PLAN TRAINING SESSION

Lesson 1: Who is Trainer and/or Assessor?

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

Trainee’s Entry Requirements

It is expected that you will be a Trainer and/or Assessor as you finish this course, Trainers
Methodology I (TM I).

What is a TVET Trainer? 

TVET Trainer is a professional who enables a learner or a group of learners to develop

competencies to performing a particular trade or technical work. Towards this end, a TVET Trainer
may assume various roles such as training facilitator, competency assessor, training designer,
developer or training supervisor 1.
What is a Trainer / Assessor? 

From the Training Regulation, a Trainer is a person who enables group of learners to develop
competencies toward performing a particular trade or technical work while an Assessor is an
individual accredited and authorized to evaluate or assess competencies of a candidate applying for
certification or any one of the purpose of assessment.

Trainer/Assessor is at least NC II holder and who has achieved all the required units of competency
identified in the Trainers Methodology Level I (TM Level I) under the PTTQF. He is also a holder of
National TVET Trainer Certificate Level I (NTTC I) 2. A Trainer is an Assessor; an Assessor is a
Trainer 3.
To qualify for this course, a candidate or trainee must satisfy the following requirements:

 Graduate of baccalaureate degree or equivalent in training or experience along the field of

Technical Vocational Education and Training
 Certified at the same or higher NC Level in the qualification that will be handled (for technical
trainers)
 Able to communicate orally and in writing
 Physically fit and mentally healthy
 Proficient in quantitative and qualitative analysis
 Proficient in verbal reasoning
1
 TESDA Circular No. 14 Series of 20112 TESDA Circular No. 14 Series of 20113 TESDA Circular No. 13
Series of 2011

Lesson 2: Competencies of a Trainer and/or

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

Basic and Core Competencies

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

 Lead workplace Communication

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

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

 Plan training sessions

 Facilitate learning sessions
 Supervise work-based learning
 Conduct competency assessment
 Maintain training facilities
 Utilize electronic media in facilitating training
1
 Training Regulation Framework

Lesson 3: Competency-Based Training (CBT)

Introduction
Getting the idea on structure and principles embedded in training is important before designing a
session plan. Do you know how to teach a Technical-Vocational Education and Training (TVET)
program? That will be the focus of today’s lesson.

The framework in teaching skill-based lesson is called Competency Based Training (or CBT). It

focuses on skills development that is why its approach differs from the traditional education.

In traditional education, the teacher controls the environment (or called teacher-centered approach);
while in CBT, the learners control and manipulate the tools and equipments with the guide of a
teacher (also known as student-centered approach).

In addition to that, learners are not compared among each other, instead their skills are compared
against the norms or standard set by the industry. The training is also self-paced; an example of this
is when the trainer allows the students to study the materials & practice the skill on their own. Lastly,
the focus of CBT is on the outcome or the end product.

CBT Terminologies
The need to understand commonly used terminologies is important before starting this courseware.
Comprehending these terminologies will empower you to understand easily the next lessons.
 Knowledge is the cognitive representation of ideas, events, activities or tasks derived from
practical or professional experience as well as from formal instruction or study, e.g. memory,
understanding, analysis 1.

 Skill refers to the acquired and practiced ability to carry out a task or job 2.

 Competency, as used in TESDA, is a) the application of knowledge, skills and attitude

required to complete a work activities to the standard expected in the workplace 3; or b) the
possession and application of knowledge, skills and attitudes to the standard of performance
required in the workplace 4. 

The 4 dimensions of competency that describes aspect of work performance are 5:

I. Task Skills – undertaking a specific workplace task

II. Task Management Skills – managing a number of different tasks to complete the
entire work activity

III. Contingency Management Skills – responding to problems, irregularities and

breakdown in routine when undertaking the work activity

IV. Job/Role Environment Skills – dealing with the responsibilities and expectations of
the work environment when undertaking a work activity

 Competency Standard are industry-determined specification of competencies required for

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

 Recognition of Prior Learning (RPL) is the acknowledgement of an individual’s skills,

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

 Qualification is cluster of units of competency that meets job roles and is significant in the
workplace. It is also a certification awarded to a person on successful completion of a course
and/or in recognition of having demonstrated competencies relevant to an industry 7. 

It has three components:

I. Basic Competency – skills and knowledge that everyone needs for work

II. Common Competency – skills and knowledge needed by people working in a

particular industry

III. Core Competency – specific skills and knowledge needed in a particular area of work-
industry sector/occupation/job role

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

basis of demonstrated ability rather than on that of elapsed time 7.

CBT includes:
I. Competency-Based Curriculum (CBC) is the specification for a course or subject
(module) which describes all the learning experience a student or learner undergoes. It specifies
outcomes which are consistent with the requirements of the workplace as agreed through
industry or community consultations.8
II. Competency-Based Learning Material (CBLM)refers to the print and non-print
instructional media used as guide in learning workplace activities.
1
 CEDEFOP 2008, Europe2 RA 7796/TESDA Law3 Procedures Manual on TR
Development4 Guidelines on Assessment and Certification under the Philippine TVET Competency
Assessment and Certification System – PTCACS5 CBT Primer6 Training Regulations
Framework7 ILO8 Quality Procedures Manual – CBC Development

Delivery of Competency-Based Training (CBT)

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

1. Trainee enters the program. Trainer conducts pre-training assessment to identify learner’s
training needs. Orientation of CBT program on Recognition of Prior Learning (RPL) and roles of
trainer & trainee follows.

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

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

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

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

6. To exit the training program, trainee must satisfactorily perform the skill and must have enough
units of competencies (or has completed all the modules). If the trainee doesn’t have enough units
of competencies, he will then select another unit of competency, and repeat the competency-based
training process.

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

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

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

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

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

 Principle Five: Training materials are directly related to the competency standards and the
curriculum modules.

 Principle Six: Assessment is based on the collection of pieces of evidence of the performance

of work to the industry required standard.

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

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

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

 Principle Ten: Approved training programs are nationally accredited. Programs of each

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

Now it is your turn to refresh memory on how your teacher taught you and compare it to how
Competency-Based Training works. How will you teach skill-based session? Does it have any
difference? Will you make that change for the better? Get a paper and take down notes on its
differences.
 Lesson 1: Determining Trainee’s
Characteristics
Introduction
Competency-Based Training without planning and without determining trainees’ characteristics will
lead to an unsuccessful session plan.

It is a must for us teachers to know our students – their characteristics as adult learners, their
educational background, and their culture - not only because we need data for filing purposes, but for
us to use these data to analyze and determine their training needs.

Who are our learners? What are the characteristics we need to include in their profile? What type of
learners are they? Those are our some highlight questions you might encounter as you proceed in
this lesson.

Understanding Adult Learners

Before we determine trainees’ characteristics, we first need to understand our trainees as adult
learners. Our training is learner-centered; hence, it is essential to know them first.

Our training enables adult learners attain skills for them to land a job. Teaching them requires
different teaching approaches and methodologies; thus, understanding them will surely help in
preparing an effective session plan.

Understanding how adults learn will also enable the trainer to think of teaching strategies that focused
on adults. This is based on the theory called Andragogy (Knowles), also known as adult education.
The study came up with the characteristics of adult learner, and they are the following:

 Adults are autonomous & self-directed.

 Adults bring life experiences & knowledge to learning experiences.
 Adults are goal-oriented.
 Adults are relevancy-oriented.
 Adults are practical.
 Adults like to be respected.

Here is a best scenario on how to apply this theory: The trainer enters a class consisting of adult
learners. They are all different in terms of age, educational background, gender etc., but they all have
one thing in common - they are all adult learners. A trainer, on his conscious state, will then use
strategies to meet the needs of adult learners.

A best example of strategy especially in developing working with teams is the use of Situated
Learning Experience (SLE). It would be a very good application of adult learning principles since
they are given specific instruction to achieve and explore solution and course of actions to attain it.

An example is the creation of a tallest tower using limited supply of materials. In this SLE, the goal is
to make the highest tower. The devising of strategies and trying it out—gives adult learners autonomy
and direct their own learning, and it also allows the students to bring in their previous experiences
and knowledge. When participants are asked to give their insights on their SLE experience, this
allows learners to give respect to their classmates, as the application of insights becomes practical
and self-motivating.

Note that the methods and strategies we construct, consciously and unconsciously, should meet the
needs of our adult learners, and will surely make an effective transfer of learning.

In completing the trainee’s profile, we need to know the characteristics essential in individualizing the
session plan. Below are the essential trainee’s characteristics the trainer needs to gather:
 Characteristics of What does it mean to the plan?
Learners
Language, literacy and These greatly affect the training method you can use, as well as
numeracy (LLN) level activities and task suitable for each session. You should be prepared for
different LLN levels and must have different resources.
Cultural and language Be aware of different cultural background and language abilities. You
background should take into account inappropriate activities because of culture and
language.
Education and general It is used as one of the basis to gauge learner’s cognitive capacity. It can
knowledge also be of help in deciding what speaking pitch and rate of voice to use
for each session.
Gender It can influence your plan if there are activities that have demonstration,
role play and so on.
Age Age can alter the plan depending on what is being delivered, how and at
what pace.
Learning style Awareness on their learning style could aid on what training method/s to
use. You could classify them as auditory, visual, kinesthetic, pragmatist,
activist, reflector and theorist learners.

Download #1:
Trainee’s Profile Template

How Learners Learn?

A trainer is about to teach a group of students. Then he has collected data for trainee’s characteristics
but the problem is he hasn’t assessed the students learning style to complete the trainee’s profile.

What is learning style? Learning style is one’s own way of learning new information and ideas. It will
give us an idea on how a person receive and transfer information.

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

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

Everyone learn differently since we all have preferred way to absorb, comprehend and retain new
information.

VARK Learning styles, as proposed by Fleming and Mills (1992), is a model that describes how a
person takes-in and gives-out information while learning. These learning styles are visual (learns
best by seeing graphs, charts, and other symbols), auditory (learns best by listening), read/write
(learns best by reading text-based information) and kinesthetic (learns best by doing).

Use VARK Learning Style self-assessment questionnaire as a tool in determining your trainees’

learning style/s. Note that a trainee can have one or more learning styles.

 PART Learning Styles

 Another model is PART Learning Styles. It is developed by Honey & Mumford but the idea
originated from Kolb’s Learning Style Model. 

The four learning styles are:

o Pragmatists ‘putting theory into practice’ or ’needs to know how to apply the

information in real world’ Pragmatist tends to integrate or put together theory and practice as they
perceive information abstractly and process it actively. They always think problems and
opportunities as challenges.

o Activists ‘having an experience’ or ’needs to do’ Activists put together experience and

application as they perceive information concretely and process it actively. They would likely
tackle problems by brainstorming. Activists learn by trial and error, & by self-discovery method.

o Reflectors ‘reflecting on it’ or ’needs time to think over information’ Reflectors integrate

or put together experience within oneself as they perceive information concretely and process it
reflectively. They learn by listening and sharing ideas.

o Theorists ‘drawing out own conclusion’ or ’needs to know theory behind information’

Theorists put together observations into complex but logically sound theory as they perceive
information abstractly and process it reflectively. They learn by thinking through ideas.

Use PART Learning Styles questionnaire to find out your trainees’ approach in learning.
Download #2:

 VARK Learning Style self-assessment questionnaire

 PART Learning Styles questionnaire

Lesson 2: Pre-Training Assessment and

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

Pre-Training Assessment is conducted to recognize current competency (RCC) and recognition of

prior learning (RPL). This assessment is done before the training starts. Listed are reasons why it is
needed:

 It allows us to see their mastered competencies.

 It serves as a point of reference in assessing our trainees.
 It gives student quick look at the future lesson.

Pre-Training Assessment can be done either of the following:

 Learners’ assess themselves using the self-assessment guide

 A trainer assesses learners’ previous experience through portfolio assessment
 The trainer assesses learners’ skills and knowledge through pre-test or diagnostic test

Self-Assessment Guide is a pre-assessment tool to help the candidate and assessor determine
what evidence is available, when gaps exist, including readiness for assessment 1.
 Portfolio Assessment refers to the process of determining whether an applicant is competent
through evaluation of his or her records of achievement 2.
You can confirm the authenticity of evidence of competency by:

 Calling or asking personally the signatories and confirm the information listed in the certificate
of award/employment.
 Calling or visiting the workplace where projects are done.

Pre-Test or Diagnostic Test is a type of formative assessment that involves collecting evidence to
diagnose or identify a training need or performance problem. (NVSC Handbook) Prepare the pre-
test/diagnostic test according to the guidelines written in the lesson ‘Preparing Assessment
Instruments’.

An assessor can use the portfolio assessment and pre-test results as a source of evidence and a tool
for verifying learner’s current competency and prior learning. Pre-training assessment and analysis is
done prior to the actual training program.

Determining Training Gap through Training Needs Analysis (TNA)

Under the CBT approach, each learner is assessed to find the gap between the skills they need (as
described in the Training Package) and the skills they already have. The difference between the two
is called the training gap.

Skills Required* – Current Skills** = Training Gap = Training Needs

‘Skills Required’ refers to the competencies listed in the competency standards and specified by the
industry; On the other hand, ‘Current Skills’ referred to as validated competencies gathered in the
pre-training assessment.

A training program is then developed to help the learner acquire the skill deficiency. Therefore,Self-
Assessment Guide (SAG) with Training Needs Analysis (TNA) Tool is an important tool to use in
determining training gap.

Download #3:
Self-Assessment Guide (SAG) with Training Needs Analysis (TNA) Tool

Lesson 1: Understanding the Training

Regulations
Introduction
Now that you have established the training gap of the learner, you are now ready to prepare the
session plan. In preparing session plan, it is essential to understand the structure of Training
Regulation.

Training Regulations contains the prescribed minimum program standards. It is developed by experts
and practitioners from public or private sector (or called as Experts Panel) and is promulgated by the
TESDA Board after national validation1.
Training Regulation
Training Regulation (TR) is a TESDA promulgated document that serves as basis for which the
competency-based curriculum, instructional materials and competency assessment tools are
developed. This document represents specific qualification. How the competencies in this
qualification can be gained, assessed and be given recognition is detailed in this promulgated
document 1.
All training institution who wants to offer TVET program are required to register under Unified TVET
Program Registration and Accreditation System (UTPRAS) either With Training Regulation (WTR) or
No Training Regulation (NTR) to adhere in competency-based training requirements.
 With Training Regulation (WTR) is described as programs that have appropriate promulgated
Training Regulations; examples of WTR program are Computer System Servicing, Food and
Beverage Service to name some. No Training Regulations (NTR) refers to the programs that include
skills which are not covered yet by any promulgated Training Regulations; example of NTR program
is those of interior designing 2.
It has four sections:

 Section 1 – Definition of Qualification refers to the group of competencies that describes the

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

 Section 2 - Competency Standards (CS) gives the specifications of competencies required

for effective work performance.

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

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

 Section 4 – National Assessment & Certification Arrangement describes the policies

governing assessment and certification procedure.

Download #4:
Training Regulations
Competency Standards
Competency Standard (CS), as used in TESDA, is industry-determined specification of
competencies required for effective work performance. They are expressed as outcomes and they
focus on work place activity rather than training or personal attributes and capture the ability to apply
skills in new situations and changing work organization 1. Refer to Section 2 of Training Regulations.
Defined below are the components of CS:

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

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

 Elements are the building blocks of a unit of competency. They describe, in outcome terms,
the functions that a person performs in the workplace.

 Performance Criteria are evaluative statements that specify what is to be assessed and the
required level of performance.

 Required Knowledge (formerly known as Underpinning Knowledge) refers to the competency

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

 Required Skills (formerly known as Underpinning Skills) refers to the list of the skills needed
to achieve the elements and performance criteria in the unit of competency. It includes generic and
industry specific skills.
 Range of Variables describes the circumstances or context in which the work is to be
performed.

 Evidence Guide is a component of the unit of competency that defines or identifies the
evidences required to determine the competence of the individual. It provides information on:

o Critical Aspects of Competency refers to the evidence that is essential for successful

performance of the unit of competency.

o Resource Implications refers to the resources needed for the successful performance

of the work activity described in the unit of competency. It includes work environment and
conditions, materials, tools and equipment.

o Assessment Method refers to the ways of collecting evidence and when evidence

should be collected.

o Context of Assessment refers to the place where assessment is to be conducted or

carried out.

What is Competency-Based Curriculum (CBC)?

A competency-based curriculum is a framework or guide for the subsequent detailed development of
competencies, associated methodologies, training and assessment resources.

The CBC specifies the outcomes which are consistent with the requirements of the workplace as
agreed through the industry or community consultations.

CBC can be developed immediately when competency standards exist.

When competency standards do not exist, curriculum developers need to clearly define the learning
outcomes to be attained. The standard of performance required must be appropriate to industry and
occupational needs through the industry/enterprise or specified client group consultations 1.
Understanding the Course Design
Competency-Based Curriculum consists of Course Design and Module of Instruction. Course
Design serves as the blueprint and sets the structure in delivering the training program, while Module
of Instruction serves as the course outline, and is derived from the course design, and contains
detailed information on what and how to teach each unit of competency.

Course Design is based on competency standards set by the industry or recognized industry sector.
Learning system is driven by competencies written to the industry standards1.
The first page includes the following: 

 Course Title refers to the name of the program to be offered. It is usually derived from the
qualification title of the training regulations or it takes the qualification title of the training regulations
if the program is designed to cover the entire qualification2.
 Nominal Duration refers to the estimated training period usually expressed in hours wherein
the learner is expected to complete the whole training program.
 Course Description refers to the brief statement of scope, coverage and delimitation of the
course.
 Entry Requirements refers to the minimum and “must” qualifications of a trainee to a training
program that will ensure effective and efficient training.

The following are listed on its next page: 

 Course Structure is a course matrix, and includes details on module title, learning outcomes
and nominal hours per unit of competency.
 Unit of Competency is a component of the competency standard stating a specific key
function or role in a particular job or occupation serving as a basis for training an individual to gain
specific knowledge, skills and attitude needed to satisfy the special demands or requirements of a
particular situation1.
 Module Title is the name of the module derived from the unit of competency.
 Learning Outcomes are the set of knowledge, skills and/or competencies an individual has
acquired and/or is able to demonstrate after completion of a learning process – either formal, non-
formal or informal 3.
 Nominal Hours refers to the estimated training period usually expressed in hours wherein the
learner is expected to complete a particular training module of program 2.

The following are listed on its next page: 

 Resource is the part where recommended tools, equipment and materials to be used are
listed.
 Assessment Methods refers to the ways of collecting evidence and when evidence should be
collected1.
 Course Delivery refers to the classroom teaching methodologies that can be applied for the
entire module instruction.
 Trainer’s Qualification refers to the identified minimum experience and competencies the
trainer for the course must possess.

READING # 1:
Competency-Based Curriculum 
Sample: Comptency Based Curriculum
Module of Instruction
Module of Instruction is the description of training requirements for every unit of competency. A unit
of competency can make one or more modules of training. This part of the CBC is used as point of
reference in preparing session plan.

The document consists of the following: 

 Unit Title is a learning outcome statement which describes the area of competency related to
the content of work. (e.g. Maintain Computer Systems)

 Module Title describes the outcome of unit of competency. Gerund is used as subject. (e.g.
Maintaining Computer Systems)

 Module Descriptor refers to the brief statement of scope, coverage and delimitation of the
module.

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

 Summary of Learning Outcomes refers to the consolidated statements of desired end result

to be attained after each session.

The succeeding pages of Module of Instruction are the following: 

 Assessment Criteria is the standards used to guide learning and to assess learner
achievement and/or to evaluate and certify competence 2.
 Contents are the topics and activities which make up what is learned by an individual or group
of learners during a learning process 3.

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

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

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

Lesson 3: The Session Plan

Introduction
An organized training session is the key to meaningful learning; thus, a prepared session plan is
needed to make every lesson a success. Each session plan is derived on Competency-Based
Curriculum, and anchored on Competency Standard to ensure that the training provided is world-
class, high-quality skills education.

Listed below are the guide questions that we need to address at the end of the lesson:

 What are the elements or parts of a session plan?

 How to derive learning outcomes from MOI & CS?
 How to organize learning content?
 How to select appropriate training method according to learning activities? Purpose? Learning
styles? Practice-Based Learning?
 How do we transfer knowledge and skills?
 What learning activities are recommended in skills acquisition?
 What evidences will we use in assessment?

Grab your pen as we study the most important module in this competency. We assure that it will
empower you to prepare an effective session plan that efficiently addresses training gap.
 Elements of a Session Plan
Session Plan, same as Training Plan or Lesson Plan, is a written document prepared by the trainer
that shows logical order of activities that he wants to happen in a training session.

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

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

2. Qualification Title and Level

a. Qualification Title refers to the name of the formal certification or recognition.

b. Qualification Level refers to the category of skills and knowledge required to do a job.

3. Unit of Competency is a component of the competency standards stating a specific key

function or role in a particular job or occupation; it is the smallest component of achievement that
can be assessed and certified under the PTQF 1.
4. Module Title describes the outcome of unit of competency. Gerund is used as subject. (e.g.
Maintaining Computer Systems)

5. Learning Outcomes are the set of knowledge, skills and/or competencies an individual has
acquired and/or is able to demonstrate after completion of a learning process – formal, non-formal
or informal 2. Each learning outcomes has its own set of learning activities.

6. Introduction contains information meant to motivate, and orient the student on the objective
and what will be expected of them. It also includes the correlation of the current lesson to the
previous session, and its relevance to the training program.

7. Learning Activities is used to support learning. It conveys content, create meaning, and
support development and transfer of skills/knowledge through practice and experience 3.
a. Learning Content refers to the topics and activities which make up what is learned by
an individual or group of learners during a learning process 4.

b. Teaching Methodology refers to the list of methods to be used in a particular learning

content.

c. Presentation shows instructional materials and or methods to be used in introducing

the content.

d. Practice shows instruction sheets and self-check test to be used by the learner in

applying and concretizing learning.

e. Feedback includes evaluation of performance and reference to the answer key.

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

content.

g. Time refers to the estimated minimum training period usually expressed in hours

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

o Assessment Plan is the overall planning document for the assessment process and
includes a range of information to guide trainer on the method of assessment to use and its scope. 3

o Teacher’s Reflection is the part where the trainer documents or records what has
occurred during training and includes notes on sufficiency of learning content, training method,
instructional material and evaluation methodology to improve session plan. It may also consist of
observed skills performed outstandingly, learners’ feedback while using Competency-Based
Learning Materials (CBLM), and teacher’s feedback regarding results of evaluation.

Download #5:
Sample Session Plan
1
 Training Regulations Framework2 Terminology of European Education and Training Policy,
Cedefop, 2008.3 VET Glossary 20124 CEDEFOP 2008
Learning Outcome is the set of knowledge, skills and/or competencies an individual has acquire
and/or is able to demonstrate after completion of a learning process, either formal, non-formal or
informal 1.
Where do we get these learning outcomes? The learning outcomes are lifted from the Module of
Instruction, derived from the Course Design, which are all anchored from the Competency Standards.

As a whole, we could infer that each unit of competency has numerous learning outcomes, and every
outcome has its own learning activities.

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

 Review Competency-Based Curriculum and determine essential topics and activities.

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

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

 Organize the content. This will help learners store information in their long-term memory.

Sort content or topics according to:

o simple to complex task

o known to unknown

o whole to part and back to whole

o concrete to abstract

o particular to general

o observations to reasoning

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

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

Lesson 3: The Session Plan

Identify Appropriate Training Methodology and Techniques
It is essential to identify appropriate training methodology after determining the learning outcome and
content.

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

 learning outcomes is the primary basis for selection

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

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

According to Learning Activities

Learning Activities Methods & Techniques
Individual self-assessment, hands-on experience, self-paced hand-out or
modules
Group Activities simulation, role play, games, small group discussion (no more than 7
participants), brainstorming, buzz group (2-3 participants), debate,
group dynamics, group reporting, focus group discussion
Either Individual or Group case study, projects, demonstration, laboratory work, direct
Activities observation

According to Purpose:
Purpose Methods & Techniques
To give information and lectures, readings, written and oral instruction
knowledge
To give examples, To show demonstrations, slides, pictures, video, film, case study, discussion
task & attitudes
To enhance skills, To role play, return demonstration, supervised practice, writeshop
provide practice

According to Learning Styles:

Learning Style Methods & Techniques
Visual Learns by seeing the picture pages, film viewing, lecture packed with flowcharts, diagrams,
big picture pictures or graphs
AuditoryLearns by listening read notes aloud, discussion pairs or groups, question and answer,
recorded lectures and stories
Read/WriteLearns by seeing lecture packed with list, glossaries and its definitions, learning activity
words and lists that requires transcribing diagrams or pictures into writing
lecture, analogies, statistics, group activities, hands-on experience, note taking, write shop
stories Learns by doing
PragmatistPutting theory laboratory work, case study, field work, problem solving
into practice
ActivistHaving an assimilation, role playing, small group discussion, problem solving,
experience brainstorming, puzzle competition
ReflectorReflecting on it time out, observing activities, paired discussion, feedback from
others, coaching, interviews
TheoristDrawing out own lecture, analogies, statistics, stories
conclusion

According to Practice-Based Learning:

Practice-Based Learning Methods & Techniques
On-the Job Training job instruction training, job rotation, apprenticeship, coaching,
internship
Off-the Job Training active lecture, laboratory training, role playing, case study, simulation

Recommendation in choosing appropriate training method:

 Listed are methods in teaching CBT skills and competencies: 2

 Most useful for acquisition of declarative knowledge

o reading

o lecture/talks

o modelling

 Most effective in enhancing procedural skills

o enactive learning like role-play, self-experiential work

o modelling

o reflective practice

 Helpful in improving reflective capability and interpersonal skills

o self-experiential work

o reflective practice

READING # 2
Training Guide and Teaching Techniques, pp. 29 - 47
1
 Participatory Training Methodology & Materials, UNESCO2 Bennett-Levy et.al.
The Presentation-Practice-Feedback part of the session plan ensures active learning. Active-learner
centered approach is one of the niches of CBT. This is influenced by the principles of learning
theories – Behaviorism, Cognitivism and Constructivism.

Experts in behaviorism - Thorndike, Skinner and Watson - believe that ‘learning consists of
strengthening of the relationship between stimulus and response’. Stimulus evokes and rouses a
specific reaction under the control of the trainer. Response is the reaction of the trainee to the
stimulus.

To apply this theory, the trainer presents or demonstrates a certain skill that serves as a stimulus.
Then the trainee, in response to the stimulus, will strengthen the connection through practice. Lastly,
the trainer will give either positive or negative reinforcement. Trainer can give positive feedback to
retain or increase frequency of behavior, and negative feedback to weaken and correct the behavior.
Remember, most of the activities are skills-based, and this mechanism can be applied to enhance
learners’ competencies.

Presentation includes instructional materials and methods used in introducing the content which
serves as the stimulus, Practice includes list of instruction sheets and self-check tests used by the
learner to enhance one’s competence and serves as the response of the learner,
while Feedback includes reference to the answer key, as well as the evaluation of trainee’s
performance which serves as the reinforcement.

Organizing these learning activities is also made easy with the use of Nine Events of
Instructions (Gagne).

Nine Events of Instructions The goal of teaching is to transfer knowledge, skills and attitude. We
are also teaching them how to learn, and not how to know. Take note that the transfer of information
is in a sequential manner, and can be done best using Gagne’s Nine Events of Instruction.
 Gagne proposed “an instructional design that follows systematic approach”. Use these learning
events to produce engaging and meaningful instruction..

The following are the nine steps:

Plan the Assessment

Assessment is employed as means of collecting evidences that would help determine the individual’s
achievement of competencies required in the workplace or training needs to develop the
competencies required in the workplace1.
Institutional Assessment is an assessment undertaken by the institution for its students to
determine their achievement of the learning outcomes in the module of instructions in given unit of
competency or clusters of competencies 2.
Forms of Assessment are3 :

 Formative Assessment assists learning by providing feedback about students’ performance

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

o Diagnostic Assessment is a type of formative assessment used to diagnose areas of

weaknesses and strengths. It is used to identify learner’s gap in knowledge.

o Recognition of Prior Learning (RPL) allows a person to obtain recognition and credit for
their knowledge and skills. This can include previous and or current competencies acquired
based on their work or life experiences.

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

Assessment Methods Type Evidence Gathering

Tool
(lifted from CBT Primer)
Written Test use to test acquired supply short answer, restricted essay, Self-Check/Model
knowledge extended essay, multiple choice, Answer, Short test
matching, completion, identification, questions
alternate answer, true-false
Demonstration use to assess checklist, rating scales, research task, Rating Sheet for
particular skill assignment Demonstration with
Oral Questioning
Portfolio use to collect evidences evidence from supervisors, colleagues Performance Criteria
of competencies and clients, qualification, supervisor Checklist
reports
Oral Questioning use to verify Interview, group assessment Rating Sheet for
evidence if not clearly Demonstration with
demonstrated during performance Oral Questioning
test

Assessment method/s describes the approach that is used for collecting evidence required to prove
the competence of an individual while Evidence Gathering Tool or Assessment Tool refers to both
the instrument* and the instructions** for gathering and interpreting evidence. 

*Instruments are the specific questions or activity developed from the selected assessment
method/s. 

**Instructions are the information/instructions given to the candidate and/or the assessor regarding
the conditions under which the assessment should be conducted and recorded. 
Prepare the Session Plan
Summary in Preparing Session Plan
1. Prepare the following before writing a session plan:

o Summary of Trainees’ Needs

o Session Plan Template

2. Write the Learning Outcome

o Derive Learning Outcome from Module of Instruction

3. Determine and Organize Learning Content per Learning Outcome

o Derive learning content from Module of Instruction & Competency Standard

o List the required skills and knowledge and organize the content

4. Choose appropriate Training Methodology and Techniques

o Identify basis in selecting appropriate teaching methods and techniques

o Determine training methods according to either learning activities, purpose, learning

styles or practice-based learning

5. Determine activities for Present-Practice-Feedback. Organize the learning activities with the
use of Gagne’s Nine Events of Instruction.
6. Identifying various assessment methods to complete assessment plan.

7. Review the written session plan

Download #6:
Session Plan Template

Lesson 1: Introduction to Competency-Based

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

Competency-Based Learning Materials (CBLM)

Competency-Based Learning Materials (CBLM) refers to the print and non-print instructional media
which are used as guide in learning workplace activities.

These are tools used to support learning activities. Examples include: workplace practice,
worksheets, workbooks, prepared case studies, prepared task sheets, prepared topic/unit/subject
information sheets, prepared role-plays, prepared presentations and overheads, prepared scenarios,
projects, assignments, materials sourced from the workplace, e.g. workplace documentation,
operating procedures, specifications and prepared research tasks 1.
These learning materials are used to make the task of a teacher possible - to make abstract ideas
concrete, teachable and understandable. This makes the media and materials a genuine tool in
making the independent learning process possible.

Competency-Based Learning Module refers to the print-based materials used by learners during the

training process. Preparing it is essential in transferring knowledge and skills.

To come up an effective training material, consider the audience and the use of the materials. Thus,
we anchor our materials on adult learning principles and learning style preference.

If you find yourself struggling in writing, you may find Robert Gagne’s Nine Events of Instruction
useful in providing structured approach in preparing and developing your materials.

Competency-Based Learning Module refers to the print-based instructional materials used as guide

in learning workplace activities. Preparing print-based instructional materials allows you to practice
your creativity, thus modifying the pages and its appearance are allowed.

Listed are the key elements of competency-based learning module:

A. Preliminary Pages

a. Front page

b. How to use this learning material is learning guide that contains direction on how to
use the printed material.

c. Module Content contains list of parts of learning module; known as table of contents.

B. Instruction Sheets per Learning Outcome 

a. Information Sheet is used to provide and transfer required knowledge-based

information needed to achieve learning outcomes.

b. Self-Check with Answer/Model Key provides immediate feedback of trainees’

progress.

c. Task Sheet is used for teaching a single basic task.

d. Operation Sheet is used for teaching a single basic operation with the use of a
particular tool or equipment.

e. Job Sheet is designed to give instruction to complete a specific work or job.

f. Performance Criteria Checklist is used together with task sheet, job sheet and
operation sheet to document presence or absence of knowledge, skills and attitude.

g. Optional Instruction Sheets :

 Assignment Sheet includes problems to be solved, questions to be answered or

reading to be done.

 Experiment sheet is useful in the lab to aid students in performing tests or trial
problems to demonstrate scientific principles.

 Project Planning Sheet is used in industrial arts and exploratory courses that
allows for much more student participation in planning than does the job sheet and used to
outline a personal project to be completed in the lab.

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

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

Factors to Consider in Developing CBLM:

1. Principles of Competency-Based Training

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

Competency Based Training (CBT) is characterized as individualized and self-paced, and this is
made possible through the use of self-paced learning materials with which learners study on their
own at their own pace. Some of the principles of competency-based training are as follows:

 Learning is based on competency required in a workplace.

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

Reason for Using CBLM in Training

 The efficiency and effectiveness of the delivery of Competency-Based Training is dependent on the
quality of the learning materials. A well-designed CBLM must support the CBT principles such as:

Learning is self-paced. CBLM is designed to be self-paced. It is devised to guide students to learn

what needs to be learner and how to learn it.

Learning is student-centered. CBLM is contrived to provide information to the trainee on how to

access the necessary theoretical inputs. Teacher intervention is reduced encouraging self-reliance on
the part of the student.

Develop learning mastery. With the learning materials at his disposal, the learner has the
opportunity to repeatedly practice a task until mastery is attained. There is immediate feedback on
achievement of learning. CBLM employs a feedback mechanism. The feedback informs the learner or
instructor if the learner is ready to proceed to the next learning level.

Training is well-planned. In developing CBLM, planning is necessary to make the material effective
and efficient. This reduces the possibility of missing a necessary underpinning knowledge.

 Preparing Information Sheet

Information Sheet is a form of instruction sheet used to provide and transfer knowledge-based
information needed to achieve learning outcomes. Information could be about new procedure,
technique or technical data needed to do an assigned job. The trainer should prepare the sheet if
there are no resources available.

Parts of information Sheet:

A) Learning Objectives
It defines the expected aim as the result of instruction. It contains a verb and an object. Verb refers to
the action intended while the object describes the knowledge expected to acquire.

Example: Know* what are the components of learning module or CBLM

Better: Identify the components of competency-based learning module.

* Avoid using ‘know’, ‘understand’, ‘learn’ and other verbs that are too broad. Choose appropriate
verb using Bloom’s Taxonomy of Objectives.
B) Introduction or Overview
It presents the general idea of the lesson and contains relevance of the topic to the job role or
description. It also integrates previous, current and next learning content.

C) Body or Text
It contains knowledge and skills needed to develop a certain skills.

Guidelines in Preparing Information Sheet:

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

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

 Supplement words with illustration and diagram for clarity

 Material used should be usable and easy to file, and then have it punched for filing purposes.
 Acknowledge the sources of information. Note on the sheet if much of the material is taken
from it because doing this will prevent plagiarism (or use others’ idea without giving credit to the
author).

Self-Check and Model Answer

Self-Check Test is a formative assessment tool that provides immediate feedback of trainees’
progress. It is usually answered at the end of every information sheets; followed by its
corresponding model/answer key for self-assessment.

Self-Check Test has no recommend number of items and or specified test type. Its preparation will be
further discussed in the lesson ‘Preparing Assessment Instruments’.

Task Sheet is a form of instruction sheet used for teaching single basic task. It provides step-by-step
instruction for a specific skill to achieve a particular learning outcome. Task sheets in dusting and
floor cleaning are examples of these.

Operation Sheet is a form of instruction sheet used for teaching single basic operation with the use
of a particular tool or equipment. Example of operation sheets are the use of vacuum cleaner and
floor polisher.

Job Sheet is a form of instruction sheet designed to give instruction to complete a specific work or
job. It is the integration of instructions from several task and operation sheets headed to retain the
information longer.

An example of topic for a job sheet is cleaning a check-out room. To complete the work, one must
remove dust using vacuum cleaner and clean the floor using floor polisher.
Guidelines in Preparing Task/Operation/Job Sheet:
 Develop a specific performance objective based on its elements – condition (prerequisite for
completing the action), performance (observable behavior expected) and criterion (basis of
comparison in evaluating)
 List the supplies, materials, tool and equipment needed
 List clear and explicit procedures involved in sequential
 Include illustration or diagram to ensure clarity in doing the job
 Note the critical points in the job
 Indicate safety standards procedures to be used and preventative measure to observe
 List suggested references that can be used to obtain additional information
 Specify the assessment method or criteria to evaluate trainees’ performance
 Include an estimate time required to complete the job

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

Download #8: 
Task/Operation/Job Sheet Template
Sample Task/Operation/Job Sheet

Performance Criteria Checklist is an assessment tool used to document presence or absence of

knowledge, skills and attitude. This checklist, answerable by yes or no, can be found after each task,
operation and job sheet.

Guidelines in Preparing Performance Criteria Checklist:

 Criteria should be clearly stated and specific enough to provide evaluation guidelines
 Establish criteria based on each of the following factors:

o work quality/workmanship

o duration in completing task

o proper use of tools/equipment & materials

o standard safety precaution while doing the task

o aspects of work performance, or known as Dimensions of Competency

 Ensure that criteria are anchored with Competency Standards to guarantee effective
workplace performance

 Note the critical criteria in determining competence

Download #9:
Performance Criteria Checklist Template
Sample Performance Criteria Checklist

Lesson 1: Preparing Assessment Instruments

Introduction
Developing assessment instruments follows after we prepare the learning materials. These
assessment instruments are important for both trainer and trainees. It is the tool used to verify
trainees’ competency and this is what we use to gauge effectiveness of our session plan and learning
materials.

In this lesson, we will focus not only on familiarizing template but more importantly on preparing them.

In developing evidence plan, we need to identify the evidence to gather. Evidence is the information
gathered that serves as proof of competency, and has two forms – direct evidence (observed or
witnessed by the assessor) and indirect evidence (reviewed or examined by the assessor). It must be
valid, sufficient, current and authentic.

These evidences must be the scope in preparing the evidence plan. Evidence Plan is a document
checklist that identifies evidence requirements and assessment methods to be used. It is a guide for
the assessor to make sure that the appropriate method of assessment will be executed and will
produce all the needed evidence in assessing the candidate.

Procedure in preparing Evidence Plan:

1. Review Assessment Criteria in Module of Instruction.

2. List down all evidence requirements taking note of the following:

o All critical aspects of competencies included

o Evidence Requirement for Four (4) Dimensions of Competency

o Required Knowledge and Skills

3. Obtain the template.

4. Write the evidence requirements on the first column.

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

6. Place a check mark to specify what assessment method to use for each evidence
requirements. To establish corroboration of evidence, use at least two methods per criteria.

7. Review the output or consult other experts.

Download #10:
Evidence Plan Template
Sample Evidence Plan

vidence Gathering Tool or Assessment Tool refers to both the instrument and the instructions for
gathering and interpreting evidence.

Examples of evidence gathering tool are written test, questioning tool and performance test that
will be further discussed in this lesson.

“Hinuhulaan lang naman ng titser natin ang exam natin” (Our teacher is just guessing the content of
the exam), or “Hindi naman natin napag-aralan yan, bakit kasama sa exam?” (We haven’t studied
that topic, why is it included in the exam?) are some of the rants of students before and after taking
the exam. One strategy a teacher can use to rule out student’s doubt, increase consistency
(reliability) of exam and make accurate (valid) measurement is by preparing a table of specification.

Table of Specification (TOS), also called test blueprint, is an instrument used to align objectives,
instruction and assessment1. This serve as basis in test construction.
It has six (6) major elements intended to develop TOS for a comprehensive examination, which
includes2:
 Balance among goals selected for examination
 Balance among levels of learning
 The test format
 The total number of items
 The number of items for each goal and level of learning
 The enabling skills to be selected from each goal framework

Procedure in preparing Table of Specification for a UNIT TEST

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

Lesson Nominal % of Number of Lower Higher

Objectives/ Duration class Test Items LevelsRecall/ LevelsApplication/
Learning (hrs) time for Comprehension Evaluation/ Synthesis
Outcomes the LO
           
           

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

Lesson Objectives/ Nominal % of Number Lower Higher

 Learning Outcomes Duration class of Test LevelsRecall/ LevelsApplication/
(hrs) time for Items Comprehension Evaluation/ Synthesis
the LO
LO1. Identify          
Learner's Training
Requirements
LO2. Prepare          
Session Plan
LO3. Prepare          
Instructional
Materials
LO4. Prepare          
Assessment
Instruments
(Institutional)
LO5. Organize          
Learning and
Teaching
Resources

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

For example:

To get the percentage of class time of LO1, divide 4.5 Nominal Hours to 40 hrs. Nominal Duration (or
total number of Nominal Hours).

4.5 / 40 = 0.1125

Then multiply it to 100 to get its percentage. 

0.1125 * 100 = 11.25%

Lesson Objectives/ Nominal % of class Number Lower Higher

Learning Outcomes Duration time for of Test LevelsRecall/ LevelsApplication/
(hrs) the LO Items Comprehension Evaluation/ Synthesis
LO1. Identify 4.5 11.25%      
Learner's Training
Requirements
LO2. Prepare 13 32.50%      
Session Plan
LO3. Prepare 10 25.00%      
Instructional
Materials
LO4. Prepare 8 20.00%      
Assessment
Instruments
(Institutional)
LO5. Organize 4.5 11.25%      
Learning and
Teaching
Resources
6. Compute for the number test items by multiplying the desired/total number of test item by
percentage of class time.

For example:

To get the number of test items for LO1, multiply 50 (or total number of test items) to 11.25%
(percentage of class time).

50 * 11.25% = 5.625

To compute manually, multiply 50 by 11.25 then divide it by 100. 

50 * 11.25 = 562.5 / 100 = 5.625 

Lesson Objectives/ Nominal % of class Number Lower Higher

Learning Outcomes Duration time for of Test LevelsRecall/ LevelsApplication/
(hrs) the LO Items Comprehension Evaluation/ Synthesis
LO1. Identify 4.5 11.25% 5.625    
Learner's Training
Requirements
LO2. Prepare 13 32.50% 16.25    
Session Plan
LO3. Prepare 10 25.00% 12.5    
Instructional
Materials
LO4. Prepare 8 20.00% 10    
Assessment
Instruments
(Institutional)
LO5. Organize 4.5 11.25% 5.625    
Learning and
Teaching
Resources

7. To determine the number of questions for each level of learning (lower/higher), refer to the
behavioral verb at the start of each Learning Outcomes and put the rounded up number of test
items in the specified column. Use Bloom’s Taxonomy of Educational Outcomes as reference.

Below are examples of Bloom’s Taxonomy of Educational Objectives:

Recall Comprehension Application Synthesis Evaluation
Define Distinguish Estimate Change Compute Categorize Compose Compare
Describe Explain Generalize Demonstrate Create Devise Conclude
Identify Label Infer Paraphrase Discover Modify Design Explain Explain Justify
List Match Predict Rewrite Operate Prepare Generate Modify Interpret
Name Outline Summarize Produce Show Rearrange Relate Relate Support
Select State Solve Reorganize
Reconstruct

Number of items for Written Test, and even Questioning Tool and Performance Test, will be based on
the Table of Specification. Using Table of Specification guarantees that all aspect will be covered by
the test, as it increases the validity and reliability of the test.
 Download #11:
Table of Specification Template
Table of Specification Sample 
1
 Notar, Zuelke, Wilson & Yunker, 2004
2
 Carey 1998 Preparing Written Test
Written Test refers to the print or non-print evidence gathering tool used to measure trainees’
knowledge, skill and attitude. True or false, multiple choice, matching exercise, completion items, and
essay exam are examples of types of test.

Characteristics to consider in developing good test:

1. Validity refers to how well a test measures what it is purported to measure1. The test should
match the assessment criteria written in module of instruction.

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

3. Fairness refers to the state of being true or factual, and not based on trainer’s preference.

Procedure in preparing written test:

1. Planning for the test:

o Outline the content and identify the learning outcome

o Review Competency Standard & Evidence Plan

o Prepare the table of specification

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

2. Preparing the test:

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

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

o Arrange the grouping and sequence of items

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

3. Analyzing and revising the test:

o Perform test analysis to determine difficulty, discrimination and reliability Retain or

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

Reading #3:
How to Write Better Tests, pp. 3 - 16
1
 Phelan & Wren, 2006)
Preparing Performance Test
Aside from the written test, a trainer can also use Performance Test to effectively measure the most
critical aspect of each learning outcomes. In CBT, performance test or demonstration is a standard
test to determine competence.
 Performance Test is an evidence gathering tool used to assess trainee’s skills based on authentic
tasks. The actual performance of competency is the primary source of evidence a trainer needs to
gather to certify that the trainee has acquired the target technical skills. This type of test is used in
demonstration and on-the-job observation.

To collect such evidence, listed below are the guidelines in preparing Performance Test: 

 Keep the general instruction detailed yet concise. It should contain the standard expected and
the allotted time for the performance to be done
 Work performance, written as Specific Instruction, must be evident and measurable
 List the complete and exact available equipment, supplies, materials and tools
 Note that Performance Criteria Checklist will be used after each performance test as an
assessment tool

Performance test enables the trainer to assess the procedure (or sequence of steps), the trainee’s
level of competency and the outcome based on standards.

Download #12:
Performance Test Template
Sample Performance Test
Preparing Interview Questions
Questioning Tool is essential in expounding competencies not evidently demonstrated in written and
performance test. It is used in probing the breathe and depth trainees’ answers to ensure validity and
reliability of assessment result.

Guidelines in Preparing Interview Questions:

 Questions can be derived from the following:

o Dimensions of competency such as task, task management, contingency management

and job or role and environment management skills

o Vocational or technical knowledge

o Workplace procedure and regulations

o Safety requirements

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

 Use language at the suitable level of the candidate

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

questions “what would you do if...”, “what if you were using... instead of..?” or “how do you...?”
rather than closed-ended questions

 Write a list of responses to ensure reliability of assessment

Download #13
Questioning Tool Template
Sample Questioning Tool
 Lesson 1: Categorizing Areas of Competency-
Based Training
Introduction
Areas in Competency-Based Training Facility must be organized. This planned workshop layout
makes learning activities systematize that will enable process of information easier than expected.

Categorizing Areas of Competency-Based Training

An organized workshop layout reflects how well-prepared a trainer is. He should ensure that the
workshop area is safe, well-sequenced and accessible for both him and trainee. Each area should
allow individualized, self-paced learning and permit the learner to enter and exit programs at different
times and levels.

Having a good workshop lay-out will enable the trainer to facilitate training sessions well. It only
means that competency-based training environment differs from the traditional one. In a traditional
set-up, teacher is positioned in front of the class, whereas in CBT, the trainer walks and observes
everyone.

Nine (9) areas in a competency-based training facility are the following:

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

Guidelines in Organizing CBT Training Facility:

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

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

Download #14:
Workshop Layout Sample
Facilitating a class which promotes self-paced learning and focuses on different learning activities is
one tough job for a trainer.

Thus, a trainer is expected to organize learning and teaching resources with the use of the Training
Activity Matrix. The Training Activity Matrixis a tool used to schedule training activities, tools or
equipment, and workstation area. It also serves as a guide for learners to know what to do and where
to go.

To prepare the Training Activity Matrix, the trainer must identify first the basis in organizing and
preparing resources. These are the following:

 Session Plan
 Instruction Sheets (information sheets, task sheets, operation sheets, job sheets)
 Learning Guide
 Competency-Based Curriculum

Procedure in Preparing Training Activity Matrix:

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

A Strategy to Facilitate Different Activities 

A trainer, as a facilitator of different activities, should have the ability to “withitness” or to be aware of
what’s going on in the class while doing something. It is compared to having eyeballs at the back of
your head. It is the ability of a trainer to continually monitor and manage the class at all times.

Following the Training Activity Matrix while having that ‘withit’ will help greatly in managing a class.
These and more will be taught on another unit of competency - ‘Facilitating Training Session’.

Download #15
Training Activity Matrix Template 
Sample Training Activity Matrix