Logo NAME OF INSTITUTION

__________________

TTLM Code:
___________________________________

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Introduction
This Teacher’s Guide is developed to assist you in delivering the
______________________ training program. It is usually designed as a resource to
support the learning activity.

The _______________________ Training is developed to equip the trainees with

the required competences in _________________________________________
________________________________________________________________
________________________________________________________________
________________________________________________________________
________________________________________________________________.
The Program is consists of ______ (__) learning modules covering the ______ (___)
units of competence.
This teacher’s guide covers all the ______ (__) learning modules and it will assist
you in delivering the said program and achieving its learning objectives and
outcomes. It also provides information in the organization of the learning guides and
assessment packets. The learning guides are aid to the trainees by telling them
what need to do, when and how to do it and the expectations once the learning
activities are completed. While the assessment packet guide you in developing the
tools or instruments to measure trainee’s overall achievement of the stated
competence. Thus it is important for you to understand the design of this program
and the mechanics in which it shall be delivered.

Your role as the teacher is to provide opportunities aimed at helping the trainees
develop and improve their competences. You are expected to guide and assist them
as they go through the learning activities and actual work.

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 Learning module (Matrix of Competence)
Unit of Competences Learning Modules and Code In-School In-Company Total
Hours Hours Hours
10 12 22

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 Learning Outcomes and Assessment Criteria

Unit of Competence
Module Title
LO 1
Assessment
Criteria

LO 2
Assessment Criteria

LO 3

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 Assessment Criteria

Training Mechanism

The Outcome-Based Training is one form of an independent learning approach.

This approach enables trainees to be master of their own environment and in charge
of their learning. It is also characterized by the integration of theory and application
as two dimensions of an effective learning process. In this program, the
competence-based system is consists of a combination of lecture-discussion,
individualized learning activities, mentoring, field immersion and feedback.

In this program the trainees will be given individual learning guide to go through and
accomplish. They will be instructed through this learning guide to accomplish
learning activities as part of the mechanism for transfer of learning from the training
situation to the job situation. For each competence area, trainees will formulate a
specific learning plan as a guide for applying their learning to work setting and for
their own continuing self-development. At this point, your role as the
teacher/facilitator is to guide the trainee in preparing and accomplishing their plan.

Lecture and discussion of the topics outlined in the session plan should be
performed first before the trainees are instructed to go to the workshop. You are
also required to demonstrate the correct steps/procedures and techniques to your
trainees before you let them practice. Insure that they are practicing safely.

Most part of the training activities will be conducted in the workshop for better
development of specific skills. Aside from motivating them to relate concepts and
skills to their own work situations, make sure to provide the necessary opportunity for
competence practice and better internalization of such concepts and techniques.
The trainees should also be provided the opportunity to blend with the actual working
unit in the industry.

In this system, it is important to develop a sustained relationship with the trainees

through a continued involvement, where you are to offer support; guidance and
assistance as the trainee go through the learning activities and actual work.

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With the mentoring approach, the trainees are grouped in learning teams with one
facilitator-mentor per team. Before learning session or workshop start in the
morning, each team and mentor meets to give feedback regarding their work, or how
the group improves, acquire set of skills for the members to become more effective
trainees. You are also to asses them at the end of each module. However, they
have to be ready before the assessment and it should be them to request for it.

Before the training start you should conduct an orientation session to brief the
trainees on how the training will proceed.

Session Plan-_______________
Unit of Competence
Module Title
LO __
Session Objectives: At the end of this session the trainees shall be able to –

Nominal
Activities Contents Methods
Duration
Sessions

Evaluation
Summary

Author: SNNPR TVET Bureau and TM TOT trainers Page 5

 Resources

Evidence Plan (Formative Assessment)

TVET Program:

Learning Modules covered:

Batch Class:

Questioning with OralDemonstration

Ways in which evidence will be collected:

Knowledge Test

LAP Test
The evidence must show that the trainee……
(Statement should be in present, singular form, e.g. checks tools following standard
procedures, cleans equipment in accordance with manufacturer’s instructions, etc.)

Author: SNNPR TVET Bureau and TM TOT trainers Page 6

* Critical criteria

Prepared by: Date:

Checked by: Date:

Evidence Plan Template (Summative Assessment)

TVET Program:

Batch Class:

Learning Module(s) covered  ______________________________________

Demonstration with Oral Questioning

Ways in which evidence will be collected:

Observation

Written Test

LAP Test
Interview

The evidence must show that the trainee……

Author: SNNPR TVET Bureau and TM TOT trainers Page 7




*Critical aspects of competence

Prepared by: Date:

Checked by: Date:

Logo Name of Institution

TRAINEE TEST GUIDE

PERFORMANCE TEST

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 _______________________________
NTQF Level ___

Learning Modules
covered

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General Instructions:
a) This practical test covers the following Learning Modules –
 ............................................................................

b) You are to accomplish the tasks provided in the specific instructions.

c) You are given ____ hours to complete them.
d) You will be provided with the following to complete the tasks –
 ....
 ....
 ....
 …..

e) All your questions and clarifications should be addressed to the teacher only.
f) Submit this booklet to your teacher upon completion.
g) After you finish this assessment, you are not allowed to copy anything or tear any page
from this booklet.

Specific Instructions:
A. You are to accomplish the following and ....
1. .....
2. .....
3. .....
4. .....
B. ......

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 Logo Name of Institution

__________________________
TVET Program and Level

KNOWLEDGE TEST
SET A

Name
Batch Class

Date

Final Mark

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 KNOWLEDGE TEST

TABLE OF SPECIFICATIONS
Total Number Equivalent Earned Marks
Content (Satisfactory/Not
of Test Items Marks Satisfactory
Test I: Multiple Choice Questions
Test II. Matching Type Questions
Test III: Short Answer Questions
Overall Rating

INSTRUCTIONS

Read the directions carefully.

Write your name, batch class and date today in the space provided on the cover
page of this test booklet.

All written responses must be in English. You have 60 minutes to complete this
test, but if you can finish it earlier, you may hand in your booklet to your Proctor.

This is a MULTIPLE-CHOICE, MATCHING TYPE and SHORT ANSWER TYPE of

tests.

TEST I: MULTIPLE CHOICE TYPE

 There are twenty [15] questions in Test I.
 Select the best answer for each question. Do this by encircling the letter that
corresponds to your answer.
 If you wish to change an answer, place an X through the letter you have encircled
and then encircle your preferred answer.
 A correct answer scores 1 point and an incorrect answer scores 0 point. No marks
will be given for a question if more than one answer is supplied.

EXAMPLE: Which of the following does not belong in the group?

A. Computer
B. Printer
C. Photocopier
D. UPS
The correct answer is Photocopier so encircle the letter C.

IMPORTANT: DO NOT TURN THIS PAGE UNTIL YOU ARE TOLD TO DO SO.

Author: SNNPR TVET Bureau and TM TOT trainers Page 12

TEST BEGINS HERE:
Test I: Multiple Choice

1. Which _________________

A. ____

B. ____

C. ____

D. ____

2. Which _________________

A. ____

B. ____

C. ____

D. ____

3. Which _________________

A. ____

B. ____

C. ____

D. ____

4. Which _________________

A. ____

B. ____

C. ____

D. ____

Test II: Matching Type

A B
1.

Author: SNNPR TVET Bureau and TM TOT trainers Page 13

 Teacher Evaluation Guide

Key to Corrections (Learning Guides)

Learning Guide #1

A. Self-check __

B. Learning Activity Performance (LAP) Test

Learning Guide #2

A. Self-check __

B. Learning Activity Performance (LAP) Test

Author: SNNPR TVET Bureau and TM TOT trainers Page 14

 Performance Test
Sample Demonstration Evidence Gathering Tool (Sample for Formative Assessment)

Trainee’s Name:
Teacher’s Name:
Learning Module Title:
Learning Outcome covered:
Batch Class:
Date of assessment:
Time of assessment:
Instructions for the teacher
 Prepare the Trainee’s Test Guide for performance test and knowledge test.
 Provide them to the Trainee during your summative assessment.
 Observe the Trainees while demonstrating the assigned task written in the test guide.
 Describe the assessment activity and the date on which it was undertaken.
 Place a check in the box below to show that the Trainee completed each aspect of the activity to the
standard expected..
Materials and equipment

OBSERVATION Please check () to show if evidence is

demonstrated
During the demonstration of skills, did the trainee: Yes No N/A
  

  

  

  
  

  

  

The trainee’s demonstration was:

Satisfactory  Not Satisfactory 
*Critical aspects of competence

Note: This document serves as the rating sheet of the teacher in evaluating the
trainee’s performance. This must be accomplished for each trainee.

Author: SNNPR TVET Bureau and TM TOT trainers Page 15

 Sample Demonstration Evidence Gathering Tool [Continued]
Questions Satisfactory
response
The trainee should answer the following questions: Yes No

 

 

 

 

 

 

The trainee’s underpinning knowledge was:

Satisfactory  Not Satisfactory 

Feedback to trainee:

The trainee’s overall performance was:

Satisfactory  Not Satisfactory 

Trainee signature: Date:

Teacher signature: Date:

Author: SNNPR TVET Bureau and TM TOT trainers Page 16

 Sample Recording Sheet for Oral Questioning / Interview

Trainee’s Name:
Teacher’s Name:
Batch Class:
Learning Module Title:
Learning Outcome/s covered:
Satisfactory
Oral/interview questions response
Yes No
Q1  
Q2  
Q3  
Q4  
Q5  
The trainee’s underpinning knowledge was:
Satisfactory  Not satisfactory 
Teacher’s Signature: Date:
Feedback to trainee:

Acceptable answers are:

Q1
Q2
Q3
Q4
Q5

Author: SNNPR TVET Bureau and TM TOT trainers Page 17

 Key Answer for Knowledge Test

TEST ITEM KEY ANSWER MARK

Multiple Choice
1
2
3
4
5
6
7
8
9
10
(Multiple Choice) Total points

TEST ITEM ANSWER MARK

Matching Type
1
2
3
4
5
6
7
8
9
10
(Matching Type) Total points

TEST ITEM KEY ANSWER MARK

Short Answer Questions

1
i)
2 ii)
iii)
3
4
(Short Answer Questions) Total points

Author: SNNPR TVET Bureau and TM TOT trainers Page 18

 Demonstration (Sample for Summative Assessment)
Trainee’s name:
Teacher’s name:
Program Title:
Learning Module covered:
Batch Class:
Date of assessment:
Venue of assessment:
Instructions for the teacher

Please check () to show if evidence is

demonstrated
During the demonstration of skills, did the trainee: Yes No N/A
  
  
  
  
  
  
  

The trainee’s demonstration

Satisfactory  Not Satisfactory 
was:

*Critical criteria

Note: This document serves as the rating sheet of the teacher in evaluating the
trainee’s performance. This must be accomplished for each trainee.

Satisfactory
Oral Questions
response

Author: SNNPR TVET Bureau and TM TOT trainers Page 19

 The trainee should answer the following questions: Yes No
 
 
 

 

 

 

 Not
The trainee’s knowledge was:  Satisfactory
Satisfactory

Feedback to trainee:

The trainee’s overall performance was:

Satisfactory  Not Satisfactory 

Trainee’s signature: Date:

Teacher’s signature: Date:

Assessment Summary Results (form part of the Teacher’s Report)

Trainee’s Name

Author: SNNPR TVET Bureau and TM TOT trainers Page 20

Teacher’s Name
TVET Program Title
Batch Class
Module Title
Date of Assessment

The performance of the trainee is – Satisfactory Not Satisfactory

A. Demonstration with Oral questioning

B. Written Test

Did the trainee’s overall performance meet the required

 Yes  No
evidences / standards?

OVERALL EVALUATION  COMPETENT  NOT YET COMPETENT

General Comments [Strengths / Improvements needed]

Trainee's signature: Date:

Teacher’s signature: Date:

Sample only
_____________ (TVET Program) __________
TERMINAL REPORT

Author: SNNPR TVET Bureau and TM TOT trainers Page 21

Batch Class: _______________

FINAL MARK
REGISTRATION
NO. Trainee’s Name
NUMBER [Competent / Not Yet Competent]

1.
2.
3.
4.
5.
6.
7.
8.
9.
10.
11.
12.
13.
14.
15.
Legend: NYC – Not Yet Competent C – Competent

__________________________
Teacher’s Name and Signature

________________
Date

Author: SNNPR TVET Bureau and TM TOT trainers Page 22

List of Support / Reference Materials

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Author: SNNPR TVET Bureau and TM TOT trainers Page 0