Ed 220 Andragogy Sir Latoza

ED 220- ANDRAGOGY
The Andragogy of Learning Including Principles Trainers Methodology 1

Assessment Task:
Name: APRIL ROSE CASABUENA Score: ______________
Year & Section: BTVTED 2 FSM Date: _______________
Task Number: Unit 1-1 Part I:
Essay Direction: Explain your understanding on the idea presented below. Provide a separate sheet for
your answer.
1. Write your own idea or understanding of the word andragogy.
For me the word andragogy is focused on adult learning or adult education. Indeed, as to Knowles
concept, it is the art and science of helping adults to learn.
2. How Knowles discuss about andragogy and how it is associated with constructivists theory?
Knowles discuss about andragogy which is helping adults to learn through explaining, discussing,
examining and applying all the things that are inclined with the term andragogy itself like its
conditions, principles and etc. Also, andragogy associated with constructivists theory for it deals with
a lot of constructions of different instructions within a curriculum that consist systems of strategies
that needs to be possess by every teacher whose role is a facilitator to every learner to learn
efficiently and effectively.
Part II. Multiple Choice:
Name: APRIL ROSE CASABUENA Score: ___________________
Year and Section: BTVTED 2 FSM Date: ____________________
Task Number: Unit 1-2
Direction: Choose the best answer and write in the piece of paper. Submit it to the teacher a soon as it
will be accomplished.
1. A 6. A 11. D 16. A
2. C 7. C 12. C 17. KNOWLES
3. B 8. A 13. D 18. C
4. D 9. D 14. C 19. A
5. B 10. A 15. B 20. C
Name: APRIL ROSE CASABUENA Score: ___________________
Year and Section: BTVTED 2 FSM Date: ____________________
Task Number: Unit 1-3 Part III.
Complete the missing information: Direction: Provide information of what is being asked below:
Assumptions of Adult Learning
1. Adults need to know why they need to learn something.

2. Adults need to learn experientially.
3. Adults approach learning as problem-solving.
4. Adults learn best when the topic is of immediate value.
Principles of Adult Education
1. Self-concept: as a person matures his/her self-concept moves from one of being a dependent
personality toward one of being a self-directed human being.
2. Experience: as a person matures, he/she accumulates a growing reservoir of experience that
becomes an increasing resource for learning.
3. Readiness to learn: as a person matures his/her readiness to learn becomes oriented
increasingly to the developmental tasks of his social roles.
4. Orientation to Learning: as a person matures his times perspective changes from one of
postponed application of knowledge to immediacy of application, and accordingly his/her
orientation towards learning shifts from one of subject-centeredness to one of problem
centeredness.
5. Motivation to Learn: as a person matures the motivation to learn is internal.
Assessment Task:
Task Number: Unit 2-1 Part I:
Enumeration Direction: Answer the following item by enumerating the following item being asked in the
sentence.
Provide an answer sheet for your answer.
1-5 Principles in the preparation of adult teaching and learning activities.
1. Self-concept: as a person matures his/her self-concept moves from one of being a dependent
personality toward one of being a self-directed human being.
2. Experience: as a person matures, he/she accumulates a growing reservoir of experience that
becomes an increasing resource for learning.
3. Readiness to learn: as a person matures his/her readiness to learn becomes oriented
increasingly to the developmental tasks of his social roles.
4. Orientation to Learning: as a person matures his times perspective changes from one of
postponed application of knowledge to immediacy of application, and accordingly his/her
orientation towards learning shifts from one of subject-centeredness to one of problem
centeredness.
5. Motivation to Learn: as a person matures the motivation to learn is internal.
6 – 9 Give the four andragogical assumptions about adults.
6. Adults need to know why they need to learn something.

7. Adults need to learn experientially.
8. Adults approach learning as problem-solving.
9. Adults learn best when the topic is of immediate value.
10 – 14 What are the 5 assumptions of adult learners?
10. Self-concept
11. Experience
12. Readiness to learn
13. Orientation to Learning
14. Motivation to Learn
15 – 20 Give at least 6 adult learners’ traits
15. Self-direction
16. Practical and Result-Oriented
17. Less Open-Minded and Therefore More resistant to Change
18. Use Personal Experience as a Resource
19. Motivation
20. Multi-level Responsibilities
Assessment Task:
Task Number: Unit 3-1 Direction: Give the idea of different authors with regards to the value of
andragogy.
1. Billington (2000) -Billington (2000) found a number of key andragogical factors that were very
valuable in helping adults grow and if absent made them not grow and in fact regress. Those factors
were: a class environment of respect; their abilities and life achievements acknowledged; intellectual
freedom, self-directed learning, experimentation and creativity encouraged; learner treated fairly and as
an intelligent adult; class time intellectually challenging; interaction promoted with instructor and
between students; and, regular feedback from instructor.
2. Pinheiro (2001) - Pinheiro (2001) found that the perception of a multicultural international population
of students in an American university indicated a preference for teaching-learning experiences
congruent with the andragogical model. Their positive and preferred experiences were characterized by
the andragogical themes of engagement and connectedness, while their negative and not preferred
experiences were characterized by disengagement and disconnectedness.
3. Meriam (2001) - Merriam (2001) also posited that the scholarship on andragogy since 1990 has taken
two directions. One stream seeks analysis of the origins of the concept or its usage in different parts of
the world, thus becoming a touchstone for professionalizing through the establishment of a scientific
discipline. The other stream critiques andragogy for its lack of attention to the context in which learning
occurs. She emphasized that andragogy as one of the two 'pillars' of adult learning theory (self-directed
learning being the other pillar) will continue to engender debate, discussion, and research, thus
suggesting that in so doing, it will further enrich our understanding of adult learning.
4. Barclay (2001) - Barclay (2001) made it clear that Knowles' concept of andragogy became infused with
humanistic psychology. Although subjected to much debate as to whether it should be considered a
theory, method, technique, or simply a set of assumptions, andragogy now occupies an important place
in the adult education field. It has engendered awareness of the learning needs 24 of adults and is now
emerging as a base of concepts applicable for learning at a distance.
5. Roberson (2002) - Roberson (2002) asserted that Knowles' theory of andragogy not only captures the
beginning of the adult education movement but also provides a perspective that is timeless and applies
to adult education in the multicultural 25 world. Nevertheless, he provides actions that critics of
Knowles' theory of andragogy have advised adult educators to take: incorporate issues of diversity and
culture into ways of knowing; move beyond the family and focus on the social, economic, and political
system of the learner's world; and, emphasize indigenous education. These may be questioned as to
what they would contribute to the discussion on andragogy.
6. Wilson (2002) - Wilson's (2002) research into the historical emergence and increasing value of
andragogy in Germany and the USA, discovered, among other things, a connection between a
foundational element in adults' capacity to continue learning even into their later years. This concept is
labelled as 'fluid intelligence' and its being enhanced through andragogical interventions in self-directed
learning.
7. Picavey (2003)- Picavey (2003) said that learning family history in an andragogical way is much more
important than just knitting names together. The concept is about culture, human behavior, social
relations, sociology, biology, psychology, philosophy, geography, economics, law, philology, learning,
education, and so forth.
8. Morland (2003) - Morland (2003) assert that business trainers, coaches, and instructional designers
need to understand the dynamics of an andragogical model of adult learning. Despite the controversy
elicited by Knowles on an artificially narrow definition of pedagogy, his andragogical insights into adult
learning behaviors and motivations are generally accepted.
9. Kajee (2003) - Kajee (2003) reported on the impact of andragogy from a study conducted with English
as a Second Language (ESL) undergraduate students in a university in South Africa. Their online Site
Philosophy tabulates the characteristics of adult learners according to Knowles' conception of andragogy
and their implications for the use of information and communication technology (lCT) in adult learning,
with the major impact of 27 this environment bearing positively on learner autonomy and self-
directedness.
10. Haugoy (2003) - Haugoy (2003) identified andragogy closely with various models of flexible open
classrooms for the independent students, who can control their own learning processes, and have the
will, motivation and discipline to continue working. Although these models go back to Bishop Gruntvig's
life path, they have found their way into Norway, Sweden, Denmark, Lithuania, Hungary, Malta, Spain,
Belgium, and the Netherlands; thus, adding to the strong advocacy for using andragogy with adults in
their learning
Assessment Task:
Task Number: Unit 4-1 TRUE OR FALSE Direction: Tell when 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.
T 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.
F 2. CBT focuses on the learning process within a specified time or duration rather than on the expected
outcome.
F 3. The same with the traditional approach it begins with the demand/needs of the customer,
specifically the industry.
T 4. Institutions/schools are obliged to meet the set requirements of the Authority before a training
program is implemented.
T 5. Evidences are used in the evaluation of the obtained skills and knowledge of the trainee according
to the standard.
F 6. Group work/team is the main training delivery necessary in the conduct of CBT.
T 7. Various trainees could be trained for different unit of competency in one program.
F 8. CBT concentrates on managing instructions.
F 9. Trainers are allowed to give little feedback to maximize the time.
T 10. Trainers/instructor encouraged trainees for re-evaluation

Task Number: Unit 4 -2 IDENTIFICATION Direction: Given the following statements, identify what
dimension of is being described in the situation. (Task Management Skills, Tasks Skills, Contingency
Management Skills or Job/Role Environment Skills)
Contingency management skills 1. Notification of shift availability, or non-attendance for shift, is given
without undue delay and according to store policies and procedures.
Job/role environment skills 2. Relevant safety systems information is accessed, analysed and used in
responding to an identified hazard.
Task management skills 3. Following presentation, feedback on product design is obtained from the
appropriate personnel. Any modifications are identified and incorporated into the final design.
Task skills 4. Tools and equipment are cleaned and stored in accordance with workplace requirements.
Task management skills 5. Trainers manage unexpected circumstances happened during the actual
conduct of the tasks.
Assessment Task:
Task Number: Unit 4-3 MULTIPLE CHOICE Direction: Choose the letter of the best answer. Write the
letter of your choice on your answer sheet.
A 1. The authority that is mandated to develop the Competency Standards is
A. TESDA B. NTTA C. DEPED D. CHED
C 2. The main basis of the assessment tools and instructional materials of competency-based training
and assessment is the
A. Competency based curriculum B. Competency Standards C. Training regulations D. Training

standards
C 3. This section enumerates the job titles of workers who are competent in the qualification described
in the Training Regulation.
A. Section 1. Definition of Qualification
B. Section 2. Competency Standards

C. Section 3. Training Standards
D. Section
A 4. This section contains information and requirements in designing training programs for the
qualification.
D. Section 4. National Assessment and Certification Arrangement
B 5. This section gives the specifications of competencies required for effective work performance.
D. Section 4. National Assessment and Certification Arrangement
Assessment Task:
Task Number: Unit 4-4 MULTIPLE CHOICE Direction: Choose the letter of the best answer. Write the
B 1. 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
C. Competency-Based Curriculum
D. Competency Based Learning Materials
A 2. 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
D 3. 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
C 4. 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 D. Critical aspects of the competency
C 5. 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 C. Underpinning skills D. Critical aspects of the

competency
A 6. 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
C 7. 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
Assessment Task
Task Number: Unit 4-5 MULTIPLE CHOICE Direction: Read the question below carefully. Choose the
correct letter which represents the best answer. Write your answer on a separate sheet.
D 1. The specifications of a qualification – then 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
C 2. 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 C. Methodologies D. Learning outcomes
C 3. 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 description D. Course title
A 4. This part of the CBC specifies the performance outcome the learner will be expected to
demonstrate at the conclusion of the learning outcome.
A. Assessment criteria B. Course content C. Learning Outcome D. Performance criteria
C 5. 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 tyoes of facility?
A. Content B. Outline C. Condition D. Description
B 6. It is a statement that specifies what learner will be able to do as result of the learning process. It is
written in
A. Assessment criteria 53 B. Learning outcome C. Module content D. Module descriptor
What’s Your Learning Style?
For these questions, choose the first answer that comes to mind and click on A, B, or C. Do not spend
too much time thinking about any one question.
B 1. When you study for a test, would you rather
A. Read notes, read headings in a book, and look at diagrams and illustrations?
B. Have someone ask you questions, or repeat facts silently to yourself?
C. Write things out on index cards and make models or diagrams?
A 2. Which of these do you do when you listen to music?
A. Daydream (see things that go with the music)
B. Hum a long
C. Move with the music, tap your foot, etc.
A 3. When you work at solving a problem do you
A. Make a list, organize the steps, and check them off as they are done?
B. Make a few phone calls and talk to friends or experts?
C. Make a model of the problems or walk through all the steps in your mind?
A 4. When you read for fun, do you prefer
A. A travel book with a lot of pictures in it?
B. A mystery book with a lot of conversation in it?
C. A book where you answer questions and solve problems?
C 5. To learn how a computer works, would you rather
A. Watch a movie about it?

B. Listen to someone explain it?
C. Take the computer apart and try to figure it out for yourself?
A 6. You have just entered a science museum, what will you do first?
A. Look around and find a map showing the locations of the various exhibits.
B. Talk to a museum guide and ask about exhibits.
C. Go into the first exhibit that look interesting, and read directions later.
C 7. What kind of restaurant would you rather not go to?
A. One with the lights too bright
B. One with the music too loud
C. One with uncomfortable chairs
B 8. Would you rather go to
A. An art class?
B. A music class?
C. An exercise class?
A 9. Which are you most likely to do when you are happy?
A. Grin B. Shout with joy C. Jump for joy
C 10. If you were at a party, what would you be most likely to remember the next day?
A. The faces of the people there, nut not the names
B. The names but not the faces
C. The things you did and said while you were there
B 11. When you see the word “d-o-g”, what do you do first?
A. Think of a picture of a particular dog
B. Say the word “dog” to yourself silently
C. Sense the feeling of being with a dog (petting it, running with it, etc.)
B 12. When you tell a story, would you rather
A. Write it? B. Tell it out loud? C. Act it out?
C 13. What is most distracting for you when you are trying to concentrate?
A. Visual distractions B. Noises C. Other sensations like, hunger, tight shoes, or worry
B 14. What are you most likely to do when you are angry?
A. Scowl B. Shout or “blow up” C. Stomp off and slam doors
A 15. When you aren’t sure how to spell a word, which of these are you most likely to do?
A. Write it out to see if it looks right B. Sound it out C. Write it out to see if it feels right
B 16. Which are you most likely to do when standing in a long line at the movies?
A. Look at posters advertising other movies B. Talk to the person next to you C. Tap your foot or
move around in some other way
A B C
SCORE 6 6 4
So, I determine that my learning style are both A and B. Then I have a style of visual learning style
and auditory learning style.
TO DETERMINE YOUR LEARNING STYLE: Total you’re A’s, B’s, and C’s. if you scored mostly
A’s you may have a visual learning style.
B’s you may have an auditory learning style.
C’s you may have a kinesthetic learning style.
Assessment Task:
Task Number: Unit V-1 MULTIPLE CHOICE Direction: write the letter of the correct answer on your
answer sheet.
D 1. Which of the following characteristics affect learning outcomes?
A. Educational attainment B. Learning styles C. Previous experiences D. All of the above
A 2. What is the learning style of a learner who has a strong language skills?
A. Auditory B. Kinesthetic C. Mixture of visual and auditory D. Visual
C 3. A learner who likes manipulating devices has a ___________ learning style.
A. Auditory B. Kinesthetic C. Mixture of visual and auditory D. Visual
D 4. Which of the following is not important in planning a session?
A. Ability level B. Learning preference C. Training method D. None of the above
B 5. A trainee that perceives things abstractly and process them actively and learns by testing theories
and applying common sense in an
A. Activist B. Pragmatist C. Reflector D. Theorist 61

C 6. Imaginative thinkers who believe and reflects on their experiences are
A. Activist B. Pragmatist C. Reflector D. Theorist
D 7. A trainee who form theories and concepts by integrating his observations into what is known. He
needs to know what the experts think.
A 8. A trainee who perceive information concretely and process it actively and by trial and error.
Assessment Task:
Task Number: Unit V-2 DISCUSSION Direction: on your answer sheet, answer the following questions:
1. Why is it necessary to determine the current competencies of your trainee before preparing
your session plan?
To ensure that the current competencies of the trainee are recognized and learning activities
related to the current competencies are no longer assigned to him, trainees’ current
competencies have to be determined.
2. What are the three factors to be considered in using evidence submitted by a prospective
trainee as proof of his current competencies?
The three factors to be considered in using evidence are self-assessment checklist, proof of
competencies and pre-assessment result.
3. What are the ways of determining current competencies of a trainee?
The ways of determining current competencies of a trainee are to identify the competencies
to be covered in the training plan, to assess the trainee’s current competency in comparison
to the stated standards of competence required and to identify which relevant skills the
trainee possesses and does not possess, so that the training program can be tailored
accordingly.
4. What is a training gap?
The training gap is defined as the difference between the skills required to complete the job
and existing skill set of any particular team member.
Assessment Task:
Task Number: Unit V-3 A. Matching Type Direction: Match the learning activities on Column B with the
events of instruction in Colum A. Write the letters of your choice on your answer sheet.
Colum A Column B
E 1. Trainer Demonstration of a skill A. Gaining Attention
D 2. Video Presentation B. Informing the learner of the objective
A 3. Introduction of the topic C. Stimulating recall of prior learning
F 4. Self-check D. Presenting the stimulus
H 5. Evaluation of the performance by the trainer E. Providing learner guidance
I 6. On-the-Job training F. Eliciting performance
C 7. Review of the previous topic G. Providing Feedback
B 8. Explaining the performance objectives of the Job Sheet H. Assessing performance
E 9. Discussing the steps of a task I. Enhancing retention and transfer
G 10. Discussing the result of the evaluation with the trainee
B. ENUMERATION Direction:
Enumerate 5 adult learning Principles and explain each in relation to how you will design your training
sessions.
1. Learning Motivation- Adult learners are much more self-directed and motivated than young
learners. Adults tend to learn because they want to or they see the direct benefit of learning, rather
than because they are told to or are expected to. However, just because adults have a larger reservoir of
motivation, it doesn’t mean that they will learn just anything. Adults have to see the benefit, value and
purpose of learning. Learning programs should clearly demonstrate what the learner gains from their
interaction, or learners will be quick to disengage. Show the value of the content, and learners will be
much more likely to engage with it.
2. Learner Orientation- Adults will learn only what they feel they need to learn Adults must feel the
things they are learning are relevant and will be useful. So, make the links to the work they are doing or
could be doing in the future by: • Including examples and case studies on how others have used the
knowledge or skills • Provide opportunities for the learner to control their learning environment • Using
a problem – solution approach Adults are task centered or problem centered in their orientation to
learning. So, make sure you look at issues, and how to work through them, and keep on track. You need
to lead them to discover their own solutions for issues, not tell them what to do. Encourage your
learners to work together, to discuss, debate and share ideas and information.
3. Experience- Experience Adult learn by comparing past experience with new experience Adults bring
to a wealth of experience and knowledge into their learning activities. When they something new most
check how these fits in or different from what they already know. In developing and using learning
materials we should devise way to tap into this knowledge and to provide frameworks or models that
assist the learner to establish relationships between what they know and the new knowledge or skill.
Sharing of personal experiences or stories is one way this can be achieved
4. Learning Styles- Adults do not all learn the same way Adults have their own styles of learning. So
ensure the design of your program and the way you write learning materials features activities, content
and language that appeals to a broad range of learning styles. Use visual auditory and kinesthetic
language. Include graphics and diagrams. Consider using role plays, case studies, games, simulations,
essays and readings etc.
5. Orientation to Learning- Adult learners respond positively to self-directed learning. Being

able to control how and when they learn means that they are more likely to be fully engaged
with the content, rather than simply going through the motions of learning. Organizations
should build their training programs in such a way that they grant learners an ownership stake
in what they are learning. In doing so, they will find that the learners will give more effort into
exercises, offer relevant feedback, and will be active learners.
Assessment Task Name:
Task Number: Unit V-4 MULTIPLE CHOICE Direction: Choose the letter of the best answer. Write the
C 1. This method allows immediate practice and feedback.
A. Case study B. Equipment simulation C. Demonstration D. Role play
C 2. This is one of the trainer’s concerns when selecting training methods.
A. Ready availability
B. Trainers’ capability
C. Level of difficulty of the techniques to be used
D. Number of participants
C 3. A training method that is used for presenting factual topic is _____.
A. Demonstration method B. Discussion method C. Lecture method D. Role playing
A 4. A training method wherein pairs or small group are given, orally or in writing, a specific situation,
event, or incident and are asked to analyse and solve it.
A. Case study B. Demonstration method C. Discussion method D. Lecture method
D 5. A training method that can help participants improve skills, attitudes and perceptions in real
situations is ______.
A. Demonstration method B. Discussion method C. Lecture method D. Role-playing
Assessment Task
Task Number: Unit V-5 I. MULTIPLE CHOICE Direction: Choose the best answer. Write the letter of your
choice to your answer sheet.
B 1. This is a clearly stated trainer aid in conditioning CBT.
A. Lesson plan B. Session plan C. Training activity matrix D. Workshop layout
B 2. The aim basis in planning a training session is the Competency standard. What part of the
competency standards dictates the criteria in evaluating a skill or a competency?
A. Assessment criteria B. Performance criteria C. Underpinning skills D. Critical aspect of competency
A 3. The learning units of a module which is termed as the element in the CS are called __________ in
the CBC.
A. Learning outcome B. Performance objective C. Learning content D. Dimension of competency
D 4. In the hierarchy of learning which of the following is the simplest?
A. Attitudes B. Cognitive strategy C. Intellectual skills D. Verbal information

II. ENUMERATION Direction: enumerate the 9 events of Instruction in proper order.
1. Gain Attention
2. Inform Learners of Objectives
3. Stimulate Recall of Prior Knowledge
4. Present the stimulus/material
5. Provide guidance for learning
6. Elicit performance
7. Provide Feedback
8. Assess performance
9. Enhance retention and transfer
Assessment Task
Task Number: Unit V-6 MULTIPLE CHOICE Direction: Choose the best answer. Write the letter of your
choice to your answer sheet.
B 1. Type of human resource for presenting instruction.
A. Customer B. Instructor C. Patrons D. All of the above
A 2. Example of a print material as resource used for practice and feedback.
A. Mock-ups B. Cassette tape C. Job sheet 90 D. None of the above
A 3. A flip chart is what type of a non-print material?
A. Still visuals B. Language machine C. Motion visuals D. All of the above
C 4. Contains a step-by-step for performing task using specific make or model of a product tool or
equipment.
A. Journal B. References C. Manufacturer’s manual D. None of the above

B 5. Contains a recording of specialized sounds or noises.
A. Film strip B. Records C. Simulations D. All of the above
Midterm examination will follow after the Unit 1-5. 2 Hours 91 Midterm ED 220- The Andragogy of
Learning 1st Semester 2021-2022 Including Principles Training Methodology 1
Midterm ED 220: The Andragogy of Learning 1stSimister 2021-2022

Name: CASABUENA, APRIL ROSE N. Score: _______ Shown to me ____________
Course, Year & Section: BTVTED 2 FSM Date: 10/23/2021
I. Multiple Choice: Direction: Choose the best answer and write it in your answer sheet provided.
1.B 2.A 3.C 4.C 5.A 6.D 7.A 8.C 9.B 10.A
11.B 12.A 13.B 14.A 15.D 16.C 17.C 18.C 19.B 20.A
21.C 22.D 23.B 24.B 25.C 26.A 27.C 28.D 29.A 30.C
31.B 32.B 33.A 34.A 35.C 36.D 37.A 38.C 39.B 40.B
II. ESSAY
Answer or discuss the following item presented. Write your answer in the answer sheet.
1. Describe the difference of andragogy and pedagogy.
 Andragogy is the method and approaches use in adults’ education

while pedagogy is a child focused teaching approach. Andrology is the
art and science of helping adults learning where as the pedagogy is art
and science of helping child learning.

2. According to Knowle, there are 5 assumptions of adult learners.
Discuss this 5 assumptions of adult learners.
 Self- concept-a person matures moves from one being independent

personality toward one of being directed human being.
 Adult learning experience – a person matures have an abundance
experience that becomes more resourceful and knowledgeable for
learning.
 Readiness to learn – a person matures becomes more oriented to
the developmental tasks of his/her social status.
 Orientation to learn – a person matures their perspective changes
from one of postponed application of knowledge to immediate
application, and as such our orientation shifts from one of subject –
centered to one problem - centered.
 Motivation to learn – a person matures the motivation become
internal.
3. What is the value of andragogy to adults’ life?

 The value of andragogy to adults’ life is that adults become most
interested in learning subjects that have immediate relevance to their
job or personal life. Adults become more motivated and self- directed
because of andragogy. It brings life experiences and knowledge to
learning experience and also, they shift of being dependent person.
4. What is the importance of training regulations to the competency-based training

delivery?
 The important of training regulations to the competency-based training

delivery on how students demonstrate their knowledge, skill,
attitude/values required for competent performance in the workplace.
It serves as basis for the competences assessment and the
development of curriculum and assessment instrument.
5. What are the learning styles being discussed and explain each of this?
 Visual learner- is a type of learning style that more graphics and videos
presented, they can’t concentrate with a lot of activity around them. It
focuses better and learn in a quite study environment. They are also
good at remembering faces but hard time in remembering the names
or letter.
 Kinesthetic Learner-this is type of learning styles that referred to as
hyperactive students with concentration issues kinesthetic learner are
often gifted performers and natural athletic.
 Auditory learner- this is a type of learning styles of a learner who has
strong language skills.
Assessment Tasks
Task Number: Unit VI-1 TRUE/FALSE Direction:
Write TRUE if the statement is correct and FALSE if the statement is not correct on your answer sheet.
TRUE 1. In CBT, the trainer is a facilitator.
TRUE 2. Competency Based Learning Material is a must in CBT.
FALSE 3. Supervised Industry Training is a must in CBT.
FALSE 4. In peer teaching, fast learners are the trainer/facilitator of training.
FALSE 5. Multiple entry and multiple exit means a trainee can enter a class in any time he wishes and
learns in his own pace.
FALSE 6. Assessment is always done after every activity.
FALSE 7. The Job Sheet is a tool used to assess the competency of a trainee.
Assessment Tasks
Task Number: Unit VI-2 TRUE/FALSE Direction:
Write TRUE if the statement is correct and FALSE if the statement is not correct on your answer sheets.
TRUE 1. In CBT, learning is self-paced.
TRUE 2. CBT is depending on the Training Regulations.
TRUE 3. The availability of training materials limits the efficiency of CBT.
FALSE 4. Learning activities in CBT is always individualized.
FALSE 5. The trainer is the provider of information in CBT.

Assessment Task
Year & Section: BTVTED 2 FSM Date: _______________ Task Number:

Unit VI-3 TRUE/FALSE Direction:
Write TRUE if the statement is correct and FALSE if the statement is not correct in your answer sheet.
TRUE 1. Repetition is needed when training adults.
TRUE 2. Demonstration of skill is needed by adults in order to learn skills.
FALSE 3. Demonstration is the only method appropriate for adult learners.
FALSE 4. Adult learners do not like feedback coming from the trainer.
FALSE 5. The trainer in CBT should be a person of authority.
Assessment Task:
ORDERING Direction: Arrange the following events in its correct sequence by rewriting them on your
answer sheet.
1. Gain Attention
2. Inform Learners of Objectives
3. Stimulate Recall of Prior Knowledge
4. Present the stimulus/material
5. Provide guidance for learning
6. Elicit performance
7. Provide Feedback
8. Assess performance
9. Enhance retention and transfer

Assessment Task:
Task Number: Unit VI-5
MULTIPLE CHOICE Direction: Choice the letter of the correct answer and write it on your answer sheet
provided.
C 1. Which of the following learning station is used when the use of a machine is necessary?
A. Role-play area B. Reading area C. Simulation area D. Bench work area
A 2. Which of the following are is most appropriate when you need to practice customer service?
A. Role play area B. Reading area C. Simulation area D. Bench work area
B 3. Which of the following learning stations will you set-up when a trainee needs to learn the
knowledge aspect of your competency?
A. Role play area B. Reading area C. Simulation area D. Bench work area
Training Activity Matrix

Assessment Task:
Task Number: Unit VI-6
TRUE/FALSE Direction: Write TRUE if the statement is correct and FALSE if the statement is not correct.
Write your answer in your answer sheet.
TRUE 1. The Training Activity Matrix is updated daily.
FALSE 2. The session plan is a plan prepared daily.
FALSE 3. Activities in the Matrix are different from the activities in the session plan.
FALSE 4. The matrix is a monitoring tool for the trainees.
TRUE 5. The Matrix is used to schedule the use of equipment.

FALSE 6. Limited number of equipment maybe allowed on idle when no trainees need the equipment.
FALSE 7. More than 5 trainees maybe schedule in a workstation during a group work.
Assessment Tasks
Task Number: Unit VII-1
IDENTIFICATION Direction: Identify the words or group of words described by the following statements.
Write your answer on your answer sheet provided.
Learnership Program 1. A practical training on-the-job for an approved occupation, for a period not
exceeding three months.
Work Based Training 2. A training delivery mode for technology-based education and training, in
which learning takes place alternative in two nevus: the school or the training center and the company.
Apprenticeship Program3. A training and placement programs involving a contract between a

trainee and an employer on the approved occupation. It covers a period of not less than four months
and not more six months within the company.
Work Based Training 4. The general term for a type training delivery mode by which trainees are
exposed in a work-place.
School-Based Enterprise 5. A school supervised career exploration activity wherein trainees visit
worksites and imitate employees as they perform their jobs. It emphasizes on observing the workplace,
not participating as a productive worker.
ENUMERATION Direction: Give what is asked for in the following statements. Your answer will be
written in your answer sheet.
1. What are the objectives of Work-Based Training?
a. To expand and enhance the trainees’ learning through planned career experiences in an actual work
setting.
b. To help the trainees make the transition from school to work and career.
c. To teach the environment of work.
d. To increase the trainees’ awareness and appreciation of the relevance of basic, common and core
competencies as that apply to their qualification/occupational choice.
e. To provide the trainees with opportunities for potential career placement in their occupational
choice.
f. To project a positive image for trainees through involvement in business and industry.
Assessment Task:
MULTIPLE CHOICE Direction: Choose the best answer. Write the letter of your choice on your answer
sheet.
B 1. The Republic Act which aims to strengthen manpower education and training in the Philippines by
institutionalizing the dual training system as an instructional delivery system of technical and vocational
education and training is the
A. Republic Act No. 7386 B. Republic Act No. 7686 C. Republic Act No. 7796 D. Republic Act No. 8676
C 2. In the Dual Training System Act, the responsibility of providing for free materials during industry
training is of the
A. Industry B. Trainer C. Training institution D. Government
C 3. In Dual Training System, the trainee is given an allowance of
A. 25% of the applicable daily wage B. 50% of the daily wage C. 75% of the daily wage D. 100% of the
daily wage
D 4. The industry participating in dual training system is allowed to deduct 50% of their expenses for
Dual Training System from their
A. Tax balance B. Tax due C. Tax penalties D. Taxable income

Assessment Task
MULTIPLE CHOICE Direction: Choose the best answer. Write the letter of your choice on a separate
sheet.
D 1. In choosing an industry partner, you choose and industry which can provide for the training of at
least _____ components of the industry training of your qualification.
A. 10-20% B. 20-40% C. 50-50% D. 60-70%
D 2. The legal document of the agreement between the training institution and the industry for
purposes of the work-based training is the
A. Session Plan B. Training Plan C. Proposal Letter D. Memorandum of Agreement
D 3. Performance evaluation of trainees in work-based training is the responsibility of the
A. In-house trainer B. Industry technician C. Industry coordinator D. Training supervisor
A 4. Establishing training needs of trainees in work-based training is the responsibility of the
A. Trainee B. Trainer C. Industry coordinator D. Industry supervisor

FORM 1.1
SELF-ASSESSMENT CHECKLIST
INSTRUCTION: This Self-Check Instrument will give your trainer a data that is essential in designing a
Training Plan for you. Please check the appropriate box of your answer to each of the questions below
The course structure for Bread and Pastry Production NC II is divided into the following modules:
CAN I?........ YES NO

BASIC COMPETENCIES (18 hours)
Participate in the workplace communication /
Work in a team environment /
Practice career professionalism /
Practice occupational health and safety procedure /
COMMON COMPETENCIES (18 hours)
Develop and update industry knowledge /
Observe workplace hygiene procedures /
Perform computer operation /
Perform workplace and safety practices /
Provide effective customer service /
CORE COMPETENCIES (105 hours)
Prepare and produce bakery product /
Prepare and produce pastry product /
Prepare and present gateaux, tortes and cake /
Prepare and display petits fours /
Present desserts /
Lesson in the Bread and Pastry Production NC II program are taught to students through classroom
lectures and demonstration. Students assessed and evaluated at the end of every module discussion
through direct observation, simulation, practical demonstration and oral and written exams.
FORM 1.2
DETERMINING AND VALIDATING TRAINEE CURRENT COMPETENCY/IES
(For Trainees in Bread and Pastry Production NC II holder)
Identify Current Competencies acquired related to

Job/Occupation and Indicate Proof of Evidence
Current competencies Proof of Evidence
Prepare and perform bakery products NATIONAL CERTIFICATE II in BREAD AND PASTRY
PRODUCTION
Prepare and perform pastry products
Prepare and present the products
FORM 1.3
COMPARING AND CROSS MATCHING OF COMPETENCIES
(For Trainees in Bread and Pastry Production NC II holder)
Current Competencies Required Units of Training

Competency/Learning Gaps/Requirements
Outcomes
FORM 1.4.
TRAINEES TRAINING REQUIREMENT
Gaps Module Title/Module of Duration (hours)

Instruction
Assessment Task:
Task Number: Unit VIII-1
MATCHING TYPE Direction: Match the Column A with Column B. write the letter of your choice on the
answer sheet. Please use capital letter only.
Column A Column B
F 1. This refers to the standard procedure observed in workplace A. Assessment Guidelines
E 2. It covers all the relevant evidences for a unit of competency
that should be observed and gathered during the assessment
B. Assessment centers
A 3. Refers to information given to the candidate and to the assessor
on the required conditions during the conduct of assessment.
C. Dimensions of Competency
C 4. It provides the required skills, knowledge and attitude
in assessing candidate’s competency.
D. Evidence Gathering Tools
D 5. These are the selected activities and questions
used in gathering evidences.
E. Units of competency
F. Workplace policies and procedures

Assessment Task:
TRUE/FALSE
Direction: Read the following statements carefully. Write true if the statement is correct and false if the
statement regarding purpose of assessment is incorrect. Write your answer on the space provided.
True 1. Assessment will determine the qualification level of an individual.
True 2. The result of the assessment can be used to modify the way training program is delivered to
best suit the needs of the trainees.
False 3. Competency based education focus only on the learning acquired during the duration of the
training.
False 4. Industry requirement for a particular job should be disregard in the assessment.
True 5. Training needs of an employee can also be determined during assessment.
Assessment Task
TRUE/FALSE
Direction: Read the following statement carefully. Write True if the statement regarding assessors
responsibility and guide is correct and False if the statement is incorrect.
TRUE 1. The procedures used during the assessment must be ratified by the appropriate personnel in
the industry/workplace.
TRUE 2. Before the assessment, candidates must ensure the readiness of the assessor.
FALSE 3. Assessors Guide provides information on the relevant evidence gathering methods that will be
used in gathering evidences.
FALSE 4. Other gathering methods that will be used in evaluating less critical areas are presented in an
assessment guide.
FALSE 5. The needs and any reasonable or allowable adjustments must be identified before the start of
the assessment.
Assessment Task:
Year & Section: BTVTED 2 FSM Date: _______________ Task Number:

Unit VIII-4
MATCHING TYPE
Direction: Given the assessment centers responsibilities, identify the person responsible on the given
tasks. Match the Column A with Column B. write the letter of your choice on the space provided. Please
use capital letter only.
Column A Column B Responsibilities ACAC Personnel
B 1. Provides applicant the application forms A. ACAC Manager
and requirements checklist. B. ACAC Processing Officer
B 2. Ensure the availability of the self-assessment

guide, application form and other
relevant requirements of the candidates.
A 3. Confirms Competency assessor’s acceptance.

B 4. Ensures that assessment fee is paid only to
the authorized person in the assessment center
and checks official receipt issued to applicants.
A 5. Responsible in the rotation of the assign’s competency assessors.

Assessment Task:
MATCHING TYPE Direction: Given the assessment centers responsibilities, identify the person
responsible on the given tasks. Match the Column A with Column B. write the letter of your choice on
your provided answer key. Please use capital letter only.
Column A Column B
B 1. A set of documents which contains information
that will assist the assessor in the evidence gathering process
A. assessment Resources
A 2. The tools, equipment and supplies that the candidate

will use in the assessment process for a specific qualification
B. Assessors Guide
F 3. It contains specific questions or activity (ies) developed from

the selected assessment methods and the conditions under
which the assessment should be conducted and recorded
C. Assessment Package
D 4. It outlines the series of steps that competency assessor

and candidate move through while undertaking the assessment
D. Competency Assessors Script

E 5. It contains the self-Assessment Guide, Competency
Assessment Agreement and Specific Instructions for the Candidate
E. Candidate Guide
F. Rating Sheet
Assessment Task:
MATCHING TYPE
Direction: Given the assessment centers responsibilities, identify the person responsible on the given
tasks. Match the Column A with Column B. write the letter of your choice on your provided answer key.
Please use capital letter only.
Column A Column B Description Context of Assessment
F 1. It refers to the different equipment

and tools use during the assessment.
A. Access to support personnel

B 2. It pertains to the relevance of the
assessment to the candidate’s work. B. Employment status of candidate
E 3. Refers to the venue wherein the assessment takes place. C. Materials
C 4. These are the perishable and consumable

material required during the assessment.
D. Purpose of assessment
D 5. It includes certification, license, OH&S audit.

E. Physical setting
F. Tools, Equipment and facilities

Assessment Task:
Task Number: Unit VIII-7 TRUE/FALSE
Direction: Read the following statement carefully. Write True if the statement regarding assessors
responsibility and guide is correct and False if the statement is incorrect in your answer sheet provided.
TRUE 1. The evidence gathering process is identified in the assessment guidelines.
FALSE 2. The competency/ies to be assessed will be disclosed to the candidates after the assessment
process.
FALSE 3. Assessment Guidelines must be followed by the assessor to ensure inconsistency in the process
of assessment.
TRUE 4. Established assessment processes must be fair to all candidates.
TRUE 5. Adjustment are considered reasonable if they do not impose an unjustifiable hardship upon the
assessment center.
FALSE 6. The result of the assessment will be made available for public information. 149
FALSE 7. In making decisions, assessor must consider the family background and the capability of the
candidate to provide extra fee for his/her service.
TRUE 8. Reasonable accommodation is designed to ensure that all people are treated equally in the
assessment process.
TRUE 9. Those who failed in the assessment may appeal for reassessment.
TRUE 10. Assessor may translate English into the local dialect of the candidate if necessary.
Assessment Task:
Task Number: Unit IX-1
MULTIPLE CHOICE
Direction: Select the correct answer from the choices listed below each item. Write the letter
of your choice in your answer sheet.
B 1. A competency-based workshop component that enables learning provision outside the

training institution is ________.
A. Computer Laboratory
B. Distance Learning Area
C. Learning Resource Area
D. Support Service Area
C 2. This area provides the trainee with the knowledge requirement in the various module
responding to the competencies.
A. Computer Laboratory
B. Contextual Learning Area
C. Learning Resource Area
D. Trainers Resource Area
D 3. The area where the trainees acquire the skills and knowledge components of the
competencies prescribe by the standard is ____________.
A. Contextual Learning Area
B. Learning Resource Area
C. Trainers Resource Area
D. Practical Work Area
B 4. This area provides the mechanism of assessing the completion of competencies of a
trainee.
A. Computer Laboratory Area
B. Institution Assessment Area
C. Quality Control Area
A 5. This area ensures the application of underpinning knowledge, the science, mathematics
and communication principles to the technology.
A. Contextual Learning Area
B. Learning Resource Area
C. Trainers Resource Area
Assessment Task:
MULTIPLE CHOICE
Direction: Select the correct answer from the choices listed below each item. Write the letter
of your choice in your answer sheet.
C 1. What is the most important reason why we maintain our facilities?

A. Assure readiness of installed equipment
B. Extend the useful or service life of facilities
C. Improve morale of human resources
D. Properly discard hazardous wastes
C 2. It is comprehensive list of maintenance and its incidence.
A. Housekeeping Maintenance
B. Maintenance Checklist
C. Maintenance Program
D. Maintenance Schedule
D 3. The best reference for the proper use and maintenance of an equipment is the ____.
A. Inspection Checklist
B. Maintenance Program
C. Maintenance Schedule
D. Manufacturer’s Manuals
D 4. The 5Ms in the maintenance program are ___________.
A. Manpower, management, machines, methods and money
B. Manpower, management, materials, machines and money
C. Manpower, materials, methods, machines and money
D. Manpower, materials, methods, maintenance and money
Assessment Task:
MULTIPLE CHOICE
Direction: Select the correct answer from the choices listed below each item. Write the letter of your
choice in your answer sheet.
A 1. The PDCA Cycle was popularized by ___________.
A. Deming B. Eliot C. Herzberg D. Ishikawa
B 2. To keep improving the quality of an organization, the Do stage of PDCA means ______.
A. Assessing the reports
B. Deciding on changes to improve the process
C. Designing the process
D. Measuring performance
A 3. To keep improving the processes of an organization, the Act stage of PDCA means ________.
A. Assessing the reports
B. Deciding on changes to improve the process
C. Designing the process
D. Measuring performance
B 4. In 5S, arranging or organizing necessary items in good order is _______.
A. Seiri/Sorting B. Seiton/Systematizing C. Seiso/Sweeping D. Seiketsu/Standardizing
A 5. The taking out and disposing of unnecessary items in 5S is ___________.
A. Seiri/Sorting B. Seiton/Systematizing C. Seiso/Sweep D. Seitetsu/Standardizing

D 6. Maintaining the workplace in high standard housekeeping is ___________.
A. Seiri/Sort B. Seiton/Systematize C. Seiso/Sweep D. Seiketsu/Standardize
C 7. Keeping the workplace clean as well as neat.
A. Seiri/Sort
B. Seiton/Systematize
C. Seiso/Sweep
D. Seiketsu/Standardize
C 8. The best tip in preparing a checklist is __________.
A. Keep it long
B. Keep it short
C. Keep it simple
D. Keep it complex
B 9. The Total Productive Maintenance main objective is to __________.
A. Keep and improve production facilities stable and efficient at the lowest life cycle cost with the
active participation of the most members in the company.
B. Keep and improve production facilities stable and efficient at the normal life cycle cost with the
active participation of all members in the company.
C. Maintain efficiency and stability of facilities at the lowest life cycle cost with the active
participation of all key officials in the organization or company
D. Maintain efficiency and stability of facilities at the lowest life cycle cost with the active
participation of all members in the company.
C 10. According to TPM, to maximize the effectiveness of this man machine system, there are _______
big losses that facilitate effective operation.
A. 4
B. 5
C. 6
D. 7
Assessment Task:
Task Number: Unit X-1
TRUE/FALSE
Direction: Write T if the statement is correct and F if the statement is false. Write your answer on the
answer you had provided.
F 1. All repair or servicing work of electronic equipment must be done only by a qualified service
technician.
F 2. The lens of a video camera can be exposed to strong light or sunlight.
F 3. Always perform disk clean-up to remove internal dust.
F 4. Allow an inch distance around the video player for adequate ventilation.
F 5. Unplug immediately the projector after turning it OFF.
F 6. Carry a video camera by its built-in microphone and by the handle.
F 7. Place your computer on a flat and sturdy table.
T 8. Do not expose video camera recorders to rain, water nor moisture.
T 9. Make it sure that the speakers are properly connected to the amplifier.
F 10. Cover lens with lens cap when the LCD projector is in operation.
Assessment Task:

MULTIPLE CHOICE
Direction: Read the statement or questions carefully, select the correct answer and write it on the
answer sheet you prepared.
C 1. What is the lens adjustment control that regulates exposure and depth of field?
A. Aperture B. Gain C. Shutter speed D. Zoom
B 2. A video camera recorder component that converts light into electrical signal.
A. Lens B. Imager C. Recorder D. Sensor
C 3. An example of a digital video format.
A. Betamax B. Video8 C. MiniDV D. VHS
A 4. A lens adjustment control that regulates focal length.
A. Aperture B. Gain C. Shutter speed D. Zoom
B 5. A CCD system that uses a beam splitting prism to separate light passing through the lens into 3
individual components and each is sent to its own CCD.
A. Single CCD B. 3-CCD C. MiniDV D. VHS
Assessment Task:
MULTIPLE CHOICE
DIRECTION: Read the statement or questions carefully, select the correct answer and write it on your
answer sheet.
B 1. Vertical camera movement in which the camera points up and down from a stationary location.
A. Pan B. Tilt C. Zoom D. Close up
D 2. A video camera shot where the subject takes up the full screen.
A. Mid shot B. Close-up C. Cut-in Shot D. Wide shot
C 3. This shot specifically is used to emphasize motion or action of the hands.
A. Mid Shot B. Close-up C. Cut-in Shot D. Wide shot 177

A 4. A horizontal camera movement in which the camera moves left and right at a central axis.
A. Pan B. Tilt C. Zoom D. Swing
A 5. A camera shot that can be used when the subject is presenting information.
A. Mid Shot B. Close-up C. Cut-in Shot D. Wide Shot
FINAL ED 220: The Andragogy of Learning 1stSimister 2021-2022

Name: CASABUENA, APRIL ROSE N. Score: _______ Shown to me ____________
Course, Year & Section: BTVTED 2 FSM Date: 10/23/2021
I. Multiple Choice: Direction: Choose the best answer and write it in your answer sheet provided.
1.C 2.C 3.B 4.D 5.B 6. A 7.C 8. B 9.D 10. A
11.D 12.D 13. A 14. B 15.D 16.C 17. B 18. C 19. A 20.D
21.C 22.D 23. B 24.C 25.A 26.B 27.C 28. C 29.D 30.D
31.D 32.D 33. A 34. D 35.A 36. C 37.B 38. A 39. D 40.B
41.C 42. D 43. A 44.D 45.B 46. C 47. D 48.B 49. A 50.C

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ED 220- ANDRAGOGY

The Andragogy of Learning Including Principles Trainers Methodology 1

Name: APRIL ROSE CASABUENA Score: ______________

Year & Section: BTVTED 2 FSM Date: _______________

Task Number: Unit 1-1 Part I:

1. Write your own idea or understanding of the word andragogy.

Part II. Multiple Choice:

Name: APRIL ROSE CASABUENA Score: ___________________

Year and Section: BTVTED 2 FSM Date: ____________________

Task Number: Unit 1-2

Year and Section: BTVTED 2 FSM Date: ____________________

Task Number: Unit 1-3 Part III.

Assumptions of Adult Learning

1. Adults need to know why they need to learn something.

Principles of Adult Education

Name: APRIL ROSE CASABUENA Score: ______________

Year & Section: BTVTED 2 FSM Date: _______________

Task Number: Unit 2-1 Part I:

Provide an answer sheet for your answer.

1-5 Principles in the preparation of adult teaching and learning activities.

6 – 9 Give the four andragogical assumptions about adults.

6. Adults need to know why they need to learn something.

10 – 14 What are the 5 assumptions of adult learners?

15 – 20 Give at least 6 adult learners’ traits

Name: APRIL ROSE CASABUENA Score: ______________

Year & Section: BTVTED 2 FSM Date: _______________

Name: APRIL ROSE CASABUENA Score: ______________

Year & Section: BTVTED 2 FSM Date: _______________

F 8. CBT concentrates on managing instructions.

F 9. Trainers are allowed to give little feedback to maximize the time.

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

Year & Section: BTVTED 2 FSM Date: _______________

Name: APRIL ROSE CASABUENA Score: ______________

Year & Section: BTVTED 2 FSM Date: _______________

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

A. TESDA B. NTTA C. DEPED D. CHED

A. Competency based curriculum B. Competency Standards C. Training regulations D. Training

A. Section 1. Definition of Qualification

B. Section 2. Competency Standards

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

Name: APRIL ROSE CASABUENA Score: ______________

Year & Section: BTVTED 2 FSM Date: _______________

D. Competency Based Learning Materials

A. Evidence plan B. Underpinning knowledge C. Underpinning skills D. Critical aspects of the

A. Elements B. Evidence plan C. Performance criteria D. Underpinning knowledge

A. Elements B. Evidence plan C. Performance criteria D. Underpinning knowledge

Name: APRIL ROSE CASABUENA Score: ______________

Year & Section: BTVTED 2 FSM Date: _______________

D 1. The specifications of a qualification – then methodologies, resources, facilities, infrastructure and

A. Competency Standards B. Qualification Title C. Training Regulations D. Competency Based Curriculum

C 2. This is a statement of one or combinations of different learning approaches, methods and

A. Conditions B. Contents C. Methodologies D. Learning outcomes

A. Assessment criteria B. Course content C. Course description D. Course title

A. Content B. Outline C. Condition D. Description

A. Assessment criteria 53 B. Learning outcome C. Module content D. Module descriptor

What’s Your Learning Style?

B 1. When you study for a test, would you rather