainees the space
requirements for the teaching/learning and circulation areas are as follows:
TEACHING/LEARNING SIZE IN TOTAL

AREAS METERS AREA IN SQ.
METERS
Wash/ comfort room 2x3 6.0
Tool and storage room 2.5 x 4 10.0
Laboratory area (working area) 6x4 24.0
Learning Resource Center/ 4x5 20.00

conference area
Total Workshop Area 60.0

Trainers July 2010
March 2012
Developed by:
Monitoring Tools for Work-based Training
Learning Objective:

1. identify tools for monitoring work-based training;
2. explain the importance of monitoring training activities in work-
based training.
Training design always involves gathering of data, planning,

implementation, monitoring and evaluation. In the previous lessons you
learned how to gather training needs, develop the training plan and prepare
facilities for training.
In this lesson, you will be introduced to various monitoring tools that
will be helpful during work-based training.
Monitoring
Monitoring is the routine assessment of ongoing activities and

progress. It is the systematic and continuous assessment of the progress of
a piece of work over time. It is a basic and universal management tool for
identifying strengths and weaknesses in a programme. Its purpose is to help
all the people involved make appropriate and timely decisions that will
improve the quality of the work.
It is the primary role of the trainer to monitor the training. This is to
ensure that trainees would attain the required competency at the end of the
training program for them to be ready for the assessment.
At this context, trainer must be able to prepare materials that can be
used to closely monitor the type of training program conducted.
Here are the two most commonly used monitoring tools:
1. Training Plan
The training plan is the basis of the training of individual trainee. The
industry supervisor should have a copy of this plan which shall serve
as a reminder of individual trainee activities in the industry.
Always remember that work-based training should also be self-paced

and individualized. Each trainee may have a different training plan

Trainers July 2010
March 2012
Developed by:
from each other as a result of your activity in determining training
needs. Work-based training should always be based on the training
needs of individual trainee.
2. Trainees Record Book (TRB)

The objective of the Training Record Book is to record the
achievement of competencies agreed within the training plan while
in the industry.
This record is an important document that must be kept by the
trainee throughout the training and given to the trainer/industry
trainer or supervisor, when requested, for inspection and to have
entries updated, on a regular basis.
This is a record of all training activities undergone by the
individual trainee based on the training plan. The TRB should
contain the activities in the Training Plan. Each trainee should
keep his own TRB and lets the supervisor affix his signature
everyday so that all activities are monitored by the supervisor and
are recorded in the TRB.
The TRB may also be used to:
Show to employers the training you have completed
Gain credits or exemptions in other training courses
Serves as reference in preparing for future job applications
Determine your competency level thereby supporting eligibility
for wage progression
Confirm completion of the training program and your
eligibility for the issuance of training certificate; and
Assess your skill levels should competency be the subject of
dispute between you and your employer
In preparing the TRB, it may be more difficult to be
preparing different TRB per trainee. It is therefore recommended
that you prepare one TRB for your qualification then copy the
activities required of individual trainees from the training plan of
each trainee.
See sample of Trainees Record Book

Trainers July 2010
March 2012
Developed by:
___(your institution)___
TRAINEES RECORD BOOK
I.D.
Trainees No._______________
NAME: ___________________________________________________
QUALIFICATION: PLUMBING NC II_______
TRAINING DURATION :____________________________
TRAINER: __________________________________________________

Trainers July 2010
March 2012
Developed by:
Instructions:
This Trainees Record Book (TRB) is intended to serve as
record of all accomplishment/task/activities while undergoing
training in the industry. It will eventually become evidence
that can be submitted for portfolio assessment and for
whatever purpose it will serve you. It is therefore important
that all its contents are viably entered by both the trainees
and instructor.
The Trainees Record Book contains all the required
competencies in your chosen qualification. All you have to do
is to fill in the column Task Required and Date
Accomplished with all the activities in accordance with the
training program and to be taken up in the school and with
the guidance of the instructor. The instructor will likewise
indicate his/her remarks on the Instructors Remarks
column regarding the outcome of the task accomplished by
the trainees. Be sure that the trainee will personally
accomplish the task and confirmed by the instructor.
It is of great importance that the content should be
written legibly on ink. Avoid any corrections or erasures and
maintain the cleanliness of this record.
This will be collected by your trainer and submit the
same to the Vocational Instruction Supervisor (VIS) and shall
form part of the permanent trainees document on file.
THANK YOU.

Trainers July 2010
March 2012
Developed by:
NOTES:
__________________________________________________________
__________________________________________________________
__________________________________________________________
__________________________________________________________
__________________________________________________________
__________________________________________________________
__________________________________________________________
__________________________________________________________
__________________________________________________________
__________________________________________________________
__________________________________________________________
__________________________________________________________
__________________________________________________________
__________________________________________________________
__________________________________________________________

Trainers July 2010
March 2012
Developed by:
Unit of Competency: 1 PREPARE PIPES FOR INSTALLATION Unit of Competency: 2 PERFORM MINOR CONSTRUCTION
WORKS
NC Level I
NC Level I
Learning Task/Activity Date Instructors
Outcome Required Accomplished Remarks Learning Task/Activity Date Instructors
Outcome Required Accomplished Remarks
Lay out
measurements Perform
Cut pipe piping lay
within the outs
required Cut pipes
length and through
according to walls and
job floors
requirements
Thread pipes
in accordance ____________________ ______________________
with standard Trainees Signature Trainers
thread Signature
engagement
__________________ ___________________
Trainees Signature Trainers Signature

Trainers July 2010
March 2012
Developed by:
Unit of Competency: 3 MAKE PIPING JOINTS AND Unit of Competency: 4 PERFORM SINGLE UNIT PLUMBING
CONECTIONS INSTALLATION AND ASSEMBLES
NC Level I NC Level I
Learning Task/Activity Date Instructors Learning Task/Activity Date Instructor
Outcome Required Accomplished Remarks Outcome Required Accomplishe s Remarks
Fit-up d
joints and Prepare for
fittings for plumbing works
PVC pipe
Install pipe and
Perform fittings
threaded
Install hot and
pipe joints
cold water supply
and
Install/assemble
connections
plumbing fixtures
Caulk
joints\
_____________________ ______________________ _____________________ ____________________
Trainees Signature Trainers Signature Trainees Signature Trainers Signature

Trainers July 2010
March 2012
Developed by:
Unit of Competency: 5 PERFORM PLUMBING REPAIR AND
MAINTENANCE WORKS
NC Level I
Learning Task/Activity Date Instructors

Outcome Required Accomplished Remarks
Clear
clogged
pipes
clear
clogged
fixtures
______________________ ____________________
Trainees Signature Trainers Signature

Trainers July 2010
March 2012
Developed by:
3. Trainees Progress Sheet
Progress chart can be for a) an individual trainee or b) for a group of

trainees. For individual trainees, use Trainee Progress Sheet. For a class,
use the Class progress Chart.
The Class progress chart is more appropriately used in a workshop
where all trainees train. This is a record and monitor of the learning
outcomes accomplished by the trainees.
In work-based training, the trainees progress sheet is more
appropriately used. This is a monitor of individuals accomplishments as per
training plan. This is accomplished by the training supervisor and is
monitored by the trainer or the industry coordinator of the training
institution. Data on the progress sheet should summarize the data in the
Trainees Record Book.
Here are the steps in preparing and accomplishing the Trainees
Progress Monitoring Chart:
1. From the Training Plan, identify the training activities per unit of
competency or learning module;
2. Prepare a summary of competencies that the trainee has to
attain/master; (These are the series of competencies that the
trainee has to perform/do to be able to master the required
competency. If the competency have to be mastered in sequence,
the listing should also be listed in sequence)
3. From the list, check from time to time the development of the
trainees.
4. Indicate the nominal duration for each unit of
competency/learning outcome
5. Indicate also the date when the training started and when it
finished per activity.
See Sample Trainee Progress Monitoring Chart and Class

Progress Chart.

Trainers July 2010
March 2012
Developed by:
TRAINEES PROGRESS SHEET
Name : JUAN DELA CRUZ Trainer :
Nominal
Qualification : Machining NC I :
Duration
Training Training Date Date Trainees Supervisors

Units of Competency Rating
Activity Duration Started Finished Initial Initial
Total
Note: The trainee and the supervisor must have a copy of this form. The column for rating maybe used either by giving a numerical rating
or simply indicating competent or not yet competent. For purposes of analysis, you may require industry supervisors to give a numerical
rating for the performance of your trainees. Please take note however that in TESDA, we do not use numerical ratings.

Trainers July 2010
March 2012
Developed by:
JOB SHEET 4.2-2a
Title : Prepare Trainees Record Book
In reference to the output of the previous activity which is the
Training Plan, prepare your Trainees Record Book following suggested
Template.
Reference/s : Training Plan

Steps/Procedures :
1. Secure a copy of the CBC of your qualification;
2. Prepare the template for each competency of your qualification.
It is recommended that you make a TRB for the qualification as
a template.
3. List the learning outcomes for each competency;
4. Secure a copy of the Training Plan you accomplished in
previous Job Sheet.
5. To make a TRB for a particular trainee, copy the training
activities identified in the training plan.
6. Using hypothetical data, try to accomplish TRB for at least one
competency.
7. Evaluate your output using the Performance Criteria Checklist.
Assessment Method:

Trainers July 2010 Issued by:
Date Revised:
Methodology Level I
March 2012 NTTA
Supervising Work- Developed by: Page 68 of 100
PERFORMANCE CRITERIA CHECKLIST 4.2-2a
Trainees Name: _______________________ Date : _____________________
CRITERIA YES NO
1. Are all competencies of the qualification
included?
2. Are all learning outcomes included in the TRB?
3. Are tasks/activities listed in the LOs based

on Training Plan developed in the previous
Job Sheet?
4. Is there an accomplished competency based on
hypothetical data?
5. Are columns to be accomplished by the training
supervisor accomplished and signed?
6. Are columns to be accomplished by the trainee
filled up and signed?
_____________________________________________________________________
____________________________________________________________________
_____________________________________________________________________
Trainers Signature: ___________________ Date : _____________________

Date Revised:
Methodology Level I
March 2012 NTTA
JOB SHEET 4.2-2b
Title : Prepare Trainees Progress Sheet
In reference to the output of the previous activity which is the
Training Plan, prepare your Trainees Progress Sheet following suggested
Template.
Reference/s : Training Plan

Steps/Procedures :
1. Secure a copy of the CBC of your qualification;
2. Prepare the template for each competency of your qualification.
It is recommended that you make a TRB for the qualification as
a template.
3. Secure a copy of the Training Plan you previously prepared.
4. Using the suggested template, prepare a trainees progress
sheet for one trainee.
5. Using hypothetical data, try to accomplish the Trainees
Progress Sheet.
6. Evaluate your output using the Performance Criteria Checklist.
Assessment Method:

Date Revised:
Methodology Level I
March 2012 NTTA
PERFORMANCE CRITERIA CHECKLIST 4.2-2b
Trainees Name: _______________________ Date : _____________________
CRITERIA YES NO
1. Are all competencies of the qualification
included?
2. Are tasks/activities listed in the LOs based
on Training Plan?
3. Are hypothetical data correctly filled in the
Trainees Progress Chart?
4. Are columns to be accomplished by the training
supervisor accomplished and signed?
5. Are columns to be accomplished by the trainee
filled up and signed?
_____________________________________________________________________
____________________________________________________________________
_____________________________________________________________________
Trainers Signature: ______________ Date : ___________________

Date Revised:
Methodology Level I
March 2012 NTTA
Feedback
Learning Objective:

1. provide the necessary feedback to trainees
2. state the purpose of feedback
3. identify the characteristic of an effective feedback
It is important for trainees to know how well they are doing as they
learn. This is because the knowledge that they are doing well gives trainees
a sense of achievement which motivates them to learn more. Similarly, it is
also important to let trainees know when they have made a mistake so that
they will learn from it and take corrective measures. Hence, it is absolutely
essential for trainers to monitor trainees learning and give them feedback.
Feedback can be given to individual trainee, to a group of them, or to the
whole class. It would be more efficient if the whole class can share in the
monitoring process and the feedback.
Purpose of giving feedback:
1. Provide basis for maintaining or improving performance

2. Provide forum for assessing need and planning additional
experiences/activities
Characteristics of an Effective Feedback
1. Relates performance to the standards

Shows how the performance compares to the standard, exemplar or goal
(John, your session plan did not include the learning objective as shown
here in the standard session plan)
2. Relates performance to strategies

Give trainees feedback about how well they apply specific strategies or
steps
(John, you set up the table correctly, I can see that you followed the
guidelines in setting up the table)
3. Indicates progress
By placing the feedback in the context of previous expected
performance
(Mona, your session plan has improved by showing logical sequence in
your presentation. Now you need to improve in developing your
information sheet)
Date Revised:
Methodology Level I
March 2012 NTTA
4. Indicates corrective procedures/action
Corrective action is pragmatic and possible. It gives students specific
actions in which they can manage to improve
(you have made errors in presenting your modules of instruction.
Please refer to module #1 and review how it should be presented)
5. Is given frequently & immediately
Provide more frequent, immediate feedback when you:

Develop or select activities with built-in opportunities for feedback;
Go around to monitor individual work making comments to trainees
performance;
Provide examples and directions to trainees so they can self assess
Use examples of ongoing trainees work to show all trainees
mistakes and corrections
Use techniques during discussion to monitor the progress of all
learners
6. Is specific and descriptive

If your feedback is not specific and descriptive, it will not be helpful
to the trainee. It will only communicate a sense of goodness or
badness to the performance of the learner
(Mario, I want the way you develop your information sheet because
it is very informative)
7. Focuses on key errors

It is best to determine what the most significant error is or what
changes will be most helpful to the learner
8. Focuses on effort attribution

Effort attributions are helpful because they help establish a positive
self efficiency that communicate an ability to do work successfully.
It is specifically important for low performing trainees. Too often,
these participants develop attribution that they are successful for
some external reason (luck, trainors help, co-trainees assistance)
Guidelines in Giving Constructive Feedback

All comments shall be based on observable behaviour and not
assumed motives or intents;
Positive comments should be made first in order to give the trainees
confidence and gain his/her attention;
Language should be descriptive of specific behaviours rather than
general comments indicating value judgements;

Date Revised:
Methodology Level I
March 2012 NTTA
Feedback should emphasize the sharing of information. There should
be opportunities for both parties to contribute
Feedback should not be detailed and broad so as to overload the
trainees
Feedback should deal with the behaviours the trainees can control
and change;
Feedback requires the ability to tolerate the feeling of discomfort
Praise
Is a type of feedback that is very helpful to the trainee when it draws
attention to the trainees progress and performance in relation to
standards. As trainer, we should often use praise to our trainees
performance so that he/she will be motivated to do the activities
consistently and with quality
Dos and Donts of Effective Praise
DOS DONT
Focus on specific Focus on general or global
accomplishment achievements
Attribute success to effort Attribute success to luck or
and ability others help
Praise spontaneously Praise predictably
Refer to prior achievement Ignore prior achievement
Individualize and use variety Give the same praise to all
Give praise immediately students
Praise correct strategies Give praise much later
leading to success Ignore strategies
Praise accurately with Praise for under performance
credibility Praise publicly
Praise privately Focus solely on current
Focus on progress performance

Date Revised:
Methodology Level I
March 2012 NTTA
SELF CHECK 4.2-3
Instruction: Answer each question briefly and responsively.
1. Why is it important to give feedback to trainees?
2. What are the different types of feedback?
3. Enumerate the 8 characteristics of an effective feedback?
4. Give one guideline of constructive feedback?
5. How will you motivate your learner to perform his activities

consistently and with quality?

Date Revised:
Methodology Level I
March 2012 NTTA
MODEL ANSWER 4.2-3
1. Why is it important to give feedback to trainees?

Feedback is important to trainees for them to know how well they
are doing as they learn. This is because the knowledge that they
are doing well gives trainees a sense of achievement which
motivates them to learn more. Similarly, it is also important to let
trainees know when they have made a mistake so that they will
learn from it and take corrective measures.
2. What are the different types of feedback?
Constructive Feedback and Praise
3. Enumerate the 8 characteristic of an effective feedback?
Relates performance to standards
Relates performance to strategies
Indicates progress
Indicates corrective procedures/action
Given frequently and immediately
Specific and descriptive
Focus on key error
Focuses on effort attributions
4. Give one guideline of constructive feedback?

Positive comments should be made first in order to give the
students confidence and motivation.
5. How will you motivate your learner to perform his activities
consistently and with quality?
To motivate the trainee to perform his activities consistently and
with quality, the trainer must continuously give feedback.

Date Revised:
Methodology Level I
March 2012 NTTA
REVIEW AND EVALUATE WORK-BASED LEARNING

EFFECTIVENESS
Contents:
1. Work-based Evaluation Tools
2. Program Evaluation Analysis
1. Work performance and learning achievement are analyzed in
accordance with requirements
2. Trainees are encouraged to provide feedback on their learning
experience
3. The effectiveness of the work-based learning is evaluated against
the objectives
4. Improvements and changes to work-based learning are
recommended based on the review process
Conditions:
1. Workplace location (simulated work-place)
2. Equipment
3. Computer
Training Materials
a. Learning Packages
b. Bond Papers
c. Ball Pens
d. Whiteboard Marker
e. Manuals
f. Competency Standard
g. Training Regulations
Assessment Method:
3. Portfolio
Date Revised:
Methodology Level I
March 2012 NTTA

REVIEW AND EVALUATE WORK-BASED TRAINING EFFECTIVENESS
Learning Activities Special Instruction

Work-based Evaluation Tools

Compare your answer with
Answer Key 4.3-1

Program Evaluation
Interpretation and Analysis

Compare your answers with
Answer Key 4.3-2

Date Revised:
Methodology Level I
March 2012 NTTA
Work-Based Training Evaluation Tools
Learning Objective:
After reading this INFORMATION SHEET, YOU MUST be able to;

1. Enumerate ways of evaluating the effectiveness of work-based
training;
2. explain how to prepare work-based training evaluation tools.
Program evaluation is very important in training because this will help

you gauge the success of the program. Evaluation will give information on
what aspect of the program needs improvement.
In this lesson, you will learn how to use questionnaires and other
evaluation tools.
Training Evaluation
Evaluation should be regularly done during and at the completion of

the training program. Evaluation measures trainee progress and provides
performance feedback to the instructor and the trainees that served to
reward success and identify needed improvement in trainee performance.
Traineess performance is also used to evaluate the effectiveness of the
training program.
One very important role of the trainer is to evaluate the training for its
improvement. The trainer should gather information for analysis of the
learning experience.
Below are some items to be considered in the training evaluation:
Review of the Training Plan

The trainer must review and evaluate his/her Training Plan and
identify the parts that were changed during the implementation. State the
reasons why these changes were necessary. This is a very important step in
improving your Training Plan for the succeeding training sessions. Reflect
these also in your session plan at the trainers reflection portion.
Evaluate Trainees Progress Report
The trainer shall evaluate the trainees performance and record
learning achievements in their individual progress sheet. From these, make
a summary of the trainees progress chart. Note the time required for the
trainees to accomplish each task and identify the areas where the trainees
Date Revised:
Methodology Level I
March 2012 NTTA
had the most difficulty. From these, you can identify learning strategies that
can be used to improve learning of trainees.
Feedback from the Trainees
Feedback from the trainees is a very good source of information
regarding the implementation of the work-based training. Although, it is
very seldom that they would openly make comments on the way the training
was done, it would be very helpful if the trainer could accomplish a
questionnaire which the trainees answer at the end of the training session.
The questionnaire must be made simple to accomplish but must
include feedback regarding the trainer, learning activities or tasks, the
content, the resources provided and the assessment process to make it more
responsive to the areas to be assessed.
Sample evaluation questionnaires are recommended for use. You may
improve these questionnaires to include areas that may deem necessary for
the improvement of industry training.
For purposes of our discussion on how evaluate work-based training,
we shall be using these questionnaires as basis.

Date Revised:
Methodology Level I
March 2012 NTTA
TRAINING SESSION EVALUATION FORM
INSTRUCTIONS:
This post-training evaluation instrument is intended to measure how
satisfactorily your trainer has done his job during the whole duration of
your training. Please give your honest rating by checking on the
corresponding cell of your response. Your answers will be treated with
utmost confidentiality.
TRAINERS/INSTRUCTORS 1 2 3 4 5
Name of Trainer: ________________
1. Orients trainees about CBT, the use of

CBLM and the evaluation system
2. Discusses clearly the unit of competencies

and outcomes to be attained at the start of
every module
3. Exhibits mastery of the subject/course

he/she is teaching
4. Motivates and elicits active participation

from the students or trainees
5. Keeps records of evidence/s of competency

attainment of each student/trainees
6. Instill value of safety and orderliness in the

classrooms and workshops
7. Instills the value of teamwork and positive

work values
8. Instills good grooming and hygiene
9. Instills value of time
10. Quality of voice while teaching
11. Clarity of language/dialect used in

teaching
12. Provides extra attention to trainees and

Date Revised:
Methodology Level I
March 2012 NTTA
students with specific learning needs
13. Attends classes regularly and promptly
14. Shows energy and enthusiasm while

teaching
15. Maximizes use of training supplies and

materials
16. Dresses appropriately
17. Shows empathy
18. Demonstrates self-control

Date Revised:
Methodology Level I
March 2012 NTTA
This post-training evaluation instrument is intended to measure how
satisfactorily your trainer prepared and facilitated your training. Please give
your honest rating by checking on the corresponding cell of your response.
Your answers will be treated with utmost confidentiality.
Use the following rating scales:
5 - Outstanding
4 - Very Good/Very Satisfactory
3 Good/Adequate
2 Fair/Satisfactory
PREPARATION 1 2 3 4 5
1. Workshop layout conforms with the
components of a CBT workshop
2. Number of CBLM is sufficient
3. Objectives of every training session is well

explained
4. Expected activities/outputs are clarified
DESIGN AND DELIVERY 1 2 3 4 5
1. Course contents are sufficient to attain
objectives
2. CBLM are logically organized and
presented
3. Information Sheet are comprehensive in
providing the required knowledge
4. Examples, illustrations and
demonstrations help you learn
5. Practice exercises like Task/Job Sheets are
sufficient to learn required skills
6. Valuable knowledge are learned through
the contents of the course
7. Training Methodologies are effective
8. Assessment Methods and evaluation
system are suitable for the trainees and
the competency
9. Recording of achievements and
competencies acquired is prompt and
comprehensive
10. Feedback about the performance of
learners are given immediately
Date Revised:
Methodology Level I
March 2012 NTTA
TRAINING FACILITIES/RESOURCES 1 2 3 4 5
1. Training Resources are adequate

2. Training Venue is conducive and
appropriate
3. Equipment, Supplies, and Materials are
Sufficient
4. Equipment, Supplies and Materials are
suitable and appropriate
5. Promptness in providing Supplies and
Materials
SUPPORT STAFF 1 2 3 4 5
1. Support Staff are accommodating
_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________

Date Revised:
Methodology Level I
March 2012 NTTA
1. Self Evaluation
The trainer shall design a self-evaluation questionnaire that

he/she shall answer after the conduct of the training. This shall serve
as a checklist of what he/she must do. A short sample is given below.
During the session, did I? Yes No

1. Establish an atmosphere of trust?
2. Encourage participation of the
trainees?
3. Assist the trainees when they needed
assistance?
4. Consider the feedback of trainees?
5. Remain aware of non verbal
communication?
6. Praise effort?
7. Summarize key points?
8. Vary activities and tasks to aid
attainment of competency?
9. Provide opportunities for practice?
10. Achieve the learning objectives?
Sample questions that the trainer could answer:
1. Were there any parts of the session which did not run as expected?
Why?
2. Did any unexpected problem arise? Did I deal with them correctly?
3. Were the session outcomes achieved? If not, why?
4. Should anything be changed for the next training sessions?

Date Revised:
Methodology Level I
March 2012 NTTA
SELF-CHECK 4.3-2
Instructions: Answer the following questions briefly and

responsively.
1. Why is Training Evaluation important?
2. What are the ways in evaluating training?
3. How can you encourage feedback from the trainees?
4. Why is there a need to summarize trainees progress

chart/report?

Date Revised:
Methodology Level I
March 2012 NTTA
MODEL ANSWER 4.3-2
1. Why is Training Evaluation important?

Training evaluation is important because it measures
trainee progress and provides performance feedback to the
instructor and the trainees and identifies needed improvement
in trainee performance. It would also serve as input in the
delivery of the training.
2. What are the ways in evaluating training?
Review of the Training Plan

Summarize Trainees Progress Report
Feedback from the Trainees
Self Evaluation
3. How can you encourage feedback from the trainees?
To encourage trainees to give their feedback, it would be

very helpful if the trainer could prepare a questionnaire which
the trainees answer at the end of the training session
4. Why is there a need to summarize trainees progress

chart/report?
The summary could provide the trainer the data on required

time for the trainees to accomplish each task and identify the
areas where the trainees had the most difficulty, thus learning
strategies that can be identified to improve learning of trainees.

Date Revised:
Methodology Level I
March 2012 NTTA
The Supervised Industry Training or On the Job Training Evaluation
Form below is a sample evaluation for to evaluate the implementation of SIT
and OJT. It is recommended that this evaluation form be used and
improved so that appropriate areas to be evaluated are covered.
SUPERVISED INDUSTRY TRAINING OR ON THE JOB

TRAINING EVALUATION FORM
Dear Trainees:
The following questionnaire is designed to evaluate the effectiveness of the
Supervised Industry Training (SIT) or On the Job Training (OJT) you had
with the Industry Partners of (your institution). Please check ( ) the
appropriate box corresponding to your rating for each question asked. The
results of this evaluation shall serve as a basis for improving the design and
management of the SIT in SICAT to maximize the benefits of the said
Program. Thank you for your cooperation.
Legend:
5 Outstanding
4 Very Good/ Very Satisfactory
3 Good/Adequate
2 Fair/ Satisfactory
NA not applicable
Item Question Ratings

No.
N
INSTITUTIONAL EVALUATION 1 2 3 4 5
A
Has (your institution) conducted an

orientation about the SIT/OJT program, the
1
requirements and preparations needed and
its expectations?
Has (your institution) the provided the

necessary assistance such as referrals or
2
recommendations in finding the company
for your OJT?

Date Revised:
Methodology Level I
March 2012 NTTA
Has (your institution)showed coordination
3 with the Industry partner in the design and
supervision of your SIT/OJT?
Has your in-school training adequate to

4 undertake Industry partner assignment and
its challenges?
Has (your institution) monitored your

5
progress in the Industry?
Has the supervision been effective in

6 achieving your OJT objectives and providing
feedbacks when necessary?
Did (your institution) conduct assessment of

7
your SIT/OJT program upon completion?
Were you provided with the results of the

8 Industry and (your institution)s assessment
of your OJT?

Date Revised:
Methodology Level I
March 2012 NTTA
Item Question Ratings
No.
INDUSTRY PARTNER 1 2 3 4 5 NA
Was the Industry partner appropriate for

1 your type of training required and/or
desired?
Has the industry partner designed the

2 training to meet your objectives and
expectations?
Has the industry partner showed

3 coordination with (your institution) in the
design and supervision of the SIT/OJT?
Has the Industry Partner and its staff

4 welcomed you and treated you with
respect and understanding?
Has the industry partner facilitated the

training, including the provision of the
5 necessary resources such as facilities and
equipment needed to achieve your OJT
objectives?
Has the Industry Partner assigned a

6 supervisor to oversee your work or
training?
Was the supervisor effective in

7 supervising you through regular meetings,
consultations and advise?
Has the training provided you with the

necessary technical and administrative
8
exposure of real world problems and
practices?
Has the training program allowed you to

9 develop self-confidence, self motivation
and positive attitude towards work?
Has the experience improved your

10
personal skills and human relations?

Date Revised:
Methodology Level I
March 2012 NTTA
Are you satisfied with your training in the
11
Industry?
Signature: ________________
Printed Name: _____________________ Qualification: _______________________
Host Industry Partner ____________ Supervisor: ________________________
Period of Training: _______________ Instructor: ___________________________

Date Revised:
Methodology Level I
March 2012 NTTA
Program Evaluation Interpretation and Analysis
Learning Objective:

1. interpret the evaluation result; and
2. analyze evaluation results
Evaluation tools are effective instruments of evaluation. Its

interpretation and analysis are equally important.
In this lesson you will learn how to interpret and analyze data.
Analyzing and Interpreting Data
Once the evaluation tools has been administered, it is now the time to
analyze and interpret the data collected. Analyzing quantitative and
qualitative data is often the topic of advanced research and evaluation
methods. There are certain basics which can help to make sense of reams of
data.
When analyzing data (whether from questionnaires, interviews, focus
groups, or whatever), always start from review of your evaluation goals, i.e.,
the reason you undertook the evaluation in the first place. This will help you
organize your data and focus your analysis. For example, if you wanted to
improve your program by identifying its strengths and weaknesses, you can
organize data into program strengths, weaknesses and suggestions to
improve the program. If you wanted to fully understand how your program
works, you could organize data in the chronological order in which clients go
through your program. If you are conducting an outcomes-based evaluation,
you can categorize data according to the indicators for each outcome.
1. Make copies of your data and store the master copy away. Use the
Basic analysis of "quantitative" information (for information other than
commentary, e.g., ratings, rankings, yes's, no's, etc.):
copy for making edits, cutting and pasting, etc.
2. Tabulate the information, i.e., add up the number of ratings,
rankings, yes's, no's for each question.
3. For ratings and rankings, consider computing a mean, or average,
for each question. For example, "For question #1, the average
ranking was 2.4". This is more meaningful than indicating, e.g.,
how many respondents ranked 1, 2, or 3.

Date Revised:
Methodology Level I
March 2012 NTTA
How to compute the average or the mean:
1. Add the points per item per rater
2. Divide the sum by the total number of raters
Example:
Rater Rating for Item 1 Rating for Item 2

Rater A 3
Rater B 4
Rater C 5
Rater D 2
Rater E 4
Total points = 18
Number of Rater = 5
Computing for the Average or Mean
Total Points
Average =
Number of Rater
18
Average =
5
Average = 3.6

Date Revised:
Methodology Level I March 2012 NTTA
Consider conveying the range of answers, e.g., 20 people ranked "1", 30
ranked "2", and 20 people ranked "3".
Sample range:
0.00 - 1.49 = Poor/Unsatisfactory
1.50 - 2.49 = Fair/ Adequate
2.50 - 3.49 = Good/Satisfactory
3.50 - 4.49 = Very Good/Very Satisfactory
4.50 - 5.0 = Outstanding
Basic analysis of "qualitative" information (respondents' verbal

answers in interviews, focus groups, or written commentary on
questionnaires):
1. Read through all the data.

2. Organize comments into similar categories, e.g., concerns,
suggestions, strengths, weaknesses, similar experiences, program
inputs, recommendations, outputs, outcome indicators, etc.
3. Label the categories or themes, e.g., concerns, suggestions, etc.
4. Attempt to identify patterns, or associations and causal
relationships in the themes, e.g., all people who attended programs
in the evening had similar concerns, most people came from the
same geographic area, most people were in the same salary range,
what processes or events respondents experience during the
program, etc.
5. Keep all commentary for several years after completion in case it
shall be needed for future reference.
Interpreting Information:
1. Attempt to put the information in perspective, e.g., compare results

to what you expected in the following categories: like
trainers/instructors pre-training activity, preparation of facilities,
design and delivery, training facilities and resources, management

Date Revised:
Methodology Level I
March 2012 NTTA
of program staff like support staff; indicate the description of the
program's experiences, strengths, weaknesses, etc. (especially if
you're conducting a process evaluation).
2. Consider recommendations to help program staff improve the
program, conclusions about program operations or meeting goals,
etc.
3. Record conclusions and recommendations in a report document,
and associate interpretations to justify your conclusions or
recommendations.
4. Submit recommendations to the supervisor/administrator, as
needed.

Date Revised:
Methodology Level I
March 2012 NTTA
TASK SHEET 4.3-2
Title : Interpret and Analyze Program Evaluation
Given a hypothetical data, you should be able to interpret and
analyze data, using the 5 point likert scale.
Reference/s : Discussion on Work-Based Training
Steps/Procedures :
1. Ask your facilitator for the hypothetical data that you will
interpret.
2. Interpret the data using simple averages.
3. Complete the summary table of results.
4. Analyze the data using the 5 point likert scale.
5. Make recommendations based on the results.
Assessment Method:

Date Revised:
Methodology Level I
March 2012 NTTA
RATER A
1. Workshop layout conforms with
x
the components of a CBT
workshop
2. Number of CBLM is sufficient x
3. Objectives of every training x
session is well explained
4. Expected activities/outputs are
x
clarified
RATER B
1. Workshop layout conforms with
x
workshop
2. Number of CBLM is sufficient
x
4. Expected activities/outputs are x
clarified
RATER C
1. Workshop layout conforms with x
workshop
2. Number of CBLM is sufficient x
4. Expected activities/outputs are
x
clarified

Date Revised:
Methodology Level I
March 2012 NTTA
Average Ratings
PREPARATION Average
1. Workshop layout conforms
with the components of a
CBT workshop
2. Number of CBLM is
sufficient
3. Objectives of every training
4. Expected activities/outputs
are clarified
General Average

Date Revised:
Methodology Level I
March 2012 NTTA
Range:
0.00 - 1.49 = Poor/Unsatisfactory
1.50 - 2.49 = Fair/ Adequate
2.50 - 3.49 = Good/Satisfactory
3.50 - 4.49 = Very Good/Very Satisfactory
4.50 - 5.0 = Outstanding
General Interpretation:
_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________
Recommendation:
___________________________________________________________________
____________________________________________________________________
___________________________________________________________________
____________________________________________________________________

Date Revised:
Methodology Level I
March 2012 NTTA
BIBLIOGRAPHY
Tinio, Eloisa P., ed. TM Learning Modules , Philippines
The Dual Training System in the Philippines.(May 7, 2010) Retrieved

(March 2012) from www.tesda.gov.ph
Republic Act. No. 7686.(February 25,1994) Retrieved (March 2012) from

http://www.chanrobles.com/republicactno7686.htm
Basic Guide to Program Evaluation. (n.d.) Retrieved (July 2010) from
at http://managementhelp.org/evaluatn/fnl_eval.htm
Providing Feedback .(n.d) Retrieved (January 2012) from

http://www.oucom.ohiou.edu/fd/feedback.htm
What is a Training Plan? (n.d) Retrieved (January 2012) from

http://www.skills.vic.gov.au/for-business/recruiting/training/plan
Student Career Experience Program (SCEP). (n.d.) Retrieved (July

2011) from http://www.fms.treas.gov/hrd/students/scep.html

Date Revised:
Methodology Level I
March 2012 NTTA
QUESTIONNAIRE
Introduction:
Instruction:
on the CBLMs.
Module Title :_____________________________________________________

Name:______________________________________________________________
Last First M.I.
Educational
Attainment:_______________________________________________________
Address: __________________________________________________________
Signature:______________________________Date:________________________
PART I
1) COVER PAGE:
material is a CBLM?
YES NO
COVER
PAGE:______________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
down in correct sequential order ? YES NO
_______________________________________________________
_______________________________________________________
direction on how to use the CBLM? YES NO
_______________________________________________________
_______________________________________________________

the scope of the material and give you a comprehensive top down YES NO
_______________________________________________________
_______________________________________________________
based curriculum?
YES
__________________________________________________________________________
__________________________________________________________________________
__________________________________________________________________________
YES
If NO, please specify which part of the Competency Summary
NO not clear to you and give us your suggestion.
__________________________________________________________________________
__________________________________________________________________________
__________________________________________________________________________
YES
__________________________________________________________________________
__________________________________________________________________________
__________________________________________________________________________
YES
If NO, please specify which part of the Learning Experience is
NO not clear and in order.
__________________________________________________________________________
__________________________________________________________________________
YES
___________________________________________________________________________
___________________________________________________________________________
__________________________________________________________________________
If not, please write the missing content on the spaces YES NO
provided below.
LO1:_______________________________________________________________________
LO2:_______________________________________________________________________
LO3:_______________________________________________________________________
YES
___________________________________________________________________________
___________________________________________________________________________
______________________________________________________________________
YES
NO
NOT In appropriate
sequence.___________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________

___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
YES
LO1:_______________________________________________________________________
LO2:_______________________________________________________________________
LO3:_______________________________________________________________________
YES
NO Checklist.
___________________________________________________________________________
___________________________________________________________________________
YES
NO Bibliography or Acknowledgement page
___________________________________________________________________________
___________________________________________________________________________
PART II

Materials Checklist
each of the following criteria. Place a Title of Module:
materials meet the criterion. Title of LO:
Yes No Comments


format
being covered.

outcomes



of the competency

d. Self-checks


abilities and style


of the trainees.
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
Director
Dir. F. B. Zurbano
Developers:
support the development of the competency Supervise Work-Based
Learning, which is one of the competencies of a Technical Education and
Skills Development trainer under the Deliver Training Session competency
of the Trainers Methodology Level I Qualification, in reference to the
following:

The Director, NTTA

Telefax No. (02)655-6577/Tel. No. (02) 655-7065
nttatesda@yahoo.com
Issued by:
Methodology Level I Date Revised: Page i
Utilizing Electronic March 2012 NTTA of viii
Media in
Developed by:
Facilitating Training ALFONSO P. FRANCISCO Revision #: 1
Trainers Methodology Level I
Utilizing Electronic Media in
Facilitating Training
Printed by:
ISBN 978-971-95388-5-1-0000-00-0
April 2012
All rights reserved
These Competency-Based Learning Materials are

properties of the National TVET Trainers Academy.
NTTA encourages the use of the CBLMs contained
herein for education and training purposes with
appropriate credit given to NTTA. Duplication
and/or use of the CBLMs for commercial purposes
require prior written approval from NTTA
For further information, please contact
The Director
Marikina City
Telefax No.: (02)655-6577
Tel. No. : (02)655-7065
Table of Contents
Table of Content .......................................................................................................... i
How to use this Competency-Based Learning Material ...............................................v
Training Methodology Level I - List of Competencies..vi
Learning Outcome Summary....................................................................................... 1
Learning Experiences ................................................................................................. 3
Information Sheet No. 6.1-1 Safety Handling of Electronic Equipment ........................ 6
Self-Check No. 6.1-1......................................................................................... 9
Answer Key No. 6.1-1 .................................................................................... 10
Information Sheet No. 6.1-2 The Video Camera Recorder ......................................... 11
Self-Check No. 6.1-2....................................................................................... 17
Answer Key 6.1-2 .......................................................................................... 18
Task Sheet No. 6.1-1 Operate a Video Camera Recorder .......................................... 19
Procedural Checklist 6.1-1 ............................................................................. 24
Information Sheet No. 6.1-3 Tips and Tricks in Video Shooting ................................. 26
Self-Check 6.1-3 ............................................................................................. 31
Answer Key 6.1-3 .......................................................................................... 32
Information Sheet No. 6.1-4 The LCD/DLP Projector ................................................. 33
Self-Check No. 6.1-4....................................................................................... 42
Answer Key No. 6.1-4 .................................................................................... 43
Information Sheet No. 6.1-5 The Common Parts and Controls of an LCD/DLP Projector
................................................................................................................................. 44
Self-Check 6.1-5 ............................................................................................. 46
Answer Key No. 6.1-5 .................................................................................... 47

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Task Sheet No. 6.1-2 Connect Video Camera to LCD/DLP Projector ......................... 48
Procedural Checklist 6.1-2 ............................................................................. 50
Information Sheet No. 6.1-6 The Public Address System .......................................... 51
Self-Check No. 6.1-6....................................................................................... 54
Answer Key 6-1-6 .......................................................................................... 55
Information Sheet No. 6.1-7 Major Parts of the Amplifier .......................................... 56
Self-Check No. 6.1-7....................................................................................... 59
Answer Key No. 6.1-7 .................................................................................... 60
Task Sheet No. 6.1-3 Set-up Public Address System ................................................ 61
Procedural Checklist ...................................................................................... 62
Information Sheet No. 6.1-8 Techniques in Demonstrating in Front of the Video

Camera ..................................................................................................................... 63
Self-Check 6.1-8 ............................................................................................. 66
Answer Key 6.1-8 .......................................................................................... 67
Job Sheet No. 6.1-1 Present a Lesson Through Direct Video Footage/Capture ......... 68
Performance Checklist No. 6.1-1 ............................................................................... 69
Learning Outcome Summary ................................................................................... 78
Learning Outcome 2 Present lesson via film viewing method .................................... 70
Learning Experiences .............................................................................................. 72
Information Sheet No. 6.2-1 The VCD/DVD Player .................................................... 74
Self-Check No. 6.2-1....................................................................................... 76
Answer Key 6.2-1 .......................................................................................... 77
Task Sheet No. 6.2-1 ................................................................................................ 78
Connect VCD/DVD Player to LCD/DLP Projector and Amplifier ................................. 78
Task Sheet No. 6.2-2 Operate a VCD/DVD Player .................................................... 81

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Information Sheet No. 6.2-2 Techniques in Effective Utilization of Videos ................. 83
Self-Check NO. 6.2-2 ...................................................................................... 85
Answer Key No. 6.2-2 .................................................................................... 86
Job Sheet NO. 6.2-2 Facilitate Training using VCD/DVD and LCD/DLP Projector .... 87
Performance Checklist No. 6.2-2 .................................................................... 88
Learning Outcome Summary .................................................................................... 89
Learning Outcome 3: Utilize computer and multimedia technology to present a

lesson ....................................................................................................................... 89
Learning Experiences .............................................................................................. 91
Learning Outcome 3: Utilize computer and multimedia technology to present a

lesson ....................................................................................................................... 91
Information Sheet No. 6.3-1 The Personal Computer ................................................. 93
Self Check No. 6.3-1....................................................................................... 98
Answer Key No. 6.1-2 .................................................................................. 100
Task Sheet No. 6.3-1 Connect LCD/DLP Projector to a Personal Computer ........... 101
Procedural Checklist No. 6.2-1 ..................................................................... 104
Information Sheet No. 6.3-2 LCD/DLP Projector Presentation Skills ........................ 106
Self-Check No. 6.3-2..................................................................................... 109
Answer Key 6.3-2 ........................................................................................ 110
Information Sheet No. 6.3-3 Maintenance Activity for a Personal Computer............ 111
Self-Check 6.3-3 ........................................................................................... 117
Answer Key 6.3-3 ........................................................................................ 118
Information Sheet No. 6.3-4 .................................................................................... 119
Techniques in Utilizing World Wide Web in Teaching .............................................. 119
Self-Check 6.3-4 ........................................................................................... 122

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Answer Key 6.3-4 ........................................................................................ 123
Information Sheet No. 6.3-5 Techniques in Effective Utilization of Computer-Based

Training Resources ................................................................................................. 124
Self Check 6.3-5 ........................................................................................... 129
Answer Key 6.3-5 ........................................................................................ 130
Job Sheet No. 6.3-1 Facilitate Training Using Personal Computer and LCD/DLP
Projector ................................................................................................................. 131
Performance Checklist No. 6.3-1 .................................................................. 132
Bibliography ........................................................................................................... 134

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How to use this Competency-Based Learning
Welcome!
The unit of competency, "Utilize Electronic Media in Facilitating
Training", is one of the competencies of TRAINERS METHODOLOGY Level I
(TM1), a course which comprises the knowledge, skills and attitudes
required for a TVET trainer to possess.
The module, Utilizing Electronic Media in Facilitating Training, contains
training materials and activities related to identifying learners requirements,
preparing session plan, preparing basic instructional materials and
organizing learning and teaching activities for you to complete.
outcome are Information Sheets, Self-Checks, Task Sheets and Job
Sheets. Follow and perform the activities on your own. If you have
questions, do not hesitate to ask for assistance from your facilitator.
Remember to:
Read information sheets and complete the self-checks. Suggested
module.
follows the sheets.

You need to complete this module before you can perform the module
on Facilitating Learning Session.

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Methodology Level I Date Revised: Page v
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Training Methodology I
2. Facilitate Competency- Facilitating Competency-

Based Training Based Training
3. Supervise Work-Based Supervising Work-Based

Learning Learning
4. Conduct Competency Conducting Competency

5. Maintain Training Maintaining Training

6. Utilize Electronic Media Utilizing Electronic

in Facilitating Training Media in Facilitating
Session Training Session

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Methodology Level I Date Revised: Page vi
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PROGRAM/COURSE : TRAINING METHODOLOGY Level 1
UNIT OF COMPETENCY : Utilize Electronic Media in Facilitating

Training
MODULE : Utilizing Electronic Media in

Facilitating Training
Introduction:
This module covers the skills and knowledge and attitude
required in advance training environment using electronic media in
facilitating training, including operation and maintenance of the
equipment.
Learning Outcomes
Upon completion of this module you must be able to:
1. Present a lesson through direct video footage/capture
2. Present lesson via film viewing method
3. Utilize computer and multimedia technology to present a lesson
1. Equipments are inspected for safe working condition
operation in-line with manufacturers user guide.
2. Set-up of equipment is performed in accordance with
connection guide, safety practices and presentation
requirements.
3. Equipment is operated based on presentation
requirements and operation manual.
4. Presentation of lesson is executed through direct video
footage/capture and in-line with session plan.
5. Equipment is stored in accordance with standard
operating procedure.
6. Equipments are inspected for safe working condition and
normal operation in-line with manufacturers user guide.
requirements.

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Methodology Level I Date Revised: Pagevii
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9. Learners are oriented prior to film viewing in-line with the
expected outcome of the lesson.
10. Strategies to ensure that the learner will learn important
information from the movie are implemented in-line with
session plan.

operating procedure.
requirements.
14. Equipment is operated based on presentation requirements
and operation manual.
15. Teacher-centered presentation of a lesson is executed using
a computer and in-line with session plan.
16. Learner-centered presentation of a lesson is executed
using a computer and in-line with session plan.
information from the movie are implemented in-line with
session plan.
18. Equipment is stored in accordance with standardoperating
procedure.
Prerequisite
Before going through this module it is a must that you can already
operate a computer.

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Utilizing Electronic March 2012 NTTA viii of
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LEARNING OUTCOME SUMMARY
Learning Outcome 1 Present a lesson through direct

video footage/capture
Contents:
Safety Handling of Electronic Equipment
The Video Camera Recorder
Operate a Video Camera Recorder
Tips and Tricks in Video Shooting
The LCD/DLP Projector
The Common Parts and Controls of an LCD/DLP Projector
Connect Video Camera Recorder To LCD/DLP Projector
The Public Address System
Major Parts of the Amplifier
Set-up Public Address System
Techniques in Demonstrating in Front of Video Camera

requirements.
4. Presentation of lesson is executed through direct video
footage/capture and in-line with session plan.
operating procedure

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Methodology Level I Date Revised: Page 1
Utilizing Electronic March 2012 NTTA of 134
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Conditions:
Electronic Media Equipment
o Video Camera and recording media (i.e tape, disc)
o Video Monitor/LCD Projector
o P/A Systems (including Audio Mixers/ Audio
Amplifies/ Microphones/ Speaker System)
Equipment guide and user manuals
Interconnection guide
Connection cables
Lighting equipment
Modules
Assessment Method:
Demonstration
Oral Questioning
Written examination

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Developed by:
Learning Outcome 1 Present a lesson through direct

video footage/capture
Safety Handling of Electronics
Equipment
Perform Task Sheet 6.1-2: Ask your trainer for you to
have an access to a video
Operate a Video Camera
camera recorder. Your trainer
will evaluate your performance
using the procedural
checklist.
Read Information Sheet 6.1-3:
Answer Key 6.1-3
Answer Key No. 6.1-3.
Answer Key No. 6.1.4
Read Information Sheet No. 6.1.5:
The Common Parts and Controls of
LCD/DLP Projector
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Answer Self-Check 6.1-5:
Ask your trainer for you to have
Read Task Sheet No 1.6-2 Connect
Video Camera to LCD/DLP Projector an access to a video camera
recorder and LCD/DLP
Projector. Your trainer will
evaluate your performance
using the procedural checklist.

Read Information Sheet No. 6,1-7


Perform Task Sheet No. 6.1-3 Ask your trainer for you to
have an access to an
amplifier, Microphone,
Speakers and a mixer
(optional). Your trainer will
using the procedural checklist

Techniques in Demonstrating in
Front of Video Camera


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Ask your trainer for you to have
Read Job Sheet No. 6.1.1 Present a
Demonstration Lesson in Through an access to an amplifier, Video
Camera Recorder, LCD/DLP
Direct Video Footage/Capture
Projector, and a Public Address
System. Your trainer will
using the Performance
Checklist

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Safety Handling of Electronic Equipment
Objective:
After reading this information sheet, you must be able to explain

the safety handling procedure of the different electronic equipment.
General Safety Procedure
All electronic products are considered to have risks of electric

shock. To avoid these risks do the following:
1. Read users manual before using the equipment.
2. Keep the users manual for future reference
3. Follow all instructions as stated in the manual.
4. Install all equipment in accordance to manufacturers manual.
5. Clean all equipment with dry cloth.
6. Only use attachments/accessories specified by the manufacturer.
7. Refer all servicing to qualified service personnel.
8. Do not let object or liquids enter to the equipment.
9. See equipment enclosure for safety related markings.
Safety Handling of Electronic Equipments
Following proper safety practices are a must when working with

electronic equipment. Not only is there the danger of electrical shock,
equipment can explode if not connected properly. Many of todays
electronic equipments are easily damaged by improper handling.
These equipments are expensive and can be easily damaged if proper
operating procedures are not followed.
Handling Video Camera Recorders

1. Do not expose video camera recorders to rain, water nor moisture.
2. Do not expose video camera recorders to temperature more than 60
degrees centigrade.
3. Do not carry the video camera by its microphone, LCD, viewfinder,
battery pack or by its cable.

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4. Do not directly expose lens and viewfinder directly to strong
light or sunlight.
5. Handle it with care. Do not subject the video camera recorder to
shocks or vibrations as this will cause damage.
6. Do not disassemble the camcorder. If it does not function
properly, consult qualified service personnel.
Handling Battery Packs
1. Keep it away from fire or it might explode

2. Do not expose the battery pack to temperature higher than 60
degrees centigrade. Do not leave it near stove or inside the car in
hot weather.
3. Do not try to disassemble or modify it.
4. Do not drop or knock it.
5. Do not get it wet.
Handling LCD Projectors
1. Place the LCD projector in a sturdy flat surface

2. Do not block opening (ventilation) of the projector
3. Do not drop liquid or object to projectors.
4. Do not install projectors near the source of heat.
5. Do not unplug projectors after turning it OFF. LCD
projectors are equipped with cooling fans that automatically
turn OFF after meeting the projectors cooling temperature;
this will prolong the life of the expensive powerful lamp of
your projector.
6. Do not look into the projectors lens when the lamp is on. The
bright light may hurt or damage your eyes.
7. Do not use lens cap when projector is in operation.
8. Refer servicing to qualified service personnel.
Handling Amplifiers
1. Do not block ventilation opening of the amplifier.

2. Before turning it ON, make it sure that the volume control is
set to its lowest setting or to zero(0).
3. Make it sure that the speakers are properly connected to the

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amplifier (correct polarization).
Video Players
1. Do not expose the player, discs to humidity, rain, sand or

excessive heat (caused by heating equipment or direct sunlight).
2. Do not operate the player in an enclosed cabinet, allow about
10 cm (4 inch) of free space all around the player for adequate
ventilation.
3. When cleaning the casing of the video player use a soft cloth
slightly moistened with a mild detergent solution. Do not
use a solution containing alcohol, thinner, ammonia or
abrasives.
Personal Computers
1. Place your computer in a flat, sturdy and clean surface.

2. Avoid eating and drinking beside your computer.
3. Properly shutdown your computer and make it sure that
you have closed all open applications before shutting down.
4. Always perform virus scan to your computer at least once a
week.
5. Always perform disk cleanup to remove unwanted files.
6. Have the unit cleaned twice a year to remove internal dust.

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True or False
Direction: Write T if the state is correct and F if the statement is false.

Write your answer on the space provided before each number.
1. All repair or servicing work of electronic equipment must be done

only by a qualified service technician.
2. The lens of a video camera can be exposed to strong light or

sunlight.
3. Always perform disk clean-up to remove internal dust.
4. Allow an inch distance around the video player for adequate

ventilation.
5. Unplug immediately the projector after turning it OFF.
6. Carry a video camera by its built-in microphone and by the handle.
7. Place your computer on a flat and sturdy table.
8. Do not expose video camera recorders to rain, water nor moisture.
9. Make it sure that the speakers are properly connected to the

amplifier.
10.Cover lens with lens cap when the LCD projector is in operation.

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TRUE OR FALSE
1. T
2. F
3. F
4. F
5. F
6. F
7. T
8. T
9. T
10. F

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Methodology Level I Date Revised: Page10
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1. describe a video camera recorder;

2. identify the different types of video camera recorder
A video camera recorder also known as camcorder is an electronic
device that combines a digital camera and a video recorder into one unit.
A video camera recorder contain 3 major components: lens, imager,

and recorder. The lens gathers and focuses light on the imager. The
imager, usually a charge-coupled device (CCD) or complementary metal
oxidesemiconductor (CMOS) sensor on modern camcorders, converts
incident light into an electrical signal. Finally, the recorder converts the
electric signal into digital video and encodes it into a storable form. More
commonly, the optics and imager are referred to as the camera section.
Imager
Lens
Recorder

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Lens
The lens is the first component in the light path. The camcorder's optics
generally have one or more of the following adjustments for manual
control:
Zoom
This is the function which moves
your point of view closer to, or further
away from, the subject. The effect is
similar to moving the camera closer or
further away.
Note that the further you zoom
in, the more difficult it is to keep the
picture steady. In some cases you can
move the camera closer to the subject
and then zoom out so you have basically the same framing. For long
zooms you should use a tripod.
Zooming is the function everyone loves. It's easy and you can do
lots with it, which is why it's so over-used. The most common advice
we give on using the zoom is use it less. It works well in moderation
but too much zooming is tiring for the audience.
Focus
Auto-focus is strictly for
amateurs. Unlike still
photography, there is no way
auto-focus can meet the needs of
a serious video camera operator.
Many people find manual focus difficult, but if you want to be any
good at all, good focus control is essential.
Professional cameras usually have a manual focus ring at the
front of the lens housing. Turn the ring clockwise for closer focus, anti-
clockwise for more distant focus. Consumer cameras have different
types of focus mechanisms usually a small dial.
To obtain the best focus, zoom in as close as you can on the
subject you wish to focus on, adjust the ring until the focus is sharp,
then zoom out to the required framing.

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Iris
This is an adjustable
opening (aperture), which
controls the amount of light
coming through the lens (i.e. the
"exposure"). As you open the iris,
more light comes in and the picture appears brighter.
Professional cameras have an iris ring on the lens housing,
which you turn clockwise to close and anticlockwise to open.
Consumer-level cameras usually use either a dial or a set of buttons.
The rule of thumb for iris control is: Set your exposure for the
subject. Other parts of the picture can be too bright or darks, as long
as the subject is easy to see.
Shutter speed to regulate the exposure and to maintain
desired motion portrayal
Gain to amplify signal strength in low-light conditions
Neutral density filter to regulate the exposure
Neutral Density (ND) Filter
Shutter Dial Gain
In consumer units, the above adjustments are often automatically

controlled by the camcorder's electronics, but can be adjusted
manually if desired. Professional units offer direct user control of all
major optical functions.
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Imager
The imager converts light into electric signal. The camera lens
projects an image onto the imager surface, exposing the
photosensitive array to light. The light exposure is converted into
electrical charge. At the end of the timed exposure, the imager
converts the accumulated charge into a continuous analog voltage
at the imager's output terminals. After scan-out is complete, the
photosites are reset to start the exposure-process for the next video
frame.
With the first (digital) camcorders, an analog-to-digital (ADC)

converter digitized the imager (analog) waveform output into a
discrete digital-video signal. The imager in these cameras was a CCD
which was analogue by nature. Modern cameras will generally have a
CMOS chip in place of a CCD as a CMOS is completely digital in
nature and there is no analogue voltage signal to digitize because the
light is sampled directly by each pixel and converted to a binary
digital signal per each pixel.
CCD chips will generally see better in low light conditions
because of the CCD's nature of capturing more light in the infrared
range, but will severely lack in the human visibility spectrum, thus
sacrificing color, on the other hand CMOS imagers do not have great
low light capability but will capture the visible spectrum better and
thus displaying color properly.
Recorder
The third section, the recorder, is responsible for writing the
video-signal onto a recording medium (such as magnetic videotape.)
The record function involves many signal-processing steps, and
historically, the recording-process introduced some distortion and
noise into the stored video, such that playback of the stored-signal
may not retain the same characteristics/detail as the live video feed.
All but the most primitive camcorders imaginable also need to
have a recorder-controlling section which allows the user to control
the camcorder, switch the recorder into playback mode for reviewing
the recorded footage and an image control section which controls
exposure, focus and white-balance.
Types of Video Camera Recorder

In order to differentiate a camcorder from other devices that are
capable of recording video, like mobile phones and digital compact
cameras, a camcorder is generally identified as a portable, self-contained
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device having video capture and recording as its primary function.
Video Camera Format
Camcorders are often classified by their storage device: VHS,

Betamax, Video8 are examples of 20th videotape-based camcorders which
record video in analog form. Newer digital video camcorder formats
include Digital8, MiniDV, DVD, and flash semiconductor memory.
Single CCD and 3-CCD
Sensor is the heart of digital imaging devices - digital cameras

and camcorders. Generally, our digital image capture devices are
equipped with CCD or CMOS sensor that helps convert light into
electrical signals that represents the image and can be digitally stored.
The captured image quality vary by the CCD size and also the CCD
system. Currently the are two most widely used systems are Single CCD
and 3-CCD system. Since most devices use CCD rather than CMOS, we'll
focus on CCD technology.
Single CCD system
This system is commonly used in consumer level camcorders

and has been widely in used on digital cameras.
Sony Handycam with a

single CCD

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3-CCD System
3-CCD system uses a beam splitting prism to separate light

passing through the lens into 3 individual components and each is
sent to its own CCD. This technology reproduces color in great fidelity
and high accuracy but slightly reduced light sensitivity.
Normally 3-CCD system is used in professional range products

but now you can find even it on some consumer level DV camcorders.
A SONY digital video camera with 3-

CCD

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Multiple Choice: Read the statement or questions carefully, select the

correct answer and write it on the space provided before each number.
_______1. What is the lens adjustment control that regulates exposure and
depth of field?
A. aperture
B. gain
C. shutter speed
D. zoom
2. A video camera recorder component that converts light into

electrical signal.
A. Lens
B. Imager
C. Recorder
D. D. Sensor
3. An example of a digital video format.

A. Betamax
B. Video8
C. MiniDV
D. VHS
_______4. A lens adjustment control that regulates focal length.

A. aperture
B. gain
C. shutter speed
D. zoom
5. A CCD system that uses a beam splitting prism to separate light

passing through the lens into 3 individual components and each
is sent to its own CCD.
A. Single CCD
B. 3-CCD
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Answer Key 6.1-2
Multiple Choice
1. A
2. B
3. C
4. D
5. B

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Operate a Video Camera Recorder
Performance Objectives:
Given a video camera recorder, battery pack and a miniDV cassette

you are to supply power, load/remove video cassette, record video and play
video following the procedure presented in this task sheet.
The major parts of the video camera had been explained in the previous
lesson, an important lesson in introducing the equipment that you will use
latter for this learning outcome. This task will teach you how to operate the
video camera recorder. The procedure listed here covers only basic
operations of CANON XHG1 digital video camera recorder. To avoid damaging
your digital video camera, it is advisable to first read the instruction manual
that comes with it.
a. Preparing the power supply of a video camera
Procedure in charging the battery pack
1. Connect the power chord to the adapter.

2. Plug the power cord into a power
outlet.
3. Attach the battery pack to the
adapter.
4. Press lightly and slide the battery
pack in the direction of the arrow
until it clicks.

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5. The charge indicator starts flashing. The indicator will stay on
when the charging is completed.
6. When the charging is completed, remove the battery pack from the
adapter.
7. Unplug the power cord from the power outlet and disconnect it
from the adapter.
Attaching the battery pack

1. Turn the POWER dial to OFF.
2. Push the OPEN switch in the
direction of the arrow to open the
battery compartment cover.
3. Insert the battery all the way into
the compartment and press
gently until it clicks.
4. Close the battery compartment
cover.
Removing the battery

1. Turn the POWER dial to OFF.
2. Push the OPEN switch in the direction of the arrow to open the
battery compartment cover.
3. Press the BATT. RELEASE latch left and pull out the battery.
4. Close the battery compartment cover.
Connecting to a wall outlet

1. Turn the POWER dial OFF.
2. Attach a DC coupler to the
camcorder. Open the battery
compartment cover and DC
coupler all the way into the
compartment and press gently
until it clicks.
3. Connect the power cord to the
power adapter.
4. Plug the power cord into the
power outlet.
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5. Connect the DC coupler to the adapter.
6. Press the cable through the special slot and close battery
compartment cover.
7. Detach the DC coupler after use.
b. Loading/Removing Cassette
Note:
1. Do not interfere with the cassette compartment while it is opening
or closing automatically.
2. Be careful not to get your fingers caught in the cassette
compartment.
3. Cassette can be loaded/removed even if the POWER dial is set to
OFF.
Procedure:
1. Slide the
OPEN/EJECT switch
to open the cassette
compartment cover.
The cassette
compartment opens
automatically.
2. Load/remove the
cassette. Insert
cassette straight, fully
into the compartment
with the window
facing out. Remove the
cassette by pulling it
straight out.

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3. Close the cassette
compartment by pressing on
the PUSH mark on the cover.
The cassette compartment
will retract automatically.
4. Close the cassette

compartment cover.
c. Recording
Most of the video camera has a selector on recording mode, some can
be done by just selecting on display menu, and some can be done using a
button. Read the instruction or users manual that comes with your video
camera and study how you can start recording a video or you can ask your
trainer how to go video recording mode.
Usually your video camera has

this start/stop button. To begin
recording, press the start/stop
button. Make sure that you have
power ON your video camera and you
have loaded a video cassette on its
compartment
The tally lamp lights up and
the recording indicator appear on
LCD screen.
Press the start/stop button again to pause recording

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d. Playing your recorded video
All video camera has its own playback mode or VCR mode. Select the
Playback Mode. Locate the Rewind Button of the VCR controls, and press it
to rewind the recorded video, if you over rewind the recorded video you can
press the Forward Button to forward to your desired recorded video section.
To pause playback press pause button of the camcorder during
normal playback.
You can also search the recorded video by pressing down playback
and holding the rewind or fast forward button on the camcorder.
When you have finished recording

Set the POWER dial to OFF
Replace the lens cap
Remove the cassette

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Procedural Checklist 6.1-1
OPERATING A DIGITAL VIDEO CAMERA
Trainees Name:
During the performance of the above mentioned task, did you follow the
step by step procedure?
Procedures YES NO
A. Charging battery pack
1. Connect the power chord to the adapter.
2. Plug the power cord into a power outlet.
3. Attach the battery pack to the adapter.
4. Press lightly and slide the battery pack in the

direction of the arrow until it clicks.
5. Remove the battery pack from the adapter.
6. Unplug the power cord from the power outlet and

disconnect it from the adapter
B. Loading and removing video cassette
1. Slide the OPEN/EJECT switch to open the cassette

compartment cover.
2. Remove the cassette by pulling it straight out.
3. Insert cassette straight, fully into the compartment

with the window facing out.
4. Close the cassette compartment by pressing on the

PUSH mark on the cover.
5. Close the cassette compartment cover.
C. Recording Video
1. Locate the video recording control of the video

camera recorder

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2. Press the start/stop button to begin recording
3. Press the start/stop button again to pause

recording
D. Playing Back a Tape
1. Set the video camera to VCR/PLAY.
2. Play the recorded video
For satisfactory achievement, all items should receive a YES response.
Comment:
Trainers Name and Signature:

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Learning Objectives
1. Identify the basic camcorder video camera recorder

movement.
2. Identify the basic types of video camera recorder shot.
3. Identify video camera recorder shooting tips and tricks.
If you've never shot video on a camcorder shooting your first video

can be a little intimidating. Many first time camcorder users make mistakes
that make their video for the most part unwatchable. Here are some basic
camcorder shooting tips that can help you shoot fantastic videos.
Basic Video Camera Movement
Zooming
A zoom is technically not a camera move as it does not
require the camera itself to move at all. Zooming means altering the
focal length of the lens to give the illusion of moving closer to or
further away from the action.
The effect is not quite the same though. Zooming is effectively
magnifying a part of the image, while moving the camera creates a
difference in perspective background objects appear to change in
relation to foreground objects. Zooming is an easy-to-use but hard-
to-get-right feature of most cameras. It is arguably the most misused
of all camera functions.
At times, zooming in while shooting or recording video can make
the demonstration more interesting. Zooming can make a certain part
of a video carry more importance or have more impact. For example,
you may want to show a detail such as a handshake between two
people. Zooming in on a handshake draws attention to it and stresses
the importance of this handshake.
Zooming is easy. There is a zoom control on the camera

above the record button. Shifting this button slowly allows for a
gradual zoom. Be careful though, if you zoom too rapidly, your
audience will feel jarred by the sudden motion!
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Camera Tilt
A tilt is a vertical camera movement in which the camera

points up or down from a stationary location. For example, if you
mount a camera on your shoulder and nod it up and down, you are
tilting the camera.
Tilting is less common than panning because that's the way
humans work we look left and right more often than we look up and
down.
Camera Pan
A pan is a horizontal camera movement in which the camera
moves left and right about a central axis. This is a swiveling
movement, i.e. mounted in a fixed location on a tripod or shoulder.
Types of Video Camera Shot
Wide Shot (WS)
In the wide shot, the

subject takes up the full
frame. In this case, the
boy's feet are almost at
the bottom of frame and his
head is almost at the top.
Obviously the subject
doesn't take up the whole
width and height of
the frame, since this is
as close as we can get
without losing any part of him. The small amount of room above
and below the subject can be thought of as safety room you don't
want to be cutting the top of the head off. It would also look
uncomfortable if his feet and head were exactly at the top and
bottom of frame.
Mid Shot (MS)
The mid shot shows

some part of the subject in
more detail, whilst still
showing enough for the
audience to feel as if

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they were looking at the whole subject. In fact, this is an
approximation of how you would see a person "in the flesh" if you
were having a casual conversation. You wouldn't be paying any
attention to their lower body, so that part of the picture is
unnecessary.
The MS is appropriate when the subject is speaking without

too much emotion or intense concentration. It also works well
when the intent is to deliver information, which is why it is frequently
used by television news presenters. You will often see a story begin
with a MS of the reporter (providing information), followed by closer
shots of interview subjects (providing reactions and emotion).
Close Up Shot (CU)
In the close-up shot, a

certain feature or part of the
subject takes up most of the
frame. A close up of a
person usually means a
close up of their face
(unless specified otherwise).
Close-ups are
obviously useful for showing detail and can also be used as a cut-in.
A close-up of a emphasizes their emotional state. Whereas a
mid-shot or wide-shot is more appropriate for delivering facts and
general information, a close-up exaggerates facial expressions which
convey emotion. The viewer is drawn into the subject's personal
space and shares their feelings.
Cut-in Shot (CI)
This shot specifically

refers to showing some part
of the subject in detail. Can
be used purely as an edit
point, or to emphasize
emotion and action of the
hands. etc. For example,
hand movements
performing a task, can also
show enthusiasm, agitation,

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nervousness, etc.
Video Camera Tips and Tricks
Watch the Zoom

In general when you shoot a video you want to limit the
amount of time you zoom in and out. Many new camcorder
users will zoom in and out constantly with their camcorder. Video
shot in this manner usually ends up making viewers nauseous with
the constant movement. Using the zoom on your camcorder is a
good idea, but try to only use the feature when you need it. A good
slow steady zoom into a subject is also usually much nicer to watch
than a quick zoom in to a subject.
Bring a Tripod
Chances are you have seen video

recorded by someone who did not have a
tripod. Handheld video usually looks
great for the first few minutes, then as
the person recording the video gets
tired the video starts to look worse. You
naturally move up and down slightly
when you breathe, if your holding a
camcorder then that motion is
exaggerated on video and can make it look like you were jumping up
and down while holding your camcorder. Along those same lines, if
you are shooting a video handheld then you want to make sure the
image stabilization on your camcorder in enabled. Image
stabilization will help even out the movements your camcorder makes
and minimize shaking in your finished video.
Turn On the Lights

Camcorders typically have a
difficult time recording video in
darker areas. Camcorders will typically
make video shot in dim areas look as
though it was shot in complete
darkness. If you have the ability to turn
on more lights where you are, do it or
use video camera lighting system. The
brighter the area you are recording the
better.
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Do a Little Shot Composition
The purpose of taping
something is so you will be able to
remember and enjoy it later. Before
you hit the record button, look at
your shot and see if you have
everything in it that you want and
that it is framed nicely. Do this as
you would if you were taking a still
picture; prior to pressing 'record,' not
after. Good shot composition uses the
'Rule of Thirds.' This is where you treat the screen as being divided
into a tic-tac-toe pattern. When framing a person, you want their eyes
on the top line and the center of their head on the left or the right
line (i.e., facing inward). Although this may cut off the top of the
subject's head, it will provide the proper balance and really
make your shot look professional.
Let Your Camera Follow the Action
This may seem obvious, but keep your viewfinder on the

ball. Your viewers' eyes will want to follow the action, so give them
what they want.

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Self-Check 6.1-3
Multiple Choice: Read the statement or questions carefully, select the
correct answer and write it on the space provided before each number.
_______1. Vertical camera movement in which the camera points up and

down from a stationary location.
A. Pan
B. Tilt
C. Zoom
_______2. A video camera shot where the subject takes up the full screen.
A. Mid Shot
B. Close-up
C. Cut-in Shot
D. Wide Shot
_______3. This shot specifically is used to emphasize motion or action of the

hands.
A. Mid Shot
B. Close-up
C. Cut-in Shot
D. Wide Shot
_______4. A horizontal camera movement in which the camera moves left and
right at a central axis.
A. Pan
B. Tilt
C. Zoom
_______5. A camera shot that can be used when the subject is presenting
information.
A. Mid Shot
B. Close-up
C. Cut-in Shot
D. Wide Shot

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Answer Key 6.1-3
1. B
2. D
3. C
4. A
5. A

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After reading this Information Sheet, you must be able to:
1. describe an LCD/DLP projector;

2. identify the different features of an LCD/DLP projector;
3. explain the advantages and limitation of an LCD/DLP projector;
4. describe keystone effect.
The LCD and DLP Projector

Projectors can be broadly catogorised into two technologies, DLP
(Digital Light Processing) or LCD (Liquid Crystal Display). This refers to the
internal mechanisms that the projector uses to compose the image.
Until recently, LCD was reserved for less expensive designs while DLP
models held the performance edge for high-end projectors. However, recent
advances have seen both technologies converge and in most cases there is
less of a reason to pick one technology over another.
LCD technology has improved immensely in the last year or two while
DLP models are more competitively priced than ever before. So in short both
technologies are now able to offer crisp, clear and vibrant images, the main
consideration to make on which projector is right for you is down to the
more specific requirements such as brightness, resolution, contrast and
connectivity.
It is worth mentioning though before you read on that despite the
advancement in both technologies, LCD and DLP still each have unique
advantages over one another, which is why its important to understand
what each of the technologies has to offer.
DLP
DLP technology can be found in projectors from manufacturers
such as BenQ ,InFocus and Optoma.
Digital Light Processing is the world's only all-digital display

solution. DLP technology uses an optical semiconductor, known as
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the Digital Micromirror Device, or DMD chip to recreate source
material. Please click on the icon below to launch a Flash demo to
show you how it works.
Advantages of DLP
Less 'chicken wire' (or 'screen door') effect because pixels are
much closer together. This doesn't make so much difference
with data, but it produces smoother images for video.
A comparrison of an LCD
and DLP projection to illustrate
the 'screen door' or 'chicken wire
effect on LCD projections.
Higher contrast achievable.

DLP has sealed optics which makes them better for use in a
dusty environment.
DLP projectors are generally more poratable as fewer
components are required.
Disadvantages of DLP
The 'rainbow' effect, appearing as a momentary flash of
rainbow-like striping typically trailing the bright objects when looking
from one side of the screen to the other, or when looking away from
the projected image to an offscreen object. Only some people see this
effect, or you can create it for yourself by moving your eyes very
quickly across the screen. There are two types of DLP projector - the
old ones had four segments on the colour wheel, the new ones have
six or even seven and spin faster, which means less rainbow effect
and more saturated colour.

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The 'halo' effect (or 'light leakage'). It may bother some people
using their projector for home cinema. Basically it's a grey band
around the outside of the image, caused by stray light being bounced
off the edges of the tiny mirrors on the DLP chip. It can be a
distraction, but can be overcome by having a black border a few
inches wide around the screen, so the halo falls on to the border.
However the halo effect is less evident in the newer DLP chips such as
the DDR chip
LCD
LCD technology is used by many manufacturers such as
Epson, Hitachi ,Sanyo and Sony.
LCD (liquid crystal display) projectors contain three separate LCD

glass panels, one for red, green, and blue components of the image
signal being transfered to the projector. As the light passes through
the LCD panels, individual pixels can be opened to allow light to pass
or closed to block the light. This activity modulates the light and
produces the image that is projected onto the screen.
Advantages of LCD
LCD is generally more 'light efficient' than DLP (ie. the same
wattage lamp in both an LCD and DLP would produce a
brighter image through the LCD).

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With 3LCD projectors, you get beautiful colour in clear,
defined images - even in a bright room, and you get more
than double the brightness on colour luminance, compared
to non-3LCD projectors. Whats more, 3LCD projectors can
project bright, vivid images with a low output lamp.
Hence, with a data signal, if you put a 1000 lumen LCD
next to a 1200 lumen DLP and showed a colour image
people would probably prefer the LCD for brightness.
LCD tends to produce a sharper image (ie. more precisely
focused). This can actually be a bit of a disadvantage for
video, where it makes the pixellation more obvious.
Disadvantages of LCD
Chicken wire effect causing the image to look more
pixellated. Though with the recent advancements in 3LCD
technology this is now barely noticeable.
Generally more bulky, as there are more internal
components.
'Dead Pixels' - Pixels can become permanently on or
permanently off, while this is barely noticeable with one
dead pixel, if the projector develops multiple dead pixels it
can be an irritation.
LCD panels can fail, and are very expensive to replace. DLP
chips can also fail but as there are fewer parts in a DLP
projector this is relatively rare.
Features of an LCD Projector
Projector Resolution
Resolution refers to the number of dots of light that appears on
a screen or a projected image. Even though some projectors may be
able to work with several resolutions, there is one "native" resolution
at which it works best. To get the best image, match the resolution of
your projector with the resolution of your computer. Most new
projectors have higher resolutions to match most current laptop
computers. The most common resolution today is XGA (1,024 x 768).
Higher resolutions, such as SXGA (1,280 x 1,024), would mean
you'll have to pay a higher price for the projector.
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Projector Resolution Options
Resolution Description
SVGA SVGA projectors are great for those on a tight
800 x 600 budget. They are good for Power Point
presentations or those that include clip art or line
drawings. They're good for black and white,
showing documents, etc. They are not good for
presentations that require a lot of detail.
*XGA Most computers still output in native XGA.
1,024 x 768 Matching an XGA projector to your computer
ensures you won't lose any detail. These are good
general purpose projectors.
SXGA SXGA projectors are of high resolution and

1,280 x 1,024 are more expensive than XGA. These products
are targeted for high-end personal computer users
and low-end workstation users.
SXGA+ SXGA+ projectors are becoming more popular and

1,400 x 1,050 there are several offerings available in both
budget and high-end configurations. These are
very good for detailed photography and graphics.
UXGA UXGA is for very high-end high resolution
1,600 x 1,200 workstation applications that require exacting
detail. These are expensive projectors that
support a broad range of computer
equipment.
* The most popular projector resolution
NOTE: For best results, match the resolution of your computer with the
native resolution of the projector.
Image Quality
There are four factors that affect the quality of image.
They are contrast, color, brightness, and evenness of the illumination
across the picture. The best way to get the highest quality image is to
match the resolution of your projector with that of your computer.
Every year, computers are sold with higher and higher resolutions
with the XGA 1024 x 768 sold at 4:3 aspect ratio as the most popular
today.
Contrast Ratio

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Contrast is the difference between the brightest (white) and
darkest (black) parts of the screen. Contrast helps to define the depth
of an image, and is important when projecting video images. A good
projector will have a contrast ratio of at least 250:1 or more. The
higher the contrast ratio, the better the projected image with the
best quality projectors having a contrast ratio of 2,000:1.
Color
The more colors you projector can support, the better it will
be able to project high quality images and video. Color helps to
define the depth of an image, by adding shades to the objects
displayed. Projectors should display 16 million colors or more which is
adequate for computer screens and video.
Brightness
The bigger the audience or room, the bigger and brighter the
image must be. The brightness level of a projector depends on the kind
of environment you will be using with it. Will you be in a small
classroom, a conference room, or a large lecture hall or auditorium?
Will the room be lit or darkened?
These are some of the factors you must consider when
purchasing an LCD projector. Trade show floors, for example, and
other lighted environments require brighter images, while darkened
rooms need less brightness. Typically, you should have at least 1,000
lumens to project effectively in a lighted room. For very large
installations, 10,000 lumens are required.

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Illumination Uniformity
As you compare projectors, notice how the projector fills the
screen. Is it even from side to side and top to bottom? Avoid dark
corners of the image and bright centers. Illumination uniformity
refers to the percentage of brightness that is carried across your
screen from edge to edge and top to bottom. A higher uniformity rating
means more uniform image brightness across your screen. If you
want uniformity, it must be at a level of 85% or higher.
Projector Lenses
Zoom lenses are almost standard on today's projectors. The

zoom lens lets you project a larger or smaller image on your screen
depending on the distance between your projector and the
screen. The best lenses are manufactured with
glass, but some models are using plastic lenses to cut down on weight.
Glass will give you a clearer, sharper image. Some projectors are,
also, available with interchangeable lenses. The f-number of the
lens is a measure of how much light gets through the lens to the
screen.
Projector Lamps
Projector lamps are one of the hidden costs of a projector. It's

like toner cartridges for printers. Over the life of the printer, you'll
probably pay more for the toner cartridges than you originally paid
for the printer. The same is true for projectors. The lamp is the most
expensive part of the projector. The lamp type is related to the image
brightness. The most common types of projector lamps are the
following:
UHP - Ultra High Performance
UHE - Ultra High Efficiency
Some projectors also use metal halide lamps.
Lamp life is rated in hours. The typical lamp life for a

projector is between 1,000 and 4,000 hours and depending on how
much the projector is used, can add to the total cost of operating a
projector over a given period of time. Replacement bulbs run
anywhere from P 15,000 to P 30,000. A lower watt lamp will stay
cooler and last longer than a higher watt bulb. Since it uses less
power, it will also cost less to operate.

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Other Features of a Projector
Today's LCD projectors are very easy to use. They are plug-
n-play and require only a few minutes to set up. Some
projectors come with additional features that can be very convenient
and it is suggested that they are the ones you should consider in your
purchase decision.
Some LCD projectors are wireless for easy set-up and no
cables to mess with.
Network connections so that projector can be controlled
from a remote location
Component video inputs for higher quality video. This is the
preferred input for projecting video.
Digital Keystone Correction for adjusting the rectangular
shape on the screen when the projector cannot be
positioned perpendicular to the screen.
Wireless mouse control for freedom to move around while
you are presenting.
Dual computer inputs for hooking up to more than one
computer.
Projector Aspect Ratios
Aspect ratios refer to the number of units wide to the number

of units high of your LCD projector display. For years, the
standard was 4:3, but with the popularity of wide screens, the new
option is 16 x 9. A 4 x 3 display is squarer than the rectangular-
shaped 16 x 9.
Screen/Display Aspect Ratios
Wide Screen 16 x 9 Standard Screen 4 x 3

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Keystone Effect
The keystone effect is caused by attempting to project an
image onto a surface at an angle, as with a projector not quite
centered onto the screen it is projecting on. It is a distortion of the
image dimensions, making it look like a trapezoid, the shape of an
architectural keystone; hence the name of the feature. In the typical
case of a projector sitting on a table, and looking upwards to the
screen, the image is larger at the top than on the bottom. Some areas
of the screen may not be focused correctly as the projector lens is
focused at the average distance only.
Two types of keystone effects
Vertical keystone effects This usually occurs when the

projector is above or below the centerline of the screen.
Horizontal keystone effects This happens when the projector
is to the left or right of the screen.
Vertical keystone effects
Horizontal keystone effects

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Directions: Read each statement or question carefully. On your answer

sheet, write the correct answer.
______1. A projector resolution that fits to a 4X3 projection screen.

A. SVGA (800x600)
B. XGA(1,024x768)
C. SXGA (1,280x1,024)
D. SXGA+ (1,400x1,050)
2. The dichroic mirrors in LCD projectors separate the light into

the three primary colors. What are these?
A. Blue, Green and Yellow
B. Green, Red and Yellow
C. Green, Red and Blue
D. Red, Yellow and Blue
3. A very expensive replaceable part of the LCD projector.

A. Dichroic panel
B. LCD Panel
C. Projection lamp
D. Projection lens
4. What LCD projector feature lets you project a larger or smaller

image on your screen depending on the distance between your
projector and the screen?
A. Dichroic panel
B. LCD Panel
C. Projection lamp
D. Projection lens

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Multiple Choice
1. B
2. C
3. C
4. D

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The Common Parts and Controls of an LCD/DLP Projector
Objective:
1. Explain the common parts of LCD/DLP Projectors.
2. Identify and explain the different controls of an LCD/DLP Projector.
LCD/DLP projectors also known as multimedia projectors are

considered as very helpful tools in conducting training. You as a trainer
must know how to operate this in order to maximize its training use. A good
knowledge of its parts and function of its common controls will be of great
help to you.
Main Parts of a Multimedia

Projector
1. Control Panel - you
can change setting of
your projector using
the different controls
buttons, like power,
source, menu and
keystone.
2. Zoom Lever turning
this left or right will
change the zoom
level.
3. Focus Ring rotating
this ring will focus
the projected image to the screen.
4. Power socket you will plug your power cord to this socket.
5. Zoom lens Zoom in and out once the zoom level is adjusted.
6. Elevator foot you can adjust the height or level of projection
once this is adjusted.
7. Elevator button Before adjusting the elevator foot you have
to press this button.
8. Infrared receiver receives infrared signal from the projector
remote control.
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9. Connection ports
lets you connect
your computer,
video player and
video camera by
using the available
connection ports.
10. Tilt adjusting feet
lets you fine tune
the display angle
by adjusting this
tilt adjusting feet.
Control buttons
Here are some common command buttons that you can see on
multimedia projectors.
11. Power Standby Button power
ON/OFF the projector 4 6
12. Source Button - press Source 2
to choose computer, video or 1
SVideo as input source.
13. Menu press Menu to launch 3
the on-screen-display (OSD)
menu. To exit the OSD press
menu again
14. Keystone button press this
button to adjust image
distortion cause by tilting the 5 7
projector.
15. Four Directional Select Keys - use to select items or make
adjustment to your selection.
16. Enter Button Confirm the selected changes for an item.
17. Re-sync automatically synchronizes the projector to input source
(for PC signal only)

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Self-Check 6.1-5
Directions: Read each statement or question carefully. Write the correct

answer on your answer sheet.
______1. A part of the projector that can be adjusted to obtain the level or
height of projection.
E. Elevator button
F. Elevator foot
G. Tilt adjusting feet
H. Keystone button
_______2. Using your LCD projector, you are to project a PowerPoint
presentation on the screen. Which source option will you select?
A. Computer
B. RGB
C. S-Video
D. Video
_______3. You are to adjust image distortion cause by tilting the projector,
what button will press on your projector to correct this problem?
A. Keystone
B. Menu
C. Re-sync
D. Source
_______4. A part of the lens control that when turned left or right will change
the size of the projected image.
A. Focus ring
B. Zoom lever
C. Zoom lens
D. Zoom ring

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Multiple Choice
1. B
2. A
3. B
4. A

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Connect Video Camera to LCD/DLP Projector
After performing this task sheet you must be able to:

1. Connect video camera to LCD/DLP projector
2. Display video via LCD/DLP projector
Equipment:
1. Video Camera
2. LCD/DLP projector
3. RCA cable/3.5 male jack
There are a variety of different video cameras available on the market,

many of which have different recording functions. Some cameras record to a
memory card or writable DVD, while others use a digital tape or an internal
hard drive. No matter how your video camera records, you may want to
simply display your video without editing it. Although you can do this on a
television, a projector can provide a larger image.
This activity will familiarize you on how to display video image from a
video camera using the LCD/DLP Projector.
Procedure:
Note: Before making any connections between the video camera and
LCD/DLP Projector make sure to power OFF both the
equipment.
1. Plug the 3.5mm male jack-to-RCA cable into the 3.5mm
female jack of the video camera. Most cameras have this.
The port on the video camera is the same size as a port for
headphones. It allows you to connect the audio and video
from the camera into a television, or in this case, the video
projector.
If the video camera doesnt have this 3.5 mm female port,
then probably it uses RCA ports to connect to audio and
video. Plug the yellow RCA cable to the yellow RCA port of
the video camera
2. Plug the yellow RCA cable into the yellow RCA port on the
LCD/DLP projector.
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3. Power ON the video camera.
4. Power ON the projector and press the "Menu or Source"
button. Under menu you are going to find "Video In" (or
something similar, depending on your make and model).
Select this to display all of the possible options on your
projector.
5. Scroll through the available selections until the content
from the video camera is projected. From here you can
begin to display what your video camera can capture.
6. Adjust the zoom control of the projector to desired size.
7. Adjust the focus control to make the displayed image clear
and sharp.
8. Adjust the keystone control to remove keystone effect.

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Procedural Checklist 6.1-2
Connecting the Video Camera to LCD/DLP Projector
Trainees Name: ______________________________________________
During the performance of the above mentioned task, did you follow the step
by step procedure?
Procedure YES NO
1. Ensure that the video camera and LCD/DLP
projector are power OFF.
2. Plug the 3.5mm male jack-to-RCA cable into the
3.5mm female jack of the video camera
or
Plug the yellow RCA cable to the yellow RCA port of
the video camera
3. Plug the yellow RCA cable into the yellow RCA port
on the LCD/DLP projector
4. Power ON the video camera and select camera mode.
5. Power ON the LCD/DLP projector and select source
to be displayed.
6. Adjust the zoom control of the projector to the
desired display size.
7. Adjust the focus control to make the projected image
clear and sharp
8. Adjust keystone control to correct keystone effect.
Comments:
Name and Signature of Trainer/Facilitator Date

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Objectives:
After reading this information you must be able to;
1. Describe a public address system
2. Identify and describe the components of a public address system
A public address or PA system is a combination of a set of audio

equipment that allows broadcasts over a designated area. Often found in
schools and office buildings, PA systems can be used for announcements or
emergency information and provide a simple way to get information out
quickly. PA systems can be basic or advanced, and can be adapted to fit a
variety of needs.
Basic PA systems are comprised of loudspeakers placed in convenient
locations around the broadcasting area, an amplifier to increase the sound,
and a mixer, which allows variation in sound levels. The user speaks into a
microphone, and the sound is transmitted through connected cables to the
area surrounding the speakers.
Components of a Public Address System
Amplifier
When most users think of a sound system, they think of
the visible endpoints: microphone or the loudspeaker. But neither of
these passive components can create any sound without active
components between them. Microphone signals require a preamp,
signal processing, and amplification before the loudspeaker can do its
job.
Amplifier
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Amplifiers are most commonly used for smaller venues such
as clubs, coffee houses, and even school-multipurpose rooms. But
they are equally useful in any building where a sound system might
be temporarily set up in different rooms (or outdoors) on different
days. In some cases, portable amplifiers are even permanently
installed, despite their ultra-portable nature.
Microphone
A device that converts
sound waves into analogous
electrical waves. Usually called a
"mike," it contains a flexible
diaphragm composed of film or
foil that vibrates as it makes
contact with the sound. The
diaphragm movement modulates
an electrical current by various methods.
Since the demonstrator keep moving and both his/her hands are
used in performing the task, the best type of microphone that can be
used for this activity is wired or wireless microphone (lapel). It can be
clipped on presenters cloth near the neck or the headset design that
can be placed on presenters head.
Speakers
Speakers convert electrical
energy into sound pressure waves.
Speakers are the last device in the
sound system chain over which the
sound designer has full control. With
the exception of room characteristics
and acoustic treatment, once the
sound wave leaves the speaker
cabinet, it's all up to the audience to
actually listen, and it is up to the
designer to properly utilize speaker
equipment to provide an even listening pattern to as much of the
venue as is humanly and technologically possible.

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Sound Mixer
A sound mixer is a device which takes
two or more audio signals, mixes them
together and provides one or more output
signals. The diagram on the right shows a
simple mixer with six inputs and two
outputs.
Mixers allow you to adjust levels,
enhance sound with equalization and effects,
create monitor feeds, record various mixes,
etc.
Mixers come in a wide variety of sizes
and designs, from small portable units to
massive studio consoles. The term mixer can
refer to any type of sound mixer; the terms
sound desk and sound console refer to mixers
which sit on a desk surface as in a studio setting.
Sound mixers can look very intimidating to the newbie because
they have so many buttons and other controls. However, once you
understand how they work you realize that many of these controls are
duplicated and it's not as difficult as it first seems.
Since mixers can be of great help in enhancing the audio output
in the public address system, this can be optional equipment for this
activity.

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Multiple Choice
Directions: Read each statement or question carefully. Select the correct
letter of the answer and write it on your answer sheet.
_______1. A device that allow you to adjust levels, enhance sound with
equalization and effects, create monitor feeds, record various mixes,
etc.
A. Amplifier
B. Microphone
C. Sound Mixers
D. Speakers
_______2. A device that converts sound waves into analogous electrical waves.
A. Amplifier
B. Microphone
C. Sound Mixers
D. Speakers
_______3. An active device between the microphone and speakers.

A. Amplifier
B. Microphone
C. Sound Mixers
D. Speakers
_______4. A device that convert electrical energy into sound pressure waves.
A. Amplifier
B. Microphone
C. Sound Mixers
D. Speakers

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Answer Key 6-1-6
1. C
2. B
3. A
4. D

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Objectives
1. Identify the parts of the amplifier and functions of each part.
We have learned that without the amplifier we cannot hear a sound

coming from the microphone or any input source such as CD/DVD.
This is important equipment in the public address system and order
to use it properly you must know the major parts of the amplifier as well as
their functions.
Volume
Control
Input
Power
Microphone Input Tone Balance Control

Socket
Amplifiers Front Panel
Volume Control
Volume controls on an amplifier are basically just small
potentiometers (variable resistors) that allow you to adjust the
incoming signal to the amplifier so the amplifier works well with your
desired sound level.

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Input Selector
Input selector lets you select the input device such as CD/DVD,
audio tape, tuner and auxiliary input such as audio.
Power Button
Power button lets you power ON the amplifier.
Tone Control Buttons

These are general tone controls, treble and bass. This runs the
bass amp all the way, and run the treble off or on.
Balance Control
This control is used to adjust the left and right volume balance.
Microphone Input Socket

You connect the microphone 6.5 male jack on this input socket.
Speaker
Input terminals terminals Power Cable
Connector
Back Panel
Input Terminals
Make connections to input components such as turn tables,
tuner, CD/DVD and auxiliary using the RCA audio cable connectors.

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Speaker terminals
Make connections to speakers using speaker cords.
Power supply connector

Connects to AC power supply.

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Multiple Choice
Directions: Read each statement or question carefully. Select the correct
letter of the answer and write it on your answer sheet.
_______1. A control that allows you to adjust the incoming signal to the
amplifier so the amplifier works well with your desired sound level.
A. Balance control
B. Input selector
C. Tone control
D. Volume control
_______2. A control that allows you to adjust the left and right volume
output.
A. Balance control
B. Input selector
C. Tone control
D. Volume control
_______3. This control lets you select the input device such as CD/DVD,
audio tape, tuner and auxiliary input such as microphone
A. Balance control
B. Input selector
C. Tone control
D. Volume control
_______4. A terminal that lets you connect input devices using RCA cable
connectors.
A. Input selector
B. Input terminal
C. Microphone input socket
D. Speaker terminal

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1. D
2. A
3. B
4. C

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Given an amplifier, microphone, speaker and mixer(optional) you are
to setup the public address system following the procedure listed below.
Procedure:
Note: Before making any connections to the amplifier make sure
to turn power OFF and set all control knobs to zero.
1. Firstly, make sure all plugs are removed from sockets and
power is off.
2. Plug the end of the microphone cord into the input socket
of the amplifier.
3. Plug one end of the speaker cable into the output socket
of the amplifier. The speaker outputs are frequently found
at the back of an amplifier.
4. Plug the other end of the speaker cable into the input
socket on the rear of the speaker.
5. Repeat steps 3 and 4 with the speaker cable for the
additional speaker.
6. Plug the amplifier into the power outlet.
7. Power ON the amplifier.

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Setting-up the Public Address System
Trainees Name:
Procedure YES NO
1. Make sure to turn power OFF and set all
control knobs to zero of the amplifier.
1. Plug the end of the microphone cord into the

input socket of the amplifier.
2. Plug one end of the speaker cable into the
output socket of the amplifier. The speaker
outputs are frequently found at the back of
an amplifier
3. Plug the other end of the speaker cable into
the input socket on the rear of the speaker.
4. Repeat steps 3 and 4 with the speaker cable
for the additional speaker.
5. Plug the amplifier into the power outlet.
6. Power ON the amplifier.
Comment:

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Techniques in Demonstrating in Front of the Video Camera
1. Explain the things to b e prepared before demonstrating in

front of a video camera.
2. Identify the techniques in demonstrating in front of the video
camera.
Techniques in Demonstrating in Front of the Video Camera.
Preparing to film
The opportunity to film a trainer before a live audience
provides a natural setting and spontaneous, vigorous interactions.
Particularly where you lack the budget to film in a dedicated studio,
this represents a viable option. Before filming the training, carefully
consider the equipment, the location for the training, the trainer,
and the students.
Equipment
Although you can record video with inexpensive equipment,

the quality will be noticeably amateurish and you'll have little room
for error when it comes time to correct problems with the video or
sound. The video cameras should be of at least "prosumer" quality
(intermediate between professional and consumer quality); ideally,
use professional equipment. Better cameras typically have three
CCD sensors versus the one sensor on typical consumer
cameras. Although the resolution is similar, the three-CCD
cameras provide more realistic color.
Digital video cameras that record onto mini-DV cassettes
now offer quality equal to that of more traditional cameras, but
eliminate the conversion from analog (film) to digital; thus, they
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both speed the transfer of footage to a computer for editing and
eliminate quality loss due to format conversions.
Smooth zooms and pans are more difficult than they might
seem, and require considerable practice. This is particularly
true if, as with many cameras, the manual zoom and pan are too
fast. The camera operator should be very well versed in zooming,
panning and tilting the video camera.
Never rely on the camera's built-in microphone. Though
suitable for home movies, this microphone provides noticeably
lower quality than a standalone prosumer-quality model, and
more often has obstacles or participants between it and the
speaker. Thus, it's much more likely to produce inadequate
recordings of the speaker and distracting background noise. To
capture the speaker's voice, use a lapel microphone; headgear
microphones also work, but may present an unprofessional image.
Location
Choose a suitable location for filming. If you aren't using a
studio, the location should be visually, sonically, and logistically
suitable. An ideal location provides a single type of ambient light,
since a mix of lighting leads to unpredictable variations in
brightness during a long session. Artificial lighting is preferable
because it remains constant. Natural lighting provides more
natural colors, but light intensities can vary excessively. In some
cases, it may be possible to install daylight-balanced ("full
spectrum") bulbs. Whichever light you choose, consult your camera
manual to see whether there's an optimal setting for that type of
light.
In terms of sound, make sure that the room doesn't create
excessive echo; echoes can be very difficult to remove during editing,
and may even force you to re-record segments of the speech.
Sometimes you can hang blankets outside the frame or rent large
potted plants to diminish echoes, but it's better to avoid them in the
first place.
The presenter and presentation
Because videos should support self-learning, in short sessions

tailored to the student's schedule, plan the video as a series of
modules that can be viewed sequentially. To facilitate this
approach, ask the speaker to structure the presentation somewhat
more than might otherwise be the case. Breaking the presentation
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into clear modules lets you design the video around the
modules rather than creating artificial breaks that leave "visible
seams".
Speakers should wear solid-colored clothing or an
understated pattern that stands out from their background. They
should avoid pinstripes and other geometrical patterns that can
cause moirs. With some cameras, bright colors may also "bleed"
(create visible fringes) or reflect too much light, so understated matte
colors are preferable. To spot any problems before they're
preserved forever on film, create a test film before the actual training
session and change the speaker's wardrobe if necessary.
1. Start the demonstration by explaining what the

trainees/student will learn in the demonstration. Use
wide shot (WS) or Mid shot (MS).
2. Introduce one by one the equipment, tools and
materials to be used. Use Cut-in shot.
3. Perform your demonstration making sure that the step-
by-step procedure can be captured by the camera. Make
a close up shot of the demonstration to show the detailed
video of the procedure.
4. After presenting the procedure present a summary of
the demonstration. Wide Shot (WS) or Mid-Shot

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Self-Check 6.1-8
True or False
Read the statement carefully; write T if the statement is correct and F if the
statement is false. Write your answer on the space provided in each
number.
_______1. Speakers or demonstrators should wear pinstripes or other

geometrical pattern clothing during actual video shooting.
_______2. It is a good practice to create a test film to spot any problem
before the actual video shooting.
_______3. When choosing location for demonstrations shooting, make sure
that it create excessive echo.
_______4. The demonstrator must give a summary of the task during the
start of demonstration.
_______5. It is an acceptable practice to rely on video camera built-in
microphone.

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Answer Key 6.1-8
1. F
2. T
3. F
4. F
5. F

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Job Sheet No. 6.1-1
Present a Lesson Through Direct Video Footage/Capture
Given a Video Camera Recorder, LCD/DLP projector, public address
system, RCA cable and a video cassette you are to present a demonstration
lesson in front of a video camera within 15 minutes.
Note: Prepare the needed tools, equipment and supplies that you
will use for the demonstration.
Procedure:
1. Set-up the video camera recorder, mixer amplifier and LCD

projector.
2. Prepare the needed tools, equipment and consumables
to be used for demonstration
3. Shoot/record video of the demonstration.
4. Store the equipment, tools and supplies.

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Performance Checklist No. 6.1-1
Presenting a Demonstration through Direct Video
Footage/Capture
Trainees Name: Date: ____________
During the performance of the activity did the trainee perform according
to the required criteria?
Criteria YES NO
Inspected equipment for safe working condition

and normal operation in-line with manufacturers
users guide.
Performed set-up of equipment in accordance with

the connection guide and presentation
requirements
Operated equipment based on presentation

Executed presentation of lesson through direct

video footage/capture and in-line with the session
plan
Stored Equipment through in accordance with

standard operating procedure.

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Present lesson via film viewing

Learning Outcome 2
method
Contents:
1. The VCD/DVD Player
2. Connect VCD/DVD Player to LCD/DLP Projector
3. Operate a VCD/DVD Player
4. Techniques in Effective Utilization of Videos
5. Facilitate Training Using VCD/DVD and LCD/DLP Projector
1. Equipments are inspected for safe working condition

and normal operation in-line with manufacturers user
guide.
2. Set-up of equipment is performed in accordance with connection
guide, safety practices and presentation requirements.
3. Equipment is operated based on presentation requirements and
operation manual.
4. Learners are oriented prior to film viewing in-line with the
expected outcome of the lesson.
5. Learners are oriented prior to video viewing in-line with the
expected outcome of the lesson
information from the movie are implemented in-line with session
plan.
7. Equipment is stored in accordance with standard operating
procedure.

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Conditions:
1. Electronic Media Equipment
Player (VHS/VCD/DVD)
Video Monitor/LCD Projector
P/A Systems (including Audio Mixers/ Audio
2. Equipment guide and user manuals

3. Interconnection guide
4. Connection cables
5. Training materials:
Assessment Method:
1. Written Test
2. Demonstration/Questioning

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Learning Outcome 2: Present lesson via film viewing method (video)

The DVD/VCD Player
Check your answer to Answer Key

6.2-1
Perform Task Sheet No.6.2-1: Ask you trainer for the AV

Connect LCD/LDP Projector equipment that you will use for
to VCD/DVD Player this activity. Your trainer will
evaluate your performance using
Procedural Checklist.
Perform Task Sheet No.6.2-2: Connect Ask you trainer for the AV
LCD/LDP Projector to VCD/DVD equipment that you will use for
Player this activity. Your trainer will

Techniques in Effective Utilization of
Videos

6.2-2

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Perform Job Sheet 6.2-1: Facilitate Ask you trainer for the AV
Training Using VCD/DVD Player and equipment that you will use for
LCD/DLP Projector this activity. Your trainer will
To check your skills, knowledge and evaluate your performance using
attitude in facilitating training using Performance Checklist
VCD/DVD and LCD/DLP projector,
you will present a 15-minute lesson
using the above mentioned AV
equipment.

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The VCD/DVD Player
Objectives:

1. describe a VCD/DVD player;
2. identify the different component parts of a VCD/DVD player.
A CD/DVD player is a device that plays discs produced under
both the DVD-Video and DVD-Audio technical standards, two different
and incompatible standards. Additionally, most DVD players allow users
to play audio CDs and Video CDs (VCD). A few include a home cinema
decoder (i.e. Dolby Digital, Digital Theater Systems (DTS)). Some newer
devices also play videos in the MPEG-4 ASP video compression format
(such as DivX) popular in the Internet.
Components of a CD/DVD Player

The components of a DVD machine are typically manufactured by
separate companies and then assembled by the DVD manufacturer. The
production of the component parts is a highly specialized process, and
only a few companies are equipped to supply the entire industry. The
main components include the optical system assembly, internal electronic
circuit board and the disk drive mechanism.

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A DVD player is composed of sophisticated electronics, including
a disc drive mechanism, a printed circuit board, and an optical system
assembly. It consists of a spindle that holds the disc and, a motor that
spins it. The circuit board contains all of the electronic components,
which help convert the data being read into a usable format. The optical
system assembly is the part of the DVD that reads the data from the disc
and transmits it to be converted into binary code.
Optical system
The optical system is made up of a laser, photo detector, prism,
mirrors, and lenses. The laser and photo detector are installed on a
plastic housing, and the other components are placed in specific
places. Great care is taken in the positioning of each of these
pieces because without proper alignment, the system will not
perform properly. Electrical connections are attached and the
optical system is then ready to be attached to the disc drive
mechanism.
Disk drive mechanism

The optical system is attached to the motor that will drive it.
This in turn is connected to the other principal parts of the disc
drive including the loading tray (if present) and the spindle motor.
Other gears and belts are attached and the entire assembly is
placed in the main body.
Internal electronics
The electronic components of the DVD machine are
sophisticated and use the latest in electronic processing technology.
The circuit board is produced much like that of other electronic
equipment.

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True or False
Read the statement carefully; write T if the statement is correct and F if the
statement is false. Write your answer on the space provided in each
number.
______ 1. The optical system is made up of a laser, photo detector, prism,

mirrors, and lenses.
_______2. The internal electronics reads the data from the disc and
transmits it to be converted into binary code.
_______3. The disk drive mechanism is compose of spindle that holds the
disc and, a motor that spins it.
______ 4. The e l e c t r o n i c circuit board contains all of the electronic
components, which help convert the data being read into a usable
format.
_______5. The optical system is connected to the disk drive mechanism.

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Answer Key 6.2-1
1. T
2. F
3. T
4. T
5. T

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Connect VCD/DVD Player to LCD/DLP Projector and
Amplifier
Given a VCD/DVD player, LCD/DLP projector, amplifier and RCA
cable you must be able to connect them following the step by step
procedure.
After learning all about the VCD/DVD player, you will learn another
task that is important in presenting a lesson through the use of video. You
must know how to connect this equipment properly.
Procedure:
1. Place the LCD/DLP projector and VCD/DVD player on a

stable flat surface at about 5 feet away from the projection
screen.
2. Locate the Video Out RCA connector, and the Video In
RCA connector of the LCD/DLP projector
VCD Video Out LCD/DLP Video

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3. Connect one end of the RCA cable (yellow) to the video out of
the VCD/DVD player and the other end to the LCD/DLP
Video In cable.
RCA Cable RCA Cable to RCA Cable to

VCD/DVD Video OUT LCD/DLP Video IN
4. Switch ON the VCD/DVD player and the LCD/DLP Projector.

LCD projector can automatically detect VCD/DVD player. If in
case the projector cannot display video, you can press the
SOURCE button of the LCD/DLP projector and select video as source.
To include audio on your video connect the RCA (Red and
White) connector to audio-in of the amplifier.
5. After the video presentation, eject VCD from the VCD player,
and then turn it off.
6. Switch OFF LCD/DLP projector; wait for the projector to cool

down before unplugging.

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Connecting VCD/DVD Player to LCD Projector and Amplifier
Trainees Name:
Procedure YES NO
1. Place the LCD/DLP projector and VCD/DVD

player on a stable flat surface at about 5 feet
away from the projection screen.
2. Locate the Video Out RCA connector, and the

Video In RCA connector of the LCD/DLP
projector.
3. Connect one end of the RCA cable (yellow) to the

video out of the VCD/DVD player and the other
end to the LCD/DLP Video In cable.
4. Switch ON the VCD/DVD player and the

LCD/DLP Projector.
5. After the video presentation, eject VCD from the

VCD player, and then turn it off.
6. Switch OFF LCD/DLP projector; wait for the

projector to cool down before unplugging.
Comment:

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Operate a VCD/DVD Player
Given a VCD/DVD player with remote control, multimedia projector,
amplifier with speaker, RCA cable and video disc (VCD/DVD) you must be
able to operate a VCD/DVD payer following the listed procedure.
After learning to connect the video player to the multimedia projector
and amplifier, you will learn now to play a video disc on to a video player,
the video must be displayed from LCD/DLP projector and the audio of the
video from the amplifier and speaker.
Procedure in Playing Video Disc

1. Plug the video player, LCD/DLP projector and amplifier power
cords to an AC outlet.
2. Power ON the video player, LCD/DLP projector and amplifier.
3. Press the OPEN button of the video player and place video disc
on its tray.
4. Close the disk tray by pressing again the OPEN button. The disk
may automatically play the video.
5. Adjust the volume of your amplifier.
Pausing and stopping video player

1. Press the PAUSE button of the remote control to temporarily
stop the video from playing.
2. To resume playing, press the PAUSE button again.
3. To stop the video being played, press the STOP button.

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Operating a VCD/DVD Player
Trainees Name:
Procedure YES NO
1. Plug the video player, LCD/DLP projector and

amplifier power cords to an AC outlet.
2. Power ON the video player, LCD/DLP projector

and amplifier.
3. Press the OPEN button of the video player and

place video disc on its tray
4. Close the disk tray by pressing again the OPEN

button. The disk may automatically play the
video.
5. Adjust the volume of your amplifier.
6. Press the PAUSE button of the remote control to

temporarily stop the video from playing.
7. To resume playing, press the PAUSE button

again.
8. To stop the video being played, press the STOP

button.
Comment:
Trainers Name and Signature: _____________________________

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Techniques in Effective Utilization of Videos
Objectives:
After reading this Information Sheet, you must be able to:
1. identify the practices in training using videos;

2. identify the advantages of using videos in training;
3. identify the disadvantages of using videos in training.
In the absence of field, classroom and hands on training, video

becomes an important learning tool. We know from
research that people tend to remember:
10% of what they read

20% of what they hear
30% of what they see
50% of what they hear and see.
Whats new to this research is that, we will remember

70%-90% of what we see, hear and experience. The experience element
does not always mean hands-on because todays visual learner
gets almost the same experience from a well-done training or
demonstration video as they do from hands-on work.
How and When to Use Video

Video can be used in a variety of ways to enhance any training
topic. Here are some examples of best practices for training use.
Always preview video in advance to make it easier to
connect to training objectives.
When possible, show short clips from longer programs to
either introduce or reinforce discussion.
Set the learning condition for attentive viewing by giving
trainees active assignments before a clip to encourage their
attention and post discussion.
Use the pause button to promote interactivity between yourself,
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the video and the trainees.
Where appropriate, use the pause button to freeze on specific frame
of video to encourage the trainees to search for more details.
Lead-ins to video segments could include:
Listen to this term
Think of similar examples..
Watch for.
List the things in this video that .
After the video:

Check for understanding
Reinforce a point
Connect to real examples
Ask, What did you see, etc
Advantages of Videos
It can easily be duplicated.
It is reusable and portable.
It can be used by the trainees at their convenience.
It can save the travel expenses and time.
It can bring productivity savings.
Disadvantages of Video
Information may not be specific to the training but it
must appeal to large audience.
Trainees control the process of learning, which can
sometimes lead to leniency on the part of trainees causing
waste of resources, time, and money.
Learning at home can bring many distractions, which in
turn, may result to the trainees stopping the video
anytime to give way to his personal work.
Trainee may also fast-forward many parts, if he finds the
video boring.
Therefore, evaluating learning becomes very important when this

type of training technique is used.
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Self-Check NO. 6.2-2
A. Enumerate the practices in training using video.
B. List down the advantages in using videos in training.
C. List down the disadvantages of videos in training.

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1. Enumerate the practices in training using video.

Always preview video in advance to make it easier to
connect to training objectives.
When possible, show short clips from longer programs
to either introduce or reinforce discussion.
Set the learning condition for attentive viewing by giving
trainees active assignments before a clip to encourage their
attention and post discussion.
Use the pause button to promote interactivity between
yourself, the video and the trainees
Check trainees understanding of the video presented.
2. List down the advantages of using videos in training.

It can easily be duplicated.
It is reusable and portable.
It can be used by the trainees at their convenience.
It can save the travel expenses and time.
It can bring productivity savings.
3. List down the disadvantages of videos in training

Information may not be specific to the training but it must
appeal to large audience.
Trainees control the process of learning, which can
sometimes lead to leniency on the part of trainees causing
waste of resources, time, and money.
Learning at homes can bring many distractions, which in
turn may result to the trainee stopping the video anytime
in favour of his personal work.
Trainee may also fast-forward many parts, if he finds the video
boring.

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Job Sheet No. 6.2-2
Facilitate Training using VCD/DVD and LCD/DLP Projector
Objectives:
Given a VCD/DVD player, LCD/DLP projector, amplifier, speaker
and cables you must present a lesson in 15 minutes following techniques
in effective utilization of video viewing method in teaching
Procedure:
1. Set up LCD/DLP projector and VCD/DVD player.
2. Present an information lesson using the LCD/DLP projector
and VCD/DVD player.
Evaluation:
The trainers observation must be based on the following
criteria:
1. All steps in connecting LCD/DLP projector and video player
were completed in correct sequence.
2. All safety precautions in operating LCD/DLP projector were
followed.
3. Training practices in using video were followed.

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Facilitate Training Using VCD/DVD and LCD/DLP Projector
Trainees Name: ____________________________ Date: ________________
During the performance of the activity did the trainee perform

according to the required criteria?
Criteria YES NO
Placed LCD/DLP projector and VCD/DVD player
on a stable flat surface
Located RCA video OUT of VCD/DVD projector
Located RCA video IN of LCD/DVD projector
Connected RCA Video cable to VCD/DVD player

video OUT to LCD/DLP projector video IN.
Switched ON the LCD/DLP projector and

VCD/DVD player
Selected source from LCD/DLP projector
Displayed the video from LCD/DLP projector
Adjusted focus and keystone of projector
Used PAUSE button for interactivity.
Checked trainees understanding of the video
Comment:
Trainers Name and Signature: _______________________________

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Learning Outcome 3: Utilize computer and multimedia

technology to present a lesson
Contents:
2. Set-up of equipment is performed in accordance with connection
guide, safety practices and presentation requirements.
3. Equipment is operated based on presentation requirements
and operation manual.
4. Teacher-centered presentation of a lesson is executed using a
computer and in-line with session plan.
5. Learner-centered presentation of a lesson is executed using a
computer and in-line with session plan.
information from the movie are implemented in-line with session
plan.
7. Equipment is stored in accordance with standard operating
procedure.
1. Procedure in interconnecting Player(VHS/VCD/DVD), P/A system

and Video Monitor/LCD Projector
2. Basic maintenance of personal computer
3. Psychological perception in learning
4. Techniques in effective presentation using digital slides
5. Techniques in effective utilization of computer aided learning
resources
6. Techniques in utilizing world wide web in teaching

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Conditions:
1. Electronic Media Equipment

Personal Computer
Video Monitor/LCD Projector
P/A Systems (including Audio Mixers/ Audio
2. Equipment guide and user manuals
3. Interconnection guide
4. Connection cables
5. Training materials:
Information Sheet
Self-Checks
Model answers
Task Sheets
Inspection Checklist
Assessment Method:
1. Written Test
2. Demonstration/Questioning

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Learning Outcome 3: Utilize computer and multimedia

technology to present a lesson

The Personal Computer
Answer Self Check 6.3-1

6.3-1
Perform Task Sheet No.6.3-1: Ask you trainer for the AV

Connect LCD Projector to Personal equipment that you will use for
Computer this activity. Your trainer will

LCD Projector Presentation Skills

6.3-2

Maintenance Activity for a Personal
Computer

6.3-3

Techniques in Utilizing World Wide
Web in Teaching

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6.3-4

Techniques in Effective Utilization of
Computer-Based Training

6.3-5
Perform Job Sheet 6.2-1: Facilitate Ask for a personal

Training Using Personal Computer computer and LCD/DLP
and LCD/DLP Projector projector for this activity.
To check your skills, knowledge and
attitude in facilitating training using
personal computer and LCD/DLP
projector, you will present a 10-
minute information lesson using the
above mentioned AV equipment.

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The Personal Computer
1. describe a personal computer;

2. identify the different types of personal computer;
3. identify the input, output and storage devices.
A personal computer (PC) is any general-purpose computer whose

size, capabilities, and original sales price make it useful for individuals,
and which is intended to be operated directly by an end user, with no
intervening computer operator.
Types of Personal Computer

A personal computer may be a desktop computer, a laptop, a tablet
PC, or a handheld PC (also called a palmtop).
Desktop PC Laptop Tablet PC Handheld PC

(PDA)
A PC may be used at home, or may be found in an office.

Personal computers can be connected to a local area network (LAN) either
by a cable or a wireless connection.
The Components of a Personal Computer
The four basic tasks of a computer are to: receive information;

process information; store information and send out information. By
information we mean text, numbers, pictures, sounds, even electrical
voltages. It is the combination of these four tasks with the aid of programs
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which allow computers to be so versatile.

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Input Devices
Input devices are any electronic equipment connected to a
computer that produce input signals.
Keyboard - The keyboard is a way to input letters or
numbers into different applications or programs. A keyboard
has, also, special keys that help operate the computer.
Mouse - The mouse is used to open and close files, navigate
web sites, and click on a lot of commands (to tell the
computer what to do) when using different applications. It is
considered as a pointing device.
Camera - Most cameras are used during live
conversations. The camera transmits a picture from one
computer to another, or can be used to record a short video.
Drawing Tablet - A drawing tablet is similar to a white board,
except that you use a special pen to write on it and is
connected to the computer. Once connected, the word or
image you draw can be saved on the computer.
Digital Camera - A digital camera can be used to take
pictures. It can be hooked up to a computer so that pictures
from the camera can be transferred to the computer. Some
digital cameras hold a floppy disk which can be taken out of
the camera and can be put directly into the computer.
Output Devices
A display device is an output equipment that visually
conveys texts, graphics and video information.
A monitor is an example of an output device that can be
used to display text. It can also display graphics and video.
It is similar to a television set that accepts video signals from
a computer and displays information on its screen.
A Liquid Crystal Display (LCD) projector uses its own light
source to project what is displayed on the computer on a
wall or projection screen. A digital light processing (DLP)
projector uses tiny mirrors to reflect light which can be seen
clearly in a well-lit room.
A printer is an output device that prints text and graphics
on a physical medium, such as paper or transparency film.

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An audio output device produces music, speech, or other
sounds. A pair of speakers is an audio output device that
generates sound. The headphone is a pair of small speakers
placed over the ears and plugged into a port on the sound
card. A woofer or subwoofer is used to boost the low bass
sound and is connected to the port on the sound card.
Storage devices
Information and documents are stored in computer storage so
that it can be retrieved whenever they are needed later on. Computer
storage is the storing of data in an electromagnetic form to be accessed
to by a computer processor.
Types of Computer Storage

Primary storage
Secondary storage
Primary Storage
Primary storage is the main memory in a computer. It stores
data and programs that can be accessed to directly by the processor.
Types of Primary Storage

There are two types of primary storage: the RAM and the ROM.
Random Access Memory (RAM) Read Only Memory (ROM)
RAM is an acronym for Random- ROM is an acronym for Read-

Access Memory which means Only Memory. The data or
that the data and program can be program in ROM can only be
read and written. read but cannot be written at all.
RAM stores data during and after ROM is another type of memory
processing. RAM is also known as permanently stored inside the
a working memory. computer.

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The data in the RAM can be All the contents in the ROM can be
read(retrieved) or written (stored). accessed to and read but cannot
be changed.
RAM is volatile which means that ROM is non-volatile. It holds the
the programs and data in the programs and data when the
RAM are lost when the computer is computer is powered off.
powered off.
A computer uses RAM to hold Programs in ROM have been
temporary instructions and data pre-recorded. It can only be
needed to complete tasks. This stored by the manufacturer once
enables the CPU (Central and it cannot be changed.
Processing Unit) to access
instructions and data stored in
the memory very quickly
Secondary Storage
Secondary storage is another alternative storage to save your
work and documents. It is very useful to store programs and data for
future use.
It is non-volatile, which means that it does not need power to
maintain the information stored in it. It will store the information until
it is erased.
Types of Secondary Storage

Magnetic such as floppy disk
Optical such as CD-ROM
Flash memory such as pen drive, memory card and memory stick
Hard Disk Drive

Floppy disk Memory Stick
(Local Drive)
CD ROM

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Self Check No. 6.3-1
Directions: Read carefully the statements or questions; choose the

correct answer listed below. Write your answer on the
space provider before each number.
1. An input device used to open and close files, navigate web sites,
and click on a lot of commands (to tell the computer what to do)
when using different applications.
A. camera
B. Drawing tablet
C. Keyboard
D. Mouse
2. An input device used to input letters or numbers into

different applications or programs.
A. camera
B. Drawing tablet
C. Keyboard
D. Mouse
3. An output device that can be used to display text. It can also

display graphics and video.
E. Liquid crystal display
F. Monitor
G. Printer
H. Speaker

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4. What do you call the primary storage that stores data during
and after processing? It is also known as a working memory.
A. CD-ROM
B. Memory stick
C. RAM
D. ROM
5. An optical secondary storage.

A. CD-ROM
B. Memory stick
C. RAM
D. ROM

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1. D
2. C
3. B
4. C
5. A

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Connect LCD/DLP Projector to a Personal Computer
Given the a personal computer (laptop), LCD/DLP projector and a VGA
cable you must be able to connect the LCD projector to a personal computer;
and display computer images from LCD projectors, following the listed
procedure.
You have learned all about the LCD/DLP on the first learning outcome
of this module, and you have also learned the basics of computer on the first
information sheet of this learning outcome. Your final activity for this
module is to present a lesson using the computer and projection media, but
before you can do that you have to learn how to connect the above
mentioned equipment and that is what we will do for this activity.
Procedure in connecting the LCD/DLP Projector to a Personal

Computer
1. Place the LCD/DVD Projector and Laptop on a stable flat
surface.
2. Locate the VGA port on the Laptop. The VGA output
connector/port is usually located at the back or side of the
laptop. This is the same port which allows you to connect
an external monitor/projector to the Computer (CPU).

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3. Locate the VGA connector on the LCD projector.
4. Use a VGA cable (a 15-pin male to male) to connect your computer

to the LCD projector. Insert one end of the cable into the VGA
connector (sometimes this connector is blue) at the back of your
computer and do the same at the back of your LCD projector. If
the LCD projector has more than one VGA connectors, choose the
one that says something like "line in" or "in from the computer.

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5. Power on your laptop. Turn on the LCD projector. It may take a
couple of minutes to warm up. Open the computer file or
document you wish to display. When you are ready to project your
image, press "Function" (Fn) plus "F4." This combination of keys
sends your computer's display to the LCD projector.
If the above step doesnt work, try pressing the source button on
your LCD projector. Select RGB or computer source to activate the
projector.
Know some other features of your LCD projector. Most have a

focus knob to make the picture clearer. If your image appears
distorted (wider on one side than the other or small at the top, big
at the bottom), adjust the keystone setting which helps to
project a rectangular image. You can fix keystone distortion
manually by moving the LCD projector to position it near the
center of the screen at which it is aiming; or correct it using the
menu command and accessing keystone.
Once finished with your presentation, turn off your LCD

projector properly. Press the "off" button once, and a dialog box
pops up asking if you are sure you want to turn it off. Press the
"off" button again, and the machine powers down. Leave the
machine plugged in until the cooling fan stops. Be careful
when disconnecting VGA cables from the back of the projector
and laptop, as the pins at the end of the cable are delicate.

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Procedural Checklist No. 6.2-1
Connecting Personal Computer to LCD/DLP Projector
Trainees Name: Date:
During the performance of the activity did the trainee follow the step
by step procedure?
Procedure YES NO
1. Place LCD/DLP projector on a stable flat surface.
2. Locate VGA port of the personal computer.
3. Locate VGA port of the LCD/DLP projector.
4. Use VGA cable to connect computer to LCD/DLP

projector.
5. Power ON laptop.
6. Power ON LCD/DLP projector.
7. Open computer file.
8. Press computer combination keys to send display

to projector.
9. Adjust focus knob to make the picture clearer.
10. Adjust keystone setting to avoid keystone

distortion.
11. Switch OFF both equipments after use.
12. Unplug VGA cable carefully.
13. Unplug power cable after used.
14. Store equipment after use
For satisfactory achievement, all items should receive a YES response

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Comment:
Date:

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LCD/DLP Projector Presentation Skills
1. explain the guidelines in using LCD projectors;

2. explain the guidelines in giving presentations.
After connecting the multi-media projector and the personal

computer you will learn now the guidelines when using these equipments
in presenting a lesson.
Here are some guidelines when using LCD projectors:

1. Read the LCD projector manual on its proper operation.
Not all LCD projectors work the same way and each has its
own unique operating requirements. Become very familiar with
the projector BEFORE using it during your actual presentation.
Make sure your computer can be properly interfaced with the LCD
projector.
2. Practice setting the equipment up several times.
Spend some time making sure you know how to properly set
up the LCD projector with your computer and other computers. Set
up the LCD projector in the actual presentation environment
you will be using, if possible.
3. Set up well in advance.
Allow yourself plenty of time to set up your computer and

the LCD projector. Check any last minute details.
4. Check the LCD projector bulb life.
LCD projector bulbs do have limited life. Some bulbs have

shorter lives than others. Check and make sure the bulb you will
be using is not close to the end of its life.
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5. Bring a spare bulb and cables.
Always carry spare bulbs with you and make sure your know
how to properly change the bulb. Also, remember, "Hot" glass
looks like "Cold" glass; be careful and bring a towel or glove to use
when changing the bulb. Practice changing the bulb during one of
your practice sessions.
6. Check your presentation color combinations.
Take some time to check out the actual presentation for the
color combinations you will be using. Some colors and color
combinations do not project well.
7. Check the font size you are using.
Nothing is more frustrating to an audience than texts that

cannot be easily seen or read. Make sure you are using the proper
text size for the distance you will be projecting your slides. The rule
of the thumb is that you should have no more than six lines of text
per slide and no more than six word per line.
As with any sophisticated piece of equipment, it is critical that
you familiarize yourself with the proper set-up and operation of
the equipment well, in advance of your actual
presentation. Remember, the more technology you bring to
your presentation, the more care and time you need to include
during your preparation stage. If everything is well-planned,
properly checked out and properly rehearsed with this new
equipment, it can add a lot of excitement and life to your
presentations.
Guidelines in giving presentations

There are four things to remember during your presentation.
Presence
As you get up to give your presentation, make a conscious effort
to stand tall, take a deep breath and look as if you're going to enjoy
being there.
Eye contact
Make eye contact with the trainee in your audience in a
friendly way. People respond much better when they think you are
talking to them. In a small room, try to make eye contact with each
person. In a larger hall, make eye contact with different groups in
the audience.
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Voice
Speak slowly and clearly. Speak loudly enough, so everyone can
hear. Remember to breathe slowly and deeply.
Move
You are allowed to move as you gave your presentation, but
avoid pacing up and down or fiddling with your hands, spectacles or
pen. Keep your hands out of your pockets and away from your face.

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True or False
Directions: Read carefully each statement, w r i t e T i f t h e s t a t e m e n t
is correct and F if the statement is false. Write
your answer on the space provided before each
number.
_______1. When presenting it is good practice to fiddle with your pen or

spectacle.
_______2. When giving presentation you should maintain eye to eye contact
with your trainees.
_______3. As a trainer you should allow yourself plenty of time to set up
your computer and the LCD projector before giving presentation.
_______4. All LCD/DLP projectors work the same and has its own unique
operating requirements.
_______5. The trainer should speak fast and clearly, and should be loud
enough to be heard by the trainees

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Answer Key 6.3-2
1. F
2. T
3. T
4. F
5. F

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Maintenance Activity for a Personal Computer
Learning Objective:
After going through this Information Sheet, you must be able to
identify the different maintenance procedures for a personal computer.
Isnt it just great, you have just learned to connect your

computer to multi-media projector and you are also
equipped with the techniques in presenting a lesson using
your personal computer and the multimedia projector. What
if your personal computer started to show problems such as
slowing and some applications seems to be none
responding? This lesson will equip you how to keep your
computer at its best by doing some maintenance activity.
Check your hard disk for bad sectors and errors

This is probably the most important job on the
maintenance activity because Scandisk checks your hard drive for
errors. If there is a problem with your hard drive, then, you are
in trouble. It is the main component in your computer and stores
all of your precious data and files. It is always best to perform
this check before using the disk defragmenter as the disk
defragmenter will not work when there are file errors or hard disk
errors.
Heres how to maintain your hard drive and check for bad
sectors and errors:
1. Go to the Start Menu and choose My Computer.

2. Right click on the drive you want to check. I always check
C: drive as it is my main drive.
3. Choose Properties from the drop down menu.
4. Click on the Tools tab.
5. Here you can press check now to scan your hard disc for
errors.
6. A box will appear with some choices. Choose to let
Windows fix errors automatically.

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7. Then press start.
8. When it has finished scanning, a report will appear.
Defragment your computer
The Windows Disk defragmenter organizes files and data

into areas that help the computer run smoothly. It moves the
frequently used files to an easy access area and the least used files,
the opposite. It also gathers fragmented files and groups them back
together. You should defrag your computer every 10-15 days.
How to Defragment your computer:
1. Go to the Start Menu and choose My Computer.

2. Right click on the drive you want to check. I always check
C: drive as it is my main drive.
3. Choose Properties from the drop down menu.
4. Click on the Tools tab.
5. Here you can click on Defragmentation to defrag your hard
disc.
6. Then press defragment now.
Remove unwanted and junk files
Windows helps you get through your maintenance activity by

providing system tools that help you clean your computer and keep
it running smoothly. There are two main ways to delete files safely
with the help of Windows.
Disk Cleanup: This will remove such files as temporary files,

the recycle bin, compressed old files, offline WebPages, and
downloaded program files.
To get there you can go to my computer>right click on the drive
you want to clean>choose properties>then choose disk cleanup.
Delete browsing history: You will be amazed at how many files
you collect when you browse the internet. Temporary internet files,
cookies, history, form data, and passwords. To keep your computer
running smoothly, you must regularly delete all of this junk. If you
are a person that likes the computer filling in your passwords you
should, probably, leave the cookies and the passwords.
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To get there go to Control Panel and open Internet Options> On
the General tab>next to the heading browsing history>click on
the delete button. This will take you to a menu like the screenshot
below. You can choose to delete all at the bottom or you can delete
them individually.
Clean out your e-mail
This may be over done, however, if you delete an email in

Outlook express, it then goes to the deleted folder. Then you have
to delete it from there. Some programs then take that email to the
recycle bin, where it has to be deleted again. It sounds crazy, but it
does happen.

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Keep your programs under control
Remove any program that you do not use or have a trial
period that has expired. There is nothing worse than
having a nagging message come up saying that your trial
period is over. You are wasting your computer time and
energy. There are two options here, delete the program or buy
the full version.
Keep up to date with Windows updates: Let Windows
updates do its thing because it usually keeps your
computer up to date with security breaches and bug fixes.
Register your programs: Either register your programs or
tick the box that says never show this window again. If
you leave this unfinished it will be another process that is
running in the background, slowing your computer down.
Dont install too many programs: You only need one
program to perform a certain task. You should not be having
three different photo editing programs or 2 different video
editing programs, for example. The less your computer has on
it, the better it will run.
Have an external drive for instant backup

It doesnt just have to be an external hard drive, it
could also be a USB flash drive, a re-writeable DVD disc, a spare
hard drive installed in your computer, or even another computer
altogether. If you instantly backup you files with another device,
you will have less maintenance to do on your computer. You will
not be clogging your computer up with files and data and if your
computer crashes, your files will be safe.
Windows Vista and Windows Seven still have files that you
need to backup; however, they both have an inbuilt backup
feature. If you are backing up manually then the files are just
stored in different areas. For example in Windows Vista and Seven
you have a username where all your files are stored under. The
path to this folder is C:\users\mitz; this is where you will find the
Documents folder, the pictures, music, and so on.
Keep your computer organized

You are probably wondering why this is on a computer
maintenance activity; however, it can be very important. Being
organized helps you keep track of files and folders. This way you
will know if you need a particular file on your computer or not?
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You can backup or delete un-wanted files and just store the ones
you really need. Keeping your computer neat and tidy helps you
with the backup process. This way you know where everything is
and you can copy it easily.
Guard your computer from viruses

Anti virus software: Always have good antivirus software
installed.
The free ones do work occasionally; however, you are better off
paying for an antivirus that has backup support and regular
updates.
Limit Downloading: Downloading from unknown
sources is dangerous because it is highly likely that you will
end up with a virus. If you are downloading a program, it is
best to make sure it comes from a reputable software
manufacturer. Do your research and you will save your
computer some stress.
Bad websites: Websites that offer things that are too good to
be true or have XXXX content usually can give you a virus
or a tracking cookie, the instant you visit this site. The best
way is to stay away from these sites.
Suspicious emails: If you are not sure who has sent an email
and it has an attachment, do not open it; delete it. If it
really is important, the person will resend it to you.
Illegal software: If you dont have the real deal
software you are putting your computer at risk. People
have tampered and altered this software to make it work
illegally and who knows what they have added to it. This
software can, also, very easily do weird things to your
computer.
Check and clean your registry from errors

You will probably have to buy a program for this. They
automatically fix registry problems and prevent your computer
from crashing or freezing due to hidden errors. One of the top
programs that are Vista certified is Errorsmart or RegistrySmart.

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Clean inside your computer case
You are probably thinking why do I have to do that?
Well, you want to clean inside your computer to remove dust
and dirt from the components in. Power supplies often blow up
from being clogged with dust and processors usually overheat
and die. It is a very common cause of hardware failure;
therefore, prevention is better than cure.

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Self-Check 6.3-3
Multiple Choice
Directions: Read carefully the statements or questions; choose the correct
answer listed below. Write your answer on the space
provider before each number.
_______1. A computer maintenance activity that checks hard drives for error.
A. Checkdisc
B. Disc cleanup
C. Disk defragmentation
D. Scandisc
______ 2. This will remove such files as temporary files, the recycle bin,
compressed old files, offline WebPages, and downloaded program
files.
A. Checkdisc
B. Disc cleanup
D. Scandisc
_______3. A maintenance activity that organizes files and data into areas
that help the computer run smoothly.
A. Checkdisc
B. Disc cleanup
D. Scandisc
_______4. Another computer maintenance that will prevent your computer

from crashing or freezing due to hidden errors.
A. Avoid visiting bad web sites
B. Clean inside your computer case
C. Clean registry from errors
D. Install anti-virus software
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Answer Key 6.3-3
1. D
2. B
3. C
4. C
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Techniques in Utilizing World Wide Web in Teaching
Learning Objective:
After reading this information you must be able to identify the
techniques of utilizing the World Wide Web (WWW) in teaching.
You have learned how to present a lesson utilizing the computer and
multimedia projector. But it seems that you have used a teacher centered
approach in presenting a lesson. Another trainees centered approach that is
becoming popular nowadays is the Computer-Based Training. Most of our
training institutions are now equipped with computer and internet facilities.
This will maximize the use of these facilities if we are to employ this
approach. This lesson will introduce you the techniques of using the World
Wide Web in making researches.
World Wide Web

The World Wide Web (abbreviated as WWW or W3 and commonly
known as the Web) is a system of interlinked hypertext documents accessed
via the Internet. With a web browser, one can view web pages that may
contain text, images, videos, and other multimedia, and navigate between
them via hyperlinks.
Browsing and keyword searching

If you know different tactics for finding information on the WWW,
your searches will be more successful. We'll provide activities in this
lesson that will give you practice in browsing and keyword searching.
Once you learn how to use the WWW to its fullest potential, you will be
amazed at what you can locate in a short period of time.
There are two basic ways to find information on the World Wide
Web: You can browse directories by subject, or you can search by
keyword in search engines. While search engine databases are created
by computer programs, directories are created and maintained by
people. Directories don't cover the entire Web.
Browsing directories can be a very effective way to find the
resources you need, especially if you need general information on a
subject. If you are at the beginning of your research, or if you are
searching for an overview of the topic at hand, it may also be helpful to
use a directory.
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Some of the WWW Directories
Open Directory Project - http://www.dmoz.org
Galaxy Directory http://www. galaxy.com
HotBot Directory htt://hotbot.lycos.com
Look Smart http://www.looksmart.com
Searching the World Wide Web: Using Search Engines

Search engines are tools that use computer programs called
spiders and robots to gather information automatically on the Internet.
With this information, they create a database. Each of the major search
engines attempts to do the same thing-namely, index the entire Web-so
they handle a huge amount of data.
There are advantages to computer-generated databases. They are
frequently updated, give access to very large collections, and provide
the most comprehensive search results. If you are looking for a specific
concept or phrase, a search engine is the best place to start. And you
would be smart to look in more than one, because each engine gives
different results.
Some of the WWW Search Engines

All the Web http://alltheweb.com
Altavista http://www.altavista.com
Google http://www.google.com
Lycos http://www.lycos.com
The Boolean operators are AND, OR, and NOT.

The use of AND placed between keywords in your search
expression will narrow the search results.
For example, training AND assessment would narrow
your search so that you would receive only those sites that
have both the words training and assessment in them.
Placing an OR between keywords broadens your search
results.
For example, training OR assessment would retrieve
those sites that have either the word training or the word
assessment in them.
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The NOT operator will also narrow the search.
For example, training NOT assessment would narrow
your search so you would get all hiking, but not camping.
In some search engines, if nothing is typed between two

words, you can assume an OR is between them. This is what
we'd refer to as a default setting.
Techniques of using the World Wide Web in Teaching

Using the WWW trainees can be given an assignment or
further readings or videos that would enhance their learning
of your previous lesson.
As a trainer you must already visited the assign WWW sites
and reviewed their contents.
You can give your trainees guide questions that they will have
to answer or activities that they will perform after searching
the WWW.
Lessons not covered in the training materials can be learned
using computer-based training a resource that is available in
the WWW.
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Self-Check 6.3-4
_______1. It is a way of finding information on directories by subject on the

World Wide Web.
A. Browsing
B. Fiddling
C. Searching
_______2. Below is a list of web sites, which one is the WWW directory?
A. http://alltheweb.com
B. http://www.dmoz.org
C. http://www.google.com
D. http://www.altavista.com
_______3. A Boolean operator placed between keywords in your search

expression that will narrow the search results.
A. AND
B. NOT
C. OR
_______4. A Boolean operator placed between keywords in your search

expression that will broaden the search results.
A. AND
B. NOT
C. OR
[Type text]
Answer Key 6.3-4
1. A
2. B
3. A
4. C
[Type text]
Techniques in Effective Utilization of Computer-Based
Training Resources
Learning Objectives
After reading this information you must be able to:
1. explain computer-based training
2. identify the different computer-based training techniques
3. explain the techniques in effective utilization of the computer-
based training resources
After learning about the World Wide Web, you will learn in this lesson
all about computer-based training and the techniques on how to effectively
use them for the conduct of your training.
Computer-Based Training
Computer-based training (CBT) is any course of instruction whose
primary means of delivery is a computer. A CBT course (sometimes called
courseware ) may be delivered via a software product installed on a single
computer, through a corporate or educational intranet, or over the Internet
as web-based training . CBT can be used to teach almost any conceivable
subject. Other related terms:
CAI - Computer-Assisted Instruction, and CBI - Computer-
Based Instruction. Delivering instruction through the medium
of a computer. These are alternative terms for computer-
based training.
CAL - Computer-Assisted Learning. Using a computer as an
adjunct tool to aid in a traditional learning situation, like
classroom training. The computer is a device to assist the
instructor during the training process, like a blackboard or
handouts.
CAT - Computer-Assisted Testing. Assessing an individual
through the medium of a computer. Individuals take the test
at the computer, and the computer records and scores the
test. CAT is imbedded in most computer-based training.
Computer-Based Training Features

CBT has a number of distinct and unique features, including:
Immediate Feedback. The immediate feedback most
computer-based training provides on trainee progress allows
both instructors and trainees to monitor progress and adjust
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instruction accordingly. This feature is important for all skills,
because it ensures that students are actually learning what
they need to know.
Placement. Placement via on-line testing that matches a
trainee with needed training is also built into many CBT
systems. By using this feature, you avoid any unnecessary
training for an individual. The CBT can accommodate each
individual's needs by "branching" to the level of training that
is appropriate for that individual.
Integration of Text, Graphics, Video, and Sound. If the
training is particularly content dense (many new concepts
presented close together) or uses a hierarchy of skill
acquisition (where current concept mastery is dependent on
mastery of earlier concepts), CBT's integration of text,
graphics, video, and sound facilitates the learning process.
On average, people remember:
20% of what they see,

40% of what they see and hear, and
70% of what they hear, see and do,
so CBT's rich, multi-sensory delivery system can facilitate
greater retention of new knowledge.
Computer-based training techniques

Most CBT uses one or a combination of the following techniques:
Tutorial
The most common of all techniques is the tutorial. It is used to
introduce new information that must be taught in a sequential manner.
It is useful for teaching factual information, simple discrimination,
rules, and simple application of rules.
Drill and Practice

Another commonly used technique is known as drill and practice.
It provides opportunities for practice when mastery of a new skill or
information is desired. It should be used after initial instruction.
Training Games
Training games supplement other instruction and are used to
provide motivating and engaging opportunities for practice after a skill
or new information is taught. Training games capitalize on the
competitive interests of learners and add entertainment value to
instruction.
Simulation
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The technique of simulation is most often used when practicing a
skill in its real context is too costly or dangerous. It provides an
opportunity for experimentation, and allows students to test
assumptions in a realistic context. Simulations are also used to model
real-world situations that are not physically dangerous or costly, in
order to build realism and relevance into the training situation.
Problem Solving
One of the most challenging techniques used in CBT is problem
solving. It helps students develop skills in logic, solving problems, and
following directions, and is generally used to augment higher order
thinking skills.
Demonstration/Presentation
Demonstration or presentation is best used to support the
introduction of new information. It can also be used as a review tool.
Most CBT incorporates one or more of these techniques. A
training game, for example, might have some of the elements of drill
and practice; a tutorial might use problem solving questions. If one or
more of these techniques is right for meeting your training
requirements, CBT may be an appropriate training method for you.
Techniques in the effective utilization of the Computer-Based Training
The Role of the Facilitator

The role of the facilitator is an essential one. The competent
facilitator identifies the areas of learner motivation and readiness and
provides structured and incidental resources, instruction, direction,
feedback and support to assist learning. They analyze student progress
and support the slow trainees or extend the hungry learner. This
support is essential in any form of program delivery including the use
of the world wide web.
With less face to face communication the facilitator should
compensate by wise use of other communication. Short email messages
to see how the trainee is coping, regular positive feedback on progress
though the programme and suggestions of learning strategies that
match the learner to the material. The trainee should feel they have all
the experience and support they need to be successful.
Trainees have to cope with new ways of learning plus enormous
amounts of sometimes incorrect information. Facilitators will need to
make sure that their trainees are learning and not struggling with the
use of the web. It is important to focus on the learning not the
teaching.
Helping a trainee learn

Learning is not a case of opening the learner's head and shoving
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information in. The traditional lecture or textbook delivery is no longer
the model of choice for learning. Trainees need an environment that
provides better support. To achieve this, the programme needs to be
viewed the way the students do, without losing site of the expected
outcomes. Support mechanisms need to be developed that will make
each student successful.
Trainees differ in their approach to learning. Some trainees
simply need to be pointed toward a resource and they will be actively
learning with minimal time and support. Other trainees need a patient,
discovery approach with, considerable links to their existing knowledge,
simply to recall and comprehend the foundations of any new skill or
concept.
Whatever the learning style, the facilitator has a role in keeping
the student actively learning. It is important to note that students who
see value in the learning or where the learning captures their interest
will focus their energy on the learning and persevere.
Once the support is in place the next essential ingredient is
quality material that helps and doesn't hinder the student. They should
be able to concentrate on the learning and not spend their time
learning how to use the technology.
The material must be user friendly for content and navigation.
Various studies show that even small amounts of information in a
hypertext format can cause disorientation and a restriction to the
learning process.
Effective Communication
Communication between learners and with a facilitator is
essential ingredients in a successful learning environment.
Face to face communication is encouraged to support those who
need it. When that is not possible discussion lists and internet chat go
a long way to providing the necessary communication.
Managing discussion groups and chat rooms, like any other
requirement in education, is more than setting it up and telling the
students to "go for it". They need to be monitored by the facilitator to
add appropriate comments and feedback as well as stimulate
discussion.
Like a class or discussion, chat sessions need to be planned in
advance. Trainees should be given prior reading assignments and
discussion questions. All the tricks you use to stimulate discussion in a
classroom need to be used in a web chat area.
Assessment
Assessment can influence the learner's whole future. It can also
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motivate and direct the way trainees learn. Timely formative
assessment can provide feedback to the trainee on how well they are
progressing and where they should put their energy. It can also provide
the facilitator with insights into possible support strategies for the
student.
When the student is learning at a distance, assessment is a
challenge.
Flexible, Just-in-time learning

The push toward more flexible learning has encouraged the
development of web based learning as it meets the need for flexible
pace/place/face (speed, location, feedback). There is also a return to
focussing on the learning approach rather than the information. The
information/literacy revolution meant that we put considerable
importance on information.
Now that more information is disseminated, we are putting more
emphasis on learning by doing and applying rather than only reading
and listening. Workplace learning and just-in-time learning are
becoming more widespread. Education is expected to go to the learner
rather than the learner to their education.
A lot of learning happens by discovery and trial and then
practice. Changes and requirements in the workplace mean just-in-
time learning and on the job training provide the mix of practice and
education. This form of learning is suited to the web delivery approach
where they can access their learning and still practice in their own
environment.
A bonus to the learning is that trainees are able to build up links
to resources that, unlike a textbook, will continue to be current after
the programme has ended. They learn how to get access to experts and
resources without being hindered by distance or time.
[Type text]
Self Check 6.3-5
Multiple Choice
Directions: Read carefully the statements or questions; choose the correct
answer listed below. Write your answer on the space
provider before each number.
_______1. A computer-based training technique that is used to introduce new

information that must be taught in a sequential manner.
A. Demonstration
B. Drill and practice
C. Simulation
D. Tutorial
_______2. A computer-based training technique that provides opportunities for

practice when mastery of a new skill or information is desired.
A. Demonstration
B. Drill and practice
C. Simulation
D. Tutorial
_______3. A feature of computer-based training that provides trainee progress

to allow both instructors and trainees to monitor progress and
adjust instruction accordingly.
A. Assessment
B. Feedback
C. Integration of text, graphics, video and sound
D. Placement
_______4. Another term for computer-based training that has acronym of CAI.
A. Computer-Assisted Instructions
B. Computer-Assisted Learning
C. Computer-Assisted Testing
[Type text]
Answer Key 6.3-5
1. D
2. B
3. B
4. A
[Type text]
Job Sheet No. 6.3-1
Facilitate Training Using Personal Computer and LCD/DLP
Projector
Objectives:
Given a personal computer, LCD/DLP projector and VGA cable you must be
able to present a lesson in 15 minutes following the guidelines and procedure in
giving presentations.
Procedure:
1. Set-up LCD/DLP projector and personal computer

2. Present an information lesson using the LCD/DLP projector
Evaluation:
The trainers observation must be based on the following

criteria:
1. All steps in connecting LCD/DLP projector were completed in
the correct sequence.
1. All safety precautions in operating LCD/DLP projector were
followed.
2. Guidelines in using LCD/DLP projector were followed.
3. Guidelines in giving presentations were followed.
[Type text]
Utilize computer and Multimedia Technology to Present a
Lesson
Trainees Name: Date: _____________

During the performance of the activity did the trainee perform according
to the required criteria?
Criteria YES NO
1. Located VGA ports of LCD/DLP projector

Located VGA port of the personal computer
Power ON the LCD/DLP projector and personal
computer
Opened files for presentation
Displayed the presentation from LCD/DLP
projector
Adjusted focus of LCD projector
Adjusted keystone effect
Checked color combination of presentation
Checked font size of the presentation
Maintained presence during the presentation
Mastered the content of the presentation
Maintained eye- to- eye contact with trainees
Well modulated voice
Comment:

Date:
[Type text]
Bibliography
Ackermann, Ernest, Using the World Wide Web for Research,

<http://www.webliminal.com/search/search-web03>.html, 2008
Ayers, Susan, Computer Based Training Methods,
<http://www.ehow.com/way_5241020_computer-based-training-
methods.html>
Canon XHG1, Digital Video Camcorder Instruction Manual, One
Canon Plaza, Lake Success, NY 11042, USA
DLP and LCD Projector Technology Explained,
<http://www.projectorpoint.co.uk/ProjectorLCDvsDLP.htm>, 2011
Ellis, Jessica, Bronwyn Harris, What is a PA System, Conjecture
Corporation, <http://www.wisegeek.com/what-is-a-pa-system.htm>
Ferguson, Greyson, How to Connect a Video Camera to a Projector, <
http://www.ehow.com/how_5763004_connect-video-camera-projector.html
>
Geisman, Judy L. "Beyond CBT: Interactive Video" in Computers and
Personnnel, Summer 1988, pp. 35-38
Heinich, Robert, Michael Molenda, James D. Russel, Instructional
Media and New Technologies of Instruction, Macmillan Publishing Company,
New York, 1993
LCD Projector, <http://en.wikipedia.org/wiki/LCD_projector>
Price, Emily, Basic Camcorder Shooting Techniques ,
<http://camcorders.about.com/od/videorecordingtips/a/ShootingTips.htm>
, 2004
Video, Camera Work Tutorial,
<http://www.mediacollege.com/video/camera/>
Ward, Susan,, Before You Buy An LCD Projector,
<http://sbinfocanada.about.com/cs/beforeyoubuy/bb/projector.htm>
[Type text]
QUESTIONNAIRE
Introduction:
confidentiality. As found acceptable, the indicated comments and recommendations would be
considered in the process of improvement of the materials.
Instruction:
The questionnaire is divided into two parts. Part I requires a more detailed and in-depth
analysis of the materials in order to obtain important notes which would greatly contribute to
their improvement. Part II is more general in approach in gathering comments on the CBLMs.
Please accomplish the Validation Instrument and submit to your trainer/facilitator at the
end of the training.
Module Title :_______________________________________________________________
Name:____________________________________________________________________
Last First M.I.
Position/Designation:__________________ No. of Years of Experience as Trainer _______
Title of Qualification Earned:___________________________________________________
Educational Attainment:______________________________________________________
Training Institution/ Company__________________________________________________
Address: __________________________________________________________________
Tel/CP Nos. ________________________ E-mail Address: _________________________
Signature:_________________________________ Date:__________________________
[Type text]
PART I
1) COVER PAGE:
Is the Cover Page reflective of the Qualification being addressed by the CBLM?
YES NO
_________________________________________________________________________
_________________________________________________________________________
_________________________________________________________________________
2) Table of Contents: Does the Table of Contents list in sequential order

all the materials in the module? YES NO
_______________________________________________________
_______________________________________________________
_______________________________________________________
_______________________________________________________
3) How to use this Competency-Based Learning Materials: Does it

give clear directions on how to use the CBLMs? YES NO
_______________________________________________________
_______________________________________________________
_______________________________________________________
_______________________________________________________
4) List of Competencies: Does it include all the competencies covered

by the Qualification and highlight the competency being addressed by YES NO
the module?
_______________________________________________________
_______________________________________________________
_______________________________________________________
_______________________________________________________
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5) Module Content: Does this page include the following items: a) Program/Course Title; b)
Unit of Competency; c) Module Title; d) Introduction; e) Summary of Learning Outcomes;
and Summary of Assessment Criteria?
YES
NO If NO, please specify which part is NOT included in the

Module Content.
__________________________________________________________________________
__________________________________________________________________________
__________________________________________________________________________
6) Learning Outcome Summary: Does the content of the Learning Outcome Summary give
you a clear outline of the Contents, Assessment Criteria, Conditions, and Assessment
Methods per Learning Outcome?
.
YES
NO Summary is not clear to you and give us your suggestion
__________________________________________________________________________
__________________________________________________________________________
__________________________________________________________________________
7) Learning Experience: Does this page provide a clear instruction on how to proceed with
the learning activities for a specific Learning Outcome?
YES
If NO, please specify which part of the Learning Experience
NO is not clear and in order.
__________________________________________________________________________
__________________________________________________________________________
__________________________________________________________________________
YES
NO If NO, please specify which Information Sheet is not an

appropriate learning content.
__________________________________________________________________________
__________________________________________________________________________
__________________________________________________________________________
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9) Are the Information Sheets sufficient enough to attain the knowledge required in the
YES
NO If NO, please write the suggested content to attain the required

knowledge in the assessment criteria for the specific LO.
LO1. ____________________________________________________________________
LO2. ____________________________________________________________________
LO3. ____________________________________________________________________
10) Are the directions and test items included in the Self-Checks clear and relevant to measure
the knowledge learned from the Information Sheets?
YES
NO If NO, please specify which Self-Check does not give clear

direction and relevant test items.
__________________________________________________________________________
__________________________________________________________________________
__________________________________________________________________________
11) Are the Task/Operation/Job Sheets in sequential order, easy to understand and lead to
the acquisition of the skills required by the learning outcome/competency?
YES
NO If NO, please specify which Task/Operation/Job Sheets are:
a) NOT in sequential order:

__________________________________________________________________________
__________________________________________________________________________
__________________________________________________________________________
b) NOT easy to understand
__________________________________________________________________________
__________________________________________________________________________
__________________________________________________________________________
c) Will NOT lead to the acquisition of skills necessary for the LO/competency
__________________________________________________________________________
__________________________________________________________________________
__________________________________________________________________________
[Type text]
12) Are the Procedural/Performance Criteria Checklists available, sufficient and valid in
reference to Operation/Task/Job Sheets?
YES
If NO, please specify the Procedural/Performance Criteria
NO Checklist which is NOT
a) Available
__________________________________________________________________________
__________________________________________________________________________
__________________________________________________________________________
b) Sufficient
__________________________________________________________________________
__________________________________________________________________________
__________________________________________________________________________
c) Valid
__________________________________________________________________________
__________________________________________________________________________
__________________________________________________________________________
PART II
Checklist of CBLMs
Rate the CBLMs against each of the following criteria. Tick [ / ] the NO or YES
box beside each item to indicate how well the materials meet the given criterion. Write
your comments on the space provided to substantiate your answer.
Yes No Comments
1. The learning materials contain the following

basic components:
a. Clear directions for using the learning

materials;
b. Rationale/Introduction explaining the

purpose and importance of the skill or
knowledge being covered;
c. Statement of learning outcomes;
d. Clear and complete explanation of the

activities to be achieved per learning
outcome;
e. Instructions Sheet/Reference to other

materials containing needed information;
f. Instrument for immediate feedback;
g. Checklist designed to measure trainees

performance
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Yes No Comments

a. Listing of Pre-requisites
b. Definition of Terms
c. Information Sheets
d. Task/Operation Sheets
e. Job Sheets
f. Self-Checks
g. Answer Key
3. The learning materials are either self-

contained or resource-based. The latter
requires the learner to refer to specified
reference materials to deepen the learnings.
4. The learning materials contain various

activities to suit trainees learning style
5. The learning materials provide opportunities

for trainees to interact with others

provided to meet trainees needs and
interests.
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
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[Type text]
Director
Dir. F. B. Zurbano
Developers:
[Type text]
support the development of the competency Utilize Electronic Media in
Facilitating Training, which is one of the competencies of a Technical
Education and Skills Development trainer under the Trainers Methodology
Level I Qualification, in reference to the Philippine TVET Trainers
Qualification Framework.

following:

The National TVET Trainers Academy of the Technical Education and Skills Development
Authority leads in training and development of TESD trainers aligned to industry requirements. The
NTTA is highly recognized for its global expertise, state-of-the-art training technologies and
innovative programs and services, whose graduates are sought for employment both local and
overseas.
The NTTA serves the TESD trainers by providing them with continuous and integrated
programs that help them attain the appropriate qualification. By doing this, it helps TESDA
achieves its purpose of providing quality TESD; and drives the Authoritys economic model
through proactively responding to TESD trainers training needs based on industry demands.
Continuously, the NTTA improves its programs to exceed its customers satisfaction level.
Its programs are also explicitly designed such that other than graduates, secondary output training
materials are produced resulting to savings tantamount to materials development cost. In addition,
the NTTA empowers its regional counterparts and manages them to produce multiplier effect to
extend its reach and expand service coverage. Likewise, it constantly provides its counterparts
with technical assistance to standardize training delivery thus ascertain program quality
The Director, NTTA
Telefax No. (02)655-6577/Tel. No. (02) 655-7065
[Type text] nttatesda@yahoo.com

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Competency-Based Learning Materials

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Table of Content .......................................................................................................................... i

How to Use This Competency-Based Learning Material ........................................................... vi

Module Content........................................................................................................................ viii

Learning Experiences ................................................................................................................. 3

Information Sheet 1.1-1 Factors to be Considered in Organizing Assessment Activity .............. 4

Self-Check 1.1-1 ............................................................................................................. 8

Answer Key 1.1-1 ........................................................................................................... 9

Information Sheet 1.1-2 Purpose of Assessment, Orientation, Documentation and Appointment

Self-Check 1.1-2 ........................................................................................................... 12

Answer Key 1.1-2 ......................................................................................................... 13

Information Sheet 1.1-3 Assessors Responsibility and Assessors Guide ................................ 14

Self-Check 1.1-3 ........................................................................................................... 16

Answer Key 1.1-3 ......................................................................................................... 17

Information Sheet No. 1.1-4 Assessment Centers Responsibility ............................................. 18

Self-check 1.1-4 ............................................................................................................ 21

Answer Key 1.1-4 ......................................................................................................... 22

Information Sheet 1.1-5 Assessment Resources and Assessment Packages/Instruments ..... 23

Self-check 1.1-5 ............................................................................................................ 25

Answer Key 1.1-5 ......................................................................................................... 26

Learning Outcome Summary .................................................................................................... 27

Learning Experiences ............................................................................................................... 29

Learning Outcome No.2 Prepare Candidate ............................................................................. 29

Information Sheet No. 1.2-1 Context of Assessment ................................................................ 30

Self-Check No. 1.2-1 ..................................................................................................... 32

Answer Key 1.2-1 ......................................................................................................... 33

Date Developed: Document No.:

Self-Check 1.2-2 ........................................................................................................... 37

Answer Key 1.2.2 ......................................................................................................... 38

Information Sheet No. 1.2-3 The Assessment Forms ................................................................ 39

Self-Check 1.2.-2 .......................................................................................................... 47

Answer Key 1.2-3 ......................................................................................................... 48

Task Sheet 1.2-1 Preparing Candidates................................................................................... 49

Performance Checklist for Preparing Candidate for Assessment ................................. 53

Learning Outcome Summary .................................................................................................... 55

Learning Experiences ............................................................................................................... 57

Information Sheet No. 1.3-1 Forms of Evidences ...................................................................... 59

Self-Check 1.3-1 ........................................................................................................... 61

Answer Key 1.3-1 ......................................................................................................... 62

Information Sheet No. 1.3.2 Ways of Gathering Evidence ........................................................ 63

Self-Check 1.3-2 ........................................................................................................... 71

Answer Key 1.3-2 ......................................................................................................... 73

Information Sheet No. 1.3-3 Dimensions of Competency .......................................................... 74

Self-Check 1.3-3 ........................................................................................................... 76

Answer Key 1.3-3 ......................................................................................................... 77

Information Sheet No. 1.3-4 Rules of Evidence......................................................................... 78

Self-Check 1.3-4 ........................................................................................................... 80

Answer Key 1.3-4 ......................................................................................................... 82

Information Sheet No. 1.3-5 Evidence Gathering Tools ............................................................ 83

Self-Check 1.3-5 ........................................................................................................... 91

Answer Key 1.3-5 ......................................................................................................... 92

Task Sheet 1.3-1 Gathering Evidences .................................................................................... 93

Performance Checklist for Gathering Assessment Evidence ........................................ 94

Learning Outcome Summary .................................................................................................... 96

Information Sheet No. 1.4-1 Evaluation of Evidences............................................................... 98

Self Check No. 1.4-1 ................................................................................................... 114

Answer Key No. 1.4-1................................................................................................. 102

Task Sheet 4.1-1 Making Assessment Decision ..................................................................... 104

Performance Checklist for Making Assessment Decision ........................................... 105

Learning Experiences ............................................................................................................. 108

Self Check 1.5-1 ......................................................................................................... 113