Trainers Methodology (TM) Level I (Trainer/Assessor

B85 L3 P2C33 ST.
, KARANGALANG VILLAGE PASIG CITY

(02) 956-8640
BBACADEMYPASIG@GMAIL.COM
TRAINERS METHODOLOGY (TM) LEVEL I (Trainer/Assessor

PRE-TEST
NAME: __________________________ DATE: _________________
TEST I:
A. TRUE OR FALSE:
Tell whether the given statement about CBT is true or false. Write (T) if the
statement True and (F) if the statement is False. Write your answer to a
separate sheet.
_________ 1. The CBT approach is useful in determining the capability of the

trainers to apply into practice the obtained knowledge, skills and attitude from
the training.
________ 2. CBT focuses on the learning process within a specified time or

duration rather than on the expected outcome.
________ 3. The same with the traditional approach it begins with the
demand/needs of the customer, specifically the industry.
________ 4. Institutions/schools are obliged to meet the set requirement of

the Authority before a training program is implemented.
_______ 5. Evidences are used in the evaluation of the obtained skills and
knowledge of the trainee according to the standard.
_______ 6. Group work/team is the main training delivery necessary in the

conduct of CBT.
_______7. Various trainees could be trained for different unit of competency

in one program.
_______ 8. CBT concentrates on managing instructions.
_______ 9. Trainers are allowed to give little feedback to maximize the time.
_______ 10. Trainers/instructor encouraged trainees for re-evaluation.

B85 L3 P2C33 ST., KARANGALANG VILLAGE PASIG CITY
(02) 956-8640
B. Identification: Given the following statements, identify what dimension of

is being described in the situations. (Task Management Skills, Task Skills,
Contingency Management Skills or Job/Role Environment Skills)
_____ 1. Notification of shift availability, or non-attendance for shift, is given

without undue delay and according to store policies and procedures.
______2. Relevant safety systems information is accessed, analyzed and used

in responding to an identified hazard.
______3. Following presentation, feedback on product design is obtained
from the appropriate personnel. Any modifications are identified and

incorporated into the final design.
______ 4. Tools and equipment are cleaned and stored in accordance with
workplace requirements.
______ 5. Trainers manage unexpected circumstances happened during the

actual conduct of the tasks.
TEST II:
Multiple Choice: Choose the letter of the best answer. Write the letter of your
choice on your answer sheet.
1. The authority that is mandated to develop the Competency Standards is
a. TESDA
b. NTTA
c. DEPED
d. CHED
2. The main basis of the assessment tools and instructional materials of

competency-based training and assessment is the
a. Section 1. Definition of Qualification
b. Section 2. Competency Standards
c. Section 3. Training Standards

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d. Section 4. National Assessment and Certification Arrangement
3. This section enumerates the job titles of workers who are competent in the
qualification described in the Training Regulation.
4. This section contains information and requirements in designing training

programs for the qualification.
5. This section gives the specifications of competencies required for effective

work performance.
6. The written specification of the knowledge, skills and attitudes and values
required for the performance of a job, occupation or trade and the
corresponding standard of performance required for these in the workplace is
the
a. Training Regulations
b. Competency Standards
(02) 956-8640
c. Competency-Based Curriculum
d. Competency Based Learning Materials
7. The building blocks of a unit of competency that describes the worker is able
to perform are the
a. Elements
b. Skills
c. Tasks
d. Performance criteria
8. This part of the competency standard identifies the knowledge evidence,

productive evidence and process evidence that are essential for successful
performance of the competency.
a. Evidence plan
b. Underpinning knowledge
c. Underpinning skills
d. Critical aspects of the competency
9. This part of the competency standards defines boundaries within which the
unit of competency applies
a. Evidence Plan
b. Nominal duration
c. Range of variables
10. Generic and industry specific skills needed to achieve the elements and
performance criteria are listed in this part of the competency standards.
a. Evidence plan
b. Underpinning knowledge
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c. Underpinning skills
11. This part of the CS describes in output terms the functions that a person
who works in a particular area of work is able to do.
a. Elements
b. Evidence plan
c. Performance criteria
d. Underpinning knowledge
12. These are the evaluative statements that specify what is to be assessed and
the required level of performance.
a. Elements
b. Evidence plan
c. Performance criteria
d. Underpinning knowledge
13. The specifications of a qualification – the methodologies, resources,

facilities, infrastructure and other materials required both for training and
assessment strategies is the
a. Competency Standards
b. Qualification Title
c. Training Regulations
d. Competency Based Curriculum
14. This is a statement of one or combinations of different learning approaches,

methods and techniques to deliver learning activity/ies for the qualification
which are consistent with CBT principles.
a. conditions
b. contents
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c. methodologies
d. learning outcomes
15. The statement on the coverage of the course, its relevance in the industry
sector, and the possible occupations the trainee will have after completion is
written in the
a. Assessment criteria
b. Course content
c. Course descriptor
d. Course title
16. This part of the CBC specifies the performance outcome the learner will be
expected to demonstrate at the conclusion of the learning outcome.
b. Course content
c. Learning outcome
d. Performance criteria
17. What part of the CBC specifies the context of the training, this include list
of tools and equipment, access to learning resources and equipment manuals,
and types of facility?
a. content
b. outline
c. condition
d. descriptor
18. It is a statement that specifies what learner will be able to do as result of

the learning process. It is written in
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b. Learning outcome
c. Module content
d. Module descriptor
19. The planning tool for institutional competency evaluation is the
a. Evidence Plan
b. Rating Sheets
c. Table of Specification
d. Evaluation Tool Templates
20. The source of the evidence requirements for institutional competency

evaluation is the
a. Critical aspects of competency
b. Performance criteria
c. Underpinning knowledge and skills
d. All of the above.
21. Which of the following evidence gathering methods is most appropriately

used to evaluation the acquisition of skills when doing institutional evaluation
within a training program?
a. Demonstration method
b. Written Test
c. Observation method
d. Interview/Questioning
22. What evidence gathering method is used when the trainee is observed as
he is doing his job in an actual job site?
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a. Demonstration method
b. Written Test
c. Observation method
d. Interview/Questioning
23. When is it appropriate to construct a table of specifications?
a. Before you write the test questions
b. After you write the test questions
c. After the students have taken the test
d. ONLY when you have to create the test
24. Are tests from book publishers better than those you develop?
a. Yes, because they wrote the textbook
b. Yes, because they have professionals who write the

questions
c. No, because they don't know what you have

taught and what has been emphasized
d. No, because they don’t know your teaching style
25. This area ensures that the underpinning knowledge, the

science, mathematics and communication principles as applied to
the technology are provided to the learner.
a. Contextual Learning Area
b. Learning Resource Area
c. Trainers Resource Area
d. Support Service Area

(02) 956-8640
TEST III.
DEFINATION:
1. What is a TVET Trainer?

2. What is a Trainer / Assessor?
3. What is Training Regulation (TR)?
4. What is Competency Standard (CS)
5. What is Competency-Based Learning Material (CBLM)?
6. What is Basic Competency?
7. What is Common Competency
8. What is Core Competency?
9. What is Competency-Based Training (CBT)?
10. What is Competency-Based Curriculum (CBC)?

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B85 L3 P2C33 ST.

, KARANGALANG VILLAGE PASIG CITY

TRAINERS METHODOLOGY (TM) LEVEL I (Trainer/Assessor

NAME: __________________________ DATE: _________________

_________ 1. The CBT approach is useful in determining the capability of the

________ 2. CBT focuses on the learning process within a specified time or

________ 4. Institutions/schools are obliged to meet the set requirement of

_______ 6. Group work/team is the main training delivery necessary in the

_______7. Various trainees could be trained for different unit of competency

_______ 8. CBT concentrates on managing instructions.

_______ 10. Trainers/instructor encouraged trainees for re-evaluation.

B. Identification: Given the following statements, identify what dimension of

_____ 1. Notification of shift availability, or non-attendance for shift, is given

______2. Relevant safety systems information is accessed, analyzed and used

______3. Following presentation, feedback on product design is obtained

from the appropriate personnel. Any modifications are identified and

______ 5. Trainers manage unexpected circumstances happened during the

1. The authority that is mandated to develop the Competency Standards is

2. The main basis of the assessment tools and instructional materials of

a. Section 1. Definition of Qualification

b. Section 2. Competency Standards

c. Section 3. Training Standards

d. Section 4. National Assessment and Certification Arrangement

a. Section 1. Definition of Qualification

b. Section 2. Competency Standards

c. Section 3. Training Standards

d. Section 4. National Assessment and Certification Arrangement

4. This section contains information and requirements in designing training

a. Section 1. Definition of Qualification

b. Section 2. Competency Standards

c. Section 3. Training Standards

d. Section 4. National Assessment and Certification Arrangement

5. This section gives the specifications of competencies required for effective

a. Section 1. Definition of Qualification

b. Section 2. Competency Standards

c. Section 3. Training Standards

d. Section 4. National Assessment and Certification Arrangement

d. Competency Based Learning Materials

8. This part of the competency standard identifies the knowledge evidence,

d. Critical aspects of the competency

d. Critical aspects of the competency

d. Critical aspects of the competency

13. The specifications of a qualification – the methodologies, resources,

d. Competency Based Curriculum

14. This is a statement of one or combinations of different learning approaches,

18. It is a statement that specifies what learner will be able to do as result of

19. The planning tool for institutional competency evaluation is the

d. Evaluation Tool Templates

20. The source of the evidence requirements for institutional competency

a. Critical aspects of competency

c. Underpinning knowledge and skills

d. All of the above.

21. Which of the following evidence gathering methods is most appropriately

23. When is it appropriate to construct a table of specifications?

a. Before you write the test questions

b. After you write the test questions

c. After the students have taken the test

d. ONLY when you have to create the test

a. Yes, because they wrote the textbook

b. Yes, because they have professionals who write the

c. No, because they don't know what you have

d. No, because they don’t know your teaching style

NAME: __________ DATE: _