Lesson 5: Pre-Training Assessment and

Analysis
Objectives
At the end of the session, you should be able to:

 Describe pre-training assessment and training needs analysis

 Realize the importance of having pre-training assessment before starting the session
 Disengage current competency from the skills required to determine training gap

Introduction
“In differentiated classroom, teachers begin where students are, not the front of a curriculum guide”. –
Carol Ann Tomlinson, 1999. As quoted by Tomlinson, we start our session based on our pre-assessment,
not in Competency Based Curriculum. Pre-assessment evaluates trainee‟s knowledge, skills, strengths
and weaknesses prior to teaching.
Pre-Training Assessment is conducted to recognize current competency (RCC) and recognition of prior
learning (RPL). This assessment is done before the training starts. Listed are reasons why it is needed:

 It allows us to see their mastered competencies.

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

Pre-Training Assessment

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

 Learners‟ assess themselves using the self-assessment guide

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

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

 Calling or asking personally the signatories and confirm the information listed in the certificate of
award/employment.
 Calling or visiting the workplace where projects are done.
Pre-Test or Diagnostic Test is a type of formative assessment that involves collecting evidence to
diagnose or identify a training need or performance problem. (NVSC Handbook) Prepare the pre-
test/diagnostic test according to the guidelines written in the lesson „Preparing Assessment Instruments‟.

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

Determining Training Gap

Determining Training Gap through Training Needs Analysis (TNA)

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

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

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

Please have a copy of your qualification’s Self-Assessment Guide (SAG). Downloadable