CBLM Templates

Training Methodology I
WORKBOOK
NAME OF TRAINEE:
Sector : TVET
Qualification Title: TRAINING METHODOLOGY I
Unit of Competency: Plan Training Session
Module Title: Planning Training Session
Technical Education & Skills Development Authority

NATIONAL TVET TRAINERS ACADEMY
Marikina City
Learning Experiences
Learning Outcome 1
DETERMINE LEARNER’S 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 are
LO1.1-1 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 are
LO1.1-2 required to get all answers correct. If not, read
the information sheets again to answer all
questions correctly.
5. Read Information Sheet on A questionnaire on how to determine trainees
Identifying Current characteristic is also recommended.
Competencies(LO1.1-3)
6. Answer Self Check LO1.1- Compare answers with the answer key.
3
7. Perform Job Sheet LO1.1- Evaluate your own work using the Performance
3 Criteria.
Present your work to your trainer for evaluation
and recording.
8. Read Information Sheet This information sheet discusses sample forms
LO1.1-4 and templates for determining current
competencies of your trainees.
9. Perform Job Sheet LO1.1- Use the Performance Criteria Checklist to
4a evaluate your own work.
10. Perform Job Sheet LO1.1- Use the Performance Criteria Checklist to
4b evaluate your own work.
11. Answer Self Check LO1.1- Compare answers with the answer key.
4
After doing all activities of this LO, you are
ready to proceed to the next LO on
preparing session plans.
Date Developed: Document No.

Training July 2010 Issued by:
NTTA-TESDA Methodology I
Developed by: Page 2 of 204
QA Planning Training Revision # ___
SYSTEM Session
WORKBOOK
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.
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

SYSTEM Session
WORKBOOK
Answers to LO1.1-1
No. answer
1 A
2 B
3 C
4 D
5 B
BACK TO
LEARNING
EXPERIENCES

SYSTEM Session
WORKBOOK
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
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

SYSTEM Session
WORKBOOK
Answers to LO1.1-2
Procedures Manual on Developing Competency-Based Curriculum
1.
2.
3.
4.
5.
BACK TO
LEARNING
EXPERIENCES
DOUBLE CLICK TO
Microsoft Office
CHECK YOUR
Excel Worksheet
ANSWERS

SYSTEM Session
WORKBOOK
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.

SYSTEM Session
WORKBOOK
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

SYSTEM Session
WORKBOOK
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.
b’s you may have an auditory learning style.
c’s you may have a kinesthetic learning style
The structured questionnaire below was prepared as a data gathering tool to help
the trainer collect data on trainee’s characteristics. This questionnaire maybe filled
up by each trainee and validated by the trainer from possible sources like the
Trainee’s Profile and through personal interview of each trainee.

SYSTEM Session
WORKBOOK
Sample Data Gathering Instrument for Trainee’s 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
Average grade in: Average grade in:
Language, literacy
English Math
and numeracy a. 95 and above f. 95 and above
(LL&N) b. 90 to 94 g. 90 to 94
c. 85 to 89 h. 85 to 89
d. 80 to 84 i. 80 to 84
e. 75 to 79 j. 75 to 79
Ethnicity/culture:
Cultural and a. Ifugao
language background b. Igorot
c. Ibanag
d. Gaddang
e. Muslim
f. Ibaloy
g. Others( please specify)_____________
Highest Educational Attainment:
Education & general a. High School Level
knowledge b. High School Graduate
c. College Level
d. College Graduate
e. with units in Master’s degree
f. Masteral Graduate
g. With units in Doctoral Level
h. Doctoral Graduate
Sex a. Male
b.Female
Age
Your age: _____
Physical ability 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) ___________________

SYSTEM Session
WORKBOOK
Previous experience TM Certificates

with the topic a. TQ certified
b. TM graduate
c. TM trainer
d. TM lead trainer
Number of years as a
competency trainer ______
Previous learning List down trainings related to TM

experience ___________________________
___________________________
___________________________
Training Level National Certificates acquired and NC level

completed ___________________________
___________________________
Special courses Other courses related to TM

a. Units in education
b. Master’s 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)

SYSTEM Session
WORKBOOK
___________________________

SYSTEM Session
WORKBOOK
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. learning preferences
C. Training method
D. none of the above

SYSTEM Session
WORKBOOK
Answers
Self –Check LO1.1-3
1.
2.
3.
4.
DOUBLE CLICK TO
Microsoft Office CHECK YOUR
Excel Worksheet
ANSWERS
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July 2010 Issued by:
NTTA-TESDA
Training Methodology I Page 14 of 204
QA Developed by:
Planning Training Session
SYSTEM Revision # __
JOB SHEET LO1.1-3
Title : Identifying Learner’s Characteristics
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 Trainee’s 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.

NTTA-TESDA
QA Developed by:
QA
Name of Trainee
SYSTEM
NTTA-TESDA
Language, Literacy and Numeracy (LLN&N)
Cultural and language background
Education & general knowledge
Training Methodology I
Sex
Age
July 2010
Developed by:
Physical ability
Date Developed:
Previous experience with the topic
Issued by: Previous Learning experience
Revision # __
Document No.
Training Level Completed
Special Courses
Page 16 of 204
Learning Style
Other Needs
Performance Criteria Checklist for
Job Sheet LO1.1-3
Identifying Trainees’ Characteristics
Trainee’s 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 trainee’s characteristics is complete for

each trainee.
4. Data was validated.
Comments/Suggestions:
Trainer: ___________________________ Date: ________
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NTTA-TESDA
QA Developed by:
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…? YES NO
1. Plan Training Session
1.1 Identifying learner’s 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
1.1 Establish training requirements for trainees?
1.2 Monitor work-based training?
1.3 Review and evaluate work-based learning effectiveness?
4. Conduct Institutional Assessment
4.1 Orient the trainee?
4.2 Gather evidence?
4.3 Make assessment decision?
4.4 Record assessment results?
4.5 Provide feedback to trainees?
5. Maintain Training Facilities
5.1 Plan Maintenance activities?
5.2 Prepare schedule of maintenance?
5.3 Implement housekeeping activities?
5.4 Maintain training equipment and tools?
5.5 Document maintenance inspections?
6. Utilize electronic media in facilitating training
6.1 Inspect electronic media equipment?
6.2 Operate electronic media equipment to deliver a lesson?
6.3 Maintain electronic media?

NTTA-TESDA
QA Developed by:
Job Sheet LO1.1-4a
(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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NTTA-TESDA
QA Developed by:
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 : Bond paper
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 Trainer’s 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:
Portfolio Assessment, Performance Criteria Checklist

NTTA-TESDA
QA Developed by:
Form 4.2: Evidence of Current Competencies acquired related to
Job/Occupation
Current Proof/Evidence Means of validating

competencies

NTTA-TESDA
QA Developed by:
Job Sheet LO1.1-4b
(Determining Training Need)
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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NTTA-TESDA
QA Developed by:
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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NTTA-TESDA
QA Developed by:
Learning Outcome 2
PREPARE SESSION PLAN

1. Read Information Sheet on
Training Delivery Modes and
Methods (LO1.2-1)
2. Answer Self-Check LO1.2-1 Compare your answers to the answer
key
3. Read Information Sheet on
Learning Resources (LO1.2-2)
4. Answer Self-Check LO1.2-2
5. Perform Job Sheet LO1.2-2 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.
6. Read Information Sheet
LO1.2-3
evaluation.
activities.
8. Read Information Sheet
LO1.2-4
evaluation.
activities.
10. Perform Assignment Sheet This assignment sheet will be
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.

NTTA-TESDA
QA Developed by:
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. case study
b. equipment simulation
c. demonstration
d. role play
2. This is one of the trainer’s 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
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
Answers

NTTA-TESDA
QA Developed by:
Self-Check LO1.2-1
1.
2.
3.
4.
5.
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NTTA-TESDA
QA Developed by:
Self-Check LO1.2-3
Written Test
Matching Type
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 Orderc. 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.
_____________6. Training Outline f. Content is presented based on the order in

which tasks and subtasks are accomplished
on the job.
_____________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.

NTTA-TESDA
QA Developed by:
Answers
Self-check LO1.2-3
1.
2.
3.
4.
5.
6.
7.
Microsoft Office
Excel Worksheet
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NTTA-TESDA
QA Developed by:
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.
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:

Template for Learning Activities

NTTA-TESDA
QA Developed by:
Performance Criteria Checklist
Job Sheet LO1. 2-2
Trainee’s 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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NTTA-TESDA
QA Developed by:
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
 Manufacturer’s 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.

NTTA-TESDA
QA Developed by:
2.
3.
4.
5.
BACK TO
Microsoft Office LEARNING
Excel Worksheet EXPERIENCES

NTTA-TESDA
QA Developed by:
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.
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:

Learning Resources Template
Competency Print Non-print Tools Equipment

Materials materials
BASIC
COMMON
CORE

NTTA-TESDA
QA Developed by:
Job Sheet LO1. 2-3
Trainee’s 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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NTTA-TESDA
QA Developed by:
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 Presentation Practice Feedback Resources Time
C. ASSESSMENT PLAN
 Written Test
 Performance Test
D. TEACHER’S SELF-REFLECTION OF THE SESSION

NTTA-TESDA
QA Developed by:
JOB SHEET LO1.2-4
Title: Make Session Plan
Performance Objective: Given one Learning Outcome of the

to draft a session plan.
Supplies/Materials : 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:

NTTA-TESDA Training Methodology I
QA Planning Training Session Developed by: Page 36
SYSTEM WORKBOOK Revision # __
Job Sheet LO1.2-4
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 learner’s need?
12. Is the selected activity to practice appropriate for the learner’s
need?
13. Does the feedback provide immediate monitoring of the
learner’s 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?
evidence?

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:
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 __________________________ .

Assignment Sheet LO1.2-4
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 learner’s need?
12. Is the selected activity to practice appropriate for the learner’s
need?
13. Does the feedback provide immediate monitoring of the
learner’s 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?
assessment?
evidence?

Trainer: ___________________________________ Date: ___________________
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Learning Outcome 3
PREPARE BASIC INSTRUCTIONAL MATERIALS

1. Read information Sheet LO1.3-1 Read information sheet. After
Basic Instructional materials reading the learner is encourage
to answer the self check.
2. Answer self-check LO1. 3-1 Compare the answers to the
answer keys.
3. Read information Sheet LO1.3-2 Read information sheet. After
Front Matter reading the learner is encourage
answer keys.
5. Read information Sheet LO1.3.3 Read information sheet. After
Information Sheet Development reading the learner is encourage
answer keys.
Task /Job Sheet reading the learner is encourage
answer keys.
Operation Sheet reading the learner is encourage
to perform the task sheet.
10. Perform the task sheet LO1.3-5 The learner may approach the
facilitator to check his/her work
done.
11. Read information Sheet Read information sheet. After
LO1.3.6 reading the learner is encourage
Other Instruction Sheet to answer the self check.
12. Perform the job sheet make a The learner may approach the
CBLM Package facilitator to check his/her work.

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
Module Content
List of Competency
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
Self- Check of
ofthe
L01.3-1
Module.
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.

__________ 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 learner’s 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.

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
c) Learning outcome summary
d) Module content
e) Unit of competencies

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 AGREE DISAGREE

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.

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

to develop an Information Sheet for at least one
learning content.
Steps/Procedure:
1. Identify the contents of your Learning Outcome.

2. Choose one content to develop into an Information Sheet.
Assessment Method:

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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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.
I II
1. It is an extension of an A. Performance
operation sheet
2. The observable behavior that B. Performance
a student will do to Objectives
demonstrate that the lesson is
learned
3. Statement which identify the C. Task/job sheet
specific knowledge, skill or
attitude that the trainee
should gain
4. These are the external factors, D. Supplies/materials
prerequisite for completing the
action described in a
performance objective
5. It is the basis for evaluating E. Condition
the performance of the trainee.
F. Criterion
G. Steps/Procedure
H. Assessment method

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

to develop a Task/Job Sheet for at least one
learning content.
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:

Task/Job Sheet
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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TASK SHEET LO1.3-5

CRITERIA Yes No
Title:
Are operations to be addressed Make an job
by the Operation Sheet
sheet identified?
Is the operation clearly described?
Performance
Is correct and Objective:
accepted Given one Learning
occupational Outcome of the
and technical
terminology used? qualification assigned to you, you should be
ablein performing
Are all the steps involved to make the an operation
Operation Sheet with
listed
in proper order? Procedural Checklist for at least one learning
content.
Are instructions stated in clear and concise language?
Are illustrations, diagrams or drawings used to clarify the
Supplies/Materials
steps? : TR and CBC
Are critical points that are essential to the success of the
Equipment :
operation indicated? PC, printer with ink
Is there a Procedural Checklist to evaluate the performance
Steps/Procedure:
of the operation?
1. Choose one Learning Outcome of the qualification assigned to

you.
2. Make an Operation Sheet to practice the operation of a tool or BACK
LEARNING
TO
equipment involved in your learning outcome based on the EXPERIENCES
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:

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.
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:

Making CBLM Package
Competency Learning Materials Checklist Name

Directions: Rate the CBLM against each of the following Title of
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 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
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 EXPERIENCES
LEARNING OUTCOME 4
PREPARE ASSESSMENT INSTRUMENTS (Institutional)
Activities Special Instructions

1. 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
evaluation
Keep a copy of your work.
3. Read Information
Sheet LO1.4-2 (Table of
Specifications)
evaluation
5. Perform Assignment This activity will be needed to complete the
Sheet LO1.4-2 pre-assessment instrument. It should 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 (True-False)
evaluation
9. Read information
Sheet 1.4-5 (Completion
Items)

LO1.4– 5 Performance Criteria
evaluation
11. Read information
Sheet 1.4-6 (Matching
Items)
LO1.4– 6 Performance Criteria
evaluation
Sheet 1.4-7 (Multiple
Choice)
LO1.4 – 7 Performance Criteria
evaluation
Sheet 1.4 -8 (Essay
Items)
evaluation
Sheet 1.4 -9
(Performance Test)
evaluation
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
evaluation
Sheet 1.4 -10

22. Perform Self Check 1.4-
Compare answers with the answer key to
10 check own work. You should get 100%
correct answer before going to the next
activity.
23. Perform Job Sheet 1.4- Present your work to your trainer
10
After performing the activities of LO4 you
may proceed to LO5.

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

assigned to you, you should be able to Prepare
an Evidence Plan using the required template.
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

Evidence Plan
Competency
standard:
Unit of
competency:
Ways in which evidence will be collected:
Demonstration & Questioning

Observation & Questioning
[tick the column]
Third party Report
Portfolio
Written
The evidence must show that the trainee…













NOTE: *Critical aspects of competency
Prepared Date:
by:
Checked Date:
by:

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

assigned to you, you should be able to prepare a
table of specification.
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:

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 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.
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:

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
content?
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
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
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

assigned to you, you should be able to construct
True-False Items
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:

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 LO1.4-5
Title: Construct Completion Items

Completion Items
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:

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 LO1.4-6
Title: Construct Matching Items

Matching Items
Steps/Procedure:

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:

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

Multiple Choice Items
Steps/Procedure:

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:

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 LO1.4-8
Title: Construct Essay Items

Essay Items
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:

Performance Checklist for Effective Essay Questions
CRITERIA YES NO
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?
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TASK SHEET LO1.4-9
Title: Construct Performance Test

a Performance Test
Steps/Procedure:

2. Construct a Performance Test for the competency.
3. Use the Performance Criteria Checklist below to check your
work.
Assessment Method:

The Performance Criteria Checklist
Trainee’s 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 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 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 don’t 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
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?

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

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 : TR and CBC, table of specifications
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:

ASSESSMENT TOOL Yes No

Specific instructions and assessment conditions are clear and easy to
understand
Written information are worded clearly and appropriately
Time allotted is enough to finish the job
Assessment task address the evidence requirements for the
competencies being assessed
The task or test project is adequately described
The task or test project satisfy the criteria on cost effectiveness.
The task or test project contain a substantial number of competencies
that can be demonstrated
The level of difficulty of the task appropriate to the competencies being
assessed.
The assessment tasks are based on realistic workplace activities
The assessment activity is suitable for use in other assessment
context
TOOLS AND EQUIPMENT
The tools and equipment needed during the assessment are
appropriate
The tools and equipment needed during the assessment are available
SUPPLIES AND MATERIALS
The supplies and materials specified for the assessment are:
Appropriate
Adequately available
EVIDENCE CRITERIA
Validity
The evidence provided relate directly to the unit of competency being
assed
A variety of assessment method have been used as specified in the
instructions
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 candidate’s competence
The evidences gathered cover all the dimensions of the competency
The questions focus on the candidate’s 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

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.
Item PU PL Difficul Descriptive Discriminator Descriptive

(Uppe (Lowe ty Interpretati y Index interpretati Decisio
r r Index on (D) on n
27%) 27%) (DF)
1 76 20 0.47 AVERAGE 0.69 VERY retain
GOOD
2 50 25
3 40 40
4 62 42
5 33 56
6 60 40
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JOB SHEET LO1.4-10

Title: Conduct Item Analysis
Performance Objective: Given one 5 test items from the Trainer’s

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 : 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
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 theDocument
Date Developed: upper group.
No.
This is the
NTTA-TESDA discriminatory
Training Methodologyindex.
I July 2010 Issued by: Page 90
QA In our example above: Session
Planning Training 0.71-0.21 = 0.5 - discriminatory index
Developed by:
6. Compare theWORKBOOK
SYSTEM result to the following table.
Revision # __
A guideline for classroom test discrimination values is shown below:
0.40 or higher very good items
Job Sheet LO1.4-10
Trainee’s 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 EXPERIENCES
LEARNING OUTCOME 5
ORGANIZE LEARNING AND TEACHING RESOURCES

1. Read Information 1. If you feel you can identify and describe
Sheet 1.5-1: the different areas found in a competency-
Competency-Based based facilities as presented in
Training Facilities Information Sheet No. 1.5-1, you can now
answer Self-Check 1.5-1
2. Answer Self- Check 2. If you score 100% on Self-Check 1.5-1,
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 Sheet 3. If you have thoroughly understood
1.5-2: Materials and Information Sheet 1.5-2, answer Self-Check
Resources needed for the 1.5-2.
Session
4. Answer Self-Check 4. If you answered the questions correctly,
1.5-2: you can now prepare a checklist of the
needed resources and materials as
required in Job Sheet 1.5-1.
5. Perform Job Sheet 5. Let your facilitator check and make
1.5-1: List of feedback on your output. If your output
Inventory of Training meets the required performance criteria,
Resources you can now proceed to the next activity.
6. Read Information 6. After reading the information sheet and
Sheet 1.5-3: Shop upon knowing the different procedures in
Layout lay-outing hand tools necessary for the
session, you can now answer Self-Check
1.5-3.
7. Answer Self check 7. If you got 100% on Self-Check 1.5-3, you
1.5-3 can now perform Job Sheet 1.5-2.
8. Once you have prepared your competency-
8. Perform Job Sheet 1.5-
based shop layout, let your facilitator
2:
check your output. If you satisfactorily
Shop Lay-out 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!!!!

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

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
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

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.
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:

Templates for Job Sheet LO1.5-1
Resources for presenting instruction

 Print Resources Available Not Remarks
available
 Non Print Resources Available Not Remarks

available
Resources for Skills practice of Competency #1

______________________________
 Supplies and Materials Available Not Remarks
available

 Tools Available Not Remarks
available
 Equipment Available Not Remarks

available
Resources for Knowledge/Skills practice

 Operation Sheets Availabl Not available Remarks
e
(specify Operation sheet
numbers)
 Task/Job Sheets Availabl Not available Remarks

e
 Self-Checks Availabl Not available Remarks

e

Resources for Knowledge/Skills Feedback
 Procedural Checklists Availabl Not available Remarks
e
(specify Procedural checklist
numbers)
 Performance Criteria Availabl Not available Remarks

Checklist e
 Self-Checks Answer Availabl Not available Remarks

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

Performance Checklist for
Job Sheet LO1.5-1 (Inventory of Training Resources)
Trainees Name__________________________ Date ________________
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.
 Operation Sheets/Task Sheets are listed.
 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.
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Trainer: ___________________________ Date: ________________

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

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 : 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 trainerDate Developed: Document No.
NTTA-TESDA Training Methodology I July 2010 Issued by: Page 102
QA Planning Training Session Developed by:
Assessment
SYSTEM Method: WORKBOOK Revision # __
Performance Checklist for
Job Sheet LO 1.5-2 (Shop Layout)
Trainees Name__________________________ Date ________________
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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Training Methodology I

Qualification Title: TRAINING METHODOLOGY I

Unit of Competency: Plan Training Session

Module Title: Planning Training Session

Technical Education & Skills Development Authority

Learning Activities Special Instructions

Date Developed: Document No.

Instructions: Read the questions carefully. On your answer sheet, write

1. A trainer at TQ Level II is a ___.

Date Developed: Document No.

Date Developed: Document No.

Instructions: Read the questions carefully. On your answer sheet, write

1. A _______ is designed to ensure that required competencies by the

Date Developed: Document No.

Date Developed: Document No.

1. When you study for a test, would you rather

a) read notes, read headings in a book, and look at diagrams and

2. Which of these do you do when you listen to music?

a) daydream (see things that go with the music)

3. When you work at solving a problem do you

4. When you read for fun, do you prefer

a) a travel book with a lot of pictures in it?

5. To learn how a computer works, would you rather

a) watch a movie about it?

Date Developed: Document No.

a) one with the lights too bright

9. Which are you most likely to do when you are happy?

a) the faces of the people there, but not the names

a) think of a picture of a particular dog

12. When you tell a story, would you rather

Date Developed: Document No.

a) write it out to see if it looks right

TO DETERMINE YOUR LEARNING STYLE:

Date Developed: Document No.

II. Existing Health Conditions (Existing illness if

Date Developed: Document No.

Previous experience TM Certificates

Previous learning List down trainings related to TM

Training Level National Certificates acquired and NC level

Special courses Other courses related to TM

Learning style a. Visual - The visual learner takes mental pictures

Date Developed: Document No.

Date Developed: Document No.

1. Which of the following characteristics affect learning outcome?

Date Developed: Document No.

Date Developed: Document No.

Title : Identifying Learner’s Characteristics

Performance Objective: Given a blank form, identify completely

Supplies : Bond paper, pen

Equipment : PC, printer with ink

Using the Data Gathering Instrument for Trainee’s Characteristics

Date Developed: Document No.

Cultural and language background

Education & general knowledge

Issued by: Previous Learning experience

Training Level Completed

Trainee’s Name__________________________ Date ________________

1. Learning style was determined using the

2. Data gathered is recorded for each trainee.

3. Data base of trainee’s characteristics is complete for

4. Data was validated.

Trainer: ___________________________ Date: ________

Date Developed: Document No.

Trainee’s Name__________ Date

Trainer: ___________________ Date:

Trainee’s Name__________ Date

Trainer: ___________________ Date:

Trainee’s Name__________ Date

Trainer: ___________________ Date:

Trainee’s Name: _________________ Date: _

Trainee’s Name: _________________ Date: _