TESDA REGION III

EVALUATION INSTRUMENT FOR THE 2019 SYSTEM FOR TVET ACCREDITATION AND
RECOGNITION (STAR) PROGRAM
Name of TVI Provincial Training Center - Orion
Address Wawa Pag-asa, Orion
Program Applied for STAR Program Cookery NC II
CTPR Number 20150322038
Date Registered March 16, 2015
Trainer Mariam M. Salonga
NTTC Number/Validity 18180381200290/ November 3, 2021

This guide will be used by TVI-applicants with TVET programs for the System for TVET Accreditation and Recognition (STAR)
Program to evaluate the validate the program-applicant for the STAR Program based on the set criteria. It shall be accomplished on
a per program application basis.

This Evaluation Instrument contains a table of specifications and the bodies of evidence required that must be attached by the TVI-
applicant. The columns in the table are described as follows:
1. Requirement – is the standard that should be satisfied
2. Respondent – refers to the person who is the target of the process check/question
3. Process/question – is the main method that will be checked and/or asked in probing compliance to the requirement.
4. Evidence – the document required to be presented to show compliance to the requirement.
5. Score – sets the points from highest to lowest that will be earned for a given requirement.
6. Evaluator’s score – is the validated score from the point of view of the evaluator for the STAR Program.
7. Remarks – column provided for the evaluator’s comments relative to the requirement.

A Consolidated Table of Requirements and Corresponding Points Garnered for all the STAR-rated Criteria is provided at the
end to consolidate all the points earned relative to the indicators. The total points earned can then be compared to the last table
which sets the total score ranges to determine the STAR level of the program.

RATING SHEET – 1. GOVERNANCE AND MANAGEMENT

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 TESDA REGION III
1.A. Vision, Mission, Goals and Objectives
 The TVI vision, mission, goals and objectives are explicit and promote continuous improvement.
TVI’s Self-
Evaluator’s
Scoring Guide Score Evaluation Evidence/s
Score
Score
Vision, mission, goals and objectives of the TVI are explicitly o Vision and mission statement
stated in 6 or more relevant publications/documents and 10 o Institutional Development Plan Business plan
promote clear direction for continuous improvement. o Strategic plan
Vision, mission, goals and objectives of the TVI are explicitly o Operational plan
stated in 4-5 relevant publications/documents and promote 7-9 9 9 o Performance indicators
some direction for continuous improvement. o Website and Newsletter indicating the TVI
Vision, mission, goals and objectives of the TVI are explicitly
mission, vision, goals and objectives
stated in 2-3 relevant publications/documents and promote 4-6
o Visual representation of TVI vision, mission, goals
some direction for continuous improvement
Vision, mission, goals and objectives of the TVI are explicitly and objectives within the premises of the TVI
o Correspondence
stated in one relevant publication/document and provide 1-3
little/unclear direction for continuous improvement
Vision, mission, goals and objectives of the TVI are not explicitly
stated in any relevant publication/document that would provide 0
direction for continuous improvement

RATING SHEET – 1. GOVERNANCE AND MANAGEMENT

 The program vision, mission, goals and objectives are explicit and promote continuous improvement.

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 TESDA REGION III
TVI’s Self-
Evaluator’s
Scoring Guide Score Evaluation Evidence/s
Score
Score
Goals and objectives of the program are explicitly stated in two o Program Operational plan
(2) relevant publications/documents of the TVI. The program 10 10 o Program Performance indicators
objectives follow the SMART criteria o Website and Newsletter or any publication
Goals and objectives of the program are explicitly stated in one indicating the program mission, vision, goals and
relevant publication/document of the TVI and follow the SMART 7-9 objectives
criteria o Visual representation of program vision, mission,
Goals and objectives of the program are explicitly stated in two goals and objectives within the premises of the
(2) of the program’s publications/documents and follow the 4-6 TVI
SMART criteria o Correspondence
Goals and objectives of the program are explicitly stated in one
(1) of the program’s publications/documents and but do not 1-3
follow the SMART criteria

Goals and objectives of the program are not explicitly stated in

any relevant publication/document of the TVI or the program
0 0

RATING SHEET – 1. GOVERNANCE AND MANAGEMENT

1.B. Monitoring and review of goals and objectives
 The TVI has a system for self-assessment and continuous improvement of its performance and all its key functions.

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 TESDA REGION III
TVI’s Self-
Evaluator’s
Scoring Guide Score Evaluation Evidence/s
Score
Score
The TVI conducts regularly scheduled audit o Quality standards/framework used to develop
(internal/compliance) on the program implementation. Results system
based on program goals/objectives and on quality management 10 10 o Program goals/objectives
systems standards are documented. All findings, if any, are o Documented quality system maintenance
addressed procedures
The TVI conducts regular audit on the program implementation. o Quality system maintenance schedule (included in
Results based on program goals/objectives and on quality institutional operation plan)
7-9
management systems standards are partially documented. All o Reports and outcomes of Quality systems
findings, if any, are addressed reviews/self-assessments
The TVI conducts periodic audit of the program implementation o Results of Internal quality audit
and results based on program goals/objectives and quality o Feedback from stakeholders
4-6
management system standards are documented. Some findings
(if any) are addressed
The TVI conducts occasional (internal/compliance) audit of the
program implementation and results based on quality
management system standards are not clearly documented and 1-3 3
findings, if any, are not addressed.
The TVI did not conduct any audit of the program
0
implementation within the past 15 months

RATING SHEET – 1. GOVERNANCE AND MANAGEMENT

 The program has a system for self-assessment and continuous improvement of its performance and all its key functions. (identify key functions)

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 TESDA REGION III
TVI’s Self-
Evaluator’s
Scoring Guide Score Evaluation Evidence/s
Score
Score
The program regularly schedules audit o Quality standards/framework used to develop
(internal/compliance) of all its key functions, and results based system
on program goals/objectives and quality management systems 10 10 o Program goals/objectives
standards are completely documented. All findings, if any, are o Documented quality system maintenance
addressed procedures
The program conducts regular audit of all its key functions, and o Quality system maintenance schedule (included
results based on program goals/objectives quality management in institutional operation plan)
system standards are mostly documented. All findings, if any,
7-9
o Reports and outcomes of Quality systems
are addressed
reviews/self-assessments
The program conducts periodic audit of all its key functions and
o Results of Internal quality audit
results based on program goals/objectives and quality
4-6 o Feedback from stakeholders
management system standards are partially documented.
Some findings, if any, are addressed
The program conducts occasional audit of all its key functions
and results based on program goals/objectives and quality
1-3 3
management system standards are partially documented and
findings, if any, are not addressed.
The program does not conduct audit of the program
0
implementation

RATING SHEET – 1. GOVERNANCE AND MANAGEMENT

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 TESDA REGION III
1.C. Quality Management System Implementation
 A quality management system is in place to implement the Agency standards for TVIs.
TVI’s Self-
Evaluator’s
Scoring Guide Score Evaluation Evidence/s
Score
Score
o QMS certification from a 3rd party accrediting body
The TVI has an established and mature Management System
o Documented procedures
that conforms to the seven quality principles 13-15
and is fully implemented (curriculum development and review
program monitoring and evaluation
o Designation of personnel involved in QMS
The TVI has an established Management System that o Results of TNA and Training Effectiveness
conforms to the seven quality principles and is partially 10-12 10 o File 201 of personnel involved in QMS
implemented
o Quality Policy
o Quality Objectives
The TVI has identified, documented, and fully implemented its o QMS Structure
7-9 o Flow charts of core processes
core processes.
o Customer feedback mechanism and analysis
o ISO - Seven quality principles
The TVI has identified and documented some of its core (Customer Focus, Leadership, Engagement of
4-6 6
processes and partially implemented them. people, Process approach, Improvement,
Evidenced Based Decision Making, and
Relationship Management)
The TVI has some major documented processes that are fully
1-3 TVI’s core processes are applied/incorporated in the
implemented and tracked.
program implementation

The TVI has no Quality Management System 0

RATING SHEET – 1. GOVERNANCE AND MANAGEMENT

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 TESDA REGION III
 TVI’s accountabilities in meeting TESDA requirements
TVI’s Self-
Evaluator’s
Scoring Guide Score Evaluation Evidence/s
Score
Score
o Clearly defined accountabilities related to meeting
The TVI has complied with 100% of the TESDA requirements
accountabilities (relative documents e.g. MIS 03-02, T2MIS) 10 10 o Risk management plan
set by TESDA o Posting of citizen’s charter for government training
providers
The TVI has complied with 75%-99% of the o Posting of other programs for non-government training
accountabilities (relative documents e.g. MIS 03-02, T2MIS) providers
set by TESDA
7-9 o Budget allocation and expenditure report
o Report on client satisfaction
o Updated Organizational structure and functions
The TVI has complied with 50%-74% of the o Updates list of personnel and their qualifications (201
accountabilities (relative documents e.g. MIS 03-02, T2MIS) 4-6 6 File)
set by TESDA o Quality manual or equivalent (Note that the 2015
version does not require a quality manual. There is
more leeway in the documentation of the QMS)
The TVI has complied with 25%-49% of the o Qualification Standards of Faculty and Staff
accountabilities (relative documents e.g. MIS 03-02, T2MIS) 1-3 o Compliance Audit reports (internal and external)
set by TESDA o MIS 02-03 Report
o T2MIS
o Registry of Workers Assessed and Certified (RWAC)
The TVI has not complied with the minimum accountabilities
0
(relative documents e.g. MIS 03-02, T2MIS) set by TESDA

RATING SHEET – 1. GOVERNANCE AND MANAGEMENT

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 TESDA REGION III
1.D. Human Resource Development Management
 The skills and knowledge of faculty and staff are systematically monitored and developed so that they continue to satisfy defined standards and industry
and/or community requirements. (faculty and staff-higher points for faculty)
TVI’s Self-
Evaluator’s
Scoring Guide Score Evaluation Evidence/s
Score
Score
o Profile of Key management personnel, for
The TVI has documented and implemented a Staff/Workforce example:
9-10 10
Development Plan (SDP) with pre and post evaluation - Meet fit and proper requirement
- Professional development requirements
The TVI has documented and implemented a Staff/Workforce for teaching and non-teaching staff
Development Plan (SDP) based on a pre evaluation (Training 6-8 o Training needs assessment
Needs Assessment) but no post evaluation o Approved staff development plan
o Documented Quality System
The TVI has documented and implemented a Staff/Workforce o Functioning Quality Management/Staff
3-5 5
Development Plan (SDP) without pre and post evaluation Development Team
o Post evaluation Training document

The TVI has carried out Staff Development activities without a

1-2
plan

The TVI has no staff development plan 0

RATING SHEET – 1. GOVERNANCE AND MANAGEMENT

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 TESDA REGION III
 Staff training and development is in place and implemented.
TVI’s Self-
Evaluator’s
Scoring Guide Score Evaluation Evidence/s
Score
Score
90%-100% of Employees who attended SDP have o Total number of employees vs list of employees
implemented their Re-Entry Plans as scheduled for the past 5 5 that attended trainings
three (3) years o Re-entry plan of employees who attended the
75%-89% of Employees who attended SDP have SDP
implemented their Re-Entry Plans as scheduled for the past 3-4 o Monitoring/Implementation of re-entry plans
three (3) years (target vs actual schedule)
51- 74% of Employees who attended SDP have implemented
1-2 2
their Re-Entry Plans as scheduled for the past three (3) years

50% and below of Employees who attended SDP have

implemented their Re-Entry Plans as scheduled for the past 0
three (3) years

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 TESDA REGION III
RATING SHEET – 1. GOVERNANCE AND MANAGEMENT

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 TESDA REGION III
1.E. Green TVET practices or technologies are evident, documented and implemented.
 Integration of environment-friendly learning elements in the curricula applicable to the program
 Teachers /trainers are trained/oriented on Green TVET.
 Development of learning/ teaching materials;
 Adaption/Utilization of green technologies/practices
 Waste Management
 Cost efficient power resources
 Use of biodegradable supplies and materials
TVI’s Self-
Evaluator’s
Scoring Guide Score Evaluation Evidence/s
Score
Score
o Adoption/Utilization of green
technologies/practices i.e. company wide waste
Green TVET practices of technologies based on an action
9-10 9 management, cost-efficient power resources ,
plan are documented and 75%-100% implemented.
etc.
o Financial impact of green practices/technologies
implemented
Green TVET practices of technologies based on an action o Environmental or resource conservation impact
6-8 of green practices/technologies implemented
plan are documented and 50%-74% implemented.
o Implemented Innovations with greening impact
o Use of biodegradable supplies and materials
Green TVET practices and technologies action plan is present o Integration of environment-friendly learning
3-5 elements in the curricula applicable to the
but not implemented
program
o Special program specific greening
Green TVET practices or technologies that are implemented practices/technologies
1-2 2
are not based on an action plan o Pictures of improvements/ innovations
o Certificate of trainer’s attendance on any training
program
Green TVET practices and technologies action plan is not in o Learning materials on Green TVET
0
place

RATING SHEET – 1. GOVERNANCE AND MANAGEMENT

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 TESDA REGION III
1.F. Financial Capability
 The TVI has adequate financial resources to provide an environment which is conducive to effective teaching and learning that supports the TVET programs
being offered.
TVI’s Self-
Evaluator’s
Scoring Guide Score Evaluation Evidence/s
Score
Score
The TVI has an annual program and budgeting plan with o Financial Report/Statement for the last three (3)
installed monitoring and evaluation system with created 5 5 5 years
feedback system for next plan o Internal Audit Reports
o Program and Budgeting Plan
The TVI has an annual program and budgeting plan with o Annual/Operational Plan
3-4
installed monitoring and evaluation system o Monitoring and Evaluation Report
o Annual Report
The TVI has an annual program and budgeting plan and is 2 o Program Completion Report
100% implemented

The TVI has prepared an annual program and budget plan

but is not implemented
1

The TVI has no annual program and budget plan 0

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 TESDA REGION III
RATING SHEET – 1. GOVERNANCE AND MANAGEMENT
 The TVI has effectively and efficiently implemented the program and budget plan for the last three (3) fiscal years
TVI’s Self-
Evaluator’s
Scoring Guide Score Evaluation Evidence/s
Score
Score
The TVI has accomplished above 95% program completion o Financial Report/Statement for the last three (3)
5 5 5 years
and budget utilization
o Internal Audit Reports
The TVI has accomplished 81 – 95% program completion and
budget utilization
3-4 o Program and Budgeting Plan
o Annual/Operational Plan
The TVI has accomplished 66 – 80% program completion o Monitoring and Evaluation Report
2 o Annual Report
and budget utilization
o Program Completion Report
The TVI has accomplished 51 – 65% program completion
1
and budget utilization

The TVI has less than 50% program completion and budget
0
utilization

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 TESDA REGION III

RATING SHEET – 1. CURRICULUM AND PROGRAM DELIVERY

2.A. CURRICULUM
2.A.1. Competency Based Curriculum
▪ The course design (Competency Based Curriculum) clearly identifies the competencies in terms of required knowledge, skills, and attitudes to
be achieved by the learners.
TVI’s Self-
Evaluator’s
Scoring Guide Score Evaluation Evidence/s
Score
Score

CBC covers all competencies with additional two or more competencies in o Competency-Based
terms of required knowledge, skills and attitude. Curriculum is validated by Curriculum (CBC)
18-20 o Competency-Based
industry experts/trainers and competencies address national or global
requirements. Learning Materials (CBLM)
o Session Plan
CBC covers all competencies with additional two or more competencies in o Training Activity Matrix
terms of required knowledge, skills and attitude. Curriculum is validated by o Institutional Assessment
15-17 15
industry experts/trainers and competencies address demands of the specific o Achievement Chart
industry sector. o Progress Chart
o Learner’s Record Book
CBC covers all competencies with additional two or more competencies in (LRB)
terms of required knowledge, skills and attitude. Curriculum is validated by 14-16
industry experts/trainers.
CBC covers all competencies with additional two or more competencies in
terms of required knowledge, skills and attitude. Curriculum is not validated 11-13
by industry experts / trainers.
CBC covers all competencies with additional one (1) competency in terms of
required knowledge, skills and attitude. Curriculum is validated by industry 8-10
experts /trainers..

CBC covers all competencies with additional one competency in terms of 4-7

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 TESDA REGION III
required knowledge, skills and attitude. Curriculum is not validated by industry
experts.
CBC covers all competencies with additional contents relevant to existing unit
1-3
of competency or learning outcome.
No additional competency. 0 0
RATING SHEET – 2. CURRICULUM AND PROGRAM DELIVERY

2.A.2. Curriculum Development and Review

 A system to ensure currency, relevance, and responsiveness to industry’s needs in the development and review of the curriculum is in place
and implemented.
TVI’s Self-
Evaluator’s
Scoring Guide’ Score Evaluation Evidence/s
Score
Score

The curriculum is reviewed, evaluated, and updated in accordance with their o Consultation report by
quality procedures and in consultation with representations from all key providers with industry and/or
community representatives
stakeholders at least twice within the last three (3) years, with any of the
o Justification for revisions in
corresponding outcome: 17-20 scope (if applicable) such as:
- Innovations or enhancement in the curriculum - Alignment to National
- Regional Development Plan Policy or changes in
- Institutional mission, vision, thrust areas, teaching and learning, social responsibilities Institutional mission, vision,
- Annual operation plan thrust areas, teaching and
learning, social
The curriculum is reviewed, evaluated, and updated in accordance with their responsibilities and
quality procedures and in consultation with representations from all key employment policies
stakeholders once within the last three (3) years, with any of the corresponding o Copy of old and revised
outcome: curricula
13-15 15 o Bench marking findings report
- Innovations or enhancement in the curriculum
- Regional Development Plan o Annual operation plan
- Institutional mission, vision, thrust areas, teaching and learning, social responsibilities o Labor Market Information (LMI)
- Annual operation plan o Result of Institutional Survey
o Regional Development Plan
The curriculum is reviewed, evaluated, and updated in accordance with their 9-12

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 TESDA REGION III
quality procedures and in consultation with representations from all key o Documented study/research
stakeholders at least twice within the last three (3) years, but no action on o Quality procedures on
outcome review curriculum review

The curriculum is reviewed, evaluated, and updated in accordance with their

quality procedures and in consultation with representations from all key
5-8
stakeholders once within the last three (3) years, with any of the corresponding
outcome, but no action on outcome review
The curriculum is reviewed, evaluated, and updated in accordance with their
quality procedures with no participation and representation from all key
1-4
stakeholders once within the last three (3) years, but no action on outcome
review.
The curriculum has not been reviewed within the last three years. 0 0
RATING SHEET – 2. CURRICULUM AND PROGRAM DELIVERY
2.B. LEARNING OUTCOMES
2.B.1. Course design to achieve the learning outcomes based on learners’ needs are in place and implemented.
TVI’s Self-
Evaluator’s
Scoring Guide Score Evaluation Evidence/s
Score
Score

The course design is aligned with the requirements o Competency-Based Curriculum (CBC)
indicated in the Training Regulations based on learner’s o Competency-Based Learning Materials
needs indicating the deliberate development and 8-10 10 (CBLM)
integration of “21st century skills” and is 75%-100% o Training Regulations
implemented o Progress Chart
The course design is aligned with the requirements 5-7 o Training Needs Assessment
indicated in the Training Regulations based on learner’s o Progress chart
needs indicating the deliberate development and o Achievement Chart
integration of “21st century skills” and is partially (51%- o Training Activity Matrix
74%) implemented o Learners’ Record Book

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 TESDA REGION III
The course design is aligned with the requirements
indicated in the Training Regulations based on learner’s
needs indicating the deliberate development and 3-4
integration of “21st century skills” and is partially (25%-
50%) implemented
The course design is aligned with the requirements
indicated in the Training Regulations based on learner’s o Rating sheets
1-2
needs that recognized and identified “21 st century skills’ o Session Plan
but is not indicated in the design or implemented
The course design is aligned with or based solely on the
requirements indicated in the Training Regulations based 0 0
on the learner’s needs

RATING SHEET – 2. CURRICULUM AND PROGRAM DELIVERY

TVI’s Self-
Evaluator’s
Scoring Guide Score Evaluation Evidence/s
Score
Score

Sampled learners are able to demonstrate the o Competency-Based Curriculum (CBC)

6-10 10 10
competencies that were asked of them to do. o Competency-Based Learning Materials
(CBLM)
Sampled learners are able to demonstrate competencies
1-5 o Progress Chart
that were asked of them to do but is insufficient in scope.
o Achievement Chart
Sampled learners cannot demonstrate the competencies 0 o Training Activity Matrix
they were asked to do o Learners’ Record Book
o Actual Demonstration
o Rating sheets

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 TESDA REGION III
o Session Plan

RATING SHEET – 2. CURRICULUM AND PROGRAM DELIVERY

2.B.2. Institutional assessment arrangements to determine the learners’ progress in terms of achievement of learning outcomes are
in place and implemented.
▪ The TVI has fair, valid and effective systems for assessing learners against the course outcomes.
▪ Institutional Assessment instrument is validated and/or moderated.
TVI’s Self-
Evaluator’s
Scoring Guide Score Evaluation Evidence/s
Score
Score

Institutional assessments are fully conducted/implemented in all 17-20 20 8 o Training calendar

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 TESDA REGION III
modules of instruction in accordance to the submitted Training o Assessment schedule
Calendar/Assessment Schedule with complete documentation. o Institutional assessment tools
All Institutional Assessment instruments are validated and/or o Evidence plan
moderated. o Institutional assessment results
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&$(
$
  
,6./0

Page 19 of 54
 TESDA REGION III
o
G($
&$(
$
 
 ,0.,7
o
G(
$&$$

  
6.5
o
(
$&$(
$
  
,.7
o
'
$(
$

Institutional assessments are fully conducted/implemented in all

modules of instruction in accordance to the submitted Training
14-16
Calendar/Assessment Schedule with complete documentation.
Some assessment tools are validated and/or moderated.
Institutional assessments are fully conducted/implemented in all
modules of instruction in accordance to the submitted Training
9-13
Calendar/Assessment Schedule with complete documentation.
None of the assessment tools are validated and/or moderated.
Institutional assessments are conducted/implemented in some 5-8
modules in accordance to the submitted Training
Calendar/Assessment Schedule with partial documentation.

Page 20 of 54
 TESDA REGION III
Institutional assessments are conducted/implemented only at
1-4
the end of the training program.

No institutional assessment conducted 0

RATING SHEET – 2. CURRICULUM AND PROGRAM DELIVERY

2.C. PROGRAM DELIVERY
2.C.1. The number of enrolled learners is within the absorptive capacity of the program relative to what is indicated in the Training
Regulations (TR).
TVI’s Self-
Evaluator’s
Scoring Guide Score Evaluation Evidence/s
Score
Score

The number of enrolled learners for the last three batches within o Training Activity Matrix
the last three years is within the program’s training capacity with 6-10 10 o Achievement Chart
reference to the requirements set in the TR. o MIS 03-02 Report
The number of enrolled learners for the last three batches within o Progress Chart
the last three years is in excess of 1-5 learners relative to the 1-5 o Attendance sheet
training capacity of the program as set in the TR. o Result of institutional assessment
o Learners Record Book
The number of enrolled learners for the last three batches within o Registry of Workers Assessed and
the last three years exceeded more than 5 learners relative to 0 Certified (RWAC)
the training capacity of the program as set in the TR. o Training Schedule/ Calendar

Page 21 of 54
 TESDA REGION III

RATING SHEET – 2. CURRICULUM AND PROGRAM DELIVERY

2.C.2. Qualification of the Assigned Trainer of the Program
TVI’s Self-
Evaluator’s
Scoring Guide Score Evaluation Evidence/s
Score
Score

Assigned trainer is a holder of Trainer’s Methodology (TM) Level o Certificate of Trainer’s Methodology
6-10
II Certificate (TM) Level II
o Certificate of Competency (COC) in
Assigned trainer is a holder of at least two (2) Certificates of
1-5 Trainer’s Methodology (TM) Level II
Competency (COC) in Trainer’s Methodology (TM) Level II
Assigned trainer is not a holder of Trainer’s Methodology (TM)
Level II Certificate neither a Certificate of Competency (COC) in 0 0 0
Trainer’s Methodology (TM) Level II
2.C.3. Instructional materials over and above the requirements in the Competency-Based Curriculum are available.
TVI’s Self-
Evaluator’s
Scoring Guide Score Evaluation Evidence/s
Score
Score

Additional three or more instructional materials are available and o List of Instructional materials
more than enough of what is indicated in the Competency-Based 7-10 8 purchased, developed, and utilized
Curriculum (CBC). within the year
o List of instructional materials
Instructional one or two materials are available and more than
developed by trainers
enough of what is indicated in the Competency-Based 3-6
o Actual Instructional materials
Curriculum (CBC).
available
Instructional materials meet the requirements of what is indicated 1-2 o Availability of e-books
in the Competency-Based Curriculum (CBC).

Page 22 of 54
 TESDA REGION III
Instructional materials do not meet the requirements of what is
0 0
indicated in the Competency-Based Curriculum (CBC).
RATING SHEET – 2. CURRICULUM AND PROGRAM DELIVERY
2.C.4. Development of Audio-visual or multi-media learning materials
TVI’s Self-
Evaluator’s
Scoring Guide Score Evaluation Evidence/s
Score
Score

Trainers were able to develop several (3-4) new and complete o Sample audio-video ; multi-media
package of learning materials using audio-visual or multi-media 8-10 10 materials; (e.g. instructional video;
and are appropriately in sync with the program. simulators, mock-ups)

Trainers were able to develop some (1-2) audio-visual or multi-

media learning materials to support existing learning materials 5-7
that are appropriately in sync with the program.

Trainers developed audio-visual or multimedia learning materials

1-4
that attempt to be in sync with the program

Trainers were not able to develop audio -visual/multi-media

0 0
learning materials.

Page 23 of 54
 TESDA REGION III

RATING SHEET – 2. CURRICULUM AND PROGRAM DELIVERY

2.C.5. The learners’ comprehension of modules encountered in the program
 The learners are able to explain the current modules they are in and the requirements to advance to the next module
Sampled learners will be asked on the requirements to advance to the next module given the requirements of the module they are currently
doing.
TVI’s Self-
Evaluator’s
Scoring Guide Score Evaluation Evidence/s
Score
Score

Sampled learners are fully aware of the requirements of o Competency-Based Curriculum (CBC);
the module they are currently taking and the next 4-5 5 4 o Session Plan
module they will go through o Competency-Based Learning Materials (CBLM)
o Sample of Institutional assessment
Sampled learners have limited awareness of the o Result of Institutional Assessment
requirements of the module they are currently taking 1-3 o Achievement chart
and the next module they will go through o Progress chart
Sampled learners are not aware of the requirements of
the current module they are taking nor how to progress 0
to the next module

Page 24 of 54
 TESDA REGION III

RATING SHEET – 2. CURRICULUM AND PROGRAM DELIVERY

2.C.6. Trainer’s delivery of training is according to the methodologies contained in the modules of training.
 The trainer is well-versed of the units of competency and is able to select and implement appropriate methodologies for the training.
TVI’s Self-
Evaluator’s
Scoring Guide Score Evaluation Evidence/s
Score
Score

The trainer is well versed and able to demonstrate the o Competency-Based Curriculum (CBC);
methodologies of training contained in the modules of 6-10 10 10 o Session Plan
instruction. o Competency-Based Learning Materials (CBLM)
o Observation Report
The trainer is partially aware and partially able to o Program Evaluation Result
demonstrate the methodologies of training contained in 1-5
the modules of instruction.
The trainer is not aware and unable to demonstrate the
methodologies of training contained in the modules of 0
instruction.
Sampled learners will be asked on the frequency and quality of feedback provided by the trainer on the program
TVI’s Self-
Evaluator’s
Scoring Guide Score Evaluation Evidence/s
Score
Score

Sampled learners revealed that feedback was provided o Competency-Based Learning Materials (CBLM)
by the trainer for every learner that completed modules 4-5 5 5 o Training Activity Matrix
of instruction. o Result of Institutional Assessment
o Session Plan
Sampled learners revealed that feedback was provided 1-3 o Achievement Chart
by the trainer but not to all the completed modules of o Progress Chart
instruction.

Page 25 of 54
 TESDA REGION III
Sampled learners revealed that feedback was never o Learner’s Record Book
provided by the trainer in the modules of instructions
0
they completed and in the current modules they are
doing.

RATING SHEET – 2. CURRICULUM AND PROGRAM DELIVERY

2.C.7. Development of Competency-Based Learning Materials (CBLMs)
 CBLMs covering all units of competency are developed and utilized by the trainer/s of the program
How extensive have you developed your Competency-based Learning Materials (CBLMs) to support individualized and self-paced learning?

TVI’s Self-
Evaluator’s
Scoring Guide Score Evaluation Evidence/s
Score
Score

100 % of CBLMs developed covering the full o Competency-Based Learning Materials (CBLM)
4-5
qualification
75% above but short of completing the entire required
3 3
CBLMs
From 51 to 74 % of CBLMs completed 2 2
Below 50 % of CBLMs completed 1
No CBLM done yet 0
Do the CBLMs directly address the details of the Learning Outcome/Unit of Competency?
TVI’s Self-
Evaluator’s
Scoring Guide Score Evaluation Evidence/s
Score
Score

CBLM components are complete and all contents are o Competency-Based Learning Materials (CBLM)
4-5
relevant to the achievement of LOs/ Unit of Competency
CBLM components are complete but some contents are 1-3 3

Page 26 of 54
 TESDA REGION III
irrelevant

CBLM components are not complete 0 0

RATING SHEET – 2. CURRICULUM AND PROGRAM DELIVERY

2.C.8. Provision of CBLMs to the learners

▪ All learners enrolled to the program are provided with the complete set of CBLMs covering all units of competency.
TVI’s Self-
Evaluator’s
Scoring Guide Score Evaluation Evidence/s
Score
Score

Each learner has a copy of and understands the CBLM o Policies/procedures and processes that align with
4-5 5 4 the TESDA’s arrangements for:
in the modules they are currently doing
- Recognizing prior learning
Not all learners have a copy of and have some o Information is provided to stakeholders about
understanding of the CBLM in the currently modules 1-3 recognition processes and requirements
they are doing. o Availability of RPL Instrument
o Self-Assessment Guide
No CBLM is provided to each learner and does not
0
understand the CBLM.
2.C.9. Implementation of Recognition of Prior Learning (RPL)
▪ System of assessing and recognizing students’ prior learning is in place and implemented
TVI’s Self-
Evaluator’s
Scoring Guide Score Evaluation Evidence/s
Score
Score

There is RPL mechanism in place with presence of
documentary evidence of learners evaluated for RPL
on a continuing basis.
There is RPL mechanism in place with presence of
o Policies/procedures and processes that align with
8-10 8 the TESDA’s arrangements for RPL
o Information is provided to stakeholders about
recognition processes and requirements
4-7

Page 27 of 54
 TESDA REGION III
some documentary evidences of learners evaluated for o Availability of RPL Instrument
RPL on a continuing basis. o Self-Assessment Guide
o Result of Institutional Assessment
There is RPL mechanism in place with presence of o Achievement Chart
documentary evidences of learners evaluated for RPL 1-3 o Progress Chart
on occasional basis o Learner’s Record Book
o Certificate of Achievement
No RPL mechanism in place 0 0

RATING SHEET – 2. CURRICULUM AND PROGRAM DELIVERY

2.C.10. Application of Program Monitoring and Evaluation Methods
▪ The quality of program delivery design is systematically evaluated and improved.
▪ Training programs are systematically monitored and reviewed so that they continue to satisfy defined standards and industry and/or
community requirements.
▪ There is a procedure on program monitoring and evaluation
TVI’s Self-
Evaluator’s
Scoring Guide Score Evaluation Evidence/s
Score
Score

The procedure is fully implemented. Actions are taken
17-20
to address the results/finding of the evaluation.
The procedure is fully implemented. Actions are taken
13-16
to address some of the results/finding of the evaluation.
There is program evaluation being carried out. Results
are processed and analyzed but no actions are taken to 9-12
address the results/findings of the evaluation.
There is program evaluation implemented but results
5-8
are not processed/analyzed.
There is program evaluation instrument developed but 1-4
not implemented.
Processes for self-assessment, which could include:
15
o Internal audit/ review report
o Audit/review schedules/plans
o Document on the appointment of assigned
officials/personnel and their responsibility in the
conduct of program evaluation
o Plans for review of program design and delivery
o Summary and analysis of evaluation result
o Action Plans prepared
o Documents showing preventive/ corrective
actions undertaken
1 o Pictures of improvements/ innovations

Page 28 of 54
 TESDA REGION III
o Comparative analysis of program evaluation
results
o Minutes of meeting, Program development and
No program evaluation instituted 0 review, Evidences of follow through addressing
recommendations and results
o Procedures for program monitoring and
evaluation

RATING SHEET – 2. CURRICULUM AND PROGRAM DELIVERY

2.D. PHYSICAL FACILITIES, TOOLS, EQUIPMENT AND CONSUMABLES
2.D.1. Arrangement of workshops into workstations is consistent with Competency-Based Training (CBT) delivery
 Workstations are arranged based on the guidelines indicated in the Training Regulations.
TVI’s Self-
Evaluator’s
Scoring Guide Score Evaluation Evidence/s
Score
Score

All workshops are arranged into workstations consistent o Workshop lay-out and result of on-site
6-10 8
with CBT delivery evaluation:
- Session Plan
Not all the workshops are arranged into workstations
- CBLM
consistent with CBT delivery addressing major work 1-5 5
- Progress Chart
areas of the qualification.
- Achievement Chart
Workshops are not arranged into workstations to be - Signages/labelling
0
consistent with CBT delivery.
2.D.2. A maintenance system is in place, documented and implemented.
 Maintenance plan of physical facilities, tools and equipment is in place and implemented.
Scoring Guide Score TVI’s Self- Evaluator’s Evidence/s
Evaluation Score

Page 29 of 54
 TESDA REGION III
Score

There is a maintenance plan of physical facilities, tools o Maintenance plan

4-5 4
and equipment and the plan is being implemented. o Evidence of plan implementation/status report
o Maintenance schedule
There is a maintenance plan of physical facilities, tools
and equipment but there is no evidence of actual 1-3 o Equipment maintenance and calibration
deployment of the plan. schedule
o Housekeeping schedule
There is no maintenance plan at all or any evidence of o Documented evidence of inspection,
0 0
deployment. maintenance, repair, and calibration

RATING SHEET – 2. CURRICULUM AND PROGRAM DELIVERY

▪ Tool keeper or laboratory technician is designated.
TVI’s Self-
Evaluator’s
Scoring Guide Score Evaluation Evidence/s
Score
Score

Presence of the following: o Office Order of designation

o Trained/experienced designated tool keeper 4-5 5 o Outsourcing contract, if applicable
o Trained/experienced laboratory technician o Contract of Service
o Certificate of training related to tool keeping
Presence of only one of the following:
Certification of experience
o Trained/experienced designated tool keeper 1-3 1
o Trained/experienced laboratory technician
There is no trained/experienced designated tool keeper
0
and laboratory technician.
▪ Policy and procedures in borrowing tools and equipment by learners are in place and complied with.
Scoring Guide Score TVI’s Self- Evaluator’s Evidence/s
Evaluation Score

Page 30 of 54
 TESDA REGION III
Score

Clear policies and procedures on the borrowing of o Documented policy and procedure in
4-5 5 4
tools/equipment by the learners is fully implemented. borrowing tools/ equipment
o Borrower’s slip/ logbook on borrowing
Policies and procedures on the borrowing of
1-3
tools/equipment are present but not deployed.
There is no policy and procedure in the borrowing of
0
tools/equipment by the learners.

RATING SHEET – 2. CURRICULUM AND PROGRAM DELIVERY

▪ Tools and equipment used in training are complete, in good working condition and available based on the guidelines set in the Training
Regulations.
TVI’s Self-
Evaluator’s
Scoring Guide Score Evaluation Evidence/s
Score
Score

Equipment used in training are in good working o Inventory report on the list of tools, equipment,
condition and more than the required quantity based 4-5 5 5 and facilities
on the Training Regulations. o Training regulations on Tools & equipment
provisioning
Equipment used in training are in good working o Compliance Audit Report
condition and have met the required quantity based 1-3
on the Training Regulations
Some of the equipment used in training are not
0
functioning
2.D.3 Implementation of 5S
 Practice of 5s is evident in the implementation of the program.

Page 31 of 54
 TESDA REGION III
TVI’s Self-
Evaluator’s
Scoring Guide Score Evaluation Evidence/s
Score
Score

There is an action plan on the practice of 5S and is o 5S posters

4-5 5
fully implemented. o Signages
o 5S implementation schedule
There is an action plan on the practice of 5S and is o 5S orientation/ seminar attended
2-3
partially implemented. o 5S checklist
There is an action plan on the practice of 5S but is o 5S action plan
1
not implemented.

There is no action plan on the practice of 5S. 0 0

RATING SHEET – 3.SUPPORT SERVICES

3.A. Conduct of program-related extension or community outreach activity/ies are evident, documented, and implemented
 Extension and community outreach activities are specific and related to the program.

TVI’s Self-
Evaluator’s
Scoring Guide Score Evaluation Evidence/s
Score
Score
Community outreach or extension program related to the o Memorandum of Understanding (MOU)
program has been conducted at least twice a year in the o Memorandum of Agreement (MOA)
17-20 o Narrative reports
past three years. Documentation and evidences of such
activities are extensive and available o Documentation on the implementation
Community outreach or extension program related to the of programs which included
program has been conducted at least twice a year in the descriptions, objectives, pictures, etc.
13-16 o Results of surveys, consultations,
past three years. Partial documentation and evidences of
meeting with local industry and
such activities are available.
community representatives
Community outreach or extension program related to the o Feedback from beneficiaries
program has been conducted at least once a year in the
9-12 12 12
past three years. Documentation and evidences of such
activities are complete and available.

Page 32 of 54
 TESDA REGION III
Community outreach or extension program related to the
program has been conducted at least once a year in the
5-8
past three years. Partial documentation and evidences of
such activities are available.
Community outreach or extension program related to the
program has been conducted at least once in the past 1-4
three years. Documentation and evidences are available.

No evidence of community outreach or extension

0
program.

RATING SHEET – 3.SUPPORT SERVICES

3.B. Conduct of applied researches related to the program resulting to program improvements and innovations
 Researches specific to the program being STAR-rated are undertaken.

TVI’s Self-
Evaluator’s
Scoring Guide Score Evaluation Evidence/s
Score
Score
Five (5) applied researches related to the program have o Research study and documentation
been conducted in the past three (3) years. Results led 17-20 of implemented research/ research
to many (3-4) program improvements and innovations results
o Technical research
Five (5) applied researches related to the program have
been conducted in the past three (3) years. Results led 13-16 15
to some (1-2) program improvements and innovations
Three (3) to four (4) applied researches related to the
program have been conducted in the past three (3)
9-12
years. Results led to many (3-4) program
improvements and innovations
Three (3) to four (4) applied researches related to the
5-8
program have been conducted in the past three (3)

Page 33 of 54
 TESDA REGION III
years. Results led to some (1-2) program
improvements and innovations
One (1) to two (2) applied researches related to the
program have been conducted in the past three years. 1-4 1
Results led to a program improvement or innovation

No research related to the program has been conducted

0
in the past three years

RATING SHEET – 3.SUPPORT SERVICES

3.C. Development of Innovations
 Innovations are backed up by research.
 New creation or design of techniques are available and utilized.
 Allows learners to have engagement in innovation activities.
TVI’s Self-
Evaluator’s
Scoring Guide Score Evaluation Evidence/s
Score
Score
The program allows learners to have full engagement in the o Documentation of innovations
creation or design of techniques that are backed up by 12-15
research and that are available and utilized
The program allows learners to have partial engagement in
the creation or design of techniques that are backed up by 8-11 10
research and that are available and utilized
The program allows learners to have partial engagement in
the creation or design of techniques that are backed up by 4-7
research but are not utilized
The program allows learners to be engaged in the creation or
1-3 1
design of techniques that are not backed up by research
The program does not allow learners to be engaged in the 0

Page 34 of 54
 TESDA REGION III
creation or design of techniques

RATING SHEET – 3.SUPPORT SERVICES

3.D. Provision of Career Guidance and Employment Facilitation
 Career aptitude tests are administered to all applicants.
 One on one interviews between learners and Career Guidance Advocates are conducted.
 The monitoring/tracking mechanism on employment of graduates is in place.
 Partner companies/institutions in the implementation of OJT or job referral related to the program are in place.
TVI’s Self-
Evaluator’s
Scoring Guide Score Evaluation Evidence/s
Score
Score
There are three or more career guidance services o Aptitude Test being used
or activities to assist the students in selecting the o Graduates Tracer System
4-5 5 5 o Documentation of other career guidance
right program/choice of career, and have been
regularly provided in the past three years activities implemented
There are 1-2 career guidance services or
activities to assist the students in selecting the
2-3
right program/choice of career, and have been
regularly provided in the past three years

Page 35 of 54
 TESDA REGION III
There are 1-2 career guidance services or
activities to assist the students in selecting the
1
right program/choice of career, and have been
irregularly provided in the past three years

There are no Career guidance services or

activities to assist students in selecting the right 0
program/choice of career

RATING SHEET – 3.SUPPORT SERVICES

TVI’s Self-
Evaluator’s
Scoring Guide Score Evaluation Evidence/s
Score
Score
Presence of at least 6 active partner companies o List of Active Industry Partner/s
with On-the-Job Training (OJT)/Dual Training o Contract, Memorandum of Agreement (MOA)
8-10 (active/valid)
System (DTS)/Dualized Training Program (DTP)
arrangements in the past 3 years o Training Agreement between students and
Presence of at least 3 active partner companies industry
with On-the-Job Training (OJT)/Dual Training o Established criteria in partnership
4-7 7 o Training Plan, Student Logbook or similar
System (DTS)/Dualized Training Program (DTP)
arrangements in the past 3 years documents
Presence of at least one 1 - 2 active partner
companies with On-the-Job Training (OJT)/Dual
1-3
Training System (DTS)/Dualized Training
Program (DTP) arrangements in the past 3 years
No partner company for On-the-Job Training 0 0

Page 36 of 54
 TESDA REGION III
(OJT)/Dual Training System (DTS)/Dualized
Training Program (DTP) arrangements in the past
3 years

RATING SHEET – 3.SUPPORT SERVICES

TVI’s Self-
Evaluator’s
Scoring Guide Score Evaluation Evidence/s
Score
Score
Services and activities are in place and are fully o Contract, MOA (active/valid) or similar
functioning to facilitate the employment of documents
8-10 10 10 o Participation in Job fairs
graduates of the program for the past three
years o Tracking of graduates and analysis of data
Services and activities are in place and are
partially functioning to facilitate the employment
5-7
of graduates of the program for the past three
years
Some services and activities are in place and
are partially functioning to facilitate the 1-4
employment of graduates of the program for the

Page 37 of 54
 TESDA REGION III
past three years

There are no services or activities to facilitate

0
the employment of graduates of the program

RATING SHEET – 3.SUPPORT SERVICES

3.E. Entrepreneurial activity
 The program develops the entrepreneurial skills of the learners (curriculum, EDTP).

TVI’s Self-
Evaluator’s
Scoring Guide Score Evaluation Evidence/s
Score
Score
The program allows the learners to have full o Documentation of Income Generating Programs
engagement in Entrepreneurship where learners (IGPs)
4-5 4
are engaged in IGPs, Training cum Production as o Annual financial report
entrepreneurs in the past 3 years o Ledger
The program allows the learners to have partial 1-3 o Proof of payment of services (honoraria,
engagement in any Entrepreneurship project of the
TVI in the past 3 years

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 TESDA REGION III
The program does not allow the learners to have allowance, S&M)
0 0
engagement in Entrepreneurship projects
 Partner institutions (NGOs, People’s Organizations, Cooperatives and other financing institutions) providing entrepreneurial assistance through
financing and training to the graduates are in place.
TVI’s Self-
Evaluation Evaluator’s
Scoring Guide Score Evidence/s
Score Score

Presence of 6 or more partner institutions o Contract, MOA with any financing institution or
providing post-training services or similar documents
4-5 o Loan agreement
entrepreneurial assistance to graduates of the
program in the past 3 years o Documented activities regarding loan/financial
Presence of 3 - 5 partner institutions providing assistance
post-training services or entrepreneurial
2-3
assistance to graduates of the program in the
past 3 years
Presence of 1 – 2 partner institutions providing
post-training services or entrepreneurial
1
assistance to graduates of the program in the
past 3 years
No partner institution providing post-training
services or entrepreneurial assistance to 0 0
graduates of the program.

RATING SHEET – 3.SUPPORT SERVICES

3.F. Gender Sensitivity and Persons With Disability (PWD)-related Activities
 Integration of Gender and Development in the curricula of the program
 Teachers /trainers are trained/oriented on Gender and Development.
 Development and Implementation of activities and programs concerning Gender and Development and PWDs

TVI’s Self-
Evaluator’s
Scoring Guide Score Evaluation Evidence/s
Score
Score
The TVI has developed an action plan on gender 5 o Operational Plan/Action Plan

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 TESDA REGION III
and development and PWD-related activities and is
100% implemented o Schedule of Activities
The TVI has developed an action plan on either o Documentation of activities conducted in
gender and development and PWD-related 3-4 4 4 relation to Gender Sensitivity and Development
activities and is partially implemented
and Persons With Disabilities
The TVI has developed an action plan on either
gender and development and PWD-related 1-2
activities but not implemented
The TVI has no action plan 0
 Facilities of the institution are PWD-friendly

TVI’s Self-
Evaluation Evaluator’s
Scoring Guide Score Evidence/s
Score Score

The TVI’s entire building structure and facilities o Availability of the following:
3-5 5 5 - Toilets for PWDs
provides accessibility and mobility for PWDs
- Ramps
Some of the TVI’s building structure and facilities - Drop off areas
1-2 - Waiting areas
provides accessibility and mobility for PWDs
- Visible signages
- Directional tactile in appropriate areas
The TVI’s facilities are not PWD-friendly 0

RATING SHEET – 4. PROGRAM PERFORMANCE MEASURES

4.A. Completion rate of the program
 There is high completion rate based on the enrollment of the last 3 batches implemented under the program.
TVI’s Self-
Evaluator’s
Scoring Guide Score Evaluation Evidence/s
Score
Score
o MIS 03-02 report stamped received by
No recorded dropouts for the last 3 batches of the
10 10 10 PO/DO
program.

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 TESDA REGION III
Dropout rate of the program as revealed in the
last 3 batches is from 1-2 percent of the enrolled 8-9
learners
Dropout rate of the program as revealed in the
last 3 batches is from 3-4 percent of the enrolled 6-7
learners
Dropout rate of the program as revealed in the
last 3 batches is from 5-7 percent of the enrolled 4-5
learners
Dropout rate of the program as revealed in the
last 3 batches is from 8-10 percent of the enrolled 1-3
learners

Dropout rate for the last three batches of learners

0
is more than 10 percent of the recorded enrollees

RATING SHEET – 4. PROGRAM PERFORMANCE MEASURES

4.B. Mandatory assessment of graduates of the program
 The learners that have graduated undergo mandatory assessment within 5 days after graduation.
TVI’s Self-
Evaluator’s
Scoring Guide Score Evaluation Evidence/s
Score
Score
All Graduates of the last 3 batches of the program o MIS 03-02 report
have been subjected to the mandatory national 20 20 20 o Registry of Workers Assessed and
assessment Certified (RWAC)

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 TESDA REGION III
95 - 99 % of the graduates of the last 3 batches of o Attendance Sheet for Assessment
the program have been subjected to mandatory 16-19 o T2MIS
national assessment.
90 - 94 % of the graduates of the last 3 batches of
the program have been subjected to mandatory 11-15
national assessment.
85 - 89 % of the graduates of the last 3 batches of
the program have been subjected to mandatory 6-10
national assessment
80 - 84 % of the graduates of the last 3 batches of
the program have been subjected to mandatory 1-5
national assessment.
Below 80 % of the graduates of the last 3 batches
of the program have been subjected to mandatory 0
national assessment.

RATING SHEET – 4. PROGRAM PERFORMANCE MEASURES

4.C. Certification rate of graduates of the program
 There is high or an increasing trend of certification rate of graduates based on the on the last 3 batches implemented under the program.

TVI’s Self-
Evaluator’s
Scoring Guide Score Evaluation Evidence/s
Score
Score
Certification rate of graduates (last 3 batches) is o MIS 03-02 report
20 20 20
95 % and above.

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 TESDA REGION III
Certification rate of graduates (last 3 batches) is o Registry of Workers Assessed and
17-19
91- 94 %. Certified (RWAC)
Certification rate of graduates (last 3 batches) is
15-16
87- 90%.
Certification rate of graduates (last 3 batches) is
13-14
83 – 86%.
Certification rate of graduates (last 3 batches) is
11-12
79 - 82 %.
Certification rate of graduates (last 3 batches) is
9-10
75 - 78 %.
Certification rate of graduates (last 3 batches) is
7-8
71- 74 %.
Certification rate of graduates (last 3 batches) is
5-6
67 - 70 %.
Certification rate of graduates (last 3 batches) is
3-4
63 - 66 %.
Certification rate of graduates (last 3 batches) is
1-2
60- 62 %.
Certification rate of graduates (last 3 batches) is
0
below 60%.

RATING SHEET – 4. PROGRAM PERFORMANCE MEASURES

4.D. Employment rate of graduates of the program
 The graduates of the last 3 batches implemented under the program are employed within 6 months to 1 year after graduation.

TVI’s Self-
Evaluator’s
Scoring Guide Score Evaluation Evidence/s
Score
Score
The cumulative employment rate of the graduates 20 20 20 o Tracer questionnaire
for the last 3 batches is 96% and above

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 TESDA REGION III
The cumulative employment rate of the graduates o Tracer study report
17-19
for the last 3 batches is from 90-95 %. o MIS 03-02 report
The cumulative employment rate of graduates for o Latest Employment/Status Report of
15-16
the last 3 batches is 85 - 89 %. TVET Graduates
The cumulative employment rate of graduates for o Certificate of Employment issued by the
13-14
the last 3 batches is 80 - 84 %. employer
The cumulative employment rate of graduates for
11-12
the last 3 batches is 75 - 79 %.
The cumulative employment rate of graduates for
9-10
the last 3 batches is from 70 - 74 %.
The cumulative employment rate of graduates for
7-8
the last 3 batches is from 65 - 69 %.
The cumulative employment rate of graduates for
5-6
the last 3 batches is from 60 - 64 %.
The cumulative employment rate of graduates for
3-4
the last 3 batches is from 55-59 %.
The cumulative employment rate of graduates for
1-2
the last 3 batches is from 50-54 %.
The cumulative employment rate of graduates for
0
the last 3 batches is below 50%.

RATING SHEET – 4. PROGRAM PERFORMANCE MEASURES

4.E. Skills Competition Awards received for the program
 The program produced learners or graduates who have received at least Medallion of Excellence in Skills Competition.

*Medallion of Excellence is awarded to competitors who did not received any medal but garnered 500 points which is the benchmark of performance under
the International Calculation System (ICS).
TVI’s Self-
Evaluator’s
Scoring Guide Score Evaluation Evidence/s
Score
Score

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 TESDA REGION III
The program has produced at least a Medallion of o Skills Competition awards received
Excellence award in the ASEAN Skills
10
Competition or other international level skills
competition
The program has produced at least a Medallion of
Excellence award in the Philippine National Skills
7-9
Competition and other national/sectoral level
competitions
The program has produced at least a Medallion of
Excellence award in the Regional Skills 4-6
Competition and other regional level competitions
The program has produced at least a Medallion of
Excellence award in the Provincial Skills
1-3
Competition and other local level skills
competitions

No Medallion of Excellence produced so far 0 0 0

Consolidated Table of Requirements and Corresponding Points Garnered

Requirement Maximum TVI’s Self- SRRC External Remarks

Points Evaluation STAR

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 TESDA REGION III
Score Validator
1.   Governance and Management 100
20
1.A. Vision, mission, goals and objectives
 TVI goals and objectives are explicit and promote
continuous improvement.
 Program goals and objectives are explicit and
promote continuous improvement.

20
1.B. Monitoring and review of vision, mission, goals
and objectives 
 The TVI has a system for self-assessment and
continuous improvement of its performance and all
its key functions.
 The program has a system for self-assessment and
continuous improvement of its performance and all
its key functions.

25
1.C. Quality Management System Implementation
 A quality management system is in place to
implement the Agency standards for TVIs.
 TVI’s accountabilities in meeting TESDA
requirements

1.D. Human Resource Development Management 15

 The skills and knowledge of faculty and staff are
systematically monitored and developed so that
they continue to satisfy defined standards and
industry and/or community requirements.
 Staff training and development is in place and
implemented.
TVI’s Self- External
Maximum
Requirement Evaluation SRRC STAR Remarks
Points
Score Validator
1.E. Green TVET practices or technologies are 10
evident, documented and implemented.
 Integration of environment-friendly learning
elements in the curricula applicable to the program

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 TESDA REGION III
 Teachers /trainers are trained/oriented on Green
TVET.
 Development of learning/ teaching materials;
 Adaption/Utilization of green technologies/practices
- Waste Management
- Cost efficient power resources
- Use of biodegradable supplies and materials
1.F. Financial Capability 10
 The TVI has adequate financial resources to
provide an environment which is conducive to
effective teaching and learning that supports the
TVET programs being offered.
2. Curriculum and Program Delivery 220
2.A. Curriculum 40
2.A.1. Curriculum Design Competency Based 20
Curriculum
 The curriculum design competency-based
curriculum clearly identifies the competencies in
terms of required knowledge, skills, and attitudes to
be achieved by the learners.

2.A.2. Curriculum Development and Review 20

 A system to ensure currency, relevance, and
responsiveness to industry’s needs in the
development and review of the curriculum is in place
and implemented.

TVI’s Self- External

Maximum
Requirement Evaluation SRRC STAR Remarks
Points
Score Validator
2.B. Learning Outcomes 40
20
2.B.1. Training plan to achieve the learning outcomes
based on learners’ needs are in place and
implemented.

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 TESDA REGION III
2.B.2. Institutional assessment arrangements to 20
determine the learners’ progress in terms of
achievement of learning outcomes are in place
and implemented.
 The TVI has fair, valid and effective systems for
assessing learners against the program outcomes.
 Institutional Assessment Instrument is validated
and/or moderated.
2.C. Program Delivery 105
2.C.1. The number of enrolled learners within the 10
absorptive capacity of the program relative to
what is indicated in the Training Regulations
(TR).
2.C.2. Qualification of the Assigned Trainer of the 10
Program
2.C.3. Instructional materials over and above the 10
requirements in the Competency-Based
Curriculum (CBC) are available.
2.C.4. Development of Audio-visual or multi-media 10
learning materials

TVI’s Self- External

Maximum
Requirement Evaluation SRRC STAR Remarks
Points
Score Validator
2.C.5. The learners’ comprehension of modules 5
encountered in the program
 The learners are able to explain the current
modules they are in and the requirements to
advance to the next module.
2.C.6. Trainer’s delivery of training is according to the 15
methodologies contained in the modules of
training.

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 TESDA REGION III
 The trainer is well-versed in the units of
competency and is able to select and implement
appropriate methodologies for the training.
2.C.7. Development of Competency-Based Learning 10
Materials (CBLMs)
 CBLMs covering all units of competency are
developed and utilized by the trainer/s of the
program.
2.C.8. Provision of CBLMs to the learners 10
 All learners enrolled in the program are provided
with the complete set of CBLMs covering all units of
competency.
2.C.9. Implementation of Recognition of Prior 5
Learning (RPL)
 System of assessing and recognizing students’
prior learning is in place and implemented
2.C.10. Application of Program Monitoring and 20
Evaluation Methods
 The quality of program delivery design is
systematically evaluated and improved.
 Training programs are systematically monitored
and reviewed so that they continue to satisfy
defined standards and industry and/or community
requirements.
 There is a procedure on program monitoring and
evaluation

TVI’s Self- External

Maximum SRRC
Requirement Evaluation STAR Remarks
Points
Score Validator
2.D. Physical facilities, tools, equipment and 35
consumables
2.D.1. Arrangement of workshops into workstations is 10
consistent with Competency-Based Training
(CBT) delivery.
 Workstations are arranged based on the guidelines
indicated in the Training Regulations.

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 TESDA REGION III
2.D.2. A maintenance system is in place, documented 20
and implemented.
 Maintenance plan of physical facilities, tools and
equipment is in place and implemented.
 Tool keeper or laboratory technician is designated.
 Policy and procedures in borrowing tools and
equipment by learners are in place and is complied
with.
 Tools and equipment used in training are complete,
in good working condition and available based on
the guidelines set in the Training Regulations.
2.D.3 Implementation of 5S 5
 Practice of 5s is evident in the implementation of
the program.

3.  Support Services 100

3.A. Conduct of program-related extension or 20
community outreach activity/ies are evident,
documented, and implemented
 Extension and community outreach activities are
specific and related to the program.
3.B. Conduct of applied researches related to the 20
program resulting to program improvements and
innovations
 Researches specific to the program being STAR-
rated are undertaken.

TVI’s Self- External

Maximum
Requirement Evaluation SRRC STAR Remarks
Points
Score Validator
3.C. Development of Technical Innovations 15
 Technical Innovations are backed up by
research
 New creation or design of techniques are
available and utilized.
 Inculcation of the culture of innovation are in

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 TESDA REGION III
place and implemented.
3.D. Provision of Career Guidance and 25
Employment Facilitation
 Career aptitude tests are administered to all
applicants.
 One on one interviews between learners and
Career Guidance Advocates are conducted.
 The monitoring/tracking mechanism on
employment of graduates is in place.
 Partner companies/institutions in the
implementation of (on the job training) OJT or
job referral related to the program are in place.
3.E. Entrepreneurial activity 10
 The program develops the entrepreneurial
skills of the learners (curriculum, EDTP).
 Partner institutions (Non-government
organizations (NGOs), People’s Organizations,
Cooperatives and other financing institutions)
providing entrepreneurial assistance through
financing and training to the graduates are in
place.
3.C. Development of Technical Innovations 15
 Technical Innovations are backed up by
research
 New creation or design of techniques are
available and utilized.
 Inculcation of the culture of innovation are in
place and implemented.

TVI’s Self- External

Maximum
Requirement Evaluation SRRC STAR Remarks
Points
Score Validator
3.D. Provision of Career Guidance and 25
Employment Facilitation
 Career aptitude tests are administered to all
applicants.
 One on one interviews between learners and

Page 51 of 54
 TESDA REGION III
Career Guidance Advocates are conducted.
 The monitoring/tracking mechanism on
employment of graduates is in place.
 Partner companies/institutions in the
implementation of (on the job training) OJT or
job referral related to the program are in place.
3.E. Entrepreneurial activity 10
 The program develops the entrepreneurial
skills of the learners (curriculum, EDTP).
 Partner institutions (Non-government
organizations (NGOs), People’s Organizations,
Cooperatives and other financing institutions)
providing entrepreneurial assistance through
financing and training to the graduates are in
place.
3.F. Gender Sensitivity and Persons With 10
Disability (PWD)-related Activities
 Integration of Gender and Development in the
curricula of the program
 Teachers /trainers are trained/oriented on
Gender and Development.
 Development and Implementation of activities
and programs concerning Gender and
Development and PWDs
 Facilities of the institution are PWD-friendly

TVI’s Self- External

Maximum
Requirement Evaluation SRRC STAR Remarks
Points
Score Validator
4. Program Performance Measures 80
4.A. Completion rate of the program 10
 There is high completion rate based on the
enrollment of the last 3 batches implemented
under the program.
4.B. Mandatory assessment of graduates of the 20
program

Page 52 of 54
 TESDA REGION III
 The learners have undergone mandatory
assessment within 5 days after graduation.
4.C. Certification rate of graduates of the 20
program
 There is high or an increasing trend of
certification rate of graduates based on the last
3 batches implemented under the program.
4.D. Employment rate of graduates of the 20
program
 The graduates of the last 3 batches
implemented under the program are employed
within 6 months to 1 year after graduation.
4.E. Skills Competition Awards received for the 10
program
 The program produced learners or graduates
who have received at least a Medallion of
Excellence in Skills Competition.
GRAND TOTAL 500

Total Scores and the STAR Level Award of TVET program

Level Total Score Status Awarded

Candidate Status 300- 374 STAR candidate status. Need to strengthen areas where weaknesses have been identified.
One
Program STAR-rated for one year. Meets the threshold of Competency Based Training (CBT)
375-424
program delivery and program performance measures.

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 TESDA REGION III
Two
Program STAR-rated for two years. Meets the standards substantially above the threshold of
425-474
Competency Based Training (CBT) program delivery and program performance measures.
Three Program STAR-rated for three years. Meets standard substantially way above the threshold of
475 -500
Competency Based Training (CBT) program delivery and program performance measures.

Level Evaluator’s Total Score

Submitted by: Evaluated by:

___________________________________ ___________________________________
Head, TVI Quality Team Name and Signature

___________________________________ ___________________________________
Member, TVI Quality Team Name and Signature

___________________________________ ___________________________________
Member, TVI Quality Team Name and Signature

___________________________________ ___________________________________
Date Date

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