Module 1 Who is Trainer and Who is the assessor

Objectives:

Session Objectives

At the end of the session, you should be able to:

Distinguish a trainer from an assessor

Determine roles of trainer and/or assessor in assuring quality technicalvocational courses

Introduction
Plan Training Session is one of the six competencies to be mastered in
Trainers Methodology I (TM I). But before we focus on planning, let us have an overview
of the whole training program. In this lesson, you will learn the role as trainer or
assessor. As a trainer or assessor, you need to know what and how to teach, and how
to work effectively with others. We look forward to see you competent enough as you
study this course.

Trainees Entry Requirements

It is expected that you will be a Trainer and/or Assessor as you finish this
course, Trainers Methodology I (TM I).
What is a TVET Trainer?
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, developer or training supervisor 1.
What is a Trainer / Assessor?
From the Training Regulation, a Trainer is a person who enables group of
learners to develop competencies toward performing a particular trade or technical work
while an Assessor is an individual accredited and authorized to evaluate or assess
competencies of a candidate applying for certification or any one of the purpose of
assessment.
Trainer/Assessor is at least NC II holder and who has achieved all the required
units of competency identified in the Trainers Methodology Level I (TM Level I) under
the PTTQF. He is also a holder of National TVET Trainer Certificate Level I (NTTC I) 2. A
Trainer is an Assessor; an Assessor is a Trainer 3.

To qualify for this course, a candidate or trainee must satisfy the following
requirements:

Graduate of baccalaureate degree or equivalent in training or experience along

the field of Technical Vocational Education and Training
Certified at the same or higher NC Level in the qualification that will be handled
(for technical trainers)
Able to communicate orally and in writing
Physically fit and mentally healthy
Proficient in quantitative and qualitative analysis
Proficient in verbal reasoning
At the end of the session, you should be able to:

Determine the skills and knowledge that a trainer or assessor should have
Explain required skills as a trainer and or assessor

Introduction
As you progress through this lesson, you should keep in mind the skills and
knowledge required to become a competent trainer. Remember that awareness of your
skills and capabilities will help you make informed choices.

Basic and Core Competencies

Listed are the knowledge, skills, and attitudes required of Trainers Methodology
(TM) Level I 1:
Basic Competencies (or skills and knowledge that everyone needs for work):

Lead workplace Communication

Apply math and science principles in technical training
Apply environmental principles and advocate conservation
Utilize IT applications in technical training
Lead small teams
Apply work ethics, values and quality principles
Work effectively in vocational education and training
Foster and promote a learning culture
Ensure a healthy and safe learning environment
Maintain and enhance professional practice
Develop and promote appreciation for cost-benefits of technical training
Develop and promote global understanding of labor market

Core Competencies (or specific skills and knowledge needed in TM1):

Plan training sessions

Facilitate learning sessions
Supervise work-based learning
Conduct competency assessment
Maintain training facilities
Utilize electronic media in facilitating training

Session Objectives
At the end of the session, you should be able to:

Define commonly used Competency-Based Training terminologies

Explain ten principles of Competency-Based Training
Differentiate traditional education with Competency-Based Training

Introduction
Getting the idea on structure and principles embedded in training is important
before designing a session plan. Do you know how to teach a Technical-Vocational
Education and Training (TVET) program? That will be the focus of todays lesson.
The framework in teaching skill-based lesson is called Competency Based
Training (or CBT). It focuses on skills development that is why its approach differs from
the traditional education.
In traditional education, the teacher controls the environment (or called teachercentered approach); while in CBT, the learners control and manipulate the tools and
equipments with the guide of a teacher (also

CBT Terminologies
The need to understand commonly used terminologies is important before
starting this courseware. Comprehending these terminologies will empower you to
understand easily the next lessons.

Knowledge is the cognitive representation of ideas, events, activities or tasks

derived from practical or professional experience as well as from formal instruction or
study, e.g. memory, understanding, analysis 1.

I.
II.
III.
IV.

Skill refers to the acquired and practiced ability to carry out a task or job 2.
Competency, as used in TESDA, is a) the application of knowledge, skills and
attitude required to complete a work activities to the standard expected in the
workplace 3; or b) the possession and application of knowledge, skills and attitudes to
the
standard
of
performance
required
in
the
workplace 4.
The 4 dimensions of competency that describes aspect of work performance are 5:
Task Skills undertaking a specific workplace task
Task Management Skills managing a number of different tasks to
complete the entire work activity
Contingency Management Skills responding to problems, irregularities
and breakdown in routine when undertaking the work activity
Job/Role Environment Skills dealing with the responsibilities and
expectations of the work environment when undertaking a work activity

Competency Standard are industry-determined specification of competencies

required for effective work performance. They are expressed as outcomes and they
focus on work place activity rather than training or personal attributes, and capture the
ability to apply skills in new situations and changing work organization 6.

Recognition of Prior Learning (RPL) is the acknowledgement of an individuals

skills, knowledge and attitudes gained from life and work experiences outside
registered training programs 7.

Qualification is cluster of units of competency that meets job roles and is

significant in the workplace. It is also a certification awarded to a person on
successful completion of a course and/or in recognition of having demonstrated
competencies
relevant
to
an
industry 7.

It has three components:

I.
Basic Competency skills and knowledge that everyone needs for work
II.
Common Competency skills and knowledge needed by people working
in a particular industry
III.
Core Competency specific skills and knowledge needed in a particular
area of work-industry sector/occupation/job role
o

I.

Competency-Based Training (CBT) is a system by which the student is

trained on the basis of demonstrated ability rather than on that of elapsed time 7.
CBT includes:
Competency-Based Curriculum (CBC) is the specification for a course
or subject (module) which describes all the learning experience a student or learner
undergoes. It specifies outcomes which are consistent with the requirements of the
workplace as agreed through industry or community consultations. 8

II.

Competency-Based Learning Material (CBLM)refers to the print and

non-print instructional media used as guide in learning workplace activities.

Delivery of Competency-Based Training (CBT)

The flow of CBT differs from the traditional education approach. To see the big
picture is important before planning a session plan. Below is the CBT delivery
framework:
1.

Trainee enters the program. Trainer conducts pre-training assessment to identify

learners training needs. Orientation of CBT program on Recognition of Prior
Learning (RPL) and roles of trainer & trainee follows.

2.

Trainee selects competency from the identified training needs and receives
instruction from the trainer. The trainer administers learning contract or agreement
between him and his trainees, then provides CBLM materials and introduces the use
of progress and achievement chart.

3.

With the selected competency, the trainee studies the module by doing the
following learning activities (in any order): review learning package, view multimedia
materials, use manuals, observe demonstration, practice skills in workshop, and
receive assistance and advice.

4.

While the trainee practices the skill, the trainer observes and records the
performance on the Progress Chart. Student will attempt the task until he masters the
skill with the help of trainers immediate and constructive feedback.

5.

Once the trainee determines by himself that he is competent to do the skill, he

will call the attention of trainer. The trainer will observe and rate the performance
based on the Performance Criteria Checklist and will record the result on the
Achievement Chart. If the skill is satisfactorily performed, he will then select another
unit of competency. If the skill is not satisfactorily performed, the trainee will study
again the module.

6.

To exit the training program, trainee must satisfactorily perform the skill and must
have enough units of competencies (or has completed all the modules). If the trainee
doesnt have enough units of competencies, he will then select another unit of
competency, and repeat the competency-based training process.

Ten (10) Principles of CBT

Competency-Based Training delivery anchors in its principles. These ten (10)
principles of CBT serves as ground rules for trainers and trainees. Memorize, apply and
promulgate the listed principles below:

Principle One: The training is based on curriculum (CBC) developed from the
competency standards (CS).

Principle Two: Learning is competency based or modular in structure.

Principle Three: Training delivery is individualized and self-paced.

Principle Four: Training is based on work that must be performed.

Principle Five: Training materials are directly related to the competency

standards and the curriculum modules.

Principle Six: Assessment is based in the collection of evidences of the

performance of work to the industry required standard.

Principle Seven: Training is based both on and off the job components.

Principle Eight: The system allows Recognition of Prior Learning (RPL) and or
current competencies.

Principle Nine: Training allows multiple entry and exit in the training program.

Principle Ten: Approved training programs are nationally accredited. Programs

of each institution or training center are registered with UTPRAS (Unified TVET
Program Registration and Accreditation System).

Now it is your turn to refresh memory on how your teacher taught you and
compare it on how Competency-Based Training works. How will you teach skill-based
session? Does it have any difference? Will you make that change for the better? Get a
paper and take down notes on its differences.

Session Objectives
At the end of the session, you should be able to:

Identify learners characteristics and learning styles for trainees profile

Determine adult learners characteristics

Introduction
Competency-Based Training without planning and without determining trainees
characteristics will lead to an unsuccessful session plan.
It is a must for us teachers to know our students their characteristics as adult
learners, their educational background, and their culture - not only because we need
data for filing purposes, but for us to use these data to analyze and determine their
training needs.
Who are our learners? What are the characteristics we need to include in their
profile? What type of learners are they? Those are our some highlight questions you
might encounter as you proceed in this lesson.

Understanding Adult Learners

Before we determine trainees characteristics, we first need to understand our
trainees as adult learners. Our training is learner-centered; hence, it is essential to know
them first.
Our training enables adult learners attain skills for them to land a job. Teaching
them requires different teaching approaches and methodologies; thus, understanding
them will surely help in preparing an effective session plan.
Understanding how adults learn will also enable the trainer to think of teaching
strategies that focused on adults. This is based on the theory

calledAndragogy (Knowles), also known as adult education. The study came up with
the characteristics of adult learner, and they are the following:

Adults are autonomous & self-directed.

Adults bring life experiences & knowledge to learning experiences.

Adults are goal-oriented.

Adults are relevancy-oriented.

Adults are practical.

Adults like to be respected.

Here is a best scenario on how to apply this theory: The trainer enters a class
consisting of adult learners. They are all different in terms of age, educational
background, gender etc., but they all have one thing in common - they are all adult
learners. A trainer, on his conscious state, will then use strategies to meet the needs of
adult learners.
A best example of strategy especially in developing working with teams is the
use of Situated Learning Experience (SLE). It would be a very good application of
adult learning principles since they are given specific instruction to achieve and explore
solution and course of actions to attain it.
An example is the creation of a tallest tower using limited supply of materials. In
this SLE, the goal is to make the highest tower. The devising of strategies and trying it
outgives adult learners autonomy and direct their own learning, and it also allows the
students to bring in their previous experiences and knowledge. When participants are
asked to give their insights on their SLE experience, this allows learners to give respect
to their classmates, as the application of insights becomes practical and self-motivating.
Note that the methods and strategies we construct, consciously and
unconsciously, should meet the needs of our adult learners, and will surely make an
effective transfer of learning.

Establishing Trainees Characteristics

In completing the trainees profile, we need to know the characteristics essential
in individualizing the session plan. Below are the essential trainees characteristics the
trainer needs to gather:
Characteristics of What does it mean to the plan?
Learners
Language, literacy

These greatly affect the training

and numeracy
(LLN) level

method you can use, as well as

activities and task suitable for
each session. You should be
prepared for different LLN levels
and must have different
resources.

Cultural and
language
background

Be aware of different cultural

background and language
abilities. You should take into
account inappropriate activities
because of culture and language.

Education and
It is used as one of the basis to
general knowledge gauge learners cognitive
capacity. It can also be of help in
deciding what speaking pitch and
rate of voice to use for each
session.
Gender

It can influence your plan if there

are activities that have
demonstration, role play and so
on.

Age

Age can alter the plan depending

on what is being delivered, how
and at what pace.

Learning style

Awareness on their learning style

could aid on what training
method/s to use. You could
classify them as auditory, visual,
kinesthetic, pragmatist, activist,
reflector and theorist learners.

How Learners Learn?

A trainer is about to teach a group of students. Then he has collected data for
trainees characteristics but the problem is he hasnt assessed the students learning
style to complete the trainees profile.
What is learning style? Learning style is ones own way of learning new
information and ideas. It will give us an idea on how a person receive and transfer
information.

Suggested learning styles are VARK Learning Style Model and PART Learning
Styles. Feel free to choose between the two in determining trainees learning style/s.

Visual, Auditory, Read/Write and Kinesthetic (VARK) Learning Style Model

Everyone learn differently since we all have preferred way to absorb, comprehend
and
retain
new
information.
VARK Learning styles, as proposed by Fleming and Mills (1992), is a model that
describes how a person takes-in and gives-out information while learning. These
learning styles are visual (learns best by seeing graphs, charts, and other symbols),
auditory (learns best by listening), read/write (learns best by reading text-based
information)
and
kinesthetic
(learns
best
by
doing).
Use VARK Learning Style self-assessment questionnaire as a tool in determining
your trainees learning style/s. Note that a trainee can have one or more learning
styles.

PART

Learning

Styles

Another model is PART Learning Styles. It is developed by Honey & Mumford but the
idea
originated
from
Kolbs
Learning
Style
Model.
The four learning styles are:
o
Pragmatists putting theory into practice or needs to know how to apply
the information in real world Pragmatist tends to integrate or put together theory
and practice as they perceive information abstractly and process it actively. They
always think problems and opportunities as challenges.
o
Activists having an experience or needs to do Activists put together
experience and application as they perceive information concretely and process it
actively. They would likely tackle problems by brainstorming. Activists learn by trial
and error, & by self-discovery method.
o
Reflectors reflecting on it or needs time to think over information
Reflectors integrate or put together experience within oneself as they perceive
information concretely and process it reflectively. They learn by listening and
sharing ideas.
o
Theorists drawing out own conclusion or needs to know theory behind
information Theorists put together observations into complex but logically sound
theory as they perceive information abstractly and process it reflectively. They learn
by thinking through ideas.
Use PART Learning Styles questionnaire to find out your trainees approach in learning.
Download #2:

VARK Learning Style self-assessment questionnaire

PART Learning Styles questionnaire

Session Objectives
At the end of the session, you should be able to:

Describe pre-training assessment and training needs analysis

Realize the importance of having pre-training assessment before starting the
session
Disengage current competency from the skills required to determine training gap

Introduction
In differentiated classroom, teachers begin where students are, not the front of a
curriculum guide. Carol Ann Tomlinson, 1999. As quoted by Tomlinson, we start our
session based on our pre-assessment, not in Competency Based Curriculum. Preassessment evaluates trainees knowledge, skills, strengths and weaknesses prior to
teaching.

Pre-Training Assessment
Pre-Training Assessment is conducted to recognize current competency (RCC)
and recognition of prior learning (RPL). This assessment is done before the training
starts. Listed are reasons why it is needed:

It allows us to see their mastered competencies.

It serves as point of reference in assessing our trainees.
It gives student quick look of future lesson.
Pre-Training Assessment can be done either of the following:

Learners assess themselves using the self-assessment guide

Trainer assesses learners previous experience through portfolio assessment
Trainer assesses learners skills and knowledge through pre-test or diagnostic
test
Self-Assessment Guide is a pre-assessment tool to help the candidate and
assessor determine what evidence is available, when gaps exist, including readiness for
assessment 1.

Portfolio Assessment refers to the process of determining whether an applicant

is competent through evaluation of his or her records of achievement 2.
You can confirm authenticity of evidence of competency by:

Calling or asking personally the signatories and confirm the information listed in
certificate of award/employment.
Calling or visiting the workplace where projects are done.
Pre-Test or Diagnostic Test is a type of formative assessment that involves
collecting evidence to diagnose or identify a training need or performance problem.
(NVSC Handbook) Prepare the pre-test/diagnostic test according to the guidelines
written in the lesson Preparing Assessment Instruments.
An assessor can use the portfolio assessment and pre-test results as source of
evidences and a tool in verifying learners current competency and prior learning. Pretraining assessment and analysis is done prior to actual training program.

Determining Training Gap

Determining Training Gap through Training Needs Analysis (TNA)
Under the CBT approach, each learner is assessed to find the gap between the
skills they need (as described in the Training Package) and the skills they already have.
The difference between the two is called the training gap.
Skills Required* Current Skills** = Training Gap = Training Needs

Skills Required refers to the competencies listed in the competency standards

and specified by the industry; On the other hand, Current Skills referred to as validated
competencies gathered in the pre-training assessment.
A training program is then developed to help the learner acquire the skill
deficiency. Therefore,Self-Assessment Guide (SAG) with Training Needs Analysis
(TNA) Tool is an important tool to use in determining training gap.
Download #3:
Self-Assessment Guide (SAG) with Training Needs Analysis (TNA) Tool

Session Objectives

At the end of the session, you should be able to:

Describe the sections of Training Regulations

Describe components of Competency Standards
Explain importance of Competency Standard in planning a training session

Introduction
Now that you have established the training gap of the learner, you are now ready
to prepare the session plan. In preparing session plan, it is essential to understand the
structure of Training Regulation.
Training Regulations contains the prescribed minimum program standards. It is
developed by experts and practitioners from public or private sector (or called as
Experts Panel) and is promulgated by the TESDA Board after national validation 1.

Training Regulation
Training Regulation (TR) is a TESDA promulgated document that serves as
basis for which the competency-based curriculum, instructional materials and
competency assessment tools are developed. This document represents specific
qualification. How the competencies in this qualification can be gained, assessed and
be given recognition is detailed in this promulgated document 1.
All training institution who wants to offer TVET program are required to register
under Unified TVET Program Registration and Accreditation System (UTPRAS) either
With Training Regulation (WTR) or No Training Regulation (NTR) to adhere in
competency-based training requirements.
With Training Regulation (WTR) is described as programs that have appropriate
promulgated Training Regulations; examples of WTR program are Computer System
Servicing, Food and Beverage Service to name some. No Training Regulations (NTR)
refers to the programs that include skills which are not covered yet by any promulgated
Training Regulations; example of NTR program is those of interior designing 2.
It has four sections:

Section 1 Definition of Qualification refers to the group of competencies that

describes the different functions of the qualification. It enumerates the job titles of
workers who are qualified.

Section 2 - Competency Standards (CS) gives

competencies required for effective work performance.

the

specifications

of

Section 3 - Training Standard (TS) contains information and requirements in

designing training program for certain Qualification. In includes curriculum design,
training delivery; trainee entry requirements; tools equipment and materials; training
facilities; trainers qualification and institutional assessment.

Section 4 National Assessment & Certification Arrangement describes the

policies governing assessment and certification procedure.

Competency Standards
Competency Standard (CS), as used in TESDA, is industry-determined
specification of competencies required for effective work performance. They are
expressed as outcomes and they focus on work place activity rather than training or
personal attributes and capture the ability to apply skills in new situations and changing
work organization1. Refer to Section 2 of Training Regulations.
Defined below are the components of CS:

Unit of Competency (or Unit Title) is a component of the competency

standards stating a specific key function or role in a particular job or occupation; it is
the smallest component of achievement that can be assessed and certified under the
PTQF.

Unit Descriptor outlines what is done in the workplace. It clarifies scope and
intent of unit.

Elements are the building blocks of a unit of competency. They describe, in

outcome terms, the functions that a person performs in the workplace.

Performance Criteria are evaluative statements that specify what is to be

assessed and the required level of performance.

Required Knowledge (formerly known as Underpinning Knowledge) refers to

the competency that involves in applying knowledge to perform work activities. It
includes specific knowledge that is essential to the performance of the competency.

Required Skills (formerly known as Underpinning Skills) refers to the list of the
skills needed to achieve the elements and performance criteria in the unit of
competency. It includes generic and industry specific skills.

Range of Variables describes the circumstances or context in which the work is

to be performed.

Evidence Guide is a component of the unit of competency that defines or

identifies the evidences required to determine the competence of the individual. It
provides information on:
o
Critical Aspects of Competency refers to the evidence that is essential
for successful performance of the unit of competency.
o
Resource Implications refers to the resources needed for the successful
performance of the work activity described in the unit of competency. It includes
work environment and conditions, materials, tools and equipment.
o
Assessment Method refers to the ways of collecting evidence and when
evidence should be collected.
o
Context of Assessment refers to the place where assessment is to be
conducted or carried out.

Session Objectives
At the end of the session, you should be able to:

Determine elements of Course Design and Module of Instruction

Analyze importance of Module of Instruction in constructing session plan

Introduction
What is Competency-Based Curriculum (CBC)?
A competency-based curriculum is a framework or guide for the subsequent
detailed development of competencies, associated methodologies, training and
assessment resources.
The CBC specifies the outcomes which are consistent with the requirements of
the workplace as agreed through the industry or community consultations.
CBC can be developed immediately when competency standards exist.
When competency standards do not exist, curriculum developers need to clearly
define the learning outcomes to be attained. The standard of performance required
must be appropriate to industry and occupational needs through the industry/enterprise
or specified client group consultations1.

Understanding the Course Design

Competency-Based Curriculum consists of Course Design and Module of
Instruction. Course Design serves as the blueprint and sets the structure in delivering
the training program, while Module of Instruction serves as the course outline, and is

derived from the course design, and contains detailed information on what and how to
teach each unit of competency.
Course Design is based on competency standards set by the industry or
recognized industry sector. Learning system is driven by competencies written to the
industry standards1.
The first page includes the following:

Course Title refers to the name of the program to be offered. It is usually derived
from the qualification title of the training regulations or it takes the qualification title of
the training regulations if the program is designed to cover the entire qualification 2.
Nominal Duration refers to the estimated training period usually expressed in
hours wherein the learner is expected to complete the whole training program.
Course Description refers to the brief statement of scope, coverage and
delimitation of the course.
Entry Requirements refers to the minimum and must qualifications of a trainee
to a training program that will ensure effective and efficient training.
The following are listed on its next page:

Course Structure is a course matrix, and includes details on module title,

learning outcomes and nominal hours per unit of competency.
Unit of Competency is a component of the competency standard stating a
specific key function or role in a particular job or occupation serving as a basis for
training an individual to gain specific knowledge, skills and attitude needed to satisfy
the special demands or requirements of a particular situation 1.
Module Title is the name of the module derived from the unit of competency.
Learning Outcomes are the set of knowledge, skills and/or competencies an
individual has acquired and/or is able to demonstrate after completion of a learning
process either formal, non-formal or informal 3.
Nominal Hours refers to the estimated training period usually expressed in
hours wherein the learner is expected to complete a particular training module of
program 2.
The following are listed on its next page:

Resource is the part where recommended tools, equipment and materials to be

used are listed.
Assessment Methods refers to the ways of collecting evidence and when
evidence should be collected1.
Course Delivery refers to the classroom teaching methodologies that can be
applied for the entire module instruction.

Trainers Qualification refers to the identified minimum experience and

competencies the trainer for the course must possess.

Module of Instruction
Module of Instruction is the description of training requirements for every unit
of competency. A unit of competency can make one or more modules of training. This
part of the CBC is used as point of reference in preparing session plan.
The document consists of the following:

Unit Title is a learning outcome statement which describes the area of

competency related to the content of work. (e.g. Maintain Computer Systems)

Module Title describes the outcome of unit of competency. Gerund is used as

subject. (e.g. Maintaining Computer Systems)

Module Descriptor refers to the brief statement of scope, coverage and

delimitation of the module.

Nominal Duration refers to the estimated training period wherein the learner is
expected to complete a particular training module of program 1. (Procedures Manual
on Program Registration)

Summary of Learning Outcomes refers to the consolidated statements of

desired end result to be attained after each session.
The succeeding pages of Module of Instruction are the following:

Assessment Criteria is the standards used to guide learning and to assess

learner achievement and/or to evaluate and certify competence 2.

Contents are the topics and activities which make up what is learned by an
individual or group of learners during a learning process 3.

Condition outlines situation and context under which learners will be assessed.

Methodologies refer to the list of methods to be used in a particular session.

Assessment Method refers to the technique/s used to gather different types of

evidences.

Session Objectives

At the end of the session, you should be able to:

Identify parts of a session plan

Derive learning outcomes using Competency Standard (CS) and Module of
Instruction (MOI)
Determine guidelines in organizing learning content
Distinguish training method and approaches according to learning activities,
purpose, learning style, and practice-based learning
Organize learning activities using Present-Practice-Feedback and Nine Events of
Instruction
Identify formative and summative assessment methods or tools
Enumerate steps in preparing session plan
Prepare an effective session plan

Introduction
An organized training session is the key to meaningful learning; thus, a prepared
session plan is needed to make every lesson a success. Each session plan is derived
on Competency-Based Curriculum, and anchored on Competency Standard to ensure
that the training provided is world-class, high-quality skills education.
Listed below are the guide questions that we need to address at the end of the lesson:

What are the elements or parts of a session plan?

How to derive learning outcomes from MOI & CS?
How to organize learning content?
How to select appropriate training method according to learning activities?
Purpose? Learning styles? Practice-Based Learning?
How do we transfer knowledge and skills?
What learning activities are recommended in skills acquisition?
What evidences will we use in assessment?
Grab your pen as we study the most important module in this competency. We
assure that it will empower you to prepare an effective session plan that efficiently
addresses training gap.

Elements of a Session Plan

Session Plan, same as Training Plan or Lesson Plan, is a written document
prepared by the trainer that shows logical order of activities that he wants to happen in a
training session.

It gives trainer and his learners an overview on where they are and where they
are going. It serves as record of training sessions and as a starting point for additional
training. It is also extremely helpful for a trainer who takes over another session.
1.

Industry Sector identifies the industry where the job is classified (e.g.
Information and Communication Technology).

2.

Qualification Title and Level

a.
Qualification Title refers to the name of the formal certification or
recognition.
b.
Qualification Level refers to the category of skills and knowledge
required to do a job1.

3.

Unit of Competency is a component of the competency standards stating a

specific key function or role in a particular job or occupation; it is the smallest
component of achievement that can be assessed and certified under the PTQF 1.

4.

Module Title describes the outcome of unit of competency. Gerund is used as

subject. (e.g. Maintaining Computer Systems)

5.

Learning Outcomes are the set of knowledge, skills and/or competencies an

individual has acquired and/or is able to demonstrate after completion of a learning
process formal, non-formal or informal 2. Each learning outcomes has its own set of
learning activities.

6.

Introduction contains information meant to motivate, and orient the student on

the objective and what will be expected of them. It also includes the correlation of the
current lesson to the previous session, and its relevance to the training program.

7.

Learning Activities is used to support learning. It conveys content, create

meaning, and support development and transfer of skills/knowledge through practice
and experience 3.
a.
Learning Content refers to the topics and activities which make up what
is learned by an individual or group of learners during a learning process 4.
b.
Teaching Methodology refers to the list of methods to be used in a
particular learning content.
c.
Presentation shows instructional materials and or methods to be used in
introducing the content.
d.
Practice shows instruction sheets and self-check test to be used by the
learner in applying and concretizing learning.
e.
Feedback includes evaluation of performance and reference to the
answer key.
f.

Resources includes list of tools, materials and equipment to be used per

learning content.

g.

Time refers to the estimated minimum training period usually expressed in

hours wherein the learner is expected to complete a particular learning activity.

Assessment Plan is the overall planning document for the assessment

process and includes a range of information to guide trainer on the method of
assessment to use and its scope.3

Teachers Reflection is the part where the trainer documents or records

what has occurred during training and includes notes on sufficiency of learning
content, training method, instructional material and evaluation methodology to
improve session plan. It may also consist of observed skills performed outstandingly,
learners feedback while using Competency-Based Learning Materials (CBLM), and
teachers feedback regarding results of evaluation.

Derive Learning Outcome

Learning Outcome is the set of knowledge, skills and/or competencies an
individual has acquire and/or is able to demonstrate after completion of a learning
process, either formal, non-formal or informal 1.
Where do we get these learning outcomes? The learning outcomes are lifted
from the Module of Instruction, derived from the Course Design, which are all anchored
from the Competency Standards.
As a whole, we could infer that each unit of competency has numerous learning
outcomes, and every outcome has its own learning activities.

Determine and Organize Learning Content

Learning Content refers to the topics and activities which make up what is
learned by an individual or group of learners during a learning process 1.
Listed are guidelines in determining and organizing Course Content:

Review Competency-Based Curriculum and determine essential topics and

activities.

Review required knowledge or skills and range of variables from the Competency
Standards.

List the content or topics gathered from CBC and CS. Include additional topics if
necessary.

Organize the content. This will help learners store information in their long-term
memory.
Sort content or topics according to:
o

simple to complex task

known to unknown

whole to part and back to whole

concrete to abstract

particular to general

observations to reasoning

point to point in logical order (or in sequential order)

Sorting the content will help learners store information in their long-term memory.
It needs to be in manageable chunks to let the learner process new information easily. It
also needs to be progressive leading down to a learning pathway. It is also important to
link information so that learners could understand the big picture together with its
specific parts 2.

Identify Appropriate Training Methodology and

Techniques
It is essential to identify appropriate training methodology after determining the
learning outcome and content.
Training Methodology refers to how subject matter is going to be dealt with in a
broad sense (e.g. lecture, group discussion, role play, demonstration, etc.), while
Techniques are the variation of the method (e.g. under Small Group Discussion (SGDs),
the methods could be fish bowl, brainstorming, plenary, etc.) 1
To select appropriate teaching method, a trainer should consider the following:

learning outcomes is the primary basis for selection

nature of the subject and types of performance specified
needs, interests, abilities and level of maturity of the learner
available time and resources
capacity of the trainer

A trainer knows well that a single method will not be sufficient to make each adult
learning session successful. A skilful teacher must use various methods and techniques
necessary to hold the attention of adult learners to improve their learning efficiency.
Listed below are training methods according to learning activities, purpose,
learning styles, and practice-based learning:
According to Learning Activities
Learning Activities

Methods & Techniques

Individual

self-assessment, hands-on experience, self-paced hand-out

or modules

Group Activities

simulation, role play, games, small group discussion (no

more than 7 participants), brainstorming, buzz group (2-3
participants), debate, group dynamics, group reporting,
focus group discussion

Either Individual or
Group Activities

case study, projects, demonstration, laboratory work, direct

observation
According to Purpose:

Purpose

Methods & Techniques

To give information and

knowledge

lectures, readings, written and oral instruction

To give examples, To
show task & attitudes

demonstrations, slides, pictures, video, film, case study,

discussion

To enhance skills, To
provide practice

role play, return demonstration, supervised practice,

writeshop
According to Learning Styles:

Learning Style

Methods & Techniques

Visual Learns by seeing picture pages, film viewing, lecture packed with flowcharts,
the big picture
diagrams, pictures or graphs
AuditoryLearns by
listening

read notes aloud, discussion pairs or groups, question and

answer, recorded lectures and stories

Read/WriteLearns by
seeing words and lists

lecture packed with list, glossaries and its definitions,

learning activity that requires transcribing diagrams or
pictures into writing

lecture, analogies,
statistics, stories Learns
by doing

group activities, hands-on experience, note taking, write

shop

PragmatistPutting
theory into practice

laboratory work, case study, field work, problem solving

ActivistHaving an
experience

assimilation, role playing, small group discussion, problem

solving, brainstorming, puzzle competition

ReflectorReflecting on it time out, observing activities, paired discussion, feedback

from others, coaching, interviews
TheoristDrawing out
own conclusion

lecture, analogies, statistics, stories

According to Practice-Based Learning:

Practice-Based Learning Methods & Techniques
On-the Job Training

job instruction training, job rotation, apprenticeship,

coaching, internship

Off-the Job Training

active lecture, laboratory training, role playing, case study,

simulation

Recommendation in choosing appropriate training method:

Listed are methods in teaching CBT skills and competencies: 2

Most useful for acquisition of declarative knowledge

o

reading

lecture/talks

modelling

Most effective in enhancing procedural skills

o

enactive learning like role-play, self-experiential work

modelling

reflective practice

Helpful in improving reflective capability and interpersonal skills

o

self-experiential work

reflective practice

Presentation-Practice-Feedback: Ensure StudentCentered Learning Activities

The Presentation-Practice-Feedback part of the session plan ensures active
learning. Active-learner centered approach is one of the niches of CBT. This is
influenced by the principles of learning theories Behaviorism, Cognitivism and
Constructivism.
Experts in behaviorism - Thorndike, Skinner and Watson - believe that learning
consists of strengthening of the relationship between stimulus and response. Stimulus
evokes and rouses a specific reaction under the control of the trainer. Response is the
reaction of the trainee to the stimulus.
To apply this theory, the trainer presents or demonstrates a certain skill that
serves as a stimulus. Then the trainee, in response to the stimulus, will strengthen the
connection through practice. Lastly, the trainer will give either positive or negative
reinforcement. Trainer can give positive feedback to retain or increase frequency of
behavior, and negative feedback to weaken and correct the behavior. Remember, most
of the activities are skills-based, and this mechanism can be applied to enhance
learners competencies.
Presentation includes instructional materials and methods used in introducing
the content which serves as the stimulus, Practice includes list of instruction sheets and
self-check tests used by the learner to enhance ones competence and serves as the
response of the learner, while Feedback includes reference to the answer key, as well
as the evaluation of trainees performance which serves as the reinforcement.
Organizing these learning activities is also made easy with the use of Nine
Events of Instructions (Gagne).
Nine Events of Instructions The goal of teaching is to transfer knowledge, skills
and attitude. We are also teaching them how to learn, and not how to know. Take note

that the transfer of information is in a sequential manner, and can be done best using
Gagnes Nine Events of Instruction.
Gagne proposed an instructional design that follows systematic approach. Use
these learning events to produce engaging and meaningful instruction..
The following are the nine steps:

Plan the Assessment

Assessment is employed as means of collecting evidences that would help

determine the individuals achievement of competencies required in the workplace or
training needs to develop the competencies required in the workplace 1.
Institutional Assessment is an assessment undertaken by the institution for its
students to determine their achievement of the learning outcomes in the module of
instructions in given unit of competency or clusters of competencies 2.
Forms of Assessment are3 :

Prepare the Session Plan

Summary in Preparing Session Plan
1.

Prepare the following before writing a session plan:

o

Summary of Trainees Needs

Session Plan Template

2.

Write the Learning Outcome

o

3.

Derive Learning Outcome from Module of Instruction

Determine and Organize Learning Content per Learning Outcome

Derive learning content from Module of Instruction & Competency Standard

List the required skills and knowledge and organize the content

4.

Choose appropriate Training Methodology and Techniques

o

Identify basis in selecting appropriate teaching methods and techniques

Determine training methods according to either learning activities, purpose,

learning styles or practice-based learning

5.

Determine activities for Present-Practice-Feedback. Organize the learning activities with

the use of Gagnes Nine Events of Instruction.

6.

Identifying various assessment methods to complete assessment plan.

7.

Review the written session plan

Formative Assessment assists learning by providing feedback about students

performance and progress. This non-graded type of assessment keeps its record in
the Progress Chart.
o

Diagnostic Assessment is a type of formative assessment used to

diagnose areas of weaknesses and strengths. It is used to identify learners gap in
knowledge.

Recognition of Prior Learning (RPL) allows a person to obtain recognition

and credit for their knowledge and skills. This can include previous and or current
competencies acquired based on their work or life experiences.

Summative Assessment is the final assessment of competence. Assessor

makes the final judgement when the trainee feels confident to demonstrate his
performance. He records the performance using the Achievement Chart.
These forms of assessment will make use of different assessment methods.
Given are different assessment methods with its evidence gathering tool:
Assessment Methods

Type

Evidence
Gathering Tool

(lifted from CBT Primer)

Written Testuse to test
acquired knowledge

supply short answer, restricted Self-Check/Model

essay, extended essay, multiple Answer, Short test
choice, matching, completion,
questions
identification, alternate answer,
true-false

Demonstrationuse to assess
particular skill

checklist, rating scales,

research task, assignment

Rating Sheet for

Demonstration with
Oral Questioning

Portfolio use to collect

evidences of competencies

evidence from supervisors,

colleagues and clients,
qualification, supervisor reports

Performance
Criteria Checklist

Oral Questioninguse to verify Interview, group assessment

evidence if not clearly
demonstrated during
performance test

Rating Sheet for

Demonstration with
Oral Questioning

Assessment method/s describes the approach that is used for collecting evidence
required to prove the competence of an individual while Evidence Gathering Tool or
Assessment Tool refers to both the instrument* and the instructions** for gathering and
interpreting evidence.
*Instruments are the specific questions or activity developed from the selected
assessment method/s.
**Instructions are the information/instructions given to the candidate and/or the
assessor regarding the conditions under which the assessment should be conducted
and recorded.

Introduction
Competency-Based Learning Materials aids in teaching and learning process.
These are self-instruction materials that help our trainees learn certain skills
independently.

Competency-Based Learning Materials (CBLM)

Competency-Based Learning Materials (CBLM) refers to the print and nonprint instructional media which are used as guide in learning workplace activities.
These are tools used to support learning activities. Examples include: workplace
practice, worksheets, workbooks, prepared case studies, prepared task sheets,
prepared topic/unit/subject information sheets, prepared role-plays, prepared
presentations and overheads, prepared scenarios, projects, assignments, materials
sourced from the workplace, e.g. workplace documentation, operating procedures,
specifications and prepared research tasks1.
These learning materials are used to make the task of a teacher possible - to
make abstract ideas concrete, teachable and understandable. This makes the media
and materials a genuine tool in making the independent learning process possible.

Session Objectives

At the end of the session, you should be able to:

Identify parts of competency-based learning module

List procedure in preparing instruction sheets
Prepare Information Sheet, Task/Operation/Job Sheet and Performance Criteria
Checklist

Introduction
Competency-Based Learning Module refers to the print-based materials used by
learners during the training process. Preparing it is essential in transferring knowledge
and skills.
To come up an effective training material, consider the audience and the use of
the materials. Thus, we anchor our materials on adult learning principles and learning
style preference.
If you find yourself struggling in writing, you may find Robert Gagnes Nine
Events of Instruction useful in providing structured approach in preparing and
developing your materials.

Key Elements of Competency-Based Learning

Module
Competency-Based Learning Module refers to the print-based instructional
materials used as guide in learning workplace activities. Preparing print-based
instructional materials allows you to practice your creativity, thus modifying the pages
and its appearance are allowed.
Listed are the key elements of competency-based learning module:

A.

Preliminary Pages
Front page
How to use this learning material is learning guide that contains direction on
how to use the printed material.
c.
Module Content contains list of parts of learning module; known as table of
contents.
a.
b.

B.
a.
b.
c.
d.
e.
f.
g.

Instruction Sheets per Learning Outcome

Information Sheet is used to provide and transfer required knowledge-based
information needed to achieve learning outcomes.
Self-Check with Answer/Model Key provides immediate feedback of trainees
progress.
Task Sheet is used for teaching a single basic task.
Operation Sheet is used for teaching a single basic operation with the use of a
particular tool or equipment.
Job Sheet is designed to give instruction to complete a specific work or job.
Performance Criteria Checklist is used together with task sheet, job sheet and
operation sheet to document presence or absence of knowledge, skills and attitude.
Optional Instruction Sheets :

Assignment Sheet includes problems to be solved, questions to be

answered or reading to be done.

Experiment sheet is useful in the lab to aid students in performing tests or

trial problems to demonstrate scientific principles.

Project Planning Sheet is used in industrial arts and exploratory courses

that allows for much more student participation in planning than does the job sheet and
used to outline a personal project to be completed in the lab.

Worksheet is a printed form that is filled in the process of gathering data

or solving problems.

Factors to Consider in Developing CBLM

In developing learning materials, trainer often focus on what the curriculum asks
for, even if there are number of factors to consider. Note that there are various factors to
consider in developing CBLM.
Factors to Consider in Developing CBLM:

1.
2.

Principles of Competency-Based Training

Competency-Based Curriculum or Training Regulations, giving great consideration to
Dimensions of Competency
3.
Trainees Characteristics which includes Characteristics of Adult Learners, Learning
Styles, and Socio-cultural Background
4.
Availability of the books and other references
5.
Capability of the learning materials developer

Competency Based Training (CBT) is characterized as individualized and selfpaced, and this is made possible through the use of self-paced learning materials with

which learners study on their own at their own pace. Some of the principles of
competency-based training are as follows:

Learning is based on competency required in a workplace.

Training is geared toward performance activities.
Criteria in assessing are based on workplace standard.
Assessment uses actual performance or evidence related to work requirement.
Reason for Using CBLM in Training

The efficiency and effectiveness of the delivery of Competency-Based Training is

dependent on the quality of the learning materials. A well-designed CBLM must support
the CBT principles such as:
Learning is self-paced. CBLM is designed to be self-paced. It is devised to
guide students to learn what needs to be learner and how to learn it.
Learning is student-centered. CBLM is contrived to provide information to the
trainee on how to access the necessary theoretical inputs. Teacher intervention is
reduced encouraging self-reliance on the part of the student.
Develop learning mastery. With the learning materials at his disposal, the
learner has the opportunity to repeatedly practice a task until mastery is attained. There
is immediate feedback on achievement of learning. CBLM employs a feedback
mechanism. The feedback informs the learner or instructor if the learner is ready to
proceed to the next learning level.
Training is well-planned. In developing CBLM, planning is necessary to make
the material effective and efficient. This reduces the possibility of missing a necessary
underpinning knowledge

Preparing Instruction Sheet:Preparing Information

Sheet & Self-Check Test
Preparing Information Sheet

Information Sheet is a form of instruction sheet used to provide and transfer

knowledge-based information needed to achieve learning outcomes. Information could

be about new procedure, technique or technical data needed to do an assigned job. The
trainer should prepare the sheet if there are no resources available.
Parts of information Sheet:
A) Learning Objectives
It defines the expected aim as the result of instruction. It contains a verb and an
object. Verb refers to the action intended while the object describes the knowledge
expected to acquire.
Example: Know* what are the components of learning module or CBLM
Better: Identify the components of competency-based learning module.
* Avoid using know, understand, learn and other verbs that are too broad.
Choose appropriate verb using Blooms Taxonomy of Objectives.
B) Introduction or Overview
It presents the general idea of the lesson and contains relevance of the topic to
the job role or description. It also integrates previous, current and next learning content.
C) Body or Text
It contains knowledge and skills needed to develop a certain skills.

Guidelines in Preparing Information Sheet:

Information should be recent, precise, and suitable to the interest and reading level of
the students.

Make the information sheet eye-catching and easy to read. The layout, illustration and
reproduction should be clear and attractive in appearance. This sheet, commonly used in selfpaced learning, should persuade trainees to read and comprehend the material.

Supplement words with illustration and diagram for clarity

Material used should be usable and easy to file, and then have it punched for filing
purposes.

Acknowledge the sources of information. Note on the sheet if much of the material is
taken from it because doing this will prevent plagiarism (or use others idea without giving
credit to the author).

Self-Check and Model Answer

Self-Check Test is a formative assessment tool that provides immediate
feedback of trainees progress. It is usually answered at the end of every information
sheets; followed by its correspondingmodel/answer key for self-assessment.
Self-Check Test has no recommend number of items and or specified test type.
Its preparation will be further discussed in the lesson Preparing Assessment
Instruments

Preparing Instruction Sheet:Preparing

Task/Operation/Job Sheet
Task Sheet is a form of instruction sheet used for teaching single basic task. It
provides step-by-step instruction for a specific skill to achieve a particular learning
outcome. Task sheets in dusting and floor cleaning are examples of these.
Operation Sheet is a form of instruction sheet used for teaching single basic
operation with the use of a particular tool or equipment. Example of operation sheets
are the use of vacuum cleaner and floor polisher.
Job Sheet is a form of instruction sheet designed to give instruction to complete
a specific work or job. It is the integration of instructions from several task and operation
sheets headed to retain the information longer.
An example of topic for a job sheet is cleaning a check-out room. To complete the work,
one must remove dust using vacuum cleaner and clean the floor using floor polisher.
Guidelines in Preparing Task/Operation/Job Sheet:

Develop
a
specific
performance
objective
based
on
its
elements
condition (prerequisite for completing the action), performance (observable behavior
expected) and criterion (basis of comparison in evaluating)
List the supplies, materials, tool and equipment needed
List clear and explicit procedures involved in sequential
Include illustration or diagram to ensure clarity in doing the job
Note the critical points in the job
Indicate safety standards procedures to be used and preventative measure to observe

List suggested references that can be used to obtain additional information

Specify the assessment method or criteria to evaluate trainees performance
Include an estimate time required to complete the job

Properly used instruction sheets can help the trainer maintain the updated
content, as well as the quality of training program. It also eases trainers task in constant
repetition of information; and allows trainees to work on their own and make them
productively busy.

Preparing Instruction Sheet:Preparing Performance

Criteria Checklist
Performance Criteria Checklist is an assessment tool used to document
presence or absence of knowledge, skills and attitude. This checklist, answerable by
yes or no, can be found after each task, operation and job sheet.
Guidelines in Preparing Performance Criteria Checklist:

Criteria should be clearly stated and specific enough to provide evaluation guidelines

Establish criteria based on each of the following factors:

work quality/workmanship

duration in completing task

proper use of tools/equipment & materials

standard safety precaution while doing the task

aspects of work performance, or known as Dimensions of Competency

Ensure that criteria are anchored with Competency Standards to guarantee effective
workplace performance
Note the critical criteria in determining competence

Session Objectives

At the end of the session, you should be able to:

Recognize different assessment instruments

Construct evidence plan, written test, table of specification, performance test and
questioning tool.
Develop a good assessment instrument

Introduction
Developing assessment instruments follows after we prepare the learning
materials. These assessment instruments are important for both trainer and trainees. It
is the tool used to verify trainees competency and this is what we use to gauge
effectiveness of our session plan and learning materials.
In this lesson, we will focus not only on familiarizing template but more
importantly on preparing them.

Preparing Evidence Plan

In developing evidence plan, we need to identify the evidence to gather.
Evidence is the information gathered that serves as proof of competency, and has two
forms direct evidence (observed or witnessed by the assessor) and indirect evidence
(reviewed or examined by the assessor). It must be valid, sufficient, current and
authentic.
These evidences must be the scope in preparing the evidence plan. Evidence
Plan is a document checklist that identifies evidence requirements and assessment
methods to be used. It is a guide for the assessor to make sure that the appropriate
method of assessment will be executed and will produce all the needed evidence in
assessing the candidate.
Procedure in preparing Evidence Plan:

1.

Review Assessment Criteria in Module of Instruction.

2.

List down all evidence requirements taking note of the following:

o

All critical aspects of competencies included

Evidence Requirement for Four (4) Dimensions of Competency

Required Knowledge and Skills

3.

Obtain the template.

4.

Write the evidence requirements on the first column.

5.

Identify evidence gathering methods to use and place it in designated columns.

6.

7.

Place a check mark to specify what assessment method to use for each evidence
requirements. To establish corroboration of evidence, use at least two methods per criteria.
Review the output or consult other experts.

Preparing Evidence Gathering Tool

Evidence Gathering Tool or Assessment Toolrefers to both the instrument
and the instructions for gathering and interpreting evidence.
Examples of evidence gathering tool are written test, questioning tool and
performance test that will be further discussed in this lesson.

Preparing Table of Specification

Hinuhulaan lang naman ng titser natin ang exam natin (Our teacher is just
guessing the content of the exam), or Hindi naman natin napag-aralan yan, bakit
kasama sa exam? (We havent studied that topic, why is it included in the exam?) are
some of the rants of students before and after taking the exam. One strategy a teacher
can use to rule out students doubt, increase consistency (reliability) of exam and make
accurate (valid) measurement is by preparing a table of specification.
Table of Specification (TOS), also called test blueprint, is an instrument used to
align objectives, instruction and assessment1. This serve as basis in test construction.
It has six (6) major elements intended to develop TOS for a comprehensive
examination, which includes2:

Balance among goals selected for examination

Balance among levels of learning
The test format
The total number of items
The number of items for each goal and level of learning
The enabling skills to be selected from each goal framework
Procedure in preparing Table of Specification for a UNIT TEST

1.
2.
3.

Obtain and review evidence plan to determine what evidence gathering tool to use.
Review Assessment Criteria in Module of Instruction.
Obtain the template.

Lesson
Objectives/
Learning
Outcomes

4.

Nominal
Duration
(hrs)

% of
class
time for
the LO

Number
of Test
Items

Lower
LevelsRecall/
Comprehension

Higher
LevelsApplication/
Evaluation/ Synthesis

Write the Learning Outcomes on the first column, and the Nominal Hours on the second
column.

Lesson
Objectives/
Learning
Outcomes
LO1. Identify
Learner's Training
Requirements
LO2. Prepare
Session Plan
LO3. Prepare
Instructional
Materials

Nominal
Duration
(hrs)

% of
Number
class
of Test
time for Items
the LO

Lower
LevelsRecall/
Comprehension

Higher
LevelsApplication/
Evaluation/ Synthesis

LO4. Prepare
Assessment
Instruments
(Institutional)
LO5. Organize
Learning and
Teaching
Resources

5.

Compute for the percentage of class time per Learning Outcome by dividing Nominal
Hours with Nominal Duration, then multiply it to 100.

For example:
To get the percentage of class time of LO1, divide 4.5 Nominal Hours to 40 hrs. Nominal
Duration (or total number of Nominal Hours).
4.5 / 40 = 0.1125
Then multiply it to 100 to get its percentage.
0.1125 * 100 = 11.25%

Lesson
Objectives/
Learning
Outcomes

Nominal
Duration
(hrs)

% of
class
time for
the LO

LO1. Identify
Learner's
Training
Requirements

4.5

11.25%

LO2. Prepare
Session Plan

13

32.50%

LO3. Prepare
Instructional
Materials

10

25.00%

LO4. Prepare
Assessment

20.00%

Number
of Test
Items

Lower
LevelsRecall/
Comprehension

Higher
LevelsApplication/
Evaluation/ Synthesis

Instruments
(Institutional)
LO5. Organize
Learning and
Teaching
Resources

6.

4.5

11.25%

Compute for the number test items by multiplying the desired/total number of test item
by percentage of class time.

For example:
To get the number of test items for LO1, multiply 50 (or total number of test items) to 11.25%
(percentage of class time).
50 * 11.25% = 5.625
To compute manually, multiply 50 by 11.25 then divide it by 100.
50 * 11.25 = 562.5 / 100 = 5.625

Lesson
Objectives/
Learning
Outcomes

Nominal
Duration
(hrs)

% of
class
time for
the LO

Number
of Test
Items

LO1. Identify
Learner's
Training
Requirements

4.5

11.25%

5.625

LO2. Prepare
Session Plan

13

32.50%

16.25

LO3. Prepare
Instructional
Materials

10

25.00%

12.5

LO4. Prepare
Assessment
Instruments
(Institutional)

20.00%

10

Lower
LevelsRecall/
Comprehension

Higher
LevelsApplication/
Evaluation/ Synthesis

LO5. Organize
Learning and
Teaching
Resources

7.

4.5

11.25%

5.625

To determine the number of questions for each level of learning (lower/higher), refer to
the behavioral verb at the start of each Learning Outcomes and put the rounded up number of
test items in the specified column. Use Blooms Taxonomy of Educational Outcomes as
reference.
Below are examples of Blooms Taxonomy of Educational Objectives:

Recall

Comprehension

Application

Synthesis

Evaluation

Define
Describe
Identify Label
List Match
Name
Outline
Select State

Distinguish Estimate
Explain Generalize
Infer Paraphrase
Predict Rewrite
Summarize

Change Compute
Demonstrate
Discover Modify
Operate Prepare
Produce Show
Solve

Categorize
Compose Create
Devise Design
Explain Generate
Modify Rearrange
Relate Reorganize
Reconstruct

Compare
Conclude
Explain Justify
Interpret
Relate
Support

Number of items for Written Test, and even Questioning Tool and Performance
Test, will be based on the Table of Specification. Using Table of Specification
guarantees that all aspect will be covered by the test, as it increases the validity and
reliability of the test.

Preparing Written Test

Written Test refers to the print or non-print evidence gathering tool used to
measure trainees knowledge, skill and attitude. True or false, multiple choice, matching
exercise, completion items, and essay exam are examples of types of test.
Characteristics to consider in developing good test:
1.

Validity refers to how well a test measures what it is purported to measure 1. The test
should match the assessment criteria written in module of instruction.

2.

Reliability refers to the degree to which an assessment tool produces stable and
consistent results1.

3.

Fairness refers to the state of being true or factual, and not based on trainers
preference.

Procedure in preparing written test:

1.

Planning for the test:

o

Outline the content and identify the learning outcome

Review Competency Standard & Evidence Plan

Prepare the table of specification

2.

Choose appropriate type of test (e.g. multiple choice, true or false, matching
items etc.)
Preparing the test:

Choose the items to be included according to the table of specification

Construct the items based on the rules for the type/s chosen. Refer to the
suggested reading, pp. 9 26

Arrange the grouping and sequence of items

Write the direction for the test and decide on the method of scoring

3.

Analyzing and revising the test:

o

Perform test analysis to determine difficulty, discrimination and reliability Retain

or discard items based on the analysis outcomes. Refer to suggested reading, pp. 4 8

Preparing Interview Questions

Questioning Tool is essential in expounding competencies not evidently
demonstrated in written and performance test. It is used in probing the breathe and
depth trainees answers to ensure validity and reliability of assessment result.
Guidelines in Preparing Interview Questions:

Questions can be derived from the following:

o

Dimensions of competency such as task, task management, contingency

management and job or role and environment management skills

Vocational or technical knowledge

Workplace procedure and regulations

Safety requirements

Keep the question brief, structured, and focused on one key concept

Use language at the suitable level of the candidate

Use open-ended probing questions to clarify, confirm or supplement evidence by asking

questions what would you do if..., what if you were using... instead of..? or how do you...?
rather than closed-ended questions
Write a list of responses to ensure reliability of assessment

Session Objectives
At the end of the session, you should be able to:

Enumerate areas of CBT facility

Determine the importance of organizing workshop layout

Introduction
Areas in Competency-Based Training Facility must be organized. This planned
workshop layout makes learning activities systematize that will enable process of
information easier than expected.
Sorting the content will help learners

Competency-Based Training

An organized workshop layout reflects how well-prepared a trainer is. He should

ensure that the workshop area is safe, well-sequenced and accessible for both him and
trainee. Each area should allow individualized, self-paced learning and permit the
learner to enter and exit programs at different times and levels.
Having a good workshop lay-out will enable the trainer to facilitate training
sessions well. It only means that competency-based training environment differs from

the traditional one. In a traditional set-up, teacher is positioned in front of the class,
whereas in CBT, the trainer walks and observes everyone.
Nine (9) areas in a competency-based training facility are the following:
1.
2.

3.

4.

5.
6.
7.

8.

9.

Practical Work Area is an area where trainees rehearse specific skill. It is sectioned into
workstations that are arranged according to hierarchy of competencies.
Learning Resource Area is an area where trainees do their self-paced learning. It is
where learning materials - print or soft-copies - can be found. Projects can also be done in
this area.
Institutional Assessment Area is an area where trainer assess trainees knowledge
either by Recognition of Prior Learning, or upon gaining competency from the module/s given.
Skills assessment is done at the Practical Work Area. Note: Institutional Assessment Area and
Practical Work Area can be adjacent room so they can be merged depending on the layout of
the room.
Contextual Learning Laboratory is an area where lecture-discussion is done. This is
where learner would stay to study basic and common competency in the context of their
qualification.
Quality Control Area is an area where metrology, calibration and in-process quality
control are being held.
6. Trainers Resource Center is an area where trainers resources materials are kept. It is
also a place where trainer generates training materials.
Distance Learning is an area where trainees can access modules aside from the usual
print and non-print media. Example is studying the learning module by accessing TESDA
website.
Computer Laboratory is an area where trainees are given chance to develop their IT
competencies, as recommended in CBC. Example of IT competency is the use of Microsoft
Office Application.
Support Service Area is an area that offers value-adding competencies to address
required skills.

Guidelines in Organizing CBT Training Facility:

Equipments or machines should be installed by work station considering the unit of

competencies and movement of the trainees
Trainer or Assessor Qualification and National Certificates of trainer, and shop layout
shall be posted inside the workshop area
Labels, signage and posters like 5S, safety reminders, forms and schedules should
observe uniform size and color and should be posted appropriately and properly
TRs, CBC, CBLMs should be available at the Resource Area and Learning Resource
Center

Session Objectives

At the end of the session, you should be able to:

Describe the parts of Training Activity Matrix

Prepare Training Activity Matrix

Introduction
Imagine a class where students do not know what to do, materials are
inadequate and learning area is disorganize. Would that learning activity be a success?
A trainer, once he enters the room, is assumed well-equipped and organized.
Training will be a success if the activities, materials and learning areas are carefully
planned using the Training Activity Matrix.

Preparing Training Activity Matrix

Facilitating a class which promotes self-paced learning and focuses on different
learning activities is one tough job for a trainer.
Thus, a trainer is expected to organize learning and teaching resources with the
use of the Training Activity Matrix. The Training Activity Matrixis a tool used to
schedule training activities, tools or equipment, and workstation area. It also serves as a
guide for learners to know what to do and where to go.
To prepare the Training Activity Matrix, the trainer must identify first the basis in
organizing and preparing resources. These are the following:

Session Plan
Instruction Sheets (information sheets, task sheets, operation sheets, job sheets)
Learning Guide
Competency-Based Curriculum
Procedure in Preparing Training Activity Matrix:

1.
2.
3.
4.

Review the session plan and look for the common activities.
For each activity recognized, identify the teaching and learning resources specifications.
Assign an appropriate learning area for each activity.
List teaching-learning resources to use for each activity. Ensure that variety of materials
will be given to the fit ones learning style.
5.
Finalize and review the Training Activity Matrix.

A Strategy to Facilitate Different Activities

A trainer, as a facilitator of different activities, should have the ability to witiness

or to be aware of whats going on in the class while doing something. It is compared to
having eyeballs at the back of your head. It is the ability of a trainer to continually
monitor and manage the class at all times.
Following the Training Activity Matrix while having that wit hit will help greatly in
managing a class. These and more will be taught on another unit of competency Facilitating Training Session.