Plan Training Session

COMPETENCY-BASED LEARNING
MATERIAL
Sector
TVET
Qualification Title:
TRAINING METHODOLOGIES
AND ASSESSMENT(Trainer Qualification Level 1)
Unit of Competency:
Module Title:
Plan Training Session
Planning Training Session
Technical Education & Skills Development Authority

NATIONAL TVET TRAINERS ACADEMY
Marikina City
HOW TO USE THIS COMPETENCY- BASED LEARNING MATERIAL

Welcome!
The unit of competency, "Plan Training Session", is one of the competencies
of TRAINING METHODOLOGY (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.
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, Operation Sheets and Task/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:
Work through all the information and complete the activities in each
section.
Read information sheets and complete the self-check. Suggested references

are included to supplement the materials provided in this module.
Most probably, your trainer will also be your supervisor or manager. He is

there to support you and show you the correct way to do things.
You will be given plenty of opportunities to ask questions and practice on

the job. Make sure you practice your new skills during regular work shifts.
This way, you will improve your speed, memory and your confidence.
Use the Self-Checks, Operation Sheets or Task or Job Sheets at the end of
each section to test your own progress. Use the Performance Criteria
Checklist or Procedural Checklist located after the sheet to check your own
performance.
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 need to complete this module before you can perform the next module,
Facilitating Training Session.
NTTA-TESDA
QA SYSTEM
Training
Methodologies &
Assessment(TQ1)
Planning Training
Session
Date
Developed:
July 2010
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Issued by:
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MODULE CONTENT
UNIT OF COMPETENCY
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:
Identify learners training requirements
Prepare session plan
Prepare instructional materials
Prepare assessment instruments (Institutional)
Organize learning and teaching resources
NTTATESDA
QA
SYSTEM
Training
Methodologies &
Assessment(TQ1)
Planning Training
Session
Date Developed:
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ASSESSMENT CRITERIA:
Curriculum documents is reviewed and analyzed for training purposes
Current competencies of target group are determined
Competencies required to
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
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.
NTTATESDA
QA
SYSTEM
Training
Methodologies &
Assessment(TQ1)
Planning Training
Session
be
attained
Date Developed:
July 2010
are
compared
with
current
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LEARNING OUTCOME # 1 DETERMINE LEARNERS TRAINING

REQUIREMENTS
CONTENTS:
1. Competency Standards and Competency Based Curriculum
2. Trainees Current Competencies
3. Validation Procedures on Training Requirements
4. Curriculum documents is reviewed and analyzed for training purposes
5. Current competencies of target group are determined
6. Competencies required to be attained are compared with current
competencies of target group
7. Results of comparison is used to determine training requirements
8. Training requirements are validated with appropriate people.
CONDITION:
Trainees must be provided with the following:
1. WORKPLACE LOCATION
2. EQUIPMENT
-
Computer
LCD
3. TOOLS, ACCESSORIES AND SUPPLIES

-
White board
CD
Tapes
4. TRAINING MATERIALS
-
Learning Packages
Bond Paper
Ball pens
Whiteboard marker
Manuals
The Philippine TVET Trainers-Assessors Qualification Framework
Procedures Manual on Developing Competency-Based Curriculum

Date Developed: Document No.
July 2010
NTTATraining
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TESDA
Methodologies &
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QA
Assessment(TQ1) Developed by:
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Planning Training
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Session
-
ASSESSMENT METHOD:
1. Portfolio
2. Written Test
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QA
SYSTEM
Training
Methodologies &
Assessment(TQ1)
Planning Training
Session
Date Developed:
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Learning Experiences
Learning Outcome 1
DETERMINE LEARNERS TRAINING REQUIREMENTS
Learning Activities
Special Instructions
1. Read The Philippine TVET

Trainers-Assessors
Qualification Framework
(1.1-1)
2. Answer Self-Check for 1.1-1
Compare answers with the answer key. You

are required to get all answers correct. If
not, read the information sheets again to
answer all questions correctly.
3. Read the Procedures Manual

on Development of
Competency-Based
Curriculum (1.1-2)
4. Answer Self-Check for 1.1-2
Compare answers with the answer key. You

are required to get all answers correct. If
not, read the information sheets again to
answer all questions correctly.
5. Read Information Sheet on

Identifying Current
Competencies(1.1-3)
A questionnaire on how to determine

trainees characteristic is also recommended.
6. Answer Self Check 1.1-3
Compare answers with the answer key.
7. Perform Job Sheet 1.1-3
Evaluate your own work using the

Performance Criteria.
Present your work to your trainer for
evaluation and recording.
8. Read Information Sheet 1.1-4
This information sheet discusses sample

forms and templates for determining current
competencies of your trainees.
9. Perform Job Sheet 1.1-4a
Use the Performance Criteria Checklist to

evaluate your own work.
NTTATESDA
QA
SYSTEM
Training
Methodologies &
Assessment(TQ1)
Planning Training
Session
Present your
evaluation
work
to
your
Date Developed:
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for
Learning Activities
10.
Perform Job Sheet 1.1-4b
Use the Performance Criteria Checklist to
evaluate your own work.
Present your
evaluation
work
to
your
trainer
for
After doing all activities of this LO, you

are ready to proceed to the next LO on
preparing session plans.
NTTATESDA
QA
SYSTEM
Training
Methodologies &
Assessment(TQ1)
Planning Training
Session
Date Developed:
July 2010
Document No.
Issued by:
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INFORMATION SHEET 1.1-1

The Philippine TVET Trainers-Assessors Qualification
Framework
Learning Objective:
After reading this INFORMATION SHEET, YOU MUST be able to identify the
competency requirements at different qualification levels of TVET Trainers.
Please refer to the Philippine TVET Trainers-Assessors Qualification
Framework
January 15, 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
Date Developed: Document No.
July 2010
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Issued by:
TESDA
Methodologies &
Page 1 of v
QA
Assessment(TQ1) Developed by:
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Planning Training
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Session
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
NTTATESDA
QA
SYSTEM
Training
Methodologies &
Assessment(TQ1)
Planning Training
Session
Date Developed:
July 2010
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Issued by:
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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.
NTTATESDA
QA
SYSTEM
Training
Methodologies &
Assessment(TQ1)
Planning Training
Session
Date Developed:
July 2010
Document No.
Issued by:
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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 nonformal 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,
NTTATESDA
QA
SYSTEM
Training
Methodologies &
Assessment(TQ1)
Planning Training
Session
Date Developed:
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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
NTTATESDA
QA
SYSTEM
Training
Methodologies &
Assessment(TQ1)
Planning Training
Session
Date Developed:
July 2010
Document No.
Issued by:
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Qualification Levels:
Qualification
Levels
Definition
Trainer
Qualification
I:
Trainer/Asses
sor
Trainer
Qualification
II:
Training
Designer/
Developer
Conducts
Designs
and
technical
develops
training
and curriculum,
competency
courses
and
assessments
instructional
materials
Trainer
Qualification
III:
Training
Mentor
Trainer
Qualification
IV:
Master Trainer
Supervises,
develops
and
mentors
technical
trainers
Extends
the
body
of
knowledge
in
the
field
of
technical
vocational
education and
training.
MS Graduate
or
Equivalent
Certified
highest
available NC
Level in the
Training
Regulation
With
portfolio of
relevant
actual work
outputs
Entry
Requirements
BS Graduate BS Graduate
or Equivalent
or Equivalent
Certified in
Certified in
NC Level that
the
will
be
NC Level that
handled
will
be
handled
With portfolio
of relevant
actual work
outputs
Basic
Competency
Requirements
1. Communication
2. Apply math and science principles in technical training
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
NTTATESDA
QA
SYSTEM
Training
Methodologies &
Assessment(TQ1)
Planning Training
Session
BS Graduate
or
Equivalent
Certified in
the highest
available NC
Level in the
Training
Regulation
With
portfolio of
relevant
actual work
outputs
Date Developed:
July 2010
Document No.
Issued by:
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Qualification
Levels
Core
Competency
Requirements
NTTATESDA
QA
SYSTEM
Trainer
Qualification
I:
Trainer/Asses
sor
1. Plan Training
Sessions
2. Facilitate
learning
Sessions
3. Supervise
Work-Based
Learning
4. Conduct
Competency
Assessment
5. Maintain
Training
Facilities
6. Utilize
electronic
media in
facilitating
training
Trainer
Qualification
II:
Training
Designer/
Developer
1. Facilitate
Developmen
t of
competency
standards
2. Conduct
Training
Needs
Analysis
3. Develop
training
curriculum
4. Develop
learning
materials
5.
Develop
assessment
tools
6. Design and
Develop
maintenanc
e system of
training
facilities
7.
Develop
Learning
Materials for
e-learning
Training
Methodologies &
Assessment(TQ1)
Planning Training
Session
Trainer
Qualification
III:
Training
Mentor
Trainer
Qualification
IV:
Master Trainer
1. Facilitate
development
and review
of training
policies and
procedures
2. Develop and
execute
training
plans
3. Prepare and
manage
training
budgets
4. Nurture and
capacitate
trainers/
assessors
5. Evaluate
trainers/ass
essors
performance
6. Lead and
Coordinate
training/
assessment
evaluation
7. Facilitate
assessment
moderation
8. Lead and
coordinate
training/ass
essment
1. Institutional
ize TVET
systems
and
processes
institutions
/enterprises
2. Conduct
research on
TVET
3. Promote,
advocate
and
strengthen
industry
and TVET
linkages
4. Provide
professional
developmen
t to TVET
experts
Date Developed:
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Qualification
Levels
Trainers
Curriculum
NTTATESDA
QA
SYSTEM
Trainer
Qualification
I:
Trainer/Asses
sor
Trainer
Qualification
II:
Training
Designer/
Developer
Course
on Course
on
Training
Training
Methodologies
Design
and
and
Development
Assessment
Training
Methodologies &
Assessment(TQ1)
Planning Training
Session
Trainer
Qualification
III:
Training
Mentor
Trainer
Qualification
IV:
Master Trainer
Course
on Continuing
Supervision
Professional
and
Education
Development of
Trainers
Date Developed:
July 2010
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Self-Check 1.1-1
Instructions: Read the questions carefully. On your answer sheet, write the letter
of the correct answer.
1. A trainer at TQ Level II is a ___.
A. Training designer/developer
B. Trainer/Assessor
C. Training Supervisor and Mentor
D. Master Trainer
2. Which is not a competency requirement for TQ Level I?
A. Facilitate Learning Session
B. Conduct Training Needs Analysis
C. Plan Training Sessions
D. Utilize Electronic Media in Facilitating Training
3. Which is an entry requirement for TQ Level I?
A. MS Graduate or Equivalent
B. With portfolio of relevant actual work outputs
C. BS Graduate or Equivalent
D. Certified in the highest available NC Level that will be handle
4. A Training Mentor ____.
A. conducts technical training and competency assessment.
B. designs and develops curriculum, courses and instructional materials.
C. extends the body of knowledge in the field of technical vocational
education and training.
D. supervises, develops and mentors technical trainers.
NTTATESDA
QA
SYSTEM
Training
Methodologies &
Assessment(TQ1)
Planning Training
Session
Date Developed:
July 2010
Document No.
Issued by:
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5. How many units of competencies has TQ Level I?

A. 4
B. 6
C. 7
D. 8
NTTATESDA
QA
SYSTEM
Training
Methodologies &
Assessment(TQ1)
Planning Training
Session
Date Developed:
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Answer Key to 1.1-1

1. A
2. B
3. C
4. D
5. B
NTTATESDA
QA
SYSTEM
Training
Methodologies &
Assessment(TQ1)
Planning Training
Session
Date Developed:
July 2010
Document No.
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Competency Standards and Competency Based Curriculum
Learning Objective: After reading this INFORMATION SHEET, you
should be able to:
1.
2.
3.
4.
5.
6.
define competency;
identify the four(4) dimensions of competency;
define competency standards;
define Training Regulations;
identify the parts of the training regulations;
compare performance criteria and assessment criteria;
Please see the eLearning material on your CD or the NTTA LMS for
this lesson.
NTTA-TESDA
QA
SYSTEM
Training
Methodologies &
Assessment(TQ1)
Planning Training
Session
Date Developed:
July 2010
Document No.
Issued by:
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Answer Key to 1.1-2

1. c
2. b
3. a
4. c
5. d
NTTA-TESDA
QA
SYSTEM
Training
Methodologies &
Assessment(TQ1)
Planning Training
Session
Date Developed:
July 2010
Document No.
Issued by:
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Characteristics of Learners
Learning Objective:
After reading this INFORMATION SHEET, YOU MUST be

able to determine and record the characteristics of each
trainee.
CHARACTERISTICS OF LEARNERS
One important part of planning a training session is to analyze trainees so
that the training suits their:
ability level
learning styles & preferences
motivations and
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.
To further help the trainer in identifying trainees characteristics related to training
abilities, it is recommended that the trainer should perform all the activities of the
Module on Learning How to Learn.
NTTA-TESDA
QA
SYSTEM
Training
Methodologies &
Assessment(TQ1)
Planning Training
Session
Date Developed:
July 2010
Document No.
Issued by:
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TRAINEES CHARACTERISTICS TO BE CONSIDERED WHEN PLANNING A

TRAINING SESSION
Characteristics of
trainees
What does this mean to the plan?
Language, literacy
and numeracy
(LL&N)
This influences the methods you can use and the

activities and tasks that are suitable to the
training and the trainee. You must be prepared
for different LL&N levels and must have
numerous resources available for different
requirements.
Cultural
background
Be aware of different cultural backgrounds and

practices.
There maybe activities that you choose which are
inappropriate because of cultural background
and practices.
Education and
general knowledge
General education levels are helpful for you to

know at what level to pitch the delivery of 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
NTTA-TESDA
QA
SYSTEM
Training
Methodologies &
Assessment(TQ1)
Planning Training
Session
Date Developed:
July 2010
Document No.
Issued by:
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Previous
experience with the
topic
Different levels of experience can be useful, and

to plan well ahead, you should know who has
what experience so it can be used to you and
other trainees advantage
Previous learning
experience
It is helpful if you have knowledge of trainees

general attitudes towards learning
Training level
completed
This helps you identify other trainings 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
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LEARNING STYLES
Some students sit through hours of lectures and retain all the information
presented while others benefit more from hands-on lab classes. Reason? Students
have different learning styles, which present both teachers and students with a
problem when classes are taught in one set way that might only benefit one kind
of learner. Students 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 students, who are all
presented with difficulties during their education.
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 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:
Good spellers
Fast readers
Great at seeing the big picture but often forget smaller details
Good at remembering faces but have a hard time remembering names
The visual learner will benefit from:
Color-coded notes
Using drawings to illustrate
Outlining information
Using mind maps and flash cards
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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:
Choose classes with hands-on labs
Study with (loud) music in the background
Use memory and flash cards
Study in small groups
Take breaks often during study
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:
Record lectures
Use word associations
Listen to audiotapes
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Read notes aloud
Sit in the front of the class where the teacher can easily be seen and heard.
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
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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?
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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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
and numeracy
(LL&N)
Cultural and
language
background
Average grade in:
Average grade in:
English
Math
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
Ethnicity/culture:
a. Ifugao
b. Igorot
c. Ibanag
d. Gaddang
e. Muslim
f. Ibaloy
g. Others( please specify)_____________
Education &
general knowledge
Highest Educational Attainment:

h. High School Level
i. High School Graduate
j. College Level
k. College Graduate
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l. with units in Masters degree
m. Masteral Graduate
n. With units in Doctoral Level
o. Doctoral Graduate
Sex
a. Male
b. Female
Age
Your age: _____
1. Disabilities(if any)_____________________
Physical ability
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
experience with
the topic
TM Certificates
a. TQ certified
b. TM graduate
c. TM trainer
d. TM lead trainer
Number of years as a competency trainer ______
Previous learning
experience
List down trainings related to TM

___________________________
___________________________
___________________________
Training Level
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National Certificates acquired and NC level
Training
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___________________________
completed
___________________________
Special courses
Other courses related to TM

a. Units in education
b. Masters degree units in education
c. Others(please specify) _________________________
Learning style
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.
Other needs
a. Financially challenged
b. Working student
c. Solo parent
d. Others(please specify)
___________________________
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Self Check 1.1-3
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
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Answer Key
Self Check 1.1-3
1. D
2. C
3. B
4. D
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JOB SHEET 1.1-3
: Identifying Learners Characteristics
Title
Performance Objective:
Given a blank form, identify completely
the characteristics of your trainees.
Supplies
: Bond paper, pen
Equipment
PC, printer with ink
Steps/Procedure:
Using the Data Gathering Instrument for Trainees Characteristics
1. Identify the characteristics of each trainee.
2. Validate the data provided by trainees.
3. Make a data base of trainees characteristics using the table
below.
4. Keep a copy of this table for use in the next modules.
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Name of Trainee
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Other Needs
Learning Style
Special Courses
Training Level Completed
Previous Learning
experience
Previous experience
with the topic
Physical ability
Age
Sex
Education & general

knowledge
Cultural and language

background
Language, Literacy and

Numeracy (LLN&N)
Performance Criteria Checklist for

Job Sheet 1.1-3
Identifying Trainees Characteristics
Trainees Name__________________________ Date ________________
Criteria
YES
NO
1. Learning style was determined using the

questionnaire.
2. Data gathered is recorded for each trainee.
3. Data base of trainees characteristics is complete for
each trainee.
4. Data was validated.
Comments/Suggestions:
Trainer: ___________________________ Date: ________
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Trainees Current Competencies
Learning Objectives:
1. determine the current competencies of trainees
2. compare the competencies required to be attained
competencies of the target group
with the current
3. use the results of comparison in determining training requirements

4. validate training requirements
appropriate people.
against
documents
source
and
DETERMINING LEARNERS CURRENT COMPETENCY

Before you can start preparing your session plan, there is a need to have a
clear idea of your trainees current competencies. This is very useful in developing
a training program for trainees who want to upgrade their competencies in a
certain qualification.
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
Why determine current competencies?
1. To identify the competencies to be covered in the session plan.
2. To assess the trainees current competency in comparison to the stated
standards of competence required
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3. To identify which relevant skills the trainee possesses and does not possess,
so that the training program can be tailored accordingly.
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.
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FORM 4.1 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?
1.
YES NO

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?
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?
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CORE COMPETENCIES
CAN I?
YES NO
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

Form 4.2:
Evidence of Current Competencies acquired related to
Job/Occupation
Current
competencies
Proof/Evidence
Means of validating
Prepare Session
Plan
Complete session plan with

the prescribed format
prepared by the trainer
Submitted a complete set of

session plan
Prepare basic
instructional
materials
Complete CBLM with the

prescribed format prepared
by the trainer
Submitted a complete CBLM

for one qualification
Organize teaching
and learning
resources
Picture of actual workshop

layout of trainer
Submitted the picture of

actual workshop layout
certified by the Vocational
Instruction Supervisor
Use Personal
Computer in
Educational
Technology
National Certificate in PC
Operations
Submitted an authenticated
copy of National Certificate
Projects such as
presentations, CBLM,
session plans, flyers and
other instructional materials
In reviewing the documents submitted by the prospective Trainee, the

following should be considered:
1. Authenticity of the document
2. Date acquired
3. Standing of the company/employer who issued the certificate
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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.
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.
Other Assessment Instruments to Determine Current Competencies
1. Diagnostic Assessment
This is a type of formative assessment particularly 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. When
employed for development, it is typically used to identify a trainees gaps in
knowledge and to ensure that the content of the subsequent training will meet the
trainees needs.
2. Recognition of Prior Learning (RPL)
This allows a person to receive recognition and credit for the knowledge and
skills they have, no matter how and where they were attained. This may include
skills from previous study, as well as, work or life experience. In the TVET sector,
RPL assessment can result in a full qualification or a Statement of Attainment for
partial completion of a qualification.
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Evidence Gathering Methods

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 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
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I. Identifying Training Gaps

From the accomplished Self-Assessment Check (Form 4.1) and the evidences
of current competencies (Form 4.2), the Trainer will be able to identify what the
training needs of the prospective trainee are.
Form 4.3 Summary of Current Competencies Versus Required Competencies
Required Units of
Competency/Learning
Outcomes based on CBC
Training
Gaps/Requirements
1. Plan Training Session

1.1 Determine trainees
training requirements
Determine trainees
training
requirements
1.2 Determine relevant

training methods,
training activities and
training delivery
modes
Determine relevant
training methods,
training activities
and training delivery
modes
1.3 Prepare session

plans
Prepare session plans
1.4 Prepare basic

instructional
materials
Prepare basic
instructional materials
1.5 Organize teaching

and learning
resources
Organize teaching and

learning resources
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2. Facilitate Learning Session

Required Units of
Competency/Learning
2.1 Orient trainers on

the CBT delivery
system
2.1 Orient trainers on

the CBT delivery system
2.2 Use appropriate

methods based on
the level and
characteristics of
trainees
2.2 Use appropriate

methods based on the
level and characteristics
of trainees
Training
Gaps/Requirements
2.3 Assist trainers in

achieving learning
outcomes
Assist trainers in
achieving learning
outcomes
2.4 Provide necessary

feedback to improve
trainers competence
Provide necessary
feedback to improve
trainers competence
3. Supervise Work-Based Learning

3.4 Establish training
requirements for
trainees
Establish training
requirements for
trainees
3.5 Monitor workbased training
Monitor work-based
training
3.6 Review and

evaluate work-based
learning effectiveness
Review and evaluate

work-based learning
effectiveness
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Required Units of
Competency/Learning
Training
Gaps/Requirements
4. Conduct Institutional Assessment

4.1 Orient trainees on
the evidence
requirements in the
relevant evidence
plan
4.1 Orient trainees on

the evidence
requirements in the
relevant evidence plan
4.2 Gather and

document evidences
using relevant
assessment tools
4.2 Gather and

document evidences
using relevant
assessment tools
4.3 Evaluate and record

assessment results
in accordance with
the approved rating
system
4.3 Evaluate and record

assessment results in
accordance with the
approved rating system
4.4 Use appropriate

feedback mechanism
to inform trainee of
his progress
Use appropriate
feedback mechanism
to inform trainee of
his progress
5. Maintain Training Facilities

5.1 Implement
housekeeping
activities
5.1 Implement
housekeeping activities
5.2 Maintain training

equipment and tools
5.2 Maintain training

equipment and tools
6. Utilize electronic media in facilitating training

6.1 Inspect electronic
media equipment
Inspect electronic
media equipment
6.2 Operate electronic

media equipment
Operate electronic
media equipment
6.3 Maintain electronic

media equipment
Maintain electronic
media equipment
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Using Form No. 4.4, 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.
Form No. 4.4: Training Needs
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 trainees
Monitor work-based training
3. Supervise work-based
learning
Review and evaluate work-based learning

effectiveness
Use appropriate feedback mechanism to
inform learner of his/her progress
4. Conduct Institutional
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 4.4 is just a sample instrument showing the training needs
in the core competencies
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JOB SHEET 1.1-4a

Title
: Identifying Training Needs
In this job sheet, you will be using the data
collected from you during the orientation day. Given
the filled-out forms, you should be able to determine
the training gaps and training needs of the trainee
assigned to you.
Supplies
: Bond paper
Equipment
: PC, printer with ink
Steps/Procedure:
1. Secure the Self-Assessment Check (Form 4.1) and the evidences of
current competencies (Form 4.2) of the trainee assigned to you.
2. Validate the evidences of current competencies.
3. Determine the training gaps using Form No. 4.3
4. Convert the training gaps into training needs using Form 4.4.
Assessment Method:
Portfolio Assessment, Performance Criteria Checklist
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Job Sheet 1.1-4a
(Determining Training Need)
Criteria
YES
NO
1. Evidences of current competencies are validated.

2. Current competencies are identified.
3. Discrepancies between current competencies and
required competencies are determined.
4. Training needs are completely listed.
Trainer: ___________________________ Date: ________
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JOB SHEET 1.1-4b

Title
: Preparing Training Needs Analysis Forms
Given the sample forms for Identifying Training
Needs Analysis, make Forms 4.1, 4.2, 4.3 and 4.4 for
the qualification you are assigned to.
Supplies
: Bond paper
Equipment
: PC, printer with ink
Steps/Procedure:
1.
Secure TR and CBC for the qualification you are assigned to.
2.
Make the Self-Assessment Check (Form 4.1).
3.
Using sample Evidence of Current Competencies acquired related to

Job/Occupation (Form 4.2) of Trainers Methodology, prepare a list of
possible evidences of current competencies.
4.
Construct a blank form for determining discrepancies between

competencies in the TR and current competencies or Training Gaps
(Form 4.3) of prospective trainees.
5.
Prepare a template for the Training Needs of trainees.
Assessment Method:
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Job Sheet 1.1-4b
Criteria
YES
NO
1. All required competencies are listed from BASIC,

COMMON to CORE(Form 4.1).
2. Possible evidences of current competencies are listed
(Form 4.2).
3. Means of validating evidences of competencies are
listed.
4. Templates in assessing discrepancies between
current and required competencies are prepared
(Form 4.3).
5. Training need form is prepared for basic, common
and core competencies (Form 4.4).
Trainer: ___________________________ Date: ________
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Self-Check LO1.1-4
Trainees Current Requirement
On your answer sheet, answer the questions that follow.
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
Self-Check 1.1-4
1. to ensure that the current competencies of the trainee are no
longer included in the plan
2. a. authenticity of the document
b. date when the competencies were acquired
c. standing of the company/employer who issued the certificate
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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LEARNING OUTCOME # 2
PREPARE SESSION PLAN
CONTENTS:
1. Identifying Training Delivery Modes
2. Sequencing Training Activities
3. Identifying Learning Resources
4. Preparing Session Plan According to Given Format
1. Training delivery modes are identified appropriate for the
training
2. Training methods that pertains to the required competencies
are addressed
3. Sequence of training activities are determined based on
competencies standards
4. Resources to support training are identified
5. Session plan is finalized according to required format
CONDITION:
Students/Trainees must be provided with the following:
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:
1. Demonstration and Portfolio
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Learning Outcome 2
PREPARE SESSION PLAN
Learning Activities

Training Delivery Modes
and Methods (1.2-1)
2. Answer Self-Check
Compare your answers to the answer key

Learning Resources (1.2-2)
4. Answer Self-Check 1.2-2

evaluation.
Keep a copy of your work for the next
activities.
6. Read
1.2-3
Information
Sheet

evaluation.
activities.
8. Read
1.2-4
Information
Sheet

evaluation.
activities.
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Learning Activities
10. Perform
Sheet 1.2-4
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QA
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Assignment This assignment sheet will be submitted after

the training duration because it takes time to
complete. This will form part of the portfolio
when taking the Training Methodology I
Assessment.
Training
Methodologies &
Assessment(TQ1)
Planning Training
Session
Date
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Training Delivery Modes and Methods
Learning Objective:
After reading this INFORMATION SHEET, YOU MUST be able to
identify different training delivery modes appropriate to identified learning
styles.
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
Development
Plan
Training Delivery
Training Program
Evaluation
Figure 2.1. The Training Process
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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, 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.
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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.
An attitude is a hypothetical construct that represents an individual's
degree of like or dislike for something. Attitudes are generally positive or negative
views of a person, place, thing, or event this is often referred to as the attitude
object.
A positive attitude at work goes a long way towards improving the work
environment, increasing production and reducing workplace stress.
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.
Equipment simulators, business games, role plays, the in-basket technique,
behavior modelling and, to some extent, case studies are behavioral methods.
Both behavioral 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.
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Planning Training
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Training Methods:
-
Lecture
- Role Playing
Debate
- Field Trip
Group Discussion
Forum
- SLE
Buzz Group
- Practice
Brainstorming
Public Speaking
Case Study
Study Circle
Field Trip
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- Demonstration
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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.
o GROUP SIZE SHOULD BE NO MORE THAN 30 PEOPLE.
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.
Date
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2010
Methodologies &
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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
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.
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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.
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.
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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.
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.
Classification of Training Methods/Strategy:
Student/Trainee-Centered Delivery
* Competency Based Training (CBT)
* Training-Cum-Production
* Project-Based Instruction
* Role Playing
* Group Activity
Subject-Centered Delivery
* Discussion Method
* Lecture Method
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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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QA
SYSTEM
Training
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Planning Training
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Training Methods: Advantages, Limitations, and Tips for Improvement

Training
Method
Lecture
Involves
imparting
information
through the
spoken word,
sometimes
supplemented
with audio or
visual aids
Advantages
Limitations
Is time-efficient
for addressing
a subject and
imparting a
large amount
of information
quickly
Lack of
active
participation
Facilitates
structuring the
presentation of
ideas and
information
Allows the
facilitator to
control the
classroom by
directing
timing of
questions
Is ideal for
factual topics
NTTA-TESDA
QA
SYSTEM
Training
Methodologies &
Assessment(TQ1)
Planning Training
Session
Facilitation
centered,
essentially
one-way
learning
No way to
use
experience of
group
members
Can be
limited by
facilitators
perception of
experience
Can
sometimes
cause
frustration,
discontent,
and
alienation
within the
group,
especially
when
participants
cannot
express their
own
experience
Date
Developed:
July 2010
Tips for Improvement

Build interest
Use a lead-off story or
interesting visual that
captures audiences
attention.
Present an initial case
problem around which
the lecture will be
structured.
Ask participants test
questions even if they
have little prior
knowledge to motivate
them to listen to the
lecture for the answer.
Maximize
understanding and
retention
Reduce the major
points in the lecture to
headlines that act as
verbal subheadings or
memory aids and
arrange in logical order.
Give examples and
analogies, using reallife illustrations of the
ideas in the lecture
and, if possible,
comparing the material
and the participants
knowledge and
experience.
Use visual backup
(presentation software,
transparencies, brief
handouts, and
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demonstrations) to
enable participants to
see, as well as, hear
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.
NTTA-TESDA
QA
SYSTEM
Training
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Planning Training
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Training
Method
Advantages
Small group Can be done any

discussion is time and anywhere
a group of no
Allows two-way
more than 7
communication
participants
Lets group
who discuss
members learn
and
each others
summarize a
views and
given subject
sometimes makes
or theme. The
consensus easier
group selects
a
Allows group
chairperson,
members to take
a recorder,
on different roles
and/or
(e.g., leader,
someone to
recorder) to
report to
practice
plenary.
facilitation
techniques
Involves active
participation
Lets participants
ask and learn
about unclear
aspects
Often lets people
who feel inhibited
share
Limitations
Strong
personalities
can
dominate the
group.
Some group
members
can divert
the group
from its
goals.
Some
participants
may try to
pursue their
own agenda.
Conflicts can
arise and be
left
unresolved.
Ideas can be
limited by
participants
experience
and
prejudices.
Can produce a
strong sense of
sharing or
camaraderie
Training
Methodologies &
Assessment(TQ1)
Planning Training
Session
Outline the purpose

of the discussion
and write questions
and tasks clearly to
provide focus and
structure.
Establish ground
rules (e.g., courtesy,
speaking in turn,
ensuring everyone
agrees with
conclusions) at the
beginning.
Allow enough time
for all groups to
finish the task and
give feedback.
Announce
remaining time at
regular intervals.
Ensure that
participants share
or rotate roles.
Be aware of possible
conflicts and
anticipate their
effect on the groups
contribution in
plenary.
Reach conclusions
but avoid repeating
points already
presented in
plenary.
Challenges
participants to
think, learn, and
solve problems
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Tips for
Improvement
Date
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July 2010
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Training
Method
Role-play is
an imitation
of a specific
life situation
that involves
giving
participants
with details
of the
person
they are
asked to play
Advantages
Limitations
Helps start a
discussion
Possibility of
misinterpretati
on
Is lively and
participatory,
breaking down
barriers and
encouraging
interaction
Reliance on
goodwill and
trust among
group members
Tendency to
oversimplify or
complicate
situations
Can help
participants
improve skills,
attitudes, and
perceptions in real
situations
Is informal and
flexible and requires
few resources
Tips for
Improvement
Structure the
role-play well,
keeping it brief
and clear in
focus.
Give clear and
concise
instructions to
participants.
Carefully
facilitate to deal
with emotions
that arise in the
follow-up
discussion.
Make
participation
voluntary.
Is creative
Can be used with
all kinds of groups,
regardless of their
education levels
Case study
Pairs or
small groups
are given,
orally or in
writing, a
specific
situation,
event, or
incident and
asked to
analyze and
solve.
NTTA-TESDA
QA
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Allows rapid
evaluation of
trainees knowledge
and skills
Sometimes not
all trainees
participate.
Provides immediate
feedback
Increases analytical
and thinking skills
Is the best realistic
alternative to field
practice
Training
Methodologies &
Assessment(TQ1)
Planning Training
Session
Date
Developed:
July 2010
Make the
situation, event
or incident real
and focused on
the topic.
Initiate with
simple case
studies and
gradually add
more complex
situations.
Speak or write
simply.
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Training
Method
Advantages
Demonstration
The trainer
performs a
specific
operation or job,
showing others
how to do it. The
participants,
then, practice
the task.
Limitations
Provides a
step-by-step
process to
participants
Tips for
Improvement
Explain different
steps of the
procedure.
Demonstrate an
inappropriate
skill, then an
appropriate skill,
and discuss the
differences.
Allows
immediate
practice and
feedback
Checklist can
be developed
to observe
participants
progress in
acquiring the
skill
Return
appropriate
demonstration
by participants
and give
feedback.
Practice.
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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?
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 tperiod is available?
7. Cost
Are the costs associated with the techniques realistic?
8. Space, equipment, and materials
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RETENTION
Results Indicated
By Tests on
Retention
Senses Used
Instructional
Methods
Possible Loss
An average person retains approximately:

10% of what he reads
Sight
Reading
90%
20% of what he hears
Hearing
Classroom with
Labs/exercises
80%
30% of what he sees Sight

and hears
Demonstration
70%
75% of what he does
Practice by
doing
25%
Teaching
others
10%
Touch
90% of what he says Touch and

and does
hearing
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Self-Check 1.2-1
Written Test
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 ___.
a. demonstration method
b. discussion method
c. lecture method
d. role-playing
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Answer Key
Self-Check 1.2-1
1. c
2. c
3. c
4. a
5. d
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Training Activities
Learning Objective:
After reading this INFORMATION SHEET, YOU MUST be able to sequence training
activities.
I. What is Training Content and how is it selected?
Training content is the subject matter which participants must know to
accomplish the objectives.
There are three general principles that govern the selection of training
content:
First, the content should be directly relevant to the objectives. If the
subject matter will not help participants accomplish the objectives, it should be
omitted.
Second, the content should be appropriate to the experience levels of the
intended audience. Different participants will have different capacities to learn the
same material.
The learners information gathered in LO 1 should be reviewed carefully to
isolate any special participant characteristics or needs which may affect the
nature of the content selected. For example, if participants have little knowledge
about how to conduct screening interviews or what screening instruments to use,
the content can focus heavily on these subjects.
Third, the trainer should review existing literature and training materials
since developing new content can be time consuming and expensive.
As a result of the review, already developed material may be identified which
can be used as is or adapted with proper clearances from the copyright holders.
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II. Sequencing Content

Training content must be presented systematically, if participants are to
meet the goals and objectives. Following are general guidelines for organizing
training content.
1.
Introduce concepts at the first point at which understanding those

concepts is a prerequisite for successfully performing the learning tasks.
2.
Introduce instruction on prerequisite skills before combining and using it

with other skills.
3.
Present skills and knowledge in the same sequence as required for use on
the job.
4.
Introduce a knowledge or skill in the context of the task in which it is

most likely to be used.
5.
Place easily learned skills or concepts early in the content sequence.
6.
Place complex and cumulative skills or concepts later in the sequence.
7.
Organize the content in such a manner that the content presented for
each learning task builds on what participants have learned already.
Given these principles, there are several methods for organizing content
which can be used alone or in combination with others.
Job performance order - Content is presented based on the order in

which tasks and subtasks are accomplished on the job. For example, if
participants are learning about the case management process, the
required steps should be discussed in the same sequence in which they
are performed. This provides for better transfer of learning from the
training situation to the work environment. This also enables participants
to discern immediately the relevance of training to their job functions.
Psychological order - This method is based on ease of learning.

Whenever feasible, the presentation of content should progress from the
simple to the complex, from the known to the unknown, and from the
concrete to the abstract. For example, participants should practice
advanced group processing techniques after they have learned basic
public speaking and facilitation skills. Training in complicated concepts or
skills is more effective when begun with instruction in simpler material.
Also, participants are more motivated when they begin an instructional
sequence by relating already learned concepts or skills to the new
material being presented.
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Logical order - This is most appropriate when the subject matter dictates
that one unit or topic is to be presented before another. If the subject
matter involves a major classification of learning and several subtopics,
then the major classification should be discussed before any of its
components. For example, an overview of drug classifications would be
presented before information on the effects of a particular drug within the
classification.
Chronological order - This is appropriate when the subject matter

reflects a chronological or historical development of events. For example, if
the content involves an overview of legislation pertaining to the sale of
illegal drugs in the Philippines, key statutes might be discussed in the
order they evolved over time to create the body of legislation defining
today's national drug control strategy.
In summary:
Training objectives are used to identify the training content or subject
matter which participants must know in order to achieve the objectives.
When appropriate content has been selected, it is sequenced. Training
content can be sequenced according to the way in which the content:
-
is used on the job (job performance order);
the way in which the subject matter is most easily learned (ease of
learning or psychological order);
the way in which the subject matter is most logically presented

(logical order); or
the historical order in which events occur (chronological order).
Structuring Training Content, Aids, and Methods

The training content and learning methods are tailored according to a 5-step
process, which must be performed regardless of the size of the participant group.
1. Organize the training content and learning methods.
The training content and learning methods are organized into logical units.
Establishing these structural parameters enhances learning retention and
facilitates training delivery.
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The trainer already has established a basic curriculum structure by

selecting content and activities consistent with the training objectives. The existing
structure can be reinforced by separating the curriculum into relatively selfcontained units or modules with objectives that are accomplished within every
module. The modular approach enables participants to acquire a "whole" unit of
learning by completing each curriculum session. If participants must leave before
the training is over, the modular organization prevents them from walking away
with only part of a knowledge or skill which cannot be applied without additional
information and experience. Formatting the curriculum into modules by objectives
also provides the trainer with clearly defined benchmarks for assessing participant
learning while the training is in progress and after the delivery has been
completed.
2. Establish continuity among the curriculum units.
The units are linked together to provide continuity. This promotes
comprehension by enabling participants to perceive relationships between the
units of learning.
Even though the curriculum modules are self-contained, it is important to
establish continuity among them. One unit should lead to the next with no abrupt
conclusions or surprise beginnings. Both trainer and participant should know
where they have been and where they are going at the end of each unit.
Techniques for creating continuity include:
summarizing each module before beginning the next;
summarizing previous material when introducing a new unit; and
establishing bridges or transitions by demonstrating clearly the

relationships among the modules and between the module content and the
training objectives.
Visual aids, such as prepared newsprint or projected transparencies, can be

used to clarify and reinforce these transitions.
3. Establish time limits for the learning methods and pace the delivery.
Approximate time limits are assigned to each learning method. Defining time
limits ensures that the trainer is able to deliver the curriculum in the amount of
time available without rushing participants.
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Sequencing the training content and learning methods defines the order in
which the curriculum will be presented. Pacing and scheduling entail determining
how much time will be spent on a particular method and at what point during the
day it will occur. Setting time limits for each method prevents the trainer from
having to rush through activities or from running out of time before the training
has been completely delivered. An unfinished training event means that neither
training objectives nor goals have been achieved.
4. Activities are paced.
The activities involve building logical breaks into the curriculum depending
on what can best be accomplished at different points during the day.
Pacing the delivery is important because participants' readiness to learn
does not remain constant throughout the day and because an appropriate learning
climate must be created before activities can be conducted effectively. For
example, a film should not open a training session, as neither the trainer nor the
participants have had the opportunity to interact and establish a positive learning
climate by introducing themselves, sharing their expectations, and discussing the
purpose and content of the training event.
Once the learning climate has been established, activities should be
scheduled so that they have a positive, energizing effect on participants
throughout the training event. Times of the day during which participants' energy
levels tend to be low include: early in the morning on all days except the first day
of training; immediately before the mid-morning and mid-afternoon breaks; and
immediately after lunch. Typically, interactive activities, such as role plays and
group discussions can increase participants' energy levels, whereas relatively
passive activities, such as traditional lectures and audiovisual presentations are
much less energizing. When feasible, interactive exercises should occur when
participants' energy levels are low, as passive activities sometimes can have an
anesthetizing effect on the training group. In addition, trainers can conduct a brief
exercise to raise participants' energy levels. These exercises, usually physical in
nature are called "energizers."
They provide a refreshing change of pace in the training activities.
Energizers are discussed more fully in the chapter on delivering training.
Finally, activities such as case studies and in-basket exercises should be
scheduled so they can be completed the same day they were initiated whenever
possible, as they require that participants assimilate and apply detailed
information to perform a series of interdependent tasks. Pacing the training
delivery appropriately according to the time of day and type of method helps
ensure that learning occurs effectively and efficiently through the training event.
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5. Develop the training outline.

The curriculum is documented in a training outline which provides a
mechanism for reviewing and finalizing the completed curriculum.
The training outline documents the curriculum that has emerged from the
selection and sequencing of content, the selection and pacing of activities, and the
allocation of time among activities. The format of the training outline and the level
of detail required depend on the length of time allotted for the training program,
how often it will be delivered, the complexity of the curriculum, and the number of
people involved in materials development. Generally, the longer the program, the
more often it is delivered, and the more complex the curriculum, the more details
are 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.
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Self-Check 1.2-3
Written Test
Matching Type
Instructions: Match Column A with Column B. Write the letter only.
Column A
Column B
1. Subject matter which

participants must know to
accomplish the objective.
A. Psychological Order
B. Logical Order
2. Appropriate when the subject

matter reflects a chronological
or historical development of
events.
C. Chronological Order
3. A method based on the case of

learning.
D. Job Performance Order
4. Provides a mechanisms for

reviewing and finalizing the
completed curriculum
E. Training Content
F. Training Outline
5. Most appropriate when the

subject matter dictates that one
unit or topic will be presented
before another.
G. Training Objectives
6. Content is presented based on

the order in which tasks and
subtasks are accomplished on
the job.
7. Defines the order in which the
curriculum will be presented.
8. used to identify the training
content or the subject matter.
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Answer Key
Self-check 1.2-3
1. c
2. e
3. b
4. f
5. a
6. d
7. h
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JOB SHEET 1.2-2

Title:
SEQUENCING TRAINING ACTIVITIES
Given a Competency-Based Learning
Material for a competency, outline the learning
activities of your trainee.
Supplies
Bond paper
Equipment
Steps/Procedure:
1. Select one competency of training from the qualification
assigned to you.
2. Identify instructional materials, tools and equipment which are
available in your workshop.
3. Using the template below, make an outline of learning activities
for your trainee.
Assessment Method:
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Template for Learning Activities

Learning Activities
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Performance Criteria Checklist

Job Sheet LO1. 2-2
Trainees Name: ___________________________________ Date: ___________________
CRITERIA
Yes
No
1. One unit of competency from the assigned qualification

is selected
2. Instructional materials, tools and equipment which are
available in the workshop are identified.
3. An outline of learning activities for the trainer is made
using the given template.
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Learning Resources
Learning Objective:
After reading this INFORMATION SHEET, YOU MUST be able to identify
learning resources needed to support learning.
LEARNING RESOURCES
I.
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
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

manufacturers manuals
Step-by-step procedure for

performing task using specific
make or model of a product, tool
or equipment.
Magazines, journals, trade

publications, pamphlets, and
periodicals
Leaders, current issues, and trends

in occupation; new advances in
technology; career awareness.
Instructor-developed
Instruction Sheets
Anything for which other resources

cannot be located.
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2. Non-Print Materials
TYPE
Still visuals (with & without
sound), slides, film strips, flip
charts, photograph
INFORMATION/CONTENT
Step-by-step procedure in
performing task; interior parts or
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
tapes, records, and language
machines
3.
Recordings of specialized sounds

or noises; pronunciation of words.
Human Resources
TYPE
Instructor, aide, tutor or

advanced student
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INFORMATION/CONTENT
Live demonstration of skills or
presentation of knowledge for
which no learning resource is yet
available.
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II. Resources Used for Practice and Feedback
PRACTICE
EVALUATION
Non-Print Materials
Tools and Instrument
Materials and Supplies
Equipment
Customers
Patrons
Instructor, advanced students, or

aid to observe performance or
evaluate finished product
Self-Check for evaluating
students own work
Checklist or rating scale in books
or other sources for checking work
Projects
Trainers
Simulators
Mock-ups
Field assignment
Print Materials
Self-Checks containing
questions, problems, case
studies, situations,
activities, or other
assignments
Answer key or solutions to

compare answers with
Review questions and

problems in books
Instructor quizzing student or

critiquing report
Oral quizzes
Operation Sheets
Job Sheets
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Instructor checking answers or

assignment
Procedural Checklist
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III. Evaluation Instruments
o In evaluating learning, both the Trainer and the Trainees will be provided
immediate feedback on how the Learners (Trainees) are doing. Evaluation,
like Practice can be used to measure the knowledge or skill gained by the
learner.
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Self-Check 1.2-3
Written Test
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 for practice and feedback.
A. Mock-ups
B. Cassette tape
C. Job sheet
D. Information Sheet
3. A flip chart is what type of a non-print material?
A. Still visuals
B. Language machine
C. Motion visuals
D. eLearning
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. Operation Sheet
5. Contains a recording of specialized sounds or noises.
A. Film strip
B. Records
C. Simulations
D. Videos
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Answer Key
Self Check 1.2-3
1. b
2. a
3. a
4. c
5. b
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JOB SHEET 1.2-3

Title
Identifying Learning Resources
Given
the
competencies
of
the
qualification assigned to you, you should be able
to identify learning resources for each
competency.
Supplies
Bond paper
Equipment
Steps/Procedure:
1. List down all competencies of your qualification.
2. Using the template below, list down the learning resources
available in your workshop.
3. Present the template to your trainer.
Assessment Method:
Portfolio Assessment
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Learning Resources Template
Competency Print
Materials
BASIC
Non-print
materials
Tools
Equipment
COMMON
CORE
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Job Sheet 1. 2-3
Trainees Name: ____________________________ Date: ___________________
CRITERIA
Yes
No
1. List of competencies of the qualification is complete

2. Available learning resources in the workshop are listed
Basic
Common
Core
Trainer: ___________________________________ Date: ___________________
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Session Plan
Learning Objective: After reading this INFORMATION SHEET, YOU MUST be able
to prepare a SESSION PLAN according to the format given.
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, flexible, and individualized

teacher 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
Gives the trainers an idea of where they are and where they are going
Gives the trainers and the learners a clear idea of what they are doing
Records the training sessions the trainers have taken
Gives the trainers a starting point if they have to do the training again with
another learner or group of learners
Gives the trainers a firm base to review their performance
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Eight Steps For Designing an Effective Session Plan

Step 1. Define the purpose of the training and target audience
Step 2. Determine participants needs
Step 3. Define training goals and objectives
Step 4. Outline training content
Step 5. Develop instructional activities
Step 6. Prepare the written training design
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:
2.
NC III
Unit of Competency:
The Units of Competencies comprise a Qualification. Basically they are

grouped into three:
o The Basic Competencies
o The Common Competencies, and
o The 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:
4.
Drafting Planning Design
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
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5.
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
6. 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:
going to learn in the module,
why it is important,
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.
7. Learning Activities
These are actions the student will do to achieve the learning outcome stated
in the module of instruction.
Tips in Preparing Learning Activities:
Every learning outcome should have learning activities.
The learning activities must allow the student to be:
presented with some instruction,
provided with immediate feedback on the practice,
provided with immediate feedback on the practice.
The learning activities must be arranged in a sequential manner.

The learning activities must be developed in a manner that would
serve as an individual teachers aide for the student.
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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
In identifying the learning contents:
Summarize the knowledge, skills and/or attitudes to be covered.
Present the learning content in small chunks of information.
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.
Learning Contents for Determine location/layout of plumbing facilities:
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Mensuration
Blueprint reading
Materials used and their specifications
Plumbing work design
Plumbing code
Proper use of drawing tools and equipment
5 S implementation
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b. Presentation, Practice and Feedback

The learning activities for each LO Activities
and
must ensure that:
achieve this:
First - The student is presented with
Reading the INFORMATION

SHEET, Textbook as references,
manuals, resources that can be
browsed from the internet
(Google, TESDA website, etc)
Viewing slides, films, film strips
Listening to tapes
Observing an advanced students
Solving typical problems
Hands-on practice of a skill

using the Operation Sheet and
Job Sheets
Critiquing case studies
Answering questions
Checking answers with answer

key
Checking finished product or

procedure with detailed
checklist.
Having
instructor
product or performance
appropriate for the LO.
Then - The student is provided an

opportunity to practice or apply the
same knowledge or skill that was
presented.
to
ideas, concept or process
(Presentation)
resources
(Application of concept or methods

learned)
This activity is supported with TASK/JOB
SHEETS
Finally - The student is given
immediate feedback on the
result of the application of
the concept or methods
performed is receive
coaching from the Trainer /
Facilitator if needed.
(Evaluation/Feedback)
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critique
This activity is supported with

answers key, Procedural
Checklist and Performance
Criteria Checklist
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c. Learning Resources
These are materials that will be needed to support and facilitate
learning of the students/trainees.
Example:
o
CBLM which is composed of a Session Plan, Modules of

Instruction with Information Sheets and Task Sheets
Pattern paper
Pen and pencil
Eraser
Drawing instruments
Drawing table
Orthographic drawing
Isometric drawing
Elevation and section plan
d. Time (optional)
Since the approach of the learning is self-based, 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.
8. 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.
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Summative:
- This is a form of evaluation given at the end of the
module. This can also be conducted through written and
practical tests.
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 - service delivered, project/
products etc.,
* Record of Achievement signed both by the Trainer and
the Trainee.
9. 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 will be determined in the conduct of a series of
evaluation.
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10. 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
C. ASSESSMENT PLAN
Written Test
Performance Test
D. TEACHERS SELF-REFLECTION OF THE SESSION
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Practice
Feedback
Resources
Time
JOB SHEET 1.2-4

Title
Make Session Plan
Given one Learning Outcome of the
to draft a session plan.
Supplies/Materials
Equipment
TR and CBC
Steps/Procedure:
1. Identify the contents of your Learning Outcome based on its
performance criteria.
2. Using the template for the session plan, draft a session plan for
a Learning Outcome.
3. Present your work to your trainer.
Assessment Method:
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Job Sheet 1.2-4
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 in the session plan the same with the
contents indicated in the modules of instruction
9. Are the learning contents according to the sequence of delivery?
10. Do the learning activities cover the delivery of the required
learning content?
11. Is the selected mode of delivery of presentation appropriate for
the learners need?
12. Is the selected activity to practice appropriate for the learners
need?
13. Does the feedback provide immediate monitoring of the
learners 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
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Criteria
YES NO
of the learning experience?

17. Is the time allotment for each learning activity sufficient 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?
evidence?
Trainer: ___________________________________ Date: ___________________
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Assignment Sheet 1.2-4

Session Plan
Objective: Given a qualification, you should be able to make a complete
session plan for all Learning Outcomes.
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 __________________________ .
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Assignment Sheet 1.2-4
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 in the session plan the same with the
contents indicated in the modules of instruction
9. Are the learning contents according to the sequence of delivery?
10. Do the learning activities cover the delivery of the required
learning content?
11. Is the selected mode of delivery of presentation appropriate for
the learners need?
12. Is the selected activity to practice appropriate for the learners
need?
13. Does the feedback provide immediate monitoring of the
learners performance?
14.
Does the feedback measure the key factors of learning?
15. Are the resources listed sufficient for the presentation, practice
and feedback activities?
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Criteria
YES NO
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 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?
assessment?
evidence?
Trainer: ___________________________________ Date: ___________________
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LEARNING OUTCOME # 3
PREPARE BASIC INSTRUCTIONAL

MATERIALS
CONTENTS:
1. Introduction to preparing basic instructional materials
2. Preparing Information Sheet
3. Preparing Task Sheet.
PERFORMANCE CRITERIA:
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:
Portfolio
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Learning Outcome 3
PREPARE BASIC INSTRUCTIONAL MATERIALS
Learning Activities
1. Read information Sheet 1.3-1
Basic Instructional materials
Read information sheet. After reading the
learner is encourage to answer the self
check.
2. Answer self-check 1. 3-1
Compare the answers to the answer keys.

check.
Front Matter
5. Read information Sheet 1.3.3

check.
Information Sheet Development


check.
Task /Job Sheet


learner is encourage to perform the task
sheet.
Operation Sheet
10.
Perform the task sheet
11. Read information Sheet

1.3.6
Other Instruction Sheet
12. Perform the job sheet make
a CBLM Package
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The learner may approach the facilitator to

check his/her work done.
check.
The learner may approach the facilitator to
check his/her work.
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INFORMATION SHEET 1.3 -1

Basic Instructional Materials
Learning Objective:
After reading this INFORMATION SHEET, YOU MUST be able to make a
Competency-Based Learning Material for your qualification.
Competency-Based Training is characterized as individualized and selfpaced, and this is made possible through the use of self-paced learning materials
with which trainees study on their own pace.
Some of the principles of
competency-based training that have to be considered in preparing CompetencyBased Learning Materials are the following:
Learning is based on competency required in a workplace;
Training is geared toward performance activities;
Criteria for assessing is based on workplace standard;
Assessment uses
requirement.
actual
performance
or
evidence
related
to
work
Competency-Based Learning Materials (CBLM) refer to
Media that contain information related to work requirement;
Learning that is guided toward achieving the competency required in a

workplace;
Tools that facilitate individual learning process;
Instruments that measure the competency required in the workplace.
Reasons 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 following principles:
Learning is self-paced CBLM is designed to be self-paced. It is designed
to guide students to learn what needs to be learned.
Learning is student centered CBLM is designed to provide information to
the trainee on how to access the necessary theoretical inputs.
Develop learning mastery - With the learning materials at his disposal, the
trainee has the opportunity to repeatedly practice a task until mastery is
attained.
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There is immediate feedback on achievement of learning CBLM

employs a feedback mechanism. The feedback informs the trainer or
instructor if the trainee 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.
Apart from delivery of the training session, the most important part of
planning a training session is acquiring or developing high quality learning
materials. You may be lucky to have access to learning materials that are
comprehensive and well-prepared. Most of the time, you may have to add, edit or
remove information or activities to have a learning material that suits the
requirements of the learners.
Learning Materials can take a number of forms, for example:
Learning guides,
Assessment materials,
Workbook with activities, tasks and content
Background reading materials or documents
Hand outs and other audio visual materials
Industry competency standards
Organizational policies, procedures or legislations
Within the learning materials there are likely to be activities and tasks that
allow the trainee to process and practice new skills and knowledge. The activities
and tasks can also take a number of different forms and are structured to suit the
trainees, the environment and the training outcomes.
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How to develop or customize learning materials

It is possible that no learning materials exist for an area you are about to
teach or if there are, there are gaps and you need to edit or add information.
There are steps you can follow to develop new materials:
a. Review your session plan. Give emphasis to the learning outcome.
b. What skills or knowledge does the trainee need to learn to achieve the
learning outcome?
c. Consider how the trainee will learn the skill.
Will they read
something, write something talk to someone, watch a video, use a CDROM, research on something, practice something?
d. Give them the information they need in some form.
written information, video or spoken information.
This may be
e. Choose from a multitude of activity and task possibilities. Choose the

ones that most suit the characteristics of the trainees. The activity or
task should allow trainees to practice applying the information in a
setting other than their own situation and daily life, whether at work
or in another environment.
f. Write the learning materials you need.
Competency-Based Learning Material (CBLM) Package is simply a welldesigned and carefully developed learning materials that give trainees detailed
instructions to guide them through the learning process.
CBLM Package can help provide effective training by:
Providing a wide variety of learning resources and activities;
Providing learning materials that are available when trainees need them
and that they can use those at their own pace.
Providing needed structure to the learning process by providing detailed

instructions about what to do and when to do it.
Organizing the training program by competency
Including built-in feedback for checking each trainees progress toward

mastering a competency.
Allowing a system of learning that the trainee prefers.
Ensuring that initially each student receives the same instruction as the
rest of the class.
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The design and use of participant materials depend upon the nature of the
training objectives; the nature and size of the participant group; and the trainer's
preferences.
In competency-based training, Competency-Based Learning Materials
(CBLM) is used.
What is a CBLM?
Guidelines in developing CBLM Package
Use language that is straightforward and easily understood by the student.
Supplement the words with illustrations and diagrams.
Limit each instruction sheet to one or two sheets.
Separate the various items, points or paragraph by spacing, and by number

or bullets.
Develop a uniform format for all instruction sheets.
Use underlining to emphasize

subheading and content.
Be consistent with the use of terminology to avoid confusion.
Include only relevant information
or
to
distinguish
between
heading,
Components of a CBLM:
CBLM is a compilation of:
1. Trainees Materials that provide background information include:
reprints of articles,
lecture outlines or summaries,
glossaries, and
appendices.
In this learning material, we will term it as Information Sheet.

2. Trainees materials that provide support for training activities include
instructions for
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exercises (written and practical tests);
worksheets;
schedules; and
goals and objectives.
In this learning materials, we will term it as Job Sheet.

3. Checklists, worksheets, and resource lists are examples of trainees materials
for on-the-job reference.
The types of materials that are developed depend on the nature of the
training, trainees needs, and trainer preferences.
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PARTS OF A COMPETENCY-BASED LEARNING MATERIAL

PACKAGE
References/Further Reading
Competency Assessment
Procedural Checklist/Performance
Criteria Checklist
Operation Sheet/Task
Sheet/Job Sheet
Self Check Answer Key
Self Check
Information Sheet
Learning Outcome Summary
Competency
Summary
Module Content
Module
Module
Content
Content
List
of Competency
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 what is
contained in each page of the Module.
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Self- Check of 1.3-1

TRUE OR FALSE: Write the word TRUE if the statement is correct and write
FALSE if the statement is incorrect. Write your answerson your
answer sheet
1. Competency Bases Training (CBT) is characterized as individualize, self-pace
learning.
2. The efficiency and affectivity of the CBT delivery is dependent on the quality of
the Competency Based Learning Materials (CBLM).
3. The CBLM package must provide needed structure to the learning process
through detailed instructions about what to do and when to do it.
4. The term job sheet is a learners material to provide support for training.
5. There is a saying that feedbacks are the breakfast of the champion, therefore in
giving feedback must be done only in the morning.
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ANSWER KEY TO SELF CHECK 1.3-1
1.
2.
3.
4.
5.
TRUE
TRUE
TRUE
TRUE
FALSE
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Information Sheet 1.3-2

Preliminary Pages
The Competency-Based Learning Material (CBLM) for a qualification should have
first of all a front cover.
Components of the front cover
Title:
Competency-Based Learning Material is on topmost part of the page
Logo:
The Standard Logo of CBLM is the graphic/picture of TVET trainees

with the official TESDA 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:
Module Titl
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 cover page
Footer
The footer displays the following throughout the pages:
a. Institution quality assurance system and the institutions logo

b. The Qualification Title and Module Title
c. Date Developed and the Name of the Developer
d. Document Number (control #) as per institutions QA system
e. A space for the issuer of the document
f.
Revision # (Revision number is 00 for the first printing of the

module)
g. Page number
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Preliminary Pages
These are the pages after the cover page and the body of the CBLM. Included in
the front matter are the following:
1. 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.
2. 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 nominal duration is optional. 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.
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3. Learning Outcome Summary This is a page that contains the

following:
a. 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.
b. Assessment Criteria These are the performance criteria identified in
the TR as measures to assess the competence of the trainee.
c. 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.
d. Assessment Method this is a list of expected assessment method or
instruments to measure learning.
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4. 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 Sheet numbers, Operation sheet numbers, Task Sheet
numbers and Self-Check numbers to be used.
d. Recommended sequence of activities
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e.
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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.
B.
C.
D.
E.
Front cover
List of competencies
Learning outcome summary
Module content
Unit of competencies
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ANSWER KEY
1.
2.
3.
4.
A
B
B
D
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Information Sheet Development
Learning Objectives: After reading this INFORMATION SHEET, YOU MUST be
able to develop an Information Sheet for a learning content.
Developing an instruction sheet
In the module of instruction, there is a part called module content. Inside
this part is a list of topics to be covered in the module. Each topic can correspond
to an instruction. The developer can add instruction sheets to support each
learning activity. Additional instruction sheets maybe required when a topic is
complex.
Example would be, in the learning module for installing surface electrical wiring, it
would be difficult for a trainee to proceed directly to installation of electrical
wiring, if he is not given an information sheet that explains the underpinning
knowledge for the unit of competency and no instructions are given on how to
perform the task stated in the job sheet to help him practice the underpinning
skills needed to perform the unit of competency up to the required standard.
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 two 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 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.
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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.
Types of Instructional 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
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:
Free from violation of copyright law
Contains information essential to the attainment of the learning outcomes
Has a title that 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 learner
The layout, text and drawings are attractive in appearance and legible
Has uncommon terms marked for further defining
Has acknowledgement per copied part of the sheet
Tips in writing Information Sheets
Make sure that the reading level matches that of your trainees
Use short paragraphs
Use short, concise sentences
Position illustrations to the side or just below the sentences referring to the
illustrations
Keep information sheet brief
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Parts of Information Sheet:
Learning Objectives
Body/Text
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. ...
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, Demonstrate, Differentiate, Identify,
Analyze, Describe, Design, Formulate, Name, Define, Discuss, Assess,
List
Make performance objectives SMART
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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 5seen
and measured.
Achievable - Performance objectives should always be achievable.
Relevant - Performance objectives should be relevant to the performer they
should relate to the objectives that matter to that person.
Time bounded - Performance objectives are more effective if they are to be
achieved within a defined time frame.
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Self Check 1.3-3

Direction: Below are the guidelines in developing instructions sheet. Place a
check mark (/) on the appropriate box for your answer.
GUIDELINES IN DEVELOPING INSTRUCTIONS SHEET
TRUE
FALSE
1. Use language that is straight forward and 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.
2. Supplement the words with illustrations, pictures
and diagrams for greater clarity.
3. Give specific directions that are clear and concise.
Carefully think through the sequence of directions.
4. Limit each instruction sheet to one to two sheets of
paper if possible, but avoid overcrowding the page.
5. Place together the various items, points, or
paragraphs by spacing, by numbers, letters or
bullets.
6. Develop a uniform format for all instruction sheets
so trainees can easily find the desired information.
Space the various divisions of the sheet such as
title, purpose, illustrations and text to produce an
easily to read and attractive documents.
7. Using underlining to emphasize or to distinguish
between headings, subheadings, and content.
8. Be consistent in the use of terminology to avoid
confusion.
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Answer key to 1.3-3

1.
2.
3.
4.
5.
6.
7.
8.
True
True
True
True
False
True
True
True
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TASK SHEET 1.3-3

Title:
Develop an Information Sheet
to develop an Information Sheet for at least one
learning content.
Supplies/Materials
TR and CBC
Equipment
Steps/Procedure:
1. Identify the contents of your Learning Outcome.
2. Choose one content to develop into an Information Sheet.
Assessment Method:
Portfolio Assessment using the Performance Criteria Checklist
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Information Sheet
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
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TASK/JOB SHEETS
Learning Objectives: After reading this INFORMATION SHEET, YOU MUST be
able to make a task sheet and a job sheet
Task/Job Sheet
The task or job sheet is an extension of an operation sheet. It is a set of
instructions telling the trainee to perform a unit of competency and may involve
one or more operations. It is, also, a set of related operations which results in the
completion of a specific task.
A set of tasks are set of activities or operations leading to the completion of a job.
A job can be a product, service or a combination of both.
How to Write a Job Sheet
Identify the operations to be addressed by the job sheet.
Select an activity, product or project which related to the performance.

objective and involves operations previously addressed in the training
program.
Identify the tools, equipment, supplies and materials the trainer will need.
Sequence the operations in a logical manner.
Indicate safety precautions and procedures to be observed, and sanitary

conditions to be maintained and directions for checking the accuracy of the
job.
List the operation that covers the manipulative skills needed to perform the
job.
Indicate how the trainees work will be evaluated.
Develop an evaluation instrument or checklist to check each trainees work.
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Format of a Job Sheet:

1. Job Sheet No.
No. of learning content of a Learning Outcome
2. Title:
Describes the Task/Job in a few words.
3. Performance Objectives are statements which identify the specific

knowledge, skill, or attitude the learner should gain and display as a result
of the training or instructional activity. They have three elements.
Performance - The observable behavior that a trainee will do to
demonstrate that the lesson is learned. It must have an action verb that
is observable and measurable.
o
o
Good Ex: After completing this lesson, trainees will be able to

define a tropical rain forest.
Bad Example: Student will learn the definition of a rain forest.
Condition
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: Given a 3/4 torque wrench, tighten a spark plug
o
Criterion
The accuracy level assigned to the activity. It typically refers to
time or quality.
Ex. Given a 3/4 torque wrench, tighten a spark plug until the crush
gasket makes contact with the head or the plug is tightened to the
manufacturer's recommended torque value.
o
4. Supplies/Materials :
Equipment
These are necessary materials that will be needed in

the performance of the task
5. Steps/Procedure:
The step-by-step procedures for completing the Job.

Include, if appropriate, illustrations, drawings, or
diagrams to clarify the procedures.
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6. Assessment Method: It is the basis in evaluating the performance of the

trainee.
Ex. Portfolio, Questioning/Interview, Performance Criteria
Checklist
7. Performance Criteria Checklist or Self-Assessment Questions
Given at the end of every Operation/Task/ Job sheet
Provide trainees with immediate feedback for their progress
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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. It is an extension of an
operation sheet
A.
Performance
2. The observable behavior that

a student will do to
demonstrate that the lesson is
learned
B.
Performance
Objectives
3. Statement which identify the

specific knowledge, skill or
attitude that the trainee
should gain
C.
Task/job sheet
4. These are the external factors,

prerequisite for completing the
action described in a
performance objective
D.
Supplies/materials
5. It is the basis for evaluating

the performance of the trainee.
E.
Condition
F.
Criterion
G.
Steps/Procedure
H.
Assessment method
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Answer Key to Self Check 1.3-4
1) C
2) A
3) B
4) E
5) H
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TASK SHEET 1.3-4

Title:
Construct a Task/Job Sheet
to develop a Task/Job Sheet for at least one
learning content.
Supplies/Materials
Equipment
TR and CBC
Steps/Procedure:
1. Choose one Learning Outcome of the qualification assigned to
you.
2. Make a Job Sheet to practice 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
below.
Assessment Method:
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Task/Job Sheet 1.3-4
CRITERIA
Yes
No
Are tasks to be addressed by the job sheet identified?

Is the job 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?
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OPERATION SHEET
Learning Objective:

able to construct an Operation Sheet with a Procedural
Checklist.
This is used for teaching a single basic task, operation or process in a job.
This sheet is used when a basic task, operation or process needs to be mastered
first before doing the job. It usually involves the operation of tools, machine or
equipment in doing a task or job which involves following correct procedures and
sequence. (e.g. the job is creating different kind of wire joints, the operation is the
procedure in joining wires).
It is a set of instructions on how to perform a specific operation or process
that is required to attain the learning outcome.
Guidelines in Operation Sheet Development
Describe or name the operation clearly.
Use the correct and accepted occupational and technical terminology.
List in proper order all the steps involved in performing the operation.
State the instructions in clear and concise language.
Use illustrations, diagrams or drawings to clarify the steps.
Indicate any critical points that are essential to the success of the
operation.
State the accepted criteria for evaluating the quality of the operation.
The format follows the format of a Job Sheet.
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TASK SHEET LO1.3-5

Title:
Make an Operation Sheet
qualification assigned to you, you should be
able to make an Operation Sheet with
Procedural Checklist for at least one learning
content.
Supplies/Materials
Equipment
TR and CBC
Steps/Procedure:
1. Choose one Learning Outcome of the qualification assigned to
you.
2. Make an Operation Sheet to practice the operation of a tool or
equipment involved in your learning outcome based on the
recommended format.
3. Develop a Procedural Checklist that will assess the
performance of the trainee.
4. Check your work against the Performance Criteria Checklist
below.
Assessment Method:
Portfolio Assessment using Performance Criteria Checklist
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CRITERIA
Yes
No
Are operations to be addressed by the job sheet identified?

Is the operation clearly described?
Is correct and accepted occupational and technical
terminology 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?
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Information 1.3-6
Other Instruction Sheet
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, 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)
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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JOB SHEET 3.6-1

Title
Make a CBLM Package
Given one competency of the qualification
assigned to you, you should be able to make a
complete CBLM Package.
Supplies/Materials
TR and CBC
Equipment
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.
Assessment Method:
Portfolio Assessment using Performance Criteria Checklist
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Job Sheet 3.6-1
Competency Learning Materials Checklist
Name
Directions: Rate the CBLM against each of the following

criteria. Place an x on the appropriate box at the right of
each item to indicate how well the materials meet the
criterion.
Title
Material
of
Date
No
Yes
1. The learning material contains the following basic

components:
a.
clear directions for using the learning materials or is
self- explanatory
b.
a rationale or introduction explaining the purpose
and importance of the skill or knowledge being covered
c.
a competency statement or 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 resource
references containing the needed information
f.
device for immediate feedback
g.
a performance checklist designed to measure actual
trainee performance of the competency
2. The learning material also contains the following
components:
a.
a listing of prerequisites
b.
definition of terms
c. Job sheets/Task Sheets
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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 provide opportunities for
trainees to interact with peers, trainer, and others
6. Supplementary enrichment activities are provided to
meet the needs and interest of the trainees.
Trainer: ___________________________ Date: ________
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LEARNING OUTCOME NO. 4

Prepare Assessment Instruments (Institutional)
Contents:
1. Evaluating Cognitive Learning
2. Preparing Criterion-referenced Test
3. Checking assessment instruments for validity, fairness and safety
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 EXPERIENCES
LEARNING OUTCOME 4
PREPARE ASSESSMENT INSTRUMENTS (Institutional)
Activities
1. Read Information Sheet 1.4-1

(Establishing Suitable Assessment
Methods for Institutional
Assessment)
2. Perform Task Sheet 1.4-1
Evaluate your own work using

the Performance Criteria
Present your work
trainer for evaluation
to
your
Keep a copy of your work.

3. Read Information Sheet
(Table of Specifications)
1.4-2

Present your work
to
your

5. Perform Assignment Sheet 1.4-2
This activity will be needed to

complete the pre-assessment
instrument. It should be
completed to serve as a guide
for making competency
assessments.
Guide yourself using the
6. Read Information
(Written Test)
Sheet
1.4-3
7. Read information
(True-False)
Sheet
1.4-4

Present your work to your
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9. Read information
(Completion Items)
10.
Sheet
1.4-5
Perform Task Sheet 1.4 5

Present your work to your

(Matching Items)
12.

the Performance Criteria.
Present your work
to
your

(Multiple Choice)
14.

Present your work
to
your

15. Read information Sheet 1.4 -8
(Essay Items)
16.

Present your work
to
your

17. Read information Sheet 1.4 -9
(Performance Test)
18.

Present your work
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19.
Perform Self-Check 1.4-9
Compare answers with the

answer key to check own work.
You should get 100% correct
answer before going to the next
activity.
20.
Perform Job Sheet 1.4 9

Present your work
to
your

21. Read information Sheet 1.4 10
22.
Perform Self Check 10
Compare answers with the

answer key to check own work.
You should get 100% correct
answer before going to the next
activity.
23.
Perform Job Sheet 1.4-10
Present
trainer
your
work
to
your
After performing the activities of

LO4 you may proceed to LO5.
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Information Sheet 1.4 -1

Establishing Suitable Assessment Methods for Institutional
Assessment
After reading this Information Sheet, the learner must be able to:
1. identify, read and interpret relevant modules of instructions
2. determine evidence requirements
3. identify and select suitable assessment methods
4. prepare an evidence plan of a chosen qualification
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.
Methods of Assessment
In the Evidence Guide portion of the competency standard (CS) can be found
a list of recommended methods of assessment for that particular unit of
competency (refer to Info Sheet on Analyzing Competency Standards). This list
provides advice on:
when evidence should be collected
the ways of collecting evidence
whether evidence should be collected over a period of time
This information is provided in order to:
cover all aspects of the unit
determine whether it is necessary to collect evidence in a particular way

and over time
establish consistency in performance
The assessment method describes the particular technique that is used by

the trainer for collecting evidence required for the assessment. The method to be
used depends on what is to be measured, whether it is knowledge, skill or attitude
required in a competency. The method could be written or performance-based.
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Written methods of assessment include multiple choice items, true-false items,

matching-type items, essays, completion type and written simulations.
Performance based assessment include demonstration with questioning, practical
tests, observation and simulation.
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 a trainer should have the Competency

Standards (CS) of the chosen competency and the Evidence Plan Template.
Steps in Making an Evidence Plan
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.
5. Review the evidence plan to check that all evidence requirements are
covered especially the critical aspects of competency.
(Evidence Plan Template on the next page)
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Evidence Plan
Competency
standard:
Written
Portfolio
The evidence must show that the trainee
Third party Report
Ways in which evidence will be collected:

[tick the column]
Observation &
Questioning
Demonstration &
Questioning
Unit of
competency:
NOTE: *Critical aspects of competency

Prepared
by:
Date:
Checked
by:
Date:
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TASK SHEET 1.4-1

Title:
Prepare an Evidence Plan
assigned to you, you should be able to Prepare
an Evidence Plan using the required template.
Supplies/Materials
Equipment
TR and CBC
Steps/Procedure:
1. Follow the steps in making an evidence plan from the previous
information sheet.
2. Use the suggested format prepared above.
4. Keep a copy of this table for use in the next task sheet.
Assessment Method:
Portfolio Assessment, Questioning, Performance Criteria Checklist
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Performance Criteria Checklist 1.4-1

CRITERIA
YES NO
1. Are all evidence requirements covered in the evidence

plan?
2. Are there enough methods of assessment included that
would allow the trainer to get the evidence required to
determine competency?
3. Are the boxes properly marked to indicate which method
to be used?
4. Is the correct format used?
5. Is the correct tense of the verb used in listing evidence
requirements?
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Information Sheet 1.4 -2

TABLE OF SPECIFICATIONS
After reading this Information Sheet, you must be able to make a table of
specifications for your qualification.
One essential step in planning a written assessment is to decide why you are
giving the assessment.
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
Airasian (1994) lists six decisions usually made by the trainer in the
assessment development process:
1. what to assess,
2. how much emphasis to give to various objectives,
3. what type of assessment (or type of questions) to use,
4. how much time to allocate for the assessment,
5. how to prepare the trainees, and
6. whether to use the test from the textbook publisher or to create your
own.
Other decisions, such as whether to use a separate answer sheet, arise
later.
The trainer determines what to assess. This will be based on the evidence
requirements listed in the evidence plan under the written assessment.
Now that we have made the what decision, we can move to the next step:
deciding how much emphasis to place on each learning content. We can look at
the amount of time in class we have devoted to each objective.
Based on the emphasis of training let us decide the percentage of questions
per topic or content.
The sample table of specification below reflects the
percentages of questions in the written competency assessment. More questions
are to be made for the learning contents which are more emphasized in the
training. The trainer should decide which contents should have more questions.
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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.
Table of Specifications
Objectives/Content
Knowledge Comprehension Application
area/Topics
# of
items/
% of test
Determine learners
training
requirements
20%
Prepare Session
Plan
20%
Prepare assessment
instruments
(Institutional)
20%
Prepare basic
instructional
materials
30%
Organize learning
and teaching
resources
10%
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.
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TABLE OF SPECIFICATION
# of
Objectives/Content
items/
Knowledge Comprehension Application
area/Topics
% of
test
Determine learners
training
requirements
Prepare Session
Plan
x (10%)
x (5%)
x (5%)
20%
x(5%)
x(5%)
x (10%)
20%
x(10%)
x(10%)
20%
x(10%)
x(10%)
30%
x(5%)
x(5%)
10%
35%
40%
100%
Prepare assessment
instruments
(Institutional)
Prepare basic
instructional
materials
x(10%)
Organize learning
and teaching
resources
TOTAL
25%
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
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number of questions increases the probability that we will have a good estimate of
what the learner knows and can do.
The number of questions and the type(s) of questions used both
affect the amount of time needed for completion of the test. Nitko (2001, p. 117),
provides some estimates of time to complete various types of questions for junior
and senior high school students.
True-False questions
15-30 seconds per question
Multiple choice (recall questions that are brief) 30-60 seconds per question
More complex multiple choice questions
Multiple choice problems with calculations
2-5 minutes per question
Short answer (one word)
Short answer (longer than one word)
Matching (5 premises, 6 responses)
Short essays
Data analyses/graphing
Drawing models/labelling
Extended essays
These estimates provide information needed to decide what type(s) of

questions and how many of them to use. However, our choice of question types
must be based on the level of learning at which we are assessing our students. We
can decide to use true-false and short-answer questions for the knowledge
component, and multiple choice for the comprehension.
When translated to number of items per topic, the Table of Specifications for
a 40-item test may look like this:
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TABLE OF SPECIFICATIONS
TEST ITEM DISTRIBUTION
Content/Objecti
ves
TOTAL
NUMBE PERCEN
R OF
TAGE (%)
ITEMS
Factual
Knowledg
e
Comprehensi
on
Applicati
on
Determine
learners
training
requirements
20%
Prepare Session
Plan
20%
20%
12
30%
10%
14
16
40
100%
Prepare
assessment
instruments
Prepare basic
instructional
materials
Organize
learning and
teaching
resources
Total
10
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.
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TASK SHEET 1.4-2

Title:
Prepare Table of Specification
assigned to you, you should be able to prepare a
table of specification.
Supplies/Materials
Equipment
TR and CBC
Steps/Procedure:
1. Based on your evidence plan, prepare a table of specification.
4. Keep a copy of this table for use in the next task sheet.
Assessment Method:
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Performance Criteria Checklist 1.4-2

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. Is the level of thinking 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?
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ASSIGMENT SHEET 1.4-2

Title:
Prepare Table of Specification
assigned to you, you should be able to prepare a
table of specifications for the competency
assessments of each of the competency of the
qualification.
Supplies/Materials
TR and CBC
Equipment
Steps/Procedure:
1. Based on your evidence plan, prepare a table of specification for
each of the competencies of the qualification assigned to you.
Assessment Method:
Portfolio Assessment, Questioning
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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. Is the level of thinking 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?
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WRITTEN TEST
Performance Evaluation is the formal determination of an individuals job-related
competencies and their outcome.
CRITERION REFERENCED TESTING/PERFORMANCE EVALUATION
A criterion-referenced test is one in which an individual`s performance is
measured against standards or criteria.
A norm-referenced test is one that measures a student`s performance
compared to that of an appropriate peer group. Trainees` evaluation in a
competency-based education is based on criterion-referenced measures.
A
criterion-referenced measure is an exercise based upon a performance objective
and is designed to measure attainment of the objective. When properly written,
criterion-referenced measures give clear, complete directions to the trainee;
require performance of the same behavior specified in the performance objective;
consist of compatible terminology and require the same conditions as specified in
the objective.
When you want to know whether a performance objective has been achieved,
only criterion-referenced procedures are appropriate. A training objective is a
description of knowledge and skill standards you want the trainee to reach or
surpass. A criterion-referenced test will help you decide whether the trainee has
achieved the objective. You cannot measure trainee achievement with accuracy if
you are not certain of exactly what it is you are measuring.
The purpose of a criterion-referenced test is to determine how well the
trainees performance at the end of the period of instruction( a single unit, several
lessons, or the entire course) matches the performance called for in your course
objectives. The test is to help you determine whether the trainees can perform as
required; it is not designed so that a portion of them will fail.
If a lesson is planned to teach the trainees to clean and replace the spark
plugs of an automobile in five minutes, the test item should ask them to do exactly
this. If all trainees can perform as required, you have succeeded in your teaching,
and you shouldnt make the test item more difficult. If no one can do it, you dont
make the test item easier; you improve the instruction. Your job is teach trainees,
not to fail them.
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Constructing a criterion-referenced examination

1. Use the performance objectives or list of competencies as your guide. If these
are clearly phrase and require performance of observable (eg. assemble,
calculate, define, design, list, repair) you will know what kind of test item is
required.
2. Prepare as many items as are necessary to discover how well the trainee meets
the objective. In some cases, several items will be needed to make the
assessment.
3. Create items that call for the same kind of performance as specified in the
objective. If the objective specifies the use of a certain tool, the trainee should
use it, rather than write an essay about it, the trainee should talk. If it
specifies repairing something, the trainee should repair.
4. Make certain the test item clearly reflects the conditions and the minimum
standards of the objective. For example, if your objective is for the trainee to be
able to clean and replace the spark plug without asking for help (condition)
during the test, the trainee may not ask for help. If the time limit of five
minutes (standard) is stated in the objective, it must be used in the test.
PROCESS OF DEVELOPING TEST ITEMS
1. The goal of any test development effort is to develop items that are
valid and technically sound. To achieve this goal, it is necessary to
involve a number of people with expertise as writers and interviewers.
2. The input, or material necessary to begin test item development is the
validated task list from the job analysis and task analysis.
3. The task analysis identifies the skills and knowledge necessary for
successful completion of the tasks. Decision about which skills and
knowledge should be tested and what the balance among them should
be determined by the content experts.
4. The task analysis also reveals which skills and knowledge are common
to more than one task. Test items should be coded to all tasks they
support.
5. Preparing table of specifications can prove useful.
6. Cognitive and psychomotor domain can be covered in the two kinds of
tests, the knowledge/written test and the skills.
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A. Decide upon the type of written test to use

If objectives tested are:
Appropriate test items include:
Knowledge Level
Matching
True-False
Multiple Choice
Completion
Essay
Application Level
True-False
Completion
Multiple Choice
Essay
Written Simulations
Problem-solving Level
Multiple Choice
Essay
Written Simulations
Recommended number of knowledge-test items per employable competency is 40 to

60. This should be all mostly multiple choice items. Limit Matching Type items to no
more than 20% of the items since Matching Type only measures factual or recalling
type.
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B. 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. The following table shows the format of the suggested
competency assessment specification table.
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
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.
7. Let the instructors or some skilled workers criticize and if possible
actually take the test. This procedure will ensure the validity of the
test in which some test items might be reworded to ensure its
consistency.
8. After the test has been administered to one or two groups of
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examinees, analyze and improve it. Every item in the test should be
analyzed to find out the performance of the distracters, discrimination
indices and other relevant information that could pave way to the
improvement of the test and will facilitate item banking.
The test items are classified into three categories: Type I designates a
factual knowledge, this particular type, tests the recall of an important piece of
factual knowledge: Type II calls for comprehension; and, Type III denotes the
application of certain principles or skills.
Of these three types of test item categories, Type III is the highest type of
knowledge test which requires a more thorough understanding on the part of the
examinee.
Test developers often find that allocation of a type of knowledge to a
particular item is a difficult stage. It may be helpful to remember that:
1. One should concentrate on deciding what needs to be tested.
2. The knowledge categories are hierarchical, if an item is testing the
application category, it will at the same time be testing the two lower
categories, factual knowledge and comprehension (Types I and II)
A key consideration in test development is the construction of test items
that are reflective of all level or categories. To assist the test items that are
reflective of all levels or categories.
Type I(Factual/Knowledge) recognition and recall of facts
Type II (Comprehension)
given information
- interpret, translates, summarizes or paraphrase
Type III (Application)

original learning context
- uses information in a situation different from
Examples of different types of test categories are given below:

Example I: (Type I Factual/Knowledge)
The figure 1 in the symbol E6013 signifies
A. Tensile strength
B. Welding position
C. Material thickness
D. Maximum weld length
Example 2: (Type II Comprehension)
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
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D. Test the insulation resistance of a circuit

Example 3: (Type III Application)
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
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TYPES OF QUESTIONS
Straight Pick:
Simple Choice one response is correct, the others are wrong
Best Choice All responses are correct to some degree; one response is more
correct than others.
Comparative Statements:
Two distinct statement in one question. Typical form is Technician
A/Technician B, or pick the true statement (I or II). Examinee analyze each
statement separately to determine if it is correct or incorrect (True or False) and/or
compares whether one or both or neither statement is correct (or True0
Except Questions
All choices are correct but one. Examinee chooses the response that could
not cause the described situation.
Preferably the written/knowledge test items should be of the multiplechoice or matching type or combination of both.
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CHECKLIST FOR EVALUATING-REFERENCED TEST

ADEQUACY OF THE PLAN
YES NO
1. Does the test plan include a detailed description of the

instructional objectives and the content to be answered?
2. Does the test blueprint truly indicate the relative emphasis to be
given to each objective and each area of content?
3. Is the standard performance reasonable for the learning outcome
to be measured?
ADEQUACY OF THE TEST ITEMS
1. Are the test items appropriate for the learning outcomes to be
measured?
2. Do the test items measure an adequate sample of trainee
performance for each type of interpretation to be made?
3. Do the test items present clear and definite tasks to be
performed?
4. Are the test items free from nonfunctional materials?
5. Are the test items of appropriate difficulty for the learning
outcomes to be measured?
6. Are the test items of free from technical defects (clues, ambiguity,
inappropriate reading level?
7. Is the answer to each item one that experts would agree upon?
8. Are the items of each type in harmony with the rules of
constructing that item type?
ADEQUACY OF THE TEST FORMAT
9. 12. Are the test items that measure the same instructional
objective grouped together in the test?
13.Are the test items arranged in order of increasing difficulty
within each section of the test as a whole (to extent possible)?
14. Does the item layout of the page contribute to ease of reading
and ease of scoring?
15. Are the test items numbered in consecutive order?
16. Are specific, clear directions provided for each section of the test
and for the test as a whole?
Adapted from Norman E. Gronlund, Preparing Criteion-Referenced Test for Classroom
Instruction. New York: The Macmillan Company, 1973.
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TRUE-FALSE
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.
Performance Criteria for a True-false Test
CRITERIA
YES NO
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?
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TASK SHEET 1.4-4

Title:
Construct True-False Items
assigned to you, you should be able to construct
True-False Items
Supplies/Materials
Equipment
TR and CBC
Steps/Procedure:
1. Choose a competency of your assigned qualification and acquire
the Information Sheet.
2. Construct at least five (5) True-False Items based on the
Performance Criteria of the competency.
3. Use the Performance Criteria Checklist for True-False Items to
check your work.
Assessment Method:
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Completion Items
Guidelines for Constructing Effective Completion Items
1. State the item so that the answer is limited to a single word or phrase
and only one response is correct.
2. State the item so that the missing information appears at the end
3. Keep all answer blanks in an item equal length.
4. For numerical answers, indicate the degree of precision you expect(i.e.
one decimal place).
5. Avoid grammatical clues such as an immediately preceding the blank.
6. Avoid verbatim quotes from the textbook or lectures.
Performance Criteria for making Completion Items

CRITERIA
YES NO
1. Is each statement sufficiently unambiguous to limit

the correct answer to a few words or sentences?
2. Are the items specific without being trivial?
3. In most cases, does the omitted part of the incomplete
statement come at the end of the statement?
4. Is only one word omitted from each incomplete
statement?
5. Are the items free of verbal clues, or blanks which
suggest the answer?
6. Do computational problems indicate the expected
degree of precision, such as the units, in the answer?
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TASK SHEET 1.4-5

Title:
Construct Completion Items
Completion Items
Supplies/Materials
TR and CBC
Equipment
Steps/Procedure:
1. Choose a competency of your assigned qualification and
acquire the Information Sheet.
2. Construct at least five (5) Completion Items based on the
3. Use the Performance Criteria Checklist for Completion Items to
check your work.
Assessment Method:
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Matching Items
Guidelines for Constructing Effective Matching Items
1. Keep the list to a short but challenging length. Experts disagree on the
optimal number of items, citing anywhere from 5 to 20. Most experts
prefer a list of 10-12 items.
2. Construct homogenous lists, i.e., all anatomical terms and
corresponding body parts. Homogeneity in the list makes it more
difficult for students to guess. Thus, it provides you with a better
assessment of the effects of your instruction.
3. Label each list according to its content. Devising an appropriate label
will force you to develop homogenous lists.
4. Arrange the premises and responses in a logical sequence, i.e.
alphabetical, chronological, spatial.
5. Create an imperfect match, with one list containing more times than
the other. This practice prevents students from answering by process
of elimination. It also protects the student from the double penalty
which results when there are equal numbers of premises and
responses and each response is to be used only once.
6. Make the directions explicit. Students should be told whether they
may use an item more than once or not at all.
7. Keep the response brief. Each response must be read a number of
times as the students complete the exercise. Time spent rereading
long, complicated responses would be better spent in responding to
additional items, providing a broader sample of the students learning.
8. Avoid grammatical clues.
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Performance Criteria Checklist for Matching Types

CRITERIA
YES NO
1. Are the two columns to be matched based on

homogeneity?
2. Do the directions clearly indicate the basis for
matching?
3. Are the items free of verbal or grammatical clues?
4. Are there extra choices so guessing by elimination is
precluded?
5. Are longer, more complex statements used premises
and shorter statements used as responses?
TASK SHEET 1.4-6

Title:
Construct Matching Items
Matching Items
Supplies/Materials
TR and CBC
Equipment
Steps/Procedure:
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2. Construct at least five (5) Matching Items based on the

3. Use the Performance Criteria Checklist for Matching Items to
check your work.
Assessment Method:
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Multiple Choice
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.
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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Performance criteria for making multiple Choice Items

CRITERIA
YES
NO
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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TASK SHEET 1.4-7

Title:
Construct Multiple Choice Items
Multiple Choice Items
Supplies/Materials
TR and CBC
Equipment
Steps/Procedure:
1. Choose a competency of your assigned qualification and acquire
the Information Sheet.
2. Construct at least five (5) Multiple Choice Items based on the
3. Use the Performance Criteria Checklist for Multiple Choice Items
to check your work.
Assessment Method:
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Essay Items
Guidelines for Constructing Effective Essay Tests
According to some authorities on testing, the essay still represents the best
measure of complex learning outcomes. To make the best use of essay items in
your testing program, follow these guidelines.
1. Use essay items only to measure the students ability to apply, analyze,
synthesize and evaluate using the information he has learned.
2. Advice students prior to testing that they will be expected to answer
essay items.
Advance notice encourages students to look for
relationships as they study for the exam.
3. Avoid open-book essay items. In general, this procedure penalizes
students who are poor readers and benefits those who are already
more likely to receive higher scores.
4. Train students to write acceptable responses to essay items. For
students who are accustomed to taking only objective examinations,
such training can improve performance considerably. A good time to
provide this training is when you are going over test results in class.
Periodic practice on short non-graded items, with appropriate feedback
can also be effective training device.
5. Require all students to answer the same items rather than giving them
options. This ensures that everyone will be judged on comparable
tasks.
6. Use the essay item in combination with other item types to evaluate
the students final grade. By using essay items with other item types
to evaluate the students progress, you avoid penalizing the student
with deficient writing skills.
7. Write comments and corrections on each essay response. Instructors
comments that provide the student with feedback each learner needs
to interpret the item score. Tactfully written comments are more likely
to motivate the student to improve performance than is an unexplained
grade or score.
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Performance Checklist for Effective Essay Questions

YES NO
CRITERIA
1. Are all questions restricted to objective not readily
measured by other types of questions?
2. Does each question pose a specific problem adequately
delimited in scope?
3. In most cases, do you use several brief essay questions,
rather than one or two long ones?
4. Does each essay question indicate clearly and
accurately the desired extent and depth of each answer?
5. Does the question indicate how many reasons,
examples, or arguments are expected for full credit?
6. Do the directions indicate the type of answer that will
receive full credit?
Aids in Scoring Performance-Based Essay Questions

As you may already have discovered, writing essay questions is far easier
than scoring them.
Grading a student fairly on the basis of his actual
performance rather than on his personality or previous or previous work is very
difficult. Although there is no perfect solution to this problem, there are a number
of steps you can take to minimize the effects of instructor bias.
1. Remove data, which identify students before you start the exams.
2. Evaluate responses dealing with controversial issues on the basis of
the evidence presented, not on the position the student has taken.
3. If handwriting, neatness, spelling, grammar, and punctuation are
counted as part of the grade, announce them in advance.
4. Compare student responses to a model answer you have prepared in
advance. The model should contain all the points you expected to be
included in an acceptable response. Look for these points in any
student paper. (this procedure is particularly useful if the scores are to
be criterion-referenced.)
5. Read papers a second time to double check for inaccurate for
inaccuracies or inconsistencies.
6. Avoid weighing items. Each single response should be numbered and
should count one point.
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TASK SHEET 1.4-8

Title:
Construct Essay Items
Essay Items
Supplies/Materials
TR and CBC
Equipment
Steps/Procedure:
2. Construct at least five (3) Essay Items based on the
3. Use the Performance Criteria Checklist for Essay Items to
check your work.
Assessment Method:
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PERFORMANCE TEST
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.
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.
Note: In the standard format, the general instructions precede the specific
instructions.
The format of specific instructions include:
Performance or what must be done
The conditions or what is given
The standard of performance expected of the examinee
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 secify the exact time within which he examinee is
expected to finish task and the tools/equipment that will be issued to the
examinee.
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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.
9. Conduct trial test before the actual test administration.
10. Consult other trade experts for advice on improving the test.
The Performance Criteria Checklist

When using Skills Tests a Performance Criteria Checklist should be provided to
serve as a guide in assessing the performance of an examinee. The following
should be included in the checklist.
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.
2. Speed. The time allowed for a task/operation to finish.
3. Proper Use of Tools/Equipment & Materials. The standard
tools/equipment needed in the performance of the task/operation.
4. Safety. The extent to which the examinee followed standard safety
precautions during the exam.
5. Critical Criteria. The performance criteria that significantly determines
competence.
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TASK SHEET 1.4-9

Title:
Construct Performance Test
a Performance Test.
Supplies/Materials
TR and CBC
Equipment
Steps/Procedure:
2. Construct a Performance Test for the competency.
3. Use the Performance Criteria Checklist below to check your
work.
Assessment Method:
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The Performance Criteria Checklist

Trainees Name: ____________________________ Date: ______________________
CRITERIA
YES NO
1. The quality and/or the quantity of work/task performed

following the set of standards such as surface finish,
tolerance, clearance and others.
2. Time allowed to finish the job is indicated.
3. Proper use of tools/equipment & materials are specified as
a criteria for assessment
4. The extent to which the examinee should follow standard
safety precautions is indicated.
5. Critical criteria is identified and specifically marked.
Trainer: ____________________________ Date: ________________________
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SELF-CHECK 1.4-9
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
D. Total number of questions on the test
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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?
Which of the following is/are recommended as they are stated when

constructing a test? Record an answer for each item as either Recommended (R) or
Not Recommended (NR).
R NR
6. Put all true-false questions together
R NR
7. Use the test from last year
R NR
8. Make an answer key before the test is administered
R NR
9. Estimate how long it will take students to complete the test
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Answer Key
1. a
2. c
3. d
4. b
5. c
6. R
7. NR
8. R
9. R
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JOB SHEET 1.4-9

Title:
Construct a Competency Assessment
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
Equipment
Steps/Procedure:
1. Based on your prepared table of specification from the previous
activity, construct a set of Test Questions of the following types:
a. True or False
b. Completion Type
c. Matching Type
d. Multiple Choice
e. Essay Type
2. Use the guidelines found in the information sheet above as your
guide.
3. Refer to the performance checklists for each test type to check
your work.
4. Submit a copy of your written competency assessment
instrument to your trainer.
5. Keep a copy of your assessment instrument for evaluation in
LO1.4-8(Item Analysis).
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
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ASSESSMENT TOOL
Yes
No
competency being assed

A variety of assessment method have been used as
specified in the instructions
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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ITEM ANALYSIS
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 examinee 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.
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.
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Analyzing Multiple-Choice Item Responses

Understanding how to interpret and use information based on student test
scores is as important as knowing how to construct a well-designed test. Using
feedback from your test to guide and improve instruction is an essential part of
the process.
Using statistical information to review your multiple-choice test can provide useful
information. Three of these statistics are:
1. Item difficulty, P: the percentage of students that correctly answered the item.
Also referred to as the p-value.
The range is from 0% to 100%, or more typically written as a proportion as

0.0 to 1.00.
The higher the value, the easier the item.
P-values above 0.90 are very easy items and should not be reused again for
subsequent tests. If almost all of the students can get the item correct, it is
a concept probably not worth testing.
P-values below 0.20 are very difficult items and should be reviewed for
possible confusing language, removed from subsequent tests, and/or
highlighted for an area for re-instruction. If almost all of the students get the
item wrong there is either a problem with the item or students did not get
the concept.
Optimum difficulty level is 0.50 for maximum discrimination between high

and low achievers.
To maximize item discrimination, desirable difficulty levels are slightly higher than
midway between chance (1.00 divided by the number of choices) and perfect
scores (1.00) for the item. Ideal difficulty levels for multiple-choice items in terms
of discrimination potential are:
Format
Ideal Difficulty
Five-response multiple-choice
.60
Four-response multiple-choice
.62
Three-response multiple-choice
.66
True-false (two-response multiple-choice)
.75
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Steps for solving Item Difficulty

After checking and scoring for each examinees,
1. Arrange the scores from highest to lowest.
2. Identify and separate the upper 27% counting from the top.
Example: 25 students x 0.27 = 7
3. Identify and separate the lower 27% counting from the bottom.
4. Find the 27% upper by dividing the total frequency for the right
answers by 0.27 which is 7.
For our example: if : there are 5 trainees who got correct answer
Then: 5/7 = 0.714 or 0.71
5. Find the 27% lower by dividing the total frequency for the right answer
by 0.27.
For our example: If there are 2 trainees in the lower group who got the
correct answer,
Then: 2/7 = 0.285 = 0.29
6. Add the result in the upper and lower group then divide by 2.
For our example: (0.71 + 0.29)/2 = 0.5. The result, 0.5, is the item difficulty index.
The interpretation for item difficulty index:
0.91 1.0
very easy Item
0.76 0.90
Easy Item
0.25 0.75
average
0.10 0.24
difficult item
0.00 0.09
very difficult item
2. Item discrimination, R(IT): the point-biserial relationship between how well

students did on the item and their total test score.
Also referred to as the Point-Biserial correlation (PBS)
The range is from 0.0 to 1.00.
The higher the value, the more discriminating the item. A highly
discriminating item indicates that the students who had high tests scores
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got the item correct whereas students who had low test scores got the item
incorrect.
Items with discrimination values near or less than zero should be removed
from the test. This indicates that students who overall did poorly on the test
did better on that item than students who overall did well. The item may be
confusing for your better scoring students in some way.
A guideline for classroom test discrimination values is shown below:

0.40 or higher
very good items
0.30 to 0.39
good items
0.20 to 0.29
fairly good items
0.19 or less
poor items
3. Reliability coefficient (ALPHA): a measure of the amount of measurement

error associated with a test score.
The range is from 0.0 to 1.0.
The higher the value, the more reliable the overall test score.
Typically, the internal consistency reliability is measured. This indicates

how well the items are correlated with one another.
High reliability indicates that the items are all measuring the same thing, or
general construct (e.g. knowledge of how to calculate integrals for a Calculus
course).
Two ways to improve the reliability of the test are to 1) increase the number
of questions in the test or 2) use items that have high discrimination values
in the test
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Reliability Interpretation
.90 and above
Excellent reliability; at the level of the best standardized tests
.80 - .90
Very good for a classroom test
.70 - .80
Good for a classroom test; in the range of most. There are

probably a few items which could be improved.
.60 - .70
Somewhat low. This test needs to be supplemented by other

measures (e.g., more tests) to determine grades. There are
probably some items which could be improved.
.50 - .60
Suggests need for revision of test, unless it is quite short (ten or

fewer items). The test definitely needs to be supplemented by
other measures (e.g., more tests) for grading.
.50 or below
Questionable reliability. This test should not contribute heavily to

the course grade, and it needs revision.
Distractor Evaluation
Another useful item review technique to use is distractor evaluation.
The distractor should be considered an important part of the item. Nearly 50
years of research shows that there is a relationship between the distractors
students choose and total test score. The quality of the distractors influences
student performance on a test item. Although the correct answer must be truly
correct, it is just as important that the distractors be incorrect. Distractors should
appeal to low scorers who have not mastered the material whereas high scorers
should infrequently select the distractors. Reviewing the options can reveal
potential errors of judgment and inadequate performance of distractors. These
poor distractors can be revised, replaced, or removed. One way to study responses
to distractors is with a frequency table. This table tells you the number and/or
percent of students that selected a given distractor. Distractors that are selected
by a few or no students should be removed or replaced. These kinds of distractors
are likely to be so implausible to students that hardly anyone selects them.
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Caution when Interpreting Item Analysis Results

W. A. Mehrens and I. J. Lehmann provide the following set of cautions in using
item analysis results (Mehrens, W. A., & Lehmann, I. J. (1973). Measurement and
Evaluation in Education and Psychology. New York: Holt, Rinehart and Winston,
333-334):
Item analysis data are not synonymous with item validity. An external
criterion is required to accurately judge the validity of test items. By using
the internal criterion of total test score, item analyses reflect internal
consistency of items rather than validity.
The discrimination index is not always a measure of item quality. There is a

variety of reasons an item may have low discriminating power:
a) extremely difficult or easy items will have low ability to
discriminate but such items are often needed to adequately sample
course content and objectives;
b) an item may show low discrimination if the test measures many
different content areas and cognitive skills. For example, if the
majority of the test measures "knowledge of facts," then an item
assessing "ability to apply principles" may have a low correlation
with total test score, yet both types of items are needed to measure
attainment of course objectives.
Item analysis data are tentative. Such data are influenced by the type and
number of students being tested, instructional procedures employed, and
chance errors. If repeated use of items is possible, statistics should be
recorded for each administration of each item.
REVISING THE ITEMS

The purpose of the item analysis is to identify unproductive items in the
initial test so that they can be eliminated, revised or rewritten. The test scores are
considered the basis for computation of difficulty indices and discriminatory
power. Through the use of UL Method by Stocklein, item with difficulty indices
and low discriminatory power is rejected.
The next step is to administer the semi-final form of the test to the second
try-out samples. The purpose of the second item analysis is to further validate the
test items in terms of the clarity of items and its comprehensiveness.
The last step is to finalize the final form of the test. The result of the final
form could be the basis for establishing reliability and validity indices and norms.
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References:
DeVellis, R. F. (1991). Scale development: Theory and applications. Newbury Park:
Sage Publications.
Santos, Z.C. and Pastor, G.N. (2009). Psychological Measurement and
Evaluation. Rex Bookstore.
Sample Item Analysis

Given these hypothetical data (300 SAMPLES) compute the difficulty index and
discriminatory index and give the corresponding descriptive interpretations:
Item
PU
PL
(Upper
27%)
(Lower
27%)
Difficulty
Index (DF)
Descriptive
Interpretation
Discriminatory
Index
Descriptive
interpretation
Decision
(D)
1
76
20
0.47
AVERAGE
0.69
VERY GOOD
retain
Computations:
Number of takers of the upper group (PU) & Number of takers of the lower
group (PL)
300 * .27 = 81
therefore
nPU = nPL = 81
Difficulty Index
DF = PU/nPU + PL/nPU
2
DF = (76/81) + (20/81) = 0.59 - AVERAGE
2
Discriminatory Index
D = PU PL
or
D = (U-L)/N
D = (76/81) (20/81) = 0.69 VERY D = (76-20)/81 = 0.69 VERY

GOOD
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SELF-CHECK 1.4-10
1. Given the following hypothetical data compute the corresponding difficulty
index, discrimination index and decide whether to retain, revise or discard
the item. Fill in the table for your final answers.
Item
PU
PL
(Upper
27%)
(Lower
27%)
76
20
50
25
40
40
62
42
33
56
60
40
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Difficulty
Index (DF)
Descriptive
Interpretation
Discriminatory
Index
Descriptive
interpretation
(D)
0.47
Training
Methodologies
Planning
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AVERAGE
Date
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0.69
VERY
GOOD
Decis
ion
retai
n
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Answer Key
Item
PU
PL
(Upper
27%)
(Lower
27%)
76
20
50
25
40
40
0.49
62
42
33
60
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Difficulty
Index
(DF)
Descriptive
Interpretati
on
Discriminatory Index
0.59
AVERAGE
0.69
(D)
Descriptive
interpretation
Decision
VERY
GOOD
retain
0.31
Reasonably
good
Retain
AVERAGE
Poor
Discard
0.64
AVERAGE
0.25
Marginal
Revise
56
0.55
AVERAGE
-0.28
Poor
Discard
40
0.62
AVERAGE
0.25
marginal
revise
0.46
AVERAGE
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JOB SHEET 1.4-10

Title:
Conduct Item Analysis
Given one 5 test items from the Trainers
Methodology Pre-assessment Instrument and the result
of the pre-assessment, you should be able to conduct
item analysis and finalize the test items assigned to you.
Supplies/Materials
Equipment
TR and CBC, record of answers to test items

:
Steps/Procedure:
1. Your trainer will assign five (5) test items of the Pre-assessment
instrument to you.
2. A record of the answers will also be provided as your basis for item
analysis.
3. Check the items for format using the guidelines above.
4. Solve for the difficulty index. Follow the steps below:
Steps for solving Item Difficulty
After checking and scoring for each examinees,
a. Arrange the scores from highest to lowest.
b. Identify and separate the upper 27% counting from the top.
Example: 25 students x 0.27 = 7
c. Identify and separate the lower 27% counting from the bottom.
d. Find the 27% upper by dividing the total frequency for the right
answers by 0.27 which is 7.
For our example: if : there are 5 trainees who got correct
answer
1. Then: 5/7 = 0.714 or 0.71
e. Find the 27% lower by dividing the total frequency for the right
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answer by 0.27.
For our example: If there are 2 trainees in the lower group
who got the correct answer,
Then: 2/7 = 0.285 = 0.29
f. Add the result in the upper and lower group then divide by 2.
For our example: (0.71 + 0.29)/2 = 0.5. The result, 0.5, is the
item difficulty index.
The interpretation for item difficulty index:
0.91 1.0
very easy Item
0.76 0.90
Easy Item
0.25 0.75
average
0.10 0.24
difficult item
0.00 0.09
very difficult item
For this example 0.50 is within the range 0.50-0.75 the item, therefore is
an averagely difficult item.
5. Compute for the discriminatory index.
Subtract the percentage of correct answers for the lower group from
the percentage of correct answers for the upper group. This is the
discriminatory index.
In our example above: 0.71-0.21 = 0.5 - discriminatory index
6. Compare the result to the following table.
A guideline for classroom test discrimination values is shown below:
0.40 or higher
very good items
0.30 to 0.39
good items
0.20 to 0.29
fairly good items
0.19 or less
poor items
In our example, 0.50 is higher than 0.40 which means that our item is a
very good test item.
7. Decide whether to retain, revise or discard the items based on the
result.
8. Complete the table below:
Item
PU
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Difficult
y Index
DescripDiscrimina- Descriptive
tive
interpretaDate
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(Upper
27%)
(Lower
27%)
(DF)
Interpretati
on
tory Index
tion
Decision
(D)
9. In case the item needs revision, revise the item.

10.
Present your work to your trainer
Assessment Method:
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Job Sheet 1.4-10
Trainees Name: ____________________________ Date: ________________________
CRITERIA
YES
N
O
1. The format of the test is validated based from the

guidelines.
2. The correct format for the results of the item analysis is
used.
3. The interpretation of the results is correct based from the
standard values.
4. The calculations are correct based from the procedures
given.
5. Test items are revised or discarded based on the result of
the item analysis.
Trainer: ___________________________________ Date: ________________________
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LEARNING OUTCOME NO. 5

Organize Learning and Teaching Resources
Contents:
1. Organizing Competency-Based Training Facilities.
2. Making inventory of training materials and materials.
3. Laying out workshops.
4. Systemizing access workshop tools.
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
Assessment Method:
1. Demonstration with questioning
2. Written Test/Oral interview
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LEARNING EXPERIENCES
LEARNING OUTCOME 5
ORGANIZE LEARNING AND TEACHING RESOURCES
Learning Activities
1. Read Information
Sheet 1.5-1:
Competency-Based
Training Facilities
If you feel you can identify and describe the

different areas found in a competency-based
facilities as presented in Information Sheet No.
1.5-1, you can now answer Self-Check 1.5-1
2. Answer Self- Check

1.5-1
If you score 100% on Self-Check 1.5-1, you may

now proceed to Information Sheet No. 1.5-2. If not,
read, again, Information Sheet No. 1.5-1 and
answer Self- Check No. 1.5-1.
If you have thoroughly understood Information
Sheet 1.5-2, answer Self-Check 1.5-2.
3. Read Information
Sheet 1.5-2: Materials
and Resources needed
for the Session
4. Answer Self-Check
1.5-2:
5. Perform Job Sheet
1.5-1: List of Inventory
of Training Resources
6. Read Information
Sheet 1.5-3: Shop Layout
7. Answer Self check

1.5-3
8. Perform Job Sheet
1.5-2:Shop Lay-out
If you answered the questions correctly, you can

now prepare a checklist of the needed resources
and materials as required in Job Sheet 1.5-1.
Let your facilitator check and make feedback on
your output. If your output meets the required
performance criteria, you can now proceed to the
next activity.
After reading the information sheet and upon
knowing the different procedures in lay-outing
hand tools necessary for the session, you can now
answer Self-Check 1.5-3.
If you got 100% on Self-Check 1.5-3, you can now
perform Job Sheet 1.5-2.
Once you have prepared your competency-based
shop layout, let your facilitator check your output.
If you satisfactorily meet the required performance
criteria for this activity, you are now through with
this module and can now move to the next unit of
competency.
CONGRATULATIONS!!!!
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COMPETENCY-BASED TRAINING FACILITIES
Learning Objective: After reading this INFORMATION SHEET, YOU MUST be
able to identify training and arrange training locations according
to training needs.
Content:
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 competencybased training facilities.
The competency-based training facilities are very much different from a
traditional training facility. The traditional training facilities do have a large
workshop and a lecture area. The large workshop is the place where all trainees
learned the different skills required for a certain trade and the lecture area served
as the place for delivering lectures and discussions.
Screen
Whiteboard
Trainers
Area
Projector
Whiteboard
Practice
Area
Equipment
Lecture
Area
Tool
Supply
Room
Room
Door
Workbenches with stools
Bulletin Board
Table
Roll-up
Trainers
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.
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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.
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.
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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.
THE CBT WORKSHOP
__________Entrance
________Waste Segregation_________________
Progress Chart
White Board
Supply
Room
PRACTICAL
WORK AREA
Work Station 1
Tool
Room
Work Station 2
Practical, Assessment and Support Area
W
o
r
k
i
n
g
W
o
r
k
i
n
g
t
a
b
l
e
t
a
b
l
e
Equipment
Equipment
Work Station 3
Work Station 4
W
o
r
k
i
n
g
W
o
r
k
i
n
g
t
a
t
a
b
l
e
b
l
e
Equipment
Learning
Resource Center
and Distance
Learning
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Learning Area
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Equipment
Computer
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Training
Resource Area
Quality
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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.
Planning for Resources
It is very important to plan for all the resources you will need during
training, the location, access to everything, any other personnel who might have
been involved, and the time required for the learners or other personnel.
Resources to consider during planning include:
Location of the training which may be on the job, in a simulated setting, in a

training room, or in a combination of these.
If the session is going to involve a visit somewhere, extra materials, and

guest speaker or demonstration equipment, there may be costs associated
that you need to plan for.
Technical support from appropriate people is another important need. You

will have to plan for any extra people who might be required during training,
for example specialist trainer, a supervisor, technical expert, union
representative or assessment specialist
Equipment required for training needs to be planned, for example training

aids and consumable resources.
Some resources may require approval from other people or special access in
certain circumstances, especially if there are OH&S regulations attached to
the resource. Plan for these situations, as well.
The need for a safe accessible environment

One of the most important resources you can plan for is the training
environment itself, its safety and accessibility. Depending on what is being
delivered, the training environment may vary quite a lot, from a classroom 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. Consult your organization or industry OH&S regulations when
planning the training to ensure you cover this area.
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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
checking the availability of training resources and facilities in your workshop.
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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
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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
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SELF-CHECK ANSWER KEY 1.5-1
1. b
2. c
3. d
4. b
5. a
If you got 100% correct answers in this progress check, you can now move
to the next information sheet. If not, review the information sheet and go over the
progress check again.
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MATERIALS AND RESOURCES NEEDED FOR THE SESSION
Learning Objective:
able to identify, gather and prepare all the necessary materials
needed for the session.
Content:
You have listed and identified all needed resources and materials that you
will be using in your Session Plan. This time, you will gather and prepare them
before your training starts.
Remember materials and resources are the things the trainees or
learners will use when carrying out the instructions outlined in the learning
activities. It can be used to present instruction, for practice and in giving feedback.
Let us review them this time.
A. Learning materials for the knowledge needed to complete this activity.
1. Print Materials
Textbooks, references, etc.
Technical, shop, and manufacturers manual
Magazines, journals, trade publications, pamphlets, and periodicals
Instructor-developed Instruction Sheets
2. Non-Print Materials
Still visuals (with & without sound), slides, film strips, flip charts,
photograph
Motion visuals (with & without sound) video tape, video discs
B. The materials that are used for skills practice

1. Tools and Instruments
2. Materials and Supplies
3. Equipment
4. Customers
5. Patrons
6. Projects
7. Trainers
8. Simulators
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9. Mock-ups
10. Field assignment
C. Resources used for skills feedback
11. Instructor, advanced students, or aid to observe performance or
evaluate finished product.
12. Self-Check for evaluating students own work
13. Checklist or rating scale for checking work
D. Resources used for knowledge practice
1. Progress check containing questions,
situations, activities, or other assignments
problems,
case
studies,
2. Review questions
3. Oral quizzes
4. Role playing
E. Resources used for knowledge feedback
1. Answer key or solutions to compare answers with
2. Model answer
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.
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Sample Listing
Qualification
Training Methodology I
Institution
National TVET trainers Academy
Print Materials
Print Materials
Quantity Quantity
Available Required
Module 1: Plan Training Session
25
25
Module 2: Deliver CompetencyBased

Training
Session
25
25
Module 3: Plan
Competency
Assessment
25
25
Module 4: Conduct Competency

Assessment
12
25
Module 5: Maintain training

Facilities
25
25
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Remarks
For reproduction
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Sample Listing
Qualification
Shielded Metal Arc Welding NC II
Institution
National TVET trainers Academy
Tools
Tools
Quantity Quantity
Available Required
Chipping hammer, spring

handle
20
15
Steel brush, wooden handle
20
10
Ball
20
15
Tongs, Flat nose 2x 450mm
20
15
Head shield/helmet, Flip type
20
15
Try square 300 mm. long
20
15
Steel square, 300 mm. long
20
15
peen
hammer, 15 oz
wooden handle
Remarks
For purchase
After preparing the entire list, you can already identify which do need some
attention; there might be some resources that you will need to purchase, repair or
if its a print material that needs some revision. You can be sure now that you will
not be missing the necessary resources that you will need before you run your
competency-based training.
You can now gather these resources and place them on their proper places.
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Self Check 1.5-2

Fill-in the Blanks: Complete the sentences by filling in the blanks.
1. Materials needed in gaining knowledge necessary for the performance of a
certain task are ____________________________.
2. To get skills feedback from the trainees, it is necessary for a facilitator to
prepare a _________________________________.
3. In the practical workshop, you need to prepare _______________,
4. ________________, and 5._______________________ in order to perform the skills
required for a certain competency.
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Answer key to Self check 1.5-2

1. Print and non-print materials.
2. Performance checklist
3. Tools
4. Equipment
5. Supplies and materials
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JOB SHEET 1.5-1

Title:
Inventory of Training Resources
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.
Supplies/Materials
Equipment
TR and CBC
Steps/Procedure:
1. Based on your prepared session plan and the TR of the
qualification assigned to you, make a list of the Training
Resources in your workshop.
2. Use the suggested format given below.
Assessment Method:
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Templates for Job Sheet LO1.5-1

Resources for presenting instruction
Requirements
Print Resources
as per
TR
Remarks
Non Print Resources
Resources
for
Skills
______________________________
Gap
in
inventory
Supplies
Materials
as per
TR
Tools
Equipment
QA
SYSTEM
of
Competency
Requirements
and
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Remarks
in
inventory
Date
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#1
Gap
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Resources for Knowledge/Skills practice
Requirements
Operation Sheets
as per
TR
Remarks
in
inventory
Gap
(specify Operation sheet

numbers)
Task/Job Sheets
Self-Checks
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Resources for Knowledge/Skills Feedback
Procedural Checklists
Requirements
Remarks
Gap
(specify Procedural
numbers)
checklist
Performance
Checklist
Criteria
Self-Checks
Keys
Answer
Note: In the remarks section, remarks may include for repair, for replenishment,
for reproduction, for maintenance etc.
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Performance Checklist for

Inventory of Training Resources
Criteria
YES
NO
1. Print resources required and available per competency

are listed.
2. Non-print resources required and available per
competency are listed.
3. Tools required and available per competency are listed
4. Equipment required and available per competency are
listed
5. Supplies and materials required and available per
competency are listed.
6. Tools required and available per competency are listed.
7. Self-checks for evaluating trainees progresses are
listed.
A.
8.Operation Sheets/Task Sheets are listed.

9.Job Sheets required per competency are listed.
10. Procedural/Performance Criteria Checklists are listed.
11.
Written test required and available are listed.
12.
Status or availability of training resources is

specified in the list.
Trainer: ___________________________ Date: ________________
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SHOP LAYOUT
Learning Objective:
able to prepare a lay out of your workshop.
Content:
Equipment is defined as a particular piece of machine, apparatus,
components or any other articles intended for use in the works or training. These
equipment are just some of the important resources for learning, we can see a lot
of them in every workshop. A good trainer need not only know how to use them,
but it is also important to know how to arrange them for training purposes.
One factor that can affect the training program is the shop layout. How can
it affect the training program? Remember in competency-based training, trainees
acquire competencies by themselves; they can work on different competencies at
the same time and become clogged while training is in progress. Here are some
tips and then maybe some re-arrangements of your equipment and work stations
will make your training more efficient.
Lets begin with the basics. Do you have all the square footage you need to
work comfortable in your practical work area? Some trainers and administrators
make mistakes of preparing space for the practical work area and find out very
quickly that their space requirements are double their original estimates.
Steps to a good layout
List needs and equipment
Arrange work stations
Make scale drawings
Consider work flow
Make new location on floor and make a dry run
Review current requirement
Re-evaluate layout when adding new equipment
First make a list

To do your layout properly, make a list of all the things you need to consider
before putting any equipment in place. It is assumed at this point that you a have
very good idea of your qualification that your training institution will offer and the
equipment that you have or will acquire later.
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One of the most important things that we can look for is the adequate
electrical service needed. Make sure you use a licensed electrician to assess your
situation.
Setting of work stations
Group equipment according to work stations, this will make it easier for you
to layout since you have the knowledge of what equipment will be together in a
certain unit of competency.
Next, lets take look at the sequence of work stations. The movement of the
trainees should be introduced in a way that they progress according to hierarchy
of the competency, from simple going to a much complex competency.
Developing a floor plan
Now that you have figured out the different work stations, it is time to make
a scale floor plan of your practical work area. You can make a scale cutout of your
equipment and place them on the plan. Leave enough space around the equipment
for the trainees to move about freely.
Keep arranging and rearranging the plan until you have the best layout. You
can ask inputs from your peer, you training supervisor or your administrator: they
may pick up on something you missed.
Trying it out
After you have thought that you have the best plan, go to the practical work
area and measure the location and space requirements for each of the equipment.
Paint the borders of the spaces on the floor. Do a trial walk-through of the
different work stations. If all seem alright, you can now place the equipment into
their proper places. If not, take time to fix them, then.
You can also apply this simple way of preparing the different competencybased areas. Once youre used to it, everything will be easy.
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Self-Check 1.5-3
Directions: On your answer sheet, write true if the statement is correct and false
if the statement is not.
1. The floor plan is unnecessary in developing a shop layout.
2. Shop layout is a replica of the practical workshop area.
3. A good layout needs a list of tools and equipment which should have a scale
drawing.
4. Whenever there is additional equipment, the shop layout should be reviewed
and revised.
5. Dry run is not necessary for a good layout.
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Answer key for self check 1.5-3

1. False
2. True
3. True
4. True
5. False
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JOB SHEET LO 1.5-2

Title:
Shop Layout
Given the qualification assigned to you and
the Inventory of Training Materials in the previous
activity, you should be able to make a shop layout
that conforms to the principles of CBT.
Supplies/Materials
Equipment
Drawing materials, computer

Steps/Procedure:
1. Based on the Inventory of Training Resources made in the
previous activity, make a layout of your workshop. Consider the
following:
List of equipment
Different areas of competency-based facilities must be present.
The flow of activity for different areas of competency-based

facilities must be considered.
All the required equipment must be arranged by work stations.
Flow of activity must be by work stations
All furniture must be shown on the shop layout
Follow the presented procedure in arranging equipment as

discussed earlier in this module.
2. Present your work to your trainer
Assessment Method:
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Performance Checklist for

(Shop Layout)
Criteria
YES
NO
1. List of equipment required is complete.

2. Different competency areas are indicated in the
shop layout.
3. Shop layout is drawn to scale.
4. Work stations are well-planned.
5. Work flow in the shop layout is considered.
6. Furniture required is shown on the shop layout.
Trainer: ___________________________ Date: ________________
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COMPETENCY-BASED LEARNING

Plan Training Session

Planning Training Session

Technical Education & Skills Development Authority

HOW TO USE THIS COMPETENCY- BASED LEARNING MATERIAL

Read information sheets and complete the self-check. Suggested references

Most probably, your trainer will also be your supervisor or manager. He is

You will be given plenty of opportunities to ask questions and practice on

Plan Training Session

Planning Training Session

Identify learners training requirements

Prepare session plan

Prepare instructional materials

Prepare assessment instruments (Institutional)

Organize learning and teaching resources

Curriculum documents is reviewed and analyzed for training purposes

Current competencies of target group are determined

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

Resources to support training are identified

Session plan is finalized according to required format

Instructional materials are prepared and focused on a key concept or idea

Relevant modules of instruction are identified, read and interpreted to

Assessment instrument are prepared in accordance with the content and

Resources required for training are checked for availability

Appropriate training locations/venue are identified and arranged according

Training resources requirements are documented and access is arranged in

LEARNING OUTCOME # 1 DETERMINE LEARNERS TRAINING

3. TOOLS, ACCESSORIES AND SUPPLIES

The Philippine TVET Trainers-Assessors Qualification Framework

Procedures Manual on Developing Competency-Based Curriculum

1. Read The Philippine TVET

Compare answers with the answer key. You

3. Read the Procedures Manual

Compare answers with the answer key. You

5. Read Information Sheet on

A questionnaire on how to determine

6. Answer Self Check 1.1-3

Compare answers with the answer key.

7. Perform Job Sheet 1.1-3

Evaluate your own work using the

8. Read Information Sheet 1.1-4

This information sheet discusses sample

9. Perform Job Sheet 1.1-4a

Use the Performance Criteria Checklist to

Perform Job Sheet 1.1-4b

After doing all activities of this LO, you

INFORMATION SHEET 1.1-1

The Philippine TVET Trainers -Assessors Qualification

Qualification Program (NTTAQP) in 2006. This Program aims to qualify

2. Includes definition of qualification, competency standards, curriculum,

6. There is a zone of proximal development which implies that learning

j. Training programs are nationally accredited.

5. How many units of competencies has TQ Level I?

Answer Key to 1.1-1

INFORMATION SHEET 1.1-2

Answer Key to 1.1-2

INFORMATION SHEET 1.1-3

After reading this INFORMATION SHEET, YOU MUST be

learning styles & preferences

interests because they are the bases in choosing the methodologies to be

Trainer: ___________________ Date: