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Training Methodology I WORKBOOK

NAME OF TRAINEE: Sector : TVET TRAINING METHODOLOGY I Plan Training Session Planning Training Session

Qualification Title: Unit of Competency: Module Title:

Technical Education & Skills Development Authority NATIONAL TVET TRAINERS ACADEMY Marikina City

Learning Experiences Learning Outcome 1


DETERMINE LEARNERS TRAINING REQUIREMENTS Learning Activities Special Instructions 1. Read The Philippine TVET Trainers-Assessors Qualification Framework (LO1.1-1) 2. Answer Self-Check for Compare answers with the answer key. You LO1.1-1 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 (LO1.1-2) 4. Answer Self-Check for Compare answers with the answer key. You LO1.1-2 are required to get all answers correct. If not, read the information sheets again to answer all questions correctly. 5. Read Information A questionnaire on how to determine trainees Sheet on Identifying characteristic is also recommended. Current Competencies(LO1.1-3) 6. Answer Self Check Compare answers with the answer key. LO1.1-3 7. Perform Job Sheet Evaluate your own work using the LO1.1-3 Performance Criteria. Present your work to your trainer for evaluation and recording. 8. Read Information This information sheet discusses sample forms Sheet LO1.1-4 and templates for determining current competencies of your trainees. 9. Perform Job Sheet Use the Performance Criteria Checklist to LO1.1-4a evaluate your own work. Present your work to your trainer for evaluation 10. Perform Job Sheet Use the Performance Criteria Checklist to LO1.1-4b evaluate your own work. Present your work to your trainer for evaluation 11. Answer Self Check Compare answers with the answer key. LO1.1-4
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After doing all activities of this LO, you are ready to proceed to the next LO on preparing session plans. Self-Check LO1.1-1 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 handled 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.
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d. supervises, develops and mentors technical trainers. 5. How many units of competencies has TQ Level I? a. 4 b. 6 c. 7 d. 8

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Answers to LO1.1-1 No . 1 2 3 4 5 answer A B C D B

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Self-Check LO1.1-2 Instructions: Read the questions carefully. On your answer sheet, write the letter of the correct answer. 1. A _______ is designed to ensure that required competencies by the industry are achieved after training and assessment. a. Competency Standard (CS) b. Training Regulation (TR) c. Competency-Based Curriculum (CBC) d. Trainers Qualification Framework (TQF) 2. The facilities, tools, equipment and materials used for the delivery of a course are called ______. a. Assessment b. Resources c. Content d. Module Title
3.

Which is not a characteristic of competency-based training? a. The system does not allow Recognition of Prior Learning. b. Training materials used are directly related to the competency standards and the curriculum. c. Learning is competency-based or modular in nature. d. Training delivery is individualized or self-paced.

4. The Summary of Learning Outcomes is related to ____ of the Competency Standards. a. Performance Criteria b. Range of Variables

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c. Elements d. Evidence Guide 5. Which components of CS and CBC are related to one another? a. Evidence Guide and Module Title b. Range of Variables and Assessment Criteria c. Conditions and Performance Criteria d. Contents and Performance Criteria

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Answers to LO1.1-2 Procedures Manual on Developing Competency-Based Curriculum 1. 2. 3. 4. 5.

BACK TO LEARNING EXPERIENCES

DOUBLE CLICK TO CHECK YOUR ANSWERS

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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 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? 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.

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7. What kind of restaurant would you rather not go to? a) one with the lights too bright b) one with the music too loud c) one with uncomfortable chairs 8. Would you rather go to a) an art class? b) a music class? c) an exercise class? 9. Which are you most likely to do when you are happy? a) grin b) shout with joy c) jump for joy 10. If you were at a party, what would you be most likely to remember the next day? a) the faces of the people there, but not the names b) the names but not the faces c) the things you did and said while you were there 11. When you see the word "d - o - g", what do you do first? a) think of a picture of a particular dog b) say the word "dog" to yourself silently c) sense the feeling of being with a dog (petting it, running with it, etc.) 12. When you tell a story, would you rather a) write it? b) tell it out loud? c) act it out? 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

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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

The structured gathering tool characteristics. and validated

questionnaire below was prepared as a data to help the trainer collect data on trainees This questionnaire maybe filled up by each trainee by the trainer from possible sources like the

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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)
Average grade in: English a. 95 and above b. 90 to 94 c. 85 to 89 d. 80 to 84 e. 75 to 79 Average grade in: Math f. 95 and above g. 90 to 94 h. 85 to 89 i. 80 to 84 j. 75 to 79

Cultural and language background

Education & general knowledge

Ethnicity/culture: a. Ifugao b. Igorot c. Ibanag d. Gaddang e. Muslim f. Ibaloy g. Others( please specify)_____________ Highest Educational Attainment: a. High School Level b. High School Graduate c. College Level d. College Graduate e. with units in Masters degree f. Masteral Graduate g. With units in Doctoral Level h. Doctoral Graduate

Sex Age Physical ability

a. Male b.Female
Your age: _____

I. Disabilities(if any)_____________________

II. Existing Health Conditions (Existing illness if any) a. None b. Asthma c. Heart disease d. Anemia e. Hypertension f. Diabetes g. Others(please specify) ___________________

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Characteristics of learners 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 completed National Certificates acquired and NC level ___________________________ ___________________________ 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.
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Characteristics of learners 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. a. Financially challenged b. Working student c. Solo parent d. Others(please specify) ___________________________

Other needs

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Self Check LO1.1-3 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. C.

learning preferences Training method

D. none of the above

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Answers Self Check LO1.1-3 1. 2. 3. 4.

DOUBLE CLICK TO CHECK YOUR ANSWERS

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Training Methodology I Planning Training Session

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JOB SHEET LO1.1-3


Title

: Identifying Learners Characteristics

Performance Objective: Given a blank form, identify completely the characteristics of your trainees. Supplies Equipment 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. : : Bond paper, pen PC, printer with ink

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Training Methodology I Planning Training Session

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Name of Trainee

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Language, Literacy and Numeracy (LLN&N) Cultural and language background Education & general knowledge Sex Age Physical ability Previous experience with the topic Previous Learning experience Training Level Completed
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Characteristics of learners

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Special Courses Learning Style Other Needs

Performance Criteria Checklist for Job Sheet LO1.1-3 Identifying Trainees Characteristics
Trainees Name__________________________ Date ________________

Criteria 1. Learning style questionnaire. was determined using the

YES

NO

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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Training Methodology I Planning Training Session

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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

2.

3.

4.

5.

6.

Plan Training Session 1.1 Identifying learners training requirements? 1.2 Prepare session plans? 1.3 Prepare instructional materials? 1.4 Prepare assessment instruments? 1.5 Organize teaching and learning resources? Facilitate Learning Session 2.1 Prepare training facilities/resources? 2.2 Conduct pre-assessment? 2.3 Facilitate training session? 2.4 Conduct competency assessment? 2.5 Review delivery of training session? Supervise Work-Based Learning 1.1 Establish training requirements for trainees? 1.2 Monitor work-based training? 1.3 Review and evaluate work-based learning effectiveness? 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? Maintain Training Facilities 5.1 Plan Maintenance activities? 5.2 Prepare schedule of maintenance? 5.3 Implement housekeeping activities? 5.4 Maintain training equipment and tools? 5.5 Document maintenance inspections? 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?

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Performance Criteria Checklist for Job Sheet LO1.1-4a (Determining Training Need)
Trainees Name__________________________ Date ________________

Criteria 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.

YES

NO

Comments/Suggestions:

Trainer: ___________________________ Date: ________

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JOB SHEET LO1.1-4b


Title : Preparing Training Needs Analysis Forms

Performance Objective: 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 Equipment Steps/Procedure: 1.
2. 3.

: Bond paper : PC, printer with ink

4. 5.

Secure TR and CBC for the qualification you are assigned to. Make the Self-Assessment Check (Form 4.1). 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. Construct a blank form for determining discrepancies between competencies in the TR and current competencies or Training Gaps (Form 4.3) of prospective trainees. Prepare a template for the Training Needs of trainees.

Assessment Method: Portfolio Assessment, Performance Criteria Checklist

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Form 4.2: Evidence of Current Competencies acquired related to Job/Occupation Current competencies Proof/Evidence Means of validating

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Performance Criteria Checklist for Job Sheet LO1.1-4b (Determining Training Need)
Trainees Name__________________________ Date ________________

Criteria 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).

YES

NO

Comments/Suggestions:

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?

Answers

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Training Methodology I Planning Training Session

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Learning Experiences Learning Outcome 2


PREPARE SESSION PLAN Learning Activities 1. Read Information Sheet on Training Delivery Modes and Methods (LO1.2-1) 2. Answer Self-Check LO1.2-1 3. Read Information Sheet on Learning Resources (LO1.2-2) 4. Answer Self-Check LO1.2-2 5. Perform Job Sheet LO1.22 Special Instructions

Compare your answer key

answers

to

the

Evaluate your own work using the Performance Criteria. Present your work to your trainer for evaluation. Keep a copy of your work for the next activities.

Read Information Sheet LO1.2-3 7. Perform Job Sheet LO1.2- Evaluate your own work using the 3 Performance Criteria. Present your work to your trainer for evaluation. Keep a copy of your work for the next activities. 8. Read Information Sheet LO1.2-4 9. Perform Job Sheet LO1.2- Evaluate your own work using the 4 Performance Criteria. Present your work to your trainer for evaluation. Keep a copy of your work for the next activities. 10. Perform Assignment This assignment sheet will be Sheet LO1.2-4 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.
6.

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Training Methodology I Planning Training Session

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Self-Check LO1.2-1 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. b. c. d. case study equipment simulation demonstration role play

2. This is one of the trainers concerns when selecting training methods. a. b. c. d. Ready availability Trainers capability Level of difficulty of the techniques to be used Number of participants

3. A training method that is used for presenting factual topics is ___. a. b. c. d. demonstration method discussion method lecture method 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. b. c. d. case study demonstration method discussion method lecture method

5. A training method that can help participants improve skills, attitudes, and perceptions in real situations is ___. a. b. c. d. demonstration method discussion method lecture method role-playing

Answers
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Self-Check LO1.2-1 1. 2. 3. 4. 5.

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Training Methodology I Planning Training Session

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Self-Check Matching Type

LO1.2-3

Written Test Instructions: Match Column A with Column B. Write the letter only. Column A Column B

_____________1. Psychological Order a. Subject matter which participants must know to accomplish the objective. _____________2. Logical Order b. Appropriate when the subject matter reflects a chronological or historical development of events.

_____________3. Chronological Order c. A method based on the case of learning. _____________4. Job Performance Order d. Provides a mechanisms for reviewing and finalizing the completed curriculum. _____________5. Training Content e. Most appropriate when the subject matter dictates that one unit or topic will be presented before another. f. Content is presented based on the order in which tasks and subtasks are accomplished on the job.

_____________6. Training Outline

_____________7. Training Objectives g. Defines the order in which the curriculum will be presented. h. used to identify the training content or the subject matter.

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Answers Self-check LO1.2-3 1. 2. 3. 4. 5. 6. 7.

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JOB SHEET LO1.2-2 Title: SEQUENCING TRAINING ACTIVITIES

Performance Objective: Given a Competency-Based Learning Material for a competency, outline the learning activities of your trainee. Supplies Equipment : : Bond paper PC, printer with ink

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: Portfolio Assessment, Performance Criteria Checklist

Template for Learning Activities Learning Activities Special Instructions

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Performance Criteria Checklist Job Sheet LO1. 2-2 Trainees Name: ___________________________________ Date: ___________________ CRITERIA 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. Trainees Name: ___________________________________ Date: ___________________ Ye s No

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Self-Check LO1.2-4 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 fro practice and feedback. Mock-ups Cassette tape Job sheet None of the above 3. A flip chart is what type of a non-print material? Still visuals Language machine Motion visuals All of the above
4.

Contains a step-by-step for performing task using specific make or model of a product tool or equipment. Journal References Manufacturers manual None of the above

5. Contains a recording of specialized sounds or noises. Film strip Records Simulations All of the above

Answers Self Check LO1.2-4 1. 2.


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3. 4. 5.

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JOB SHEET LO1.2-3 Title: Identifying Learning Resources

Performance Objective: Given the competencies of the qualification assigned to you, you should be able to identify learning resources for each competency. Supplies Equipment : : Bond paper PC, printer with ink

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, Performance Criteria Checklist Learning Resources Template Competency BASIC COMMON Print Materials Non-print materials Tools Equipment

CORE

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Performance Criteria Checklist Job Sheet LO1. 2-3 Trainees Name: ____________________________ Date: ___________________ CRITERIA 1. List of competencies of the qualification is complete 2. Available learning resources in the workshop are listed Basic Common Core Ye s No

Trainer: ______________________________ Date: ___________________

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In template form, the session plan will look like this. SESSION PLAN Sector Qualification Title Module Title : : :

Unit of Competency : Learning Outcomes: A. INTRODUCTION B. LEARNING ACTIVITIES LO 1: Learning Content

Presentation

Practice

Feedback

Resources

Time

C. ASSESSMENT PLAN Written Test Performance Test D. TEACHERS SELF-REFLECTION OF THE SESSION

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JOB SHEET LO1.2-4 Title: Make Session Plan

Performance Objective: Given one Learning Outcome of the qualification assigned to you, you should be able to draft a session plan. Supplies/Materials Equipment : : TR and CBC PC, printer with ink

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: Portfolio Assessment, Performance Criteria Checklist

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Performance Criteria Checklist Job Sheet LO1.2-4 Trainees Name: ___________________________________ Date: ___________________ Criteria 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 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? 21. Does the assessment provide information on the type of evidence? YE S N O

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Comments/Suggestions:

Trainer: ___________________________________ Date: ___________________


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Assignment Sheet LO1.2-4 Session Plan Objective: Given a qualification, you should be able to make a complete session plan for all Learning Outcomes. Steps/Procedure: 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 __________________________ .
1.

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Performance Criteria Checklist Assignment Sheet LO1.2-4 Trainees Name: ___________________________________ Date: ___________________ Criteria 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 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? 21. Does the assessment provide information on the type of
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YE S

N O

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evidence? Comments/Suggestions:

Trainer: ___________________________________ Date: ___________________

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Learning Experiences Learning Outcome 3


PREPARE BASIC INSTRUCTIONAL MATERIALS Learning Activities 1. Read information Sheet LO1.3-1 Basic Instructional materials Answer self-check LO1. 3-1 Special Instructions Read information sheet. After reading the learner is encourage to answer the self check. Compare the answers to the answer keys. Read information sheet. After reading the learner is encourage to answer the self check. Compare the answers to the answer keys. Read information sheet. After reading the learner is encourage to answer the self check. Compare the answers to the answer keys. Read information sheet. After reading the learner is encourage to answer the self check. Compare the answers to the answer keys. Read information sheet. After reading the learner is encourage to perform the task sheet. The learner may approach the facilitator to check his/her work done. Read information sheet. After reading the learner is encourage to answer the self check. The learner may approach the facilitator to check his/her work.

2.

3. Read information Sheet LO1.3-2 Front Matter Answer self-check LO1. 3-2

4.

5. Read information Sheet LO1.3.3 Information Sheet Development Answer self-check LO1. 3-3

6.

7. Read information Sheet LO1.3.4 Task /Job Sheet Answer self-check LO1. 3-4

8.

9. Read information Sheet LO1.3.5 Operation Sheet Perform the task sheet LO1.3-5

10.

11. Read information Sheet LO1.3.6 Other Instruction Sheet 12. Perform the job sheet make a CBLM Package

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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 Experiences Learning Outcome Summary Competency Summary Module Content Module Content Module Content Module Content List of Competency Module Content

Front Page

Self-

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 Check of the Module. of L01.3-1

True or false: Write the word TRUE if the statement is correct and write FALSE if the statement is incorrect. Write your answer on the space provided before the number.

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__________ 1. Competency Bases Training (CBT) individualize, selfpace learning.

is characterized as

___________ 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 feedback 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 LO1.3-1 1. 2. 3. 4. 5.

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Self- Check of L01.3-2 Multiple Choice: Choose the correct letter that best describe the statement. Write your answer in capital letter on the space provided below. __________1. This page has the Learning Outcome number and title and a table of all the activities for presentation, practice and feedback the trainee can undergo to attain the required competence this term refers to: a) Learning Experiences b) Learning Outcome summary c) Module content d) Module title _________ 2. This is a page that contains the content, assessment criteria and assessment method a) List of competencies b) Learning Outcome summary c) Module content d) Module title __________ 3. This page contains the Qualification Title on top of the page and a competency number, unit of competencies, module title and the code in each column. a) Front cover b) List of competencies c) Learning outcome summary d) Module content e) Unit of competencies __________ 4. This page reflects the contents and the skills to be discussed as stated in the unit descriptor. a) Front cover b) List of competencies
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c) Learning outcome summary d) Module content e) Unit of competencies

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ANSWERS 1. 2. 3. 4.

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Self Check LO1.3-3 Direction: Below are the guidelines in developing instructions sheet. Place a check mark (/) if you agree with the statement and mark (X) if you disagree with statement. GUIDELINES IN DEVELOPING INSTRUCTIONS SHEET 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. AGREE DISAGREE

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Answers to LO1.3-3 1. 2. 3. 4. 5. 6. 7. 8.

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TASK SHEET LO1.3-3 Title: Develop an Information Sheet

Performance Objective: Given one Learning Outcome of the qualification assigned to you, you should be able to develop an Information Sheet for at least one learning content. Supplies/Materials Equipment : : TR and CBC

PC, printer with ink

Steps/Procedure: Identify the contents of your Learning Outcome. 2. Choose one content to develop into an Information Sheet. 3. Present your work to your trainer.
1.

Assessment Method: Portfolio Assessment, Performance Criteria Checklist

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Performance Criteria Checklist Information Sheet CRITERIA 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 Ye s NO

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Self Check LO1.3-4 Matching type Direction: Match the descriptor from the column I against to the terminologies in the column II. Write only the letter on the space provided below. II Performance Performance Objectives Task/job sheet

1. 2.

3.

4.

5.

I It is an extension of an operation sheet The observable behavior that a student will do to demonstrate that the lesson is learned Statement which identify the specific knowledge, skill or attitude that the trainee should gain These are the external factors, prerequisite for completing the action described in a performance objective It is the basis for evaluating the performance of the trainee.

A. B.

C.

D.

Supplies/materials

E. F. G. H.

Condition Criterion Steps/Procedure Assessment method

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Answers to Self Check LO1.3-4 1) 2) 3) 4) 5)

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TASK SHEET LO1.3-4 Title: Construct a Task/Job Sheet

Performance Objective: Given one Learning Outcome of the qualification assigned to you, you should be able to develop a Task/Job Sheet for at least one learning content. Supplies/Materials Equipment : : TR and CBC

PC, printer with ink

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. 5. Present your work to your trainer. Assessment Method: Portfolio Assessment, Performance Criteria Checklist

Performance Criteria Checklist


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Task/Job Sheet CRITERIA 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? Ye s No

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Performance Criteria Checklist TASK SHEET LO1.3-5 Title: Make an Operation Sheet

Performance Objective: Given one Learning Outcome of the 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

PC, printer with ink

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. 5. Present your work to your trainer. Assessment Method: Portfolio Assessment, Performance Criteria Checklist CRITERIA Yes 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
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No

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operation indicated? Is there a Procedural Checklist to evaluate the performance of the operation?

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JOB SHEET LO1.3-6 Title: Make a CBLM Package

Performance Objective: Given one competency of the qualification assigned to you, you should be able to make a complete CBLM Package. Supplies/Materials Equipment : : TR and CBC

PC, printer with ink

Steps/Procedure: 1. Based on your session plan prepared in the previous LO, prepare a complete CBLM Package. 2. Use the suggested format either for a self-contained or resource-based CBLM. 3. Present your work to your trainer. Assessment Method: Portfolio Assessment, Performance Criteria Checklist

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Performance Criteria Checklist Making CBLM Package Trainees Name__________________________ Date ________________ Competency Learning Materials Checklist Name of

Directions: Rate the CBLM against each of the following Title criteria. Place an x on the appropriate box at the right of Material each item to indicate how well the materials meet the criterion. Date No 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 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
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Yes

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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. Comments/Suggestions:

Trainer: ___________________________ Date: ________

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LEARNING EXPERIENCES LEARNING OUTCOME 4


PREPARE ASSESSMENT INSTRUMENTS (Institutional) Activities Special Instructions Read Information Sheet LO1.4-1 (Establishing Suitable Assessment Methods for Institutional Assessment) 2. Perform Task Sheet Evaluate your own work using the LO1.4-1 Performance Criteria Present your work to your trainer for evaluation Keep a copy of your work. 3. Read Information Sheet LO1.4-2 (Table of Specifications) 4. Perform Task Sheet Evaluate your own work using the LO1.4-2 Performance Criteria Present your work to your trainer for evaluation Keep a copy of your work. 5. Perform This activity will be needed to complete Assignment Sheet the pre-assessment instrument. It should LO1.4-2 be completed to serve as a guide for making competency assessments. Guide yourself using the Performance Criteria Checklist 6. Read Information Sheet 1.4-3 (Written Test) 7. Read information Sheet 1.4-4 (TrueFalse) 8. Perform Task Sheet Evaluate your own work using the LO1.4-4 Performance Criteria Present your work to your trainer for evaluation Keep a copy of your work. 9. Read information Sheet 1.4-5 (Completion Items)
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Perform Task Sheet Evaluate your own work using the LO1.4 5 Performance Criteria Present your work to your trainer for evaluation Keep a copy of your work. 11. Read information Sheet 1.4-6 (Matching Items) 12. Perform Task Sheet Evaluate your own work using the LO1.4 6 Performance Criteria Present your work to your trainer for evaluation Keep a copy of your work. 13. Read information Sheet 1.4-7 (Multiple Choice) 14. Perform Task Sheet Evaluate your own work using the LO1.4 7 Performance Criteria Present your work to your trainer for evaluation Keep a copy of your work. 15. Read information Sheet 1.4 -8 (Essay Items) 16. Perform Task Sheet Evaluate your own work using the LO1.4 8 Performance Criteria Present your work to your trainer for evaluation Keep a copy of your work. 17. Read information Sheet 1.4 -9 (Performance Test) 18. Perform Task Sheet Evaluate your own work using the LO1.4 9 Performance Criteria Present your work to your trainer for evaluation Keep a copy of your work. 19. Perform Self-Check Compare answers with the answer key to LO1.4-9 check own work. You should get 100% correct answer before going to the next activity. 20. Perform Job Sheet Evaluate your own work using the LO1.4 9 Performance Criteria Present your work to your trainer for evaluation Keep a copy of your work. 21. Read
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information Sheet 1.4 -10 22. Perform Self Check Compare answers with the answer key to 1.4-10 check own work. You should get 100% correct answer before going to the next activity. 23. Perform Job Sheet Present your work to your trainer 1.4-10 After performing the activities of LO4 you may proceed to LO5.

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TASK SHEET LO1.4-1 Title: Prepare an Evidence Plan

Performance Objective: Given one competency of the qualification assigned to you, you should be able to Prepare an Evidence Plan using the required template. Supplies/Materials Equipment : : TR and CBC

PC, printer with ink

Steps/Procedure: 1. Follow the steps in making an evidence plan from the previous information sheet. 2. Use the suggested format prepared above. 3. Present your work to your trainer. 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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Evidence Plan Competency standard: Unit of competency: Ways in which evidence will be collected: [tick the column]

Questioning Demonstration &

Observation & Questioning

Third party Report

Portfolio

The evidence must show that the trainee NOTE: *Critical aspects of competency Prepared by: Checked by:

Date: Date:

Performance Criteria Checklist


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Written

CRITERIA 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?

YE S

N O

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TASK SHEET LO1.4-2 Title: Prepare Table of Specification

Performance Objective: Given one competency of the qualification assigned to you, you should be able to prepare a table of specification. Supplies/Materials Equipment : : TR and CBC

PC, printer with ink

Steps/Procedure: 1. 2. 3. 4. Based on your evidence plan, prepare a table of specification. Use the suggested format prepared above. Present your work to your trainer. 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 CRITERIA 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? YE S N O

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ASSIGMENT SHEET LO1.4-2 Title: Prepare Table of Specification

Performance Objective: Given the qualification assigned to you, you should be able to prepare a table of specifications for the written test of the qualification. Supplies/Materials Equipment : : TR and CBC

PC, printer with ink

Steps/Procedure: 1. Based on your evidence plan, prepare a table of specification for each of the competencies of the qualification assigned to you. 2. Use the suggested format prepared above. 3. Present your work to your trainer. Assessment Method: Portfolio Assessment, Questioning, Performance Criteria Checklist

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Performance Criteria Checklist 1. 2. 3. 4. 5. Criteria YES Are all contents/evidence requirements in the evidence plan under the written test column considered in the table of specifications? Is the level of thinking given consideration? Is the percentage of application items more than factual or knowledge? Is there enough number of questions to measure the contents intended to be measured? Does the table of specifications truly indicate the relative emphasis to be given to each objective and each area of content? NO

CHECKLIST FOR EVALUATING-REFERENCED TEST ADEQUACY OF THE PLAN YES 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 4. Are the test items appropriate for the learning outcomes to be measured? 5. Do the test items measure an adequate sample of trainee performance for each type of interpretation to be made? 6. Do the test items present clear and definite tasks to be performed? 7. Are the test items free from nonfunctional materials? 8. Are the test items of appropriate difficulty for the learning outcomes to be measured? 9. Are the test items of free from technical defects (clues, ambiguity, inappropriate reading level? 10. Is the answer to each item one that experts would agree upon? 11. Are the items of each type in harmony with the rules of constructing that item type? ADEQUACY OF THE TEST FORMAT 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
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NO

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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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TASK SHEET LO1.4-4 Title: Construct True-False Items

Performance Objective: Given one competency of the qualification assigned to you, you should be able to construct True-False Items Supplies/Materials Equipment : : TR and CBC

PC, printer with ink

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. 4. Present your work to your trainer. Assessment Method: Portfolio Assessment, Questioning, Performance Criteria Checklist

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Performance Criteria for a True-false Test CRITERIA 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? YE S N O

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TASK SHEET LO1.4-5 Title: Construct Completion Items

Performance Objective: Given one competency of the qualification assigned to you, you should be able to construct Completion Items Supplies/Materials Equipment : : TR and CBC

PC, printer with ink

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 Performance Criteria of the competency. 3. Use the Performance Criteria Checklist for Completion Items to check your work. 4. Present your work to your trainer. Assessment Method: Portfolio Assessment, Questioning, Performance Criteria Checklist

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Performance Criteria for making Completion Items 1. 2. 3. 4. 5. 6. CRITERIA YES Is each statement sufficiently unambiguous to limit the correct answer to a few words or sentences? Are the items specific without being trivial? In most cases, does the omitted part of the incomplete statement come at the end of the statement? Is only one word omitted from each incomplete statement? Are the items free of verbal clues, or blanks which suggest the answer? Do computational problems indicate the expected degree of precision, such as the units, in the answer? NO

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TASK SHEET LO1.4-6 Title: Construct Matching Items

Performance Objective: Given one competency of the qualification assigned to you, you should be able to construct Matching Items Supplies/Materials Equipment : : TR and CBC

PC, printer with ink

Steps/Procedure: 1. Choose a competency of your assigned qualification and acquire the Information Sheet. 2. Construct at least five (5) Matching Items based on the Performance Criteria of the competency. 3. Use the Performance Criteria Checklist for Matching Items to check your work. 4. Present your work to your trainer. Assessment Method: Portfolio Assessment, Questioning, Performance Criteria Checklist

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Performance Criteria Checklist for Matching Types CRITERIA 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? YE S NO

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TASK SHEET LO1.4-7 Title: Construct Multiple Choice Items

Performance Objective: Given one competency of the qualification assigned to you, you should be able to construct Multiple Choice Items Supplies/Materials Equipment : : TR and CBC

PC, printer with ink

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 Performance Criteria of the competency. 3. Use the Performance Criteria Checklist for Multiple Choice Items to check your work. 4. Present your work to your trainer. Assessment Method: Portfolio Assessment, Questioning, Performance Criteria Checklist

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Performance criteria for making multiple Choice Items 1. 2. 3. 4. 5. 6. 7. CRITERIA Does the question or incomplete statement give adequate information? Are the items presented clearly and simply? Does each item have one and only one correct answer? Are all the possible responses plausible to students who lack the information or skill tested by the item. Are the statements containing double negatives avoided? Are grammatical, verbal and length-of-response clues avoided? Are the responses, so far as possible, arranged in numerical or logical order? YES NO

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TASK SHEET LO1.4-8 Title: Construct Essay Items

Performance Objective: Given one competency of the qualification assigned to you, you should be able to construct Essay Items Supplies/Materials Equipment : : TR and CBC

PC, printer with ink

Steps/Procedure: 1. Choose a competency of your assigned qualification and acquire the Information Sheet. 2. Construct at least five (3) Essay Items based on the Performance Criteria of the competency. 3. Use the Performance Criteria Checklist for Essay Items to check your work. 4. Present your work to your trainer. Assessment Method: Portfolio Assessment, Questioning, Performance Criteria Checklist

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Performance Checklist for Effective Essay Questions 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? a. Does the question indicate how many reasons, examples, or arguments are expected for full credit? b. Do the directions indicate the type of answer that will receive full credit? YE S NO

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TASK SHEET LO1.4-9 Title: Construct Performance Test

Performance Objective: Given one competency of the qualification assigned to you, you should be able to construct a Performance Test Supplies/Materials Equipment : : TR and CBC

PC, printer with ink

Steps/Procedure: 1. Choose a competency of your assigned qualification and acquire the Information Sheet. 2. Construct a Performance Test for the competency. 3. Use the Performance Criteria Checklist below to check your work. 4. Present your work to your trainer. Assessment Method: Portfolio Assessment, Questioning, Performance Criteria Checklist

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The Performance Criteria Checklist Trainees Name: ____________________________ Date: ______________________ CRITERIA 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. Comments/Suggestions: Trainer: ____________________________ Date: ________________________ YE S NO

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SELF-CHECK LO1.4-9 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 B C D Before you write the test questions After you write the test questions After the students have taken the test 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 B C D When you don't have time to construct one Any time None of the time When they correspond to your table of specifications

4. What is the first information entered into the table of specifications? A B C D Number of questions per cell Objectives or topics Percentage of test per topic Total number of questions on the test

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 How can the accomplishment of objectives best be measured? D How old are the students?

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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 R NR R NR R NR 6. Put all true-false questions together 7. Use the test from last year 8. Make an answer key before the test is administered 9. Estimate how long it will take students to complete the test

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Answer 1. 2. 3. 4. 5. 6. 7. 8. 9.

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JOB SHEET LO1.4-9 Title: Construct a Competency Assessment

Performance Objective: Given one table of specification prepared in Job Sheet 1.4-1, you should be able to construct a set of test questions for a Competency Assessment. Supplies/Materials Equipment : : TR and CBC, table of specifications

PC, printer with ink

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: Portfolio Assessment, Questioning, Performance Criteria Checklist

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Performance Criteria Checklist


ASSESSMENT TOOL Specific instructions and assessment conditions are clear and easy to understand Written information are worded clearly and appropriately Time allotted is enough to finish the job Assessment task address the evidence requirements for the competencies being assessed The task or test project is adequately described The task or test project satisfy the criteria on cost effectiveness. The task or test project contain a substantial number of competencies that can be demonstrated The level of difficulty of the task appropriate to the competencies being assessed. The assessment tasks are based on realistic workplace activities The assessment activity is suitable for use in other assessment context TOOLS AND EQUIPMENT The tools and equipment needed during the assessment are appropriate The tools and equipment needed during the assessment are available SUPPLIES AND MATERIALS The supplies and materials specified for the assessment are: Appropriate Adequately available EVIDENCE CRITERIA Validity The evidence provided relate directly to the unit of competency being assed A variety of assessment method have been used as specified in the instructions The skills and knowledge can be assed in an integrated way Sufficiency 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 Yes No

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SELF-CHECK LO1.4-10 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.

Ite m

PU (Upp er 27%)

PL (Low er 27%)

Difficu lty Index (DF)

Descriptiv e Interpreta tion

Discriminato ry Index (D)

Descriptiv e interpreta tion

Decisi on

1 2 3 4 5 6

76 50 40 62 33 60

20 25 40 42 56 40

0.47

AVERAGE

0.69

VERY GOOD

retain

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JOB SHEET LO1.4-10

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Title:

Conduct Item Analysis

Performance Objective: 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 items Equipment Steps/Procedure: 1. Your trainer will assign five (5) test items of the Preassessment 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 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.

: :

TR and CBC, record of answers to test PC, printer with ink

5. Compute for the discriminatory index. July 2010 Issued by: Page 94 NTTA-TESDA SubtractTraining Methodology Icorrect answers for the lower group the percentage of QA from the percentage of correctDeveloped by: for the upper group. Planning Training Session answers SYSTEM is the discriminatory index. WORKBOOK Revision # __ This In our example above: 0.71-0.21 = 0.5 - discriminatory

Date Developed:

Document No.

Performance Criteria Checklist Job Sheet LO1.4-10 Trainees Name: ____________________________ Date: ________________________ CRITERIA 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. Comments/Suggestions: YE S N O

Trainer: ___________________________________ Date: ________________________

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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 Special Instructions 1. If you feel you can identify and describe the different areas found in a competency-based facilities as presented in Information Sheet No. 1.51, you can now answer Self-Check 1.5-1

2. Answer Self- Check 1.5-1

2. 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. 3.Read Information 3. If you have thoroughly understood Sheet 1.5-2: Materials Information Sheet 1.5-2, answer Self-Check and Resources needed 1.5-2. for the Session 4. Answer 1.5-2: Self-Check 4. 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. 5. 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. 6. 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. 7. If you got 100% on Self-Check 1.5-3, you can now perform Job Sheet 1.5-2. 8. 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.
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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 1.5-2: Shop Lay-out Job Sheet

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CONGRATULATIONS!!!!

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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 d. Support Service 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 d. Support Service Area

SELF-CHECK ANSWERS 1.5-1


1. 2. 3. 4. 5.

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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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.

Answers to Self check 1.5-2


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1. 2. 3. 4. 5.

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JOB SHEET 1.5-1 Title: Inventory of Training Resources

Performance Objective: Given the TR of the qualification assigned to you, you should be able to make an Inventory of Training Resources per competency in your workshop. Supplies/Materials Equipment : : TR and CBC PC, printer with ink

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. 3. Present your work to your trainer. Assessment Method: Portfolio Assessment, Questioning, Performance Criteria Checklist

Templates for Job Sheet LO1.5-1 Resources for presenting instruction Available Print Resources Not available Remarks

Non Print Resources

Available

Not available
Document No. Issued by:

Remarks

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Resources for Skills practice of ______________________________ Available Supplies and Materials

Competency Not available

#1

Remarks

Tools

Available

Not available

Remarks

Equipment

Available

Not available

Remarks

Resources for Knowledge/Skills practice Availabl Operation Sheets e (specify Operation sheet numbers)

Not available

Remarks

Task/Job Sheets

Availabl e

Not available

Remarks

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Self-Checks

Availabl e

Not available

Remarks

Resources for Knowledge/Skills Feedback Availab Procedural Checklists le (specify Procedural checklist numbers)

Not available

Remarks

Performance Checklist

Criteria Availab le

Not available

Remarks

Self-Checks Keys

Answer Availab le

Not available

Remarks

Note: In the remarks section, remarks may include replenishment, for reproduction, for maintenance etc.

for

repair,

for

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Performance Checklist for Job Sheet LO1.5-1 (Inventory of Training Resources)

Trainees Name__________________________ Date ________________

Criteria 1. Print resources required and available per competency are listed. 2. Non-print resources required competency are listed. and available per

YES

NO

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.

Operation Sheets/Task Sheets are listed. Job Sheets required per competency are listed.

10. Procedural/Performance Criteria Checklists are listed. 11. available are listed. Written test required and

12. Status or availability of training resources is specified in the list.

Comments/Suggestions:
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Trainer: ___________________________ Date: ________________

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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.

Answers to self check 1.5-3


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1. 2. 3. 4. 5.

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JOB SHEET LO 1.5-2 Title: Shop Layout

Performance Objective: 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 PC, printer with ink

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 competencybased 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: Portfolio Assessment, Questioning, Performance Criteria Checklist Performance Checklist for Job Sheet LO 1.5-2 (Shop Layout)
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Trainees Name__________________________ Date ________________

Criteria 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.

YES

NO

Comments/Suggestions:

Trainer: ___________________________ Date: ________________

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Document No. Issued by: Page 110 Revision # __