Conduct Institutional Competency Assessment - Formated As of 9

COMPETENCY BASED LEARNING
MATERIAL
Sector : TECHNICAL VOCATIONAL EDUCATION &

TRAINING
Qualification Title : TRAINING METHODLOGY I
Unit of Competency : Conduct Institutional Competency Evaluation
Module Title : Conducting Institutional Competency Evaluation
Technical Education & Skills Development Authority

NATIONAL TVET TRAINERS
Date Developed: ACADEMY
Document No.
Sta.
Trainer’s Methodology I Elena, Marikina City
Issued by:
June 2010
NTTA- Conduct Competency
TESDA Evaluation Developed by: Page i
Katherine Amor V.
QA Aguilar
SYSTEM Revision # ___
HOW TO USE THIS COMPETENCY BASED LEARNING
MATERIAL
Welcome to the module in Conduct Institutional Competency

Evaluation. This module contains training materials and activities for you
to complete.
The unit of competency “Conduct Institutional Competency

Evaluation” contains knowledge, skills and attitudes required for
TRAINING METHODOLOGY ™ 1.
You are required to go through a series of learning activities in order

to complete each learning outcome of the module. In each learning outcome
are Learning Experience, Information Sheets, Self-Checks, Answer Key,
Task Sheet and Job Sheets. Follow these activities on your own. If you
have questions, don’t hesitate to ask your facilitator for assistance.
The goal this course is the development of practical skills. To gain

these skills, you must learn basic concepts and terminology. For the most
part, you’ll get this information from the Information Sheets and TESDA
Website, www.tesda.gov.ph
This module was prepared to help you achieve the required

competency in “Conduct Institutional Competency Evaluation”. This will
be the source of information for you to acquire knowledge and skills in this
particular competency dependently and at your own pace, with minimum
supervision or help form your instructor/facilitator.
Remember to:
• Work through all the information and complete the activities in each
section.
• Read information sheets and complete the self-check. Suggested
references are included to supplement the materials provided in this
module.
• Most probably your trainer will also be your supervisor or manager.
He/she is there to support you and show you the correct way to do
things.
Date Developed: Document No.

Trainer’s Methodology I Issued by:
NTTA- Conduct Competency June 2010
TESDA QA Evaluation Developed by: Page ii
SYSTEM Katherine Amor V.
Revision # ___
Aguilar
• You will be given plenty of opportunity to ask questions and practice
on the job. Make sure you practice your new skills during regular
work shifts. This way you will improve both your speed and memory
and also your confidence.
• Use the Self-checks, Operation Sheets or Job Sheets at the end of
each section to test your own progress.
• When you feel confident that you have had sufficient practice, ask
your Trainer to evaluate you. The results of your evaluation will be
recorded in your Record of Achievement.
You need to complete this module before you can perform the next
module, Utilize Electronic Media in Facilitating Training.

NTTA- Conduct Competency June 2010
TESDA QA Evaluation Developed by: Page iii
SYSTEM Katherine Amor V.
Revision # ___
Aguilar
COMPETENCY-BASED LEARNING MATERIALS
No. Unit of Competency Module Title Code
Planning Training
1. Plan Training Session
Session
Facilitating Learning
2. Facilitate Learning Session
Session
Supervise Work-Based Supervising Work-

3.
Learning Based Learning
Conducting
Institutional
Conduct Institutional Competency
4.
Competency Evaluation Evaluation
Maintaining
5. Maintain Training Facilities
Training Facilities
Utilizing Electronic
Utilize Electronic media in
6. media in facilitating
facilitating Training
Training

June 2010
TESDA Evaluation Developed by: Page i
Katherine Amor V.
QA Aguilar
COMPETENCY SUMMARY
QUALIFICATION : TRAINING METHOOLOGY I
UNIT OF COMPETNECY : CONDUCT INSTITUTIONAL COMPETENCY

EVALUATION
MODULE TITLE : CONDUCTING INSTITUTIONAL

COMPETENCY EVALUATION
INTRODUCTION : This unit of competency covers the knowledge

skills and attitudes required in conducting
institutional competency assessment. It also
includes the learning on how to orient the
trainee, gather evidence, make evaluation
decision, record evaluations results, and
provide feedback to trainees.
LEARNING OUTCOMES :
1. Orient the trainee
2. Gather evidence
3. Make evaluation decision
4. Record evaluation results
5. Provide feedback to trainees
ASSESSMENT CRITERIA :
1. The purpose of evaluation is explained to the trainee.
2. The needs of the trainee are determined to establish any allowable
adjustments in the evaluation procedures.
3. Legal ethical responsibilities associated with the evaluation are
explained in to the trainee.
4. The competency to be assessed and the evidence to be collected are
clearly explained to the trainee.
5. The evaluation procedure is explained to the trainee.
6. Evidence is gathered, using the gathering methods specified in the
evidence guide.
June 2010
TESDA Evaluation Developed by: Page 1
Katherine Amor V.
QA Aguilar
7. Evidence s gathered and documented in accordance with the
evaluation procedures specified in the relevant evaluation guidelines.
8. Reasonable adjustment are incorporated in gathering of evidence
9. Evidence is gathered and documented using relevant evaluation
tools.
10. The evidences are evaluated in terms of the rules of evidence.
11. The evidences are evaluated in accordance with the dimension of
competency.
12. The evaluation decision is made on evaluation of the evidence and
the requirements of the relevant units of competency.
13. Evaluation results are recorded accurately in accordance with
approved record keeping procedures of the organization.
14. Records of the evaluation procedure, evidence collected and
confidentiality of evaluation outcomes is maintained in accordance
with the approved guidelines of the organization.
15. Clear and concise feedback of evaluation is given to the trainee in
line with the relevant Evaluation Guidelines.
16. Ways of overcoming any gaps in competency are explored with the
trainee.
17. Trainees who failed are informed with the schedule for re-evaluation
in line with policy & procedures.

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Katherine Amor V.
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Learning Experiences
L O 1. Orient the Trainee
Learning Activities Special Instructions
1. Read information sheet 5.1-1 If you have some problem on the

”Learning Evaluation” content of the information sheet
don’t hesitate to approach your
facilitator.
If you feel that you are now
knowledgeable on the content of
the information sheet on
Learning Evaluation, you can
now answer self check provided
in the module.
2. Answer self-check 5.1-1 Compare your answer to the

answer key 5.1-1. If you got
100% correct answer in this self-
check, you can now move to the
next information sheet. If not
review the information sheet and
go over the self-check again.

“Prepare the Trainees for content of the information sheet
Evaluation” don’t hesitate to approach your
facilitator.
the information sheet on Prepare
the Trainees for Evaluation, you
can now answer self check
provided in the module.

June 2010
Katherine Amor V.
QA Aguilar

Inform the Trainees & content of the information sheet
Evaluation Procedures don’t hesitate to approach your
facilitator.
evaluation, you can now answer
self check provided in the
module.

next task sheet. If not review the
information sheet and go over
the self-check again.
7. Perform Task Sheet 5.1-4 Compare your work to the

“Orientation” checklist 5.1-4. If you got 100%
correct answer in this task, you
can now move to the next
information sheet. If not review
the information sheet and go
over the task again.

June 2010
Katherine Amor V.
QA Aguilar
INFORMATION SHEET LO 5.1-1
“Learning Evaluation”
Objective:
After reading this INFORMATION SHEET, YOU MUST be able to
determine and explain learning evaluation and its purposes.
Learning Evaluation
It is the process of collecting evidence and making judgements on

whether basic, common and core competencies has been achieved. As such,
the purpose of learning evaluation is to confirm that a trainee/student can
perform according to the standards expected in the workplace. Standards
are expressed in the relevant competency standards.
The three (3) key messages that emerge from this definition of learning
evaluation are that:
• Learning evaluation involves the collection of evidence
• Learning evaluation involves the making of professional judgements
• The benchmarks for learning evaluation are the competency
standards.
Competency Standard
A document of nationally-agreed industry statement which describe the workplace

outcomes that industry recognizes as appropriate for competent performance. It
defines the minimum required stock of knowledge, skills and attitude a person must
possess to earn a particular qualification.
It Key features of Competency Standards

• It provides the benchmark for national evaluation
• serves as the basis for the development of curricula and training
programs
• It serves as the key to ensure that all vocational training and
evaluation meet the need of the industry.
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Learning Evaluation Guidelines
Trainees/students are evaluated according to established guidelines.
A learning evaluation activity constitutes the trainer/instructor and the
training workshop as the venue.
Learning Evaluation Guidelines are being developed to support each
set of competency as provided for in the training regulation. The Guidelines:
• Confirm that the benchmark for learning evaluation are the

competency standards
• Set out the rules on how evidence will be gathered
• Described the process for designing evidence gathering tools
• Describe the learning evaluation process
• Set out the trainers/evaluator requirements
Context of Learning Evaluation

The context of learning evaluation is the environment or setting in
which the evaluation activity takes place. A combination of circumstances
may be prepared and established prior to the evaluation as this will ensure
that the evaluation process will take place as expected.
The context of learning evaluation includes the following:
1. Physical Setting – this may be the workplace, an evaluation area,
community project or online set-up. A venue for evaluation should be
made accessible to the trainee/student for their convenience. The
instructor/evaluator should also ensure that the evaluation site is
conducive for evaluation.
2. Tools, equipments and facilities – part of the responsibility of the
evaluator is to ensure that the tools, equipment and facilities are
ready and available before the evaluation start. The checklist of tools,
equipment and facilities (in the Evaluation Plan) will help the
instructor/evaluator to monitor their availability and completeness.
3. Materials – the trainee/student must have access to perishable and
consumable materials required during the evaluation. Determine the
material to be supplied by the trainee/student ahead of time. The
trainer/evaluator must also ensure that all documents pertinent to the
evaluation are ready and available prior to the learning evaluation.

June 2010
Katherine Amor V.
QA Aguilar
4. Purpose of learning evaluation– the purpose of the evaluation must
be clear to both the trainer/facilitator and the trainee/student.
Properly determine if the evaluation is for certificate of competency
(COC), occupational health and safety and skills audit.
Learning Evaluation may be carried out for a number of
purposes such as:
• Qualification
To determine whether the trainee/student is qualified to take
the national evaluation.
• Education or training needs
Evaluation can be used to identify further training needs of
trainee/student. This can be used to design relevant training
programs.
• Assurance of Progress
Learning evaluation can provide feedback to trainees over a
period of learning. Used in this way, learning results can be used to
modify the way in which a training program is delivered to best suit
the needs of trainees.
• Recognition of Prior Learning
An important aspect of competency based education and
training is the recognition of prior competencies. People may already
possess various competencies gained formal or informal learning and
experience.
5. Method of evaluation - the method of evaluation should be explained

together with the relevant evaluation tools.
6. Access to support personnel during the evaluation – the facilitator

must ensure that he/she has other personnel who would help him
with the administrative and other support activities during the
evaluation. The support personnel may include the technical,
administrative and other support service staff.

June 2010
Katherine Amor V.
QA Aguilar
Institutional Competency Evaluation
Institutional Competency evaluation is the process of measuring the
person’s skills, knowledge, attitude and work values relative to a specific
competency or standardized set of related competencies. It is different from
other types of evaluation which have traditionally been used in education
and training. In competency based evaluation, skills and knowledge are
assessed against specific criteria as set out in competency standards.
Competency evaluation is consists of:
• Knowledge Evaluation – this identifies the key areas of knowledge
that must be assessed by the facilitator. This evaluation could take
the form of oral or written questioning.
• Practical Evaluation – this part of the evaluation measures the skills
possessed by the examinee in relation to the occupation.
• Characteristic of Competency-Based Institutional Evaluation
• It is criterion referenced
• It is evidence based
• Decisions about whether a person is competent are based upon
evidence provided by the trainee. The evidence may be demonstrated
or produced by the trainee or gathered by the facilitator.
• It emphasizes work activities required by industry
• It emphasizes on the capacity to perform workplace activities to
industry standard
• Multiple form of evidence are needed to make evaluation decisions
• Evidence of competency may be collected over a period of time
• It ensures that the facilitator’s judgement as to the attainment of
competencies is reliable

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Roles of the Facilitator in Evaluating Trainees
Competency facilitators are accredited and

authorized by TESDA to perform crucial work of
evaluating TVET trainees. Facilitators play a crucial
role in the success of the conduct of institutional
competency evaluation. The facilitators must be
properly equipped with the knowledge, skills and
attitudes in the administration and evaluation of
trainees.
For more information please refer to: “Conduct

Learning Evaluation” Information Sheet 2.4-1 Pages
30-31.

June 2010
Katherine Amor V.
QA Aguilar
SELF CHECK LO 5.1-1
Multiple-Choice: Select the correct answer from the choices listed below in
each item. Write your answer on the space provided before
each number.
______ 1. This includes workplace, evaluation center, community

project or online set-up
A. Materials
B. Physical Setting
C. School
D. Tools, equipment and facilities
______2. It is the process of collecting evidence and making judgments

on whether competency has been achieved.
A. Learning Evaluation
B. Competency Evaluation
C. Competency Standard
D. Learning
_______3. Refer to the process of measuring the skill of the person,

knowledge, attitude and work values relative to a specific
competency or standardized set of related competencies
A. Evaluation
B. Competency Evaluation
C. Competency Standard
D. Learning
_______4. Refers to the individuals accredited and authorized by

TESDA to perform crucial work of assessing TVET trainees.
A. Administrator
B. Competency Facilitator/Facilitator
C. Instructor
D. TESDA Representative

June 2010
Katherine Amor V.
QA Aguilar
_______5. This part of the evaluation measures the skills possessed by
the trainee in relation to the occupation.
A. Competency evaluation
B. Evaluation of learning
C. Knowledge evaluation
D. Practical Evaluation
If you got 100% correct answer in this self-check, you can now move
to the next information sheet. If not review the information sheet and go over

June 2010
Katherine Amor V.
QA Aguilar
ANSWER KEY LO 5.1-1
1. B
2. A
3. B
4. B
5. D

June 2010
Katherine Amor V.
QA Aguilar
“Prepare the Trainees for Evaluation”
Objective:

determine needs of the trainee and explained the legal and ethical
responsibilities associated with the evaluation.
Preparing the trainees for evaluation is one of the critical aspects of

competency evaluation. If this part is performed well by the facilitator, the
trainees will become fully aware of the evaluation and therefore be able to
decide whether or not he is ready to be evaluated. In this step the facilitator
must be able to:
• Explain the context and purpose of the evaluation and the evaluation
process
• Explain the Unit(s) of Competency to be evaluated and the evidence to
be collected
• Outline the evaluation procedure, the preparation which the trainee
should undertake and answer any questions

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• Evaluate the needs of the trainee and establish any allowable
adjustment in the evaluation procedure
• Seek feedback regarding trainee’s understanding of the competency
standard, evidence requirements and evaluation process
• Determine if the trainee is ready for evaluation and decide on the time
and place of the evaluation
Supportive environment for evaluation

Regardless of the evaluation context, the facilitator must provide a
supportive environment before commencing or conducting the evaluation by:
• Making sure that the environment is suitable for evaluation
• Ensuring that the trainee is relaxed and not apprehensive
• Greeting, welcoming and establishing rapport with the trainee
• Allowing the trainee time to settle in and feel comfortable
• Inviting the trainee to ask questions
Reasonable Adjustments
Reasonable adjustments are designed to ascertain that all trainees are
treated equally in the evaluation process without compromising the integrity
of the competency standards. These are made in the evaluation process to
meet the individual needs of the trainees.
Adjustments are considered “reasonable” if they do not impose
unjustifiable hardship upon the evaluation area. The reasonable
adjustments a facilitator can make may include:
• Consideration on the trainee’s language, literarcy, numeric capability
• Considerations relating to age and/or gender;
• Considerations relating to cultural beliefs, traditional practices,
religious observance;
• Use of adaptive technology or special equipment;
• Adjustment to the physical environment or venue;
• Flexible evaluation sessions to allow for fatigue or maybe other
physical demands;
• Format of evaluation materials (first language or use of audio-visual
aids); and
• Revising proposed evaluation methods/tools

June 2010
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Examples are:
• Translate English words into local dialects
• Use oral or verbal instructions in place of written.
Legal and Ethical Responsibilities
Facilitator must be aware and trainees must be informed of the legal

and ethical responsibilities associated with evaluation activity. These may
include:
1. Occupational health and safety requirement
In order to fulfill responsibilities in every organization, it is
important to inform everyone about the nature of the work and the
potential hazards it may cause to an individual. A person should be
reminded of the precautionary measures to prevent incidents of being
harmed physically.
2. Confidentiality of evaluation outcomes

All information that may come out from the interview and other
circumstances from the trainee shall be considered confidential.
Nothing can be divulged to other persons or organizations/entities
without prior consent of the trainee. This is both the responsibility of
the facilitator and the trainee. Keeping
3. Free consent of trainees
The evaluation procedure must be conducted with the full
consent of the trainees after having understood all the context,
purpose, and procedures, legal and ethical responsibilities of the
evaluation. This is confirmed with the signing of the Competency
Evaluation Agreement between the facilitator and trainee for the
purpose of documentation.
4. Adherence to quality systems, policies and procedures of the
workplace
The evaluation must be conducted without jeopardizing the
policies and procedures in the workplace. Said activity shall in no way
hinder the systems observed in the workplace.

June 2010
Katherine Amor V.
QA Aguilar
5. Transparent reporting and recording of evaluation process
The evaluation tool serves both as rating sheet as well as a
record of the result of the evaluation. Whatever is the result of the
evaluation, the trainee will be informed of it. The facilitator makes a
feedback to the trainee. The facilitator asks him to sign on the
evaluation tool to indicate his approval of the result of the evaluation.
6. Appeal Process
In case the trainee disagrees with the evaluation results and
that he feels that he did his work well but the facilitator made a lapse
in judgement, the trainee has the right to appeal. He may ask the
facilitator to re-evaluate him/her for the same unit of competency.
7. Integrity of the facilitator.

June 2010
Katherine Amor V.
QA Aguilar
SELF CHECK LO 5.1-2
Identify whether the given statement is true or false, write your

answer on the space provided.
________ 1. The evaluation tools serve both as a rating sheet as well as a record of the
result of the evaluation.
_________ 2. In the evaluation process it is important to consider the trainee’s language,

literacy, numeric capability.
_________ 3. Orienting the trainees before the conduct of the evaluation is not
necessary, let the trainees find themselves the procedures of the evaluation.
_________ 4. Supportive environment such as suitability for evaluation and comfort

ability for the trainees must be provided by the facilitator.
_________ 5. It is not important to inform the trainee about the nature of the work and
the potential hazards it may cause to an individual, anyway, it does not
affect the conduct of evaluation.
__________ 6. Full consent of the trainee is not necessary in the conduct of the
evaluation.
__________ 7. In case the trainees disagrees with the evaluation results because he feels
that he did his work well, he has the right to appeal on the result and may
ask the facilitator for re-evaluation.
__________ 8. Revision on the format of the evaluation materials for the benefit of the
trainee is not allowed.
If you got 100% correct answer in this self-check, you can now move
to the next information sheet. If not review the information sheet and go over

June 2010
Katherine Amor V.
QA Aguilar
ANSWER KEY LO 5.1-2
1. TRUE
2. TRUE
3. FALSE
4. TRUE
5. FALSE
6. FALSE
7. TRUE
8. FALSE

June 2010
Katherine Amor V.
QA Aguilar
“Inform the Trainees & Evaluation Procedures. “
Objective:
determine and learned how to clearly explain to the trainees the competency
to be assessed and the procedures of evaluation.
To become competent, it is critical that the trainee knows what
competencies he/she needs to develop which are consistent with the
organization’s strategic objective. During the conduct of evaluation it is
important that the trainee understands what competency is to be assessed.
The trainee must have a clear understanding on the content of that specific
competency he/she will be taking and the necessary evidences. It is the
responsibility of the facilitator to explain the details of the competency.
Informing the trainee

As a facilitator, you must ensure that the trainee is familiar with the
qualification or units of competency to be evaluated.
• Evaluation context
The trainee must have an idea of what are the context of
evaluation and its importance in the conduct of evaluation.
Evaluation context includes: physical setting, tools, equipments
and facilities, materials and the purpose of evaluation.
• Facilitator’s guide
The procedures and basis of the conduct of evaluation must be
based on the training standard administrative procedures established
by TESDA. This will help decrease or minimize inconsistencies in the
administration of competency evaluation and avoid interruptions and
distractions during the actual conduct of evaluation.
• Evaluation methods
Trainee must be aware of the methods or approaches that the
facilitator will be used to gather and collect evidences required for a
specific competency.

June 2010
Katherine Amor V.
QA Aguilar
• Evaluation Methods:
a. Demonstration
b. Questioning
c. Portfolio
d. Third Party Feedback
e. Review
f. Structured Evaluation Activities
g. Observation
• Rating sheets
It is a form use by the facilitator to easily monitor the
performance of the trainee. The rating sheet is divided into different
parts. Each part represents one of the factors/evidences necessary in
measuring performance of the trainee. This will help the facilitator to
easily identify and measure the obtained evidences. (See assessors’
manual for rating sheet sample form)
• Time limits
In conducting evaluation, it is important that the facilitator
ensures that the trainee is well informed of the allotted time and limits
provided for every task. This will serves as a guide for the trainee, for
him/her to be able to properly and wisely use the time given to
him/her.
• Evidences to be collected
Facilitators must orient trainee on the information which will be
gathered and matched against a unit of competency. This will serve as
proof of competency. Evidences can take many forms and maybe
gathered from a number of sources.
• Performance criteria
Specify what is to be assessed and the required level of
performance. Each element is accompanied by a number of
performance criteria that describes what the trainee needs to do and
the level of performance.
• Institutional Evaluation and Certification Arrangement

Arrangement in the acquisition of certificate Completion and
certificate of Achievement must be explained to the trainee. This is to
avoid confusion on what will be the certification they will be obtaining
after passing the evaluation.
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Facilitator must explain that the acquisition of certification
depends on the result of Institutional Evaluation. The certificate of
completion is awarded to the trainee who can demonstrate all the unit
of competencies required by the qualification and Certificate of
achievement is issued to a trainee for having demonstrated single unit
of competency.
The Evaluation Process

The evaluation process is the series of steps that trainees and
facilitator undergo while undertaking the evaluation. The process includes
preparing, conducting, recording, reporting and reviewing the evaluation.
The evaluation process is described in the Evaluation Guidelines. This
process should be strictly followed by the facilitator during the actual
conduct of evaluation.
Establish the evaluation context
Prepare the trainee
Plan and prepare the evidence gathering

process
Collect the evidence and make the

evaluation decision
Provide feedback on the evaluation
Record and report the evaluation result
Review the evaluation process

June 2010
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QA Aguilar
During orientation of the trainee, each step in the conduct of
evaluation must be clearly explained to the trainee. It will give the trainee
understandable image on how the evaluation takes place.
For the facilitator to easily conduct the evaluation, it is important that
he/she must be able to establish rapport with the trainee. This will provide
friendly environment conducive for evaluation.
In order that the trainees develop trust and self confidence, the
facilitator must established friendly environment.

June 2010
Katherine Amor V.
QA Aguilar
SELF CHECK LO 5.1-3
Matching Type: Match the given data with their corresponding

definition.
Evaluation This will serve as proof of

Method competency
Evaluation It is a form use by the

Context facilitator to easily monitor
the performance of the
trainee.
Rating Approaches that the facilitator will

Sheet be used to gather and collect
evidences required for a specific
competency.
Evidences It includes physical setting, tools,

to be equipments and facilities,
collected materials and the purpose of
evaluation.
Facilitator’ The procedures and basis of

Guide the conduct of evaluation
must be based on the
standard administrative
procedures established by
TESDA.

June 2010
Katherine Amor V.
QA Aguilar
ANSWER KEY LO 5.1-3
Evaluation
This will serve as proof of
Method
competency
Evaluation It is a form use by the facilitator to

Context easily monitor the
performance of the trainee.
Rating Approaches that the facilitator will be

Sheet used to gather and collect evidences
required for a specific competency.
Evidences It includes physical setting, tools,

to be equipments and facilities, materials
collec and the purpose of evaluation.
ted
Facilitator The procedures and basis of the

’ conduct of evaluation must be
Guide based on the standard
administrative procedures
established by TESDA.

June 2010
Katherine Amor V.
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TASK SHEET LO 5.1-4
“Orientation”
Title: Conduct Orientation

Performance Objective: Having trainees to assess, you should be able
to orient the trainee on the conduct of evaluation.
Supplies & Materials:

1. Bond paper
2. Pencil
Equipment :
Step/Procedures:
1. Explain to the trainees the context of evaluation.
2. Explain to the trainees the purpose/reason for doing the evaluation.
3. Tell to the trainees the allowable adjustment, explain to them what are
the adjustment that you will be doing based on your earlier evaluation.
4. Inform the trainees on the legal and ethical responsibilities associated
with the evaluation.
5. Explain the competency to be assessed and the evidences necessary in
evaluating their performance.
6. Familiarize the trainees with the established procedures of evaluation.
Evaluation Method:
Performance criteria Checklist
If you got 100% correct answer in this task, you can now move to the next
information sheet. If not review the information sheet and go over the task again.

June 2010
Katherine Amor V.
QA Aguilar
PERFORMANCE CHECKLIST LO 5.1-4
Mark the box that corresponds to the performance of the trainee.
YES NO
1. Did the trainee clearly explain the context of evaluation
2. Did he/she able to establish rapport after orientation?
3. While giving information on the purpose of evaluation,

was the trainee oriented on the following:
a. Qualification
b. Audit of skills
c. Training needs
d. Certificate of Achievement/completion
e. Assurance of Progress
f. Recognition of Prior Learning
g. Methods of Evaluation
4. Did the trainee discuss the following factors to be

considered in making necessary adjustments:
a. English to Local dialect
b. Written to Oral
c. Culture/beliefs
d. Use of special equipments
e. Physical environment
f. Physical demands
g. Format of the materials

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Katherine Amor V.
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5. Did the trainee was able to explain the legal and ethical
responsibilities associate with the evaluation
considering the following:
a. Occupational health and safety requirements
b. Confidentiality of evaluation outcomes
c. Free consent of trainees
d. Adherence to quality systems, policies and

procedures of the workplace
e. Transparent reporting and recording of evaluation
process
f. Appeal Process
g. Integrity of the facilitator
6. Did the trainee explain the competency to be assessed?
7. Are the evidences required have explained in details?
8. Did the trainee present the step by step process of

conducting the evaluation?

June 2010
Katherine Amor V.
QA Aguilar
LO 2 Gathering of Evidence

“Methods & Tools used in content of the information sheet
gathering evidences” don’t hesitate to approach your
facilitator.
Methods in Gathering evidences,
you can now answer self check



“Evidence Plan “ content of the information sheet
don’t hesitate to approach your
facilitator.
Evidence Plan, you can now
perform the Task Sheet 5.2-2

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checklist 5.2-2 and let your
facilitator counter check your
output. If you got 100% correct
answer in this task, you can now
move to the next task sheet. If
not review the information sheet
and go over the task again.

“Gather Evidences” checklist 5.2-3 and let your
facilitator counter check your
output. If you got 100% correct
answer in this task, you can now
move to the next information
sheet. If not review the
information sheet and go over
the task again.

June 2010
Katherine Amor V.
QA Aguilar
“Methods and Tools use in Gathering of Evidences”
Objective
determine and explain the methods and tools use in gathering evidences.
Evidence
Evidence is information that is
gathered and matched against a unit of
competency to provide proof of
competency. Evidence can take many
forms and maybe gathered from a number
of sources.
As a facilitator you need to make a
decision or series of decision on whether
the person being assessed has achieved
the required competence. You may be
involved in deciding what evidence is
required. Understanding what evidence is
and what makes it a suitable proof of competency is therefore essential.
In a competency based system, evidence is something which supports
the trainee’s claim of competency, or their having achieved a competency
standard, a learning outcome or performance outcome.
Forms of Evidence
Evidence of competency can take many forms. The forms of
evidence required will depend on the purpose of the evaluation and
the performance outcomes.
1. Direct Evidence – is evidence that can be observed or witnessed by

the facilitator. This may include:
 Observations, by the facilitator, of the trainees carrying out

work activities
 Oral questioning of the trainee
 Demonstration by the trainee of specific skills needed to
complete the task
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2. Indirect evidence – is evidence of the trainee’s work that can be
reviewed or examined by the facilitator. This may include:
 Evaluation of finished product
 Written test of underpinning knowledge
 Review of previous work performed
 Testimonial or reports form employers, colleagues, clients or
supervisors
 Evidences of training
Methods of Gathering Evidence

Evidence gathering method or evaluation method is a way of
collecting evidence that will demonstrate competency.
Evidence gathering method – is a technique that is used by

the facilitator for collecting evidence required for the evaluation. The
different methods of gathering evidences are:
1. Demonstration – observation is done in a simulated work place

environment.
2. Questioning – written or oral questions
3. Portfolio – collection of work samples by the learner, products with
supporting documents; historical evidence; journal/logbook;
information about life experience.
4. Third Party Feedback – testimonials; report form employers or
supervisors; evidence training; authenticated prior achievements;
interviews with employers, supervisors, peers.
5. Review – product as a result of projects, work samples.
6. Structured Evaluation Activities – this can be role play or
simulation exercises, projects, assignment, or presentation.
7. Observation – real work and real time activities in the workplace.
Observation is limited due to aspects of privacy, confidentiality and
obstruction to workflow.

June 2010
Katherine Amor V.
QA Aguilar
Documenting Evidence Using Evaluation Methods
Gathering evidence can be effectively done using relevant
evaluation tools as follow:
1. Written Test
Conduct the test in a quiet and suitable
environment.
2. Observation
When observing someone performing the
task, or skill, you are forced to make a decision
based on what you have observe. Weigh the
evidence and take time to make an informed
decision.
3. Questioning
Skilful questioning invites discussion. The
following techniques should be observed when
questioning a trainee:
 Involve the trainee as much as possible and
encourage him/her to participate in the
discussion.
 Avoid ambiguous and unclear questions that may
make the trainee feel unsure or confused.
 Avoid leading questions that may influence the
trainee’s response and make the evaluation
invalid.
 Plan the structure and order of questions before
the evaluation.
 Use follow-up questions to identify the range and
depth of experience of the trainee.
 Ask the right questions. The way you phrase and
ask a question can determine the quality of the
information you get.

June 2010
Katherine Amor V.
QA Aguilar
For each of the evaluation method, there is a corresponding
evaluation tool or evidence gathering tool such as:
Evaluation Method Evaluation Tools
Written Test Short test questions, essay,

etc
Oral Questioning List of questions and

response sheet
Observation Task observation checklist
Demonstration Task observation checklist
On-the-job observation On-the-job observation

checklist
Portfolio Portfolio evaluation

checklist

June 2010
Katherine Amor V.
QA Aguilar
SELF CHECK LO 5.2-1
Multiple-Choice: Select the correct answer from the choices listed below in each item. Write
your answer on the space provided before each number.
_______ 1. Form of evidence that can be observed or witnessed by the facilitator.

A. Direct evidence
B. Hands-on evidence
C. Indirect evidence
D. None of the above
________ 2. It refers to a way of collecting evidence that will demonstrate competency.

A. Demonstration
B. Direct evidence
C. Methods of Gathering Evidence
D. Structured Evaluation Activities
________ 3. These are information that is gathered and matched against a unit of competency
to provide proof of competency.
A. Direct evidence
B. Evidence
C. Indirect evidence
D. Methods of Gathering Evidence
________ 4. It includes testimonials, report from employers or supervisors, evidence

training, etc
A. Observation
B. Review
C. Structured Evaluation Activities
D. Third Party Feedback
_________ 5. This is the real work and real time activities in the workplace.
A. Observation
B. Review
C. Structured Evaluation Activities
D. Third Party Feedback

June 2010
Katherine Amor V.
QA Aguilar
ANSWER KEY LO 5.2-1
1. A
2. C
3. B
4. D
5. A

June 2010
Katherine Amor V.
QA Aguilar
Self Check LO 5.2-2
Using the following scenario identify the tools and methods use in
gathering evidences.
Scenario Evaluation Evaluation

Method Tool
1. The trainee is inside a room,
sitting in the chair, holding his pen
and after a few seconds write down
his answer in the paper provided.
2. The trainee is beside a desktop, he

is showing to his facilitator what
are the parts of a desktop. He is
using some hand and body
gestures to show how to use the
different parts of the equipment.
While the facilitator is listening, he
keeps on marking in a box on a
piece of paper.
3. While looking at the documents,

the facilitator is marking at on a
box in a piece of checklist the
content and included information
reflected on the provided
document.
4. After the facilitator talk, the

trainees are raising their hands
and once called by the facilitator,
the trainee speak out and explain.
5. The facilitator and the trainee is in

a real workplace, the facilitator is
looking at the trainee while
performing on the tasks provided.
If you got 100% correct answer in this self-check, you can now move to the next
information sheet. If not review the information sheet and go over the self-check again.

June 2010
Katherine Amor V.
QA Aguilar
MODEL ANSWER LO 5.2-2
Scenario Evaluation Evaluation

Tool Methods
1. The trainee is inside a room, Short test Written Test
sitting in the chair, holding his questions,
pen and after a few seconds write essay, etc
down his answer in the paper
provided.
2. The trainee is beside a desktop, Task Demonstratio

he is showing to his facilitator observation n
what are the parts of a desktop. checklist
He is using some hand and body
gestures to show how to use the
different parts of the equipment.
While the facilitator is listening,
he keeps on marking in a box on
a piece of paper.
3. While looking at the documents, Portfolio Portfolio

the facilitator is marking at on a evaluation
box in a piece of checklist the checklist
content and included information
reflected on the provided
document.
4. After the facilitator talk, the List of Oral

trainees are raising their hands questions and Questioning
and once called by the facilitator, response sheet
the trainee speak out and explain.
5. The facilitator and the trainee is On-the-job On-the-job

in a real workplace, the facilitator observation observation
is looking at the trainee while checklist/
performing on the tasks provided.

June 2010
Katherine Amor V.
QA Aguilar
“Evidence Plan”
Objective
determine the role of evidence plan in gathering and documenting evidences
and reasonable adjustments made by the facilitator in gathering evidences.
The facilitator must discuss with the trainee that in each qualification
there are different methods and tools use in gathering of evidences. The
process of collecting evidences depends on the prepared package What is
Evidence
Evidence is information that is gathered and matched against a unit of
competency to provide proof of competency.
Purpose of evidence gathering tools

• Help trainee understand what is expected
• Focus for the facilitator in evidence gathering
• Record evaluation outcome
• Identify what action is needed to address skill and knowledge gaps
Evidence Plan
It is a document used by the facilitator as a guide in identifying
the competencies to be gathered and the evaluation tools to be used in
collecting evaluating evidence.
• Planning tool
• First stage in developing an evidence gathering tool
• List of the evidence that the facilitator must gather when conducting
the assessment of a particular unit of competency
Stages in preparing evidence plan

• Select unit of competency
• Read full unit of competency
• Identify evidence requirements
• elements and performance criteria
• dimensions of competence
• underpinning skills and knowledge
• critical aspects of competence
June 2010
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• Develop a list of evidence requirements
• Identify best ways of collecting evidence
• Document evidence plan
Sample: Evidence Plan
Qualification Training Methodology I
Unit of Conduct Institutional Competency Assessment

Competency
Module Title Conducting Institutional Competency Assessment
Demonstration
with Oral
Interview
Written
Ways in which evidence will be collected: (tick the
column)
The evidence must show that the trainee…..
 Explains the context and purpose of evaluation*  
 Determines allowable adjustments*  
 Conveys information using effective verbal and non- 

verbal language*
 Explains the legal and ethical responsibilities   

associated with the evaluation*
 Explains the competency standard to be evaluated 

and evidence to be collected*
 Explains the evaluation procedures*  
 Gathers evidence using relevant evaluation 

methods and tools
 Documents evidence using relevant evaluation  

methods and tools
June 2010
Katherine Amor V.
QA Aguilar
In the evidence plan, detailed procedures on how to perform the
required skills is indicated. The trainee is expected to accomplish the tasks
stated in the form; facilitator will supervise and observe if the trainee is able
to execute the tasks. The facilitator will mark on the space provided the
result of the performance of the trainee.
There are instances wherein the trainee may not be able to do one of
the tasks in the list, alternative ways to measure the capability of the trainee
in doing the tasks and as well as his/her understanding on that specific
competency are allowed in the conduct of evaluation. In the evidence plan,
alternative tools in gathering evidences are also reflected. Facilitator should
take into consideration that there are certain task which the trainee may
answer in writing but can easily and well perform during practical
examinations or vice versa.

June 2010
Katherine Amor V.
QA Aguilar
TASK SHEET LO 5.2-2
Title: Conduct Orientation

Performance Objective:
Given necessary supplies and materials, make an evidence plan for unit
of competency in Conduct the Competency Evaluation

1. Bond paper
2. Pencil
3. Evidence plan template
Equipment :
Step/Procedures:
1. Select unit of competency

2. Read full unit of competency
3. Identify evidence requirements
a. elements and performance criteria
b. dimensions of competence
c. underpinning skills and knowledge
d. critical aspects of competence
4. Develop a list of evidence requirements
5. Identify best ways of collecting evidence
6. Document evidence plan
Evaluation Method:
Performance criteria Checklist
If you got 100% correct answer in this task, you can now move to the next information sheet.
If not review the information sheet and go over the task again.

June 2010
Katherine Amor V.
QA Aguilar
YES NO
1. Does the evidence plan contains the following:
a. Qualification
b. Unit of Competency
c. Module Title

June 2010
Katherine Amor V.
QA Aguilar
Task Sheet 5.2-3 Gather Evidences
Title: Gather Evidences

Performance Objective:
Having trainees to be evaluated, gather evidences while performing the
task based on the evidence plan.

1. Evaluation Tools
2. Pencil
Equipment :
Step/Procedures:
1. Prepare the appropriate evaluation gathering tools
2. Observe the trainee while performing the task
3. Document the evidences using the evaluation tool.
Evaluation Method:
Evaluation Checklist
If you got 100% correct answer in this task, you can now move to the next information sheet.
If not review the information sheet and go over the task again.

June 2010
Katherine Amor V.
QA Aguilar
LEARNING
Make Evaluation Decision
OUTCOME #3
Did the trainee……. YES NO
 determined allowable adjustments

 conveyed information to the trainee using effective verbal
and non verbal language
 explained any legal and ethical issues associated with the
evaluation
 explained the competency to be evaluated and the evidence
to be collected
 gathered evidence using a relevant evaluation tool
 documented collected evidences religiously

 followed occupational health and safety procedures
throughout the evaluation
 used effective oral and written communication

June 2010
Katherine Amor V.
QA Aguilar
CONTENTS:
1. Evaluating Evidences
2. Making Evaluation Decision
ASSESSMENT CRITERIA:
1. The evidences are evaluated in terms of the rules of evidence.
2. The evidences are evaluated in accordance with the dimension of competency.
3. The evaluation decision is made based on evaluation of the evidence and the
requirements of the relevant units of competency
CONDITION:
Students/Trainees must be provided with the following:
1. WORKPLACE LOCATION
2. EQUIPMENT
 Computer
 LCD
3. TOOLS, ACCESSORIES AND SUPPLIES
 Whiteboard
 CD
 Tapes
4. TRAINING MATERIALS
 Learning Packages
 Bond Paper
 Ball pens
 Whiteboard marker
 Manuals
EVALUATION METHOD:
1. Demonstration & Oral Questioning
2. Portfolio
3. Written Test

June 2010
Katherine Amor V.
QA Aguilar
Learning Outcome 3
Make Evaluation Decision
1. Read information sheet 5.3-1 If you have some problem on the content
”Evaluation of Evidences” of the information sheet don’t hesitate
to approach your facilitator.
knowledgeable on the content of the
information sheet on Evaluation of
evidences, you can now answer self
check provided in the module.
2. Answer self-check 5.3-1 Compare your answer to the answer key
5.3-1. If you got 100% correct answer in
this self-check, you can now move to the next
information sheet. If not review the
information sheet and go over the self-check
again.
“Make an evaluation Decision” of the information sheet don’t hesitate
information sheet on Make an
evaluation Decision, you can now
answer self check provided in the
module.
information sheet. If not review the
again.

June 2010
Katherine Amor V.
QA Aguilar
“Evaluation of Evidences”
Learning Objective
After reading this INFORMATION SHEET, YOU MUST be able to determine and
understand the rule and dimension of competency apply in evaluating evidences.
The data that is gathered and matched against a unit of competency will provide proof
of competency attainment. For a decision to be fair and fruitful, the evidence has to meet
certain criteria or characteristics.
All evidence must be evaluated against the rules of evidence. This means that as facilitator
you must ensure that the evidence you obtain is valid, sufficient, current, consistent and
authentic.
To help determine if the evidence meets the above criteria the facilitator should ask the
following questions:
Valid
 Is the evidence related to the current version of the standards?
 Is it relevant to the elements and performance criteria in the standards?
 Is the evidence consistent with the range of variables and the evidence guide?
Current
 Does the evidence reflect the trainee’s current knowledge and/or skills in the relevant
aspect of work?
 Does the evidence establish that the trainee can meet the elements and performance
criteria specified in the current version of the relevant standards?
Recent
 Is the evidence less than five years old?
Sufficient
 Does the evidence cover the full range of the elements and performance criteria?
 Does the evidence illustrate that the trainee can meet the four dimension of competency –
tasks skills, task management skills, contingency management skills, and job/role
environment skills?
Authentic
 Is the evidence for the trainee’s own work or contribution?
 What procedures are available to insure the authenticity of the evidence?

June 2010
Katherine Amor V.
QA Aguilar
Consistent
 Does the evidence presented by the trainee and/or collected by the facilitator show that
the trainee consistently meets the standards under workplace conditions?
 Does the evidence incorporate multiple items of evidence?
To evaluate the evidence gathered against the rules of evidence gather you may use a
checklist similar to the one below.
Unit of Competency
Evidence Evidence Valid Sufficient Current Authentic
requirem collect
ents ed
Dimensions of Competency
In evaluating evidences, facilitator must consider the dimensions of competency. It reflects

the competency involves successful work performance.
Task Skills The ability to perform task/s to the required standard as described in the
unit of competency and expected in the workplace.
Task The ability to integrate a number of potentially different tasks to achieve

Management a complete work outcome. It involves handling a sequence of
Skills interrelated tasks and progress smoothly between tasks or carrying
out tasks simultaneously.
Contingency The ability to respond to problems, irregularities and breakdown in

Management routine when undertaking a work activity.
Skills
Job/Role The ability to deal with the responsibilities and expectations of the
Environment workplace and work with others; include skills in working with
Skills other, interacting with clients and suppliers, complying with
standards operating procedures, observing enterprise policy and
procedures.
Task skills are usually the dimensions documented in units of competency. The other
dimensions, task management skills, contingency management skills and job/role
environment skills have to infer. Though they may not be directly described in a unit of
competency, they must be taken into account during training and when conducting
evaluations.

June 2010
Katherine Amor V.
QA Aguilar
SELF CHECK LO 5.3-1
Identification: Identify the following, write your answers on the space provided.
_________ 1. The ability to perform task/s to the required standard as described in the unit of
competency and expected in the workplace.
__________ 2. The ability to respond to problems, irregularities and breakdown in routine when
undertaking a work activity.
__________ 3. The ability to integrate a number of potentially different tasks to achieve a

complete work outcome. It involves handling a sequence of interrelated tasks and progress
smoothly between tasks or carrying out tasks simultaneously.
__________ 4. The ability to deal with the responsibilities and expectations of the workplace and
work with others; include skills in working with other, interacting with clients and suppliers,
complying with standards operating procedures, observing enterprise policy and procedures.
_________ 5. Ask question: Does the evidence presented by the trainee and/or collected by the
facilitator show that the trainee consistently meets the standards under workplace conditions?
________ 6. Evaluate whether the evidence cover the full range of the elements and performance
criteria.
________ 7. Ensure that evidence is less than five (5) years old.
If you got 100% correct answer in this self-check, you can now move to the next information
sheet. If not review the information sheet and go over the self-check again.

June 2010
Katherine Amor V.
QA Aguilar
ANSWER KEY LO 5.3-1
1. Task Skills
2. Contingency Management Skills
3. Task Management Skills
4. Job/Role Environment Skills
5. Consistent
6. Sufficient
7. Recent

June 2010
Katherine Amor V.
QA Aguilar
“Make an Evaluation Decision”
Learning Objective
understand how to make evaluation decision.
When making your judgement about competency, be clear about the reasons for reaching
your decision. These reasons will form the bases of your feedback to the trainee.
If you have difficulty making your decision, this may be due to the type of evidence you
decided on. If you cannot make a decision about competency, you should ask the trainee to
submit additional evidence. If after submission you are ready to make a decision, do so.
However, but recommended for the revision of the evaluation activities.
How to Make Evaluation Decision
After gathering the evidence, you need to make a

judgement of competence. To judge or give a ruling, you have to
evaluate the evidence against a number of factors such as:
 Requirement of the unit of competency

- Does the evidence match the requirements of the elements and performance criteria?
- Does the evidence address the critical aspects of the competence, the underpinning
knowledge, and skill requirements of the units of competency?
 Dimension of competency
- Does the evidence show that the trainee is able to meet the four dimensions of
competency – tasks skills, task management skills, contingency management skills and
job/role environment skills?
 Rules of evidence
- Does the evidence conform to the rules of evidence such as valid, sufficient, current,
authentic, consistent and recent?
 Corroboration of evidence
- Does one piece of evidence support other pieces of evidence and help to build a “picture”
of competent performance?

June 2010
Katherine Amor V.
QA Aguilar
SELF CHECK LO 5.3-2
Enumeration: Give the following information factors that a facilitator is considering making a
decision.
1. What are the factors considered in making evaluation decision?

2. What are the rules of use in evaluating evidences?
3. Enumerate the dimensions of competency.
If you got 100% correct answer in this self-check, you can now move to the next information
sheet. If not review the information sheet and go over the self-check again.

June 2010
Katherine Amor V.
QA Aguilar
ANSWER KEY LO 5.3-2
LEARNING
Record Evaluation Results
OUTCOME #4
1. A. Requirements of the unit of competency

A. Dimension of competency
B. Rules of evidence
C. Corroboration of evidence
2. A. Sufficient
B. Valid
C. Current
D. Authentic
E. Consistent
F. Recent
3. A. Tasks skills
B. Task management skills
C. Contingency management skills
D. Job/role environment skills

June 2010
Katherine Amor V.
QA Aguilar
CONTENTS:
1. Recording of Evaluation Result
1. Evaluation results are recorded accurately in accordance with approved record
keeping procedures of the organization.
2. Records of the evaluation procedure, evidence collected and confidentiality of
evaluation outcomes is maintained in accordance with the approved guidelines of
the organization.
CONDITION:
2. EQUIPMENT
 Computer
 LCD
 Whiteboard
 CD
 Tapes
 Bond Paper
 Ball pens
 Manuals
EVALUATION METHOD:
2. Portfolio
3. Written Test

June 2010
Katherine Amor V.
QA Aguilar
Learning Outcome 4
Record Evaluation
“Recording of Evaluation of the information sheet don’t hesitate
result” to approach your facilitator.
information sheet on Recording of
evaluation, you can now answer self
Information sheet. If not review the
again.

“Recording of Evaluation Result”
Learning Objective
understand the record keeping procedures and maintenance of recorded data.
Evaluation Recording and Reporting

June 2010
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QA Aguilar
Evaluation recording is the process of documenting evaluation results. Recording must be
planned and integrated with the evaluation process. The evaluation record should track the
whole evaluation process.
Evaluation reporting involves conveying information on the evaluation outcome to

appropriate personnel such as school administrators, evaluation center and facilitator.
Importance of Evaluation recording and reporting
Records must be kept for clear documentation to assist facilitator to maintain transparent and
fair decision-making processes. Documents provide all information relevant to decision
made. Effective evaluation recording and reporting should:
 Provide proof of the trainee’s competence that can be use as evidence in training.
 Provide supporting documents for the issuance of the certificate of achievement and
certificate of completion.
 Serve as basis for credit transfer arrangement or recognition of prior learning
 Provide a basis for feedback
 Provide information for further enhancement of the evaluation process; and
 Provide proof that the evaluation activity actually took place
Feature of a good evaluation record
 Qualification applied for

 Unit of Competency
 Facilitator’s Name
 Date of Evaluation
 Summary of Evidence
 Summary of Evidence Gathering Tools
 Evaluation Decisions
 Signature of Facilitator
The facilitator and trainee must observe having these information complete in their
evaluation record.
Characteristics of an Effective Evaluation Recording and Reporting Process
Each organization should have its own procedures for reporting and recording results that
indicate the trainee’s competencies. A uniform procedure for reporting and recording results
is a must for evaluation organizations. The qualities of an effective system include:
 Ease of use
 Minimal cost of operation and maintenance
 Ease of retrieval of information
 Relevance of evaluation information held in the records
June 2010
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QA Aguilar
 Data security
 Compliance with the system by all users
 Control of documentation and documented procedures
 Review process
Particular care must be taken to ensure full documentation of the performances of and
reasons for, all decisions made in the course of evaluating the competencies.
Role of the Facilitator in Recording and Reporting Evaluation Outcomes
The role of the facilitator in recording and reporting outcome of the evaluation includes the
following:
 Review evaluation decision against evidence plan and evidence gathering tools
 Records evaluation results using the approved recording format
 Checks the results have been recorded correctly
 Discusses evaluation record with the trainee
 Signs evaluation record
 Keep evaluation record
Facilitators should not overlook the importance of restricting access to the evaluation
record about each trainee. The organization should have clear policy and procedures on
keeping the evaluation record confidential

June 2010
Katherine Amor V.
QA Aguilar
SELF CHECK LO 5.4-1
Group the given data; tell whether it is included in feature of effective evaluation recording and
reporting, features of good evaluation record or feature an effective recording process.
Effective Good Effective

evaluation evaluation recording
recording record process
and
reporting
Provide proof Provide supporting Compliance with the

that the documents for system by all
evaluatio the issuance of users
n the certificate of
activity completion
actually
took
place
Review process Evaluation Decision Ease of use
Summary of Evidence Provide a basis for Unit of Competency

feedback

June 2010
Katherine Amor V.
QA Aguilar
ANSWER KEY LO 5.4-1
Effective Good Effective

evaluation evaluation recording
recording record process
and
reporting
Provide proof Evaluation Decision Review process

that the
evaluatio
n activity
actually
took
Provide place
supporting Summary of Evidence Compliance with the
documents for the system by all
issuance of the users
certificate of
completion
Provide a basis for Unit of Competency Ease of use

feedback

June 2010
Katherine Amor V.
QA Aguilar
LEARNING
Provide Feedback to Trainees
OUTCOME #5
CONTENTS:
1. Providing Feedback
1. Clear and concise feedback of evaluation is given to the trainee in line with the
relevant Evaluation Guidelines.
2. Ways of overcoming any gaps in competency are explored with the trainee.
3. Trainees who failed are informed with the schedule for re-evaluation in line with
policy & procedures.
CONDITION:
2. EQUIPMENT
 Computer
 LCD
 Whiteboard
 CD
 Tapes
 Bond Paper
 Ball pens
 Manuals
EVALUATION METHOD:
2. Portfolio
3. Written Test
Learning Outcome 5
Use Motivation in Learning
“Providing Feedback” of the information sheet don’t hesitate
June 2010
Katherine Amor V.
QA Aguilar
information sheet on Providing
Feedback, you can now answer self
this self-check, you can now submit yourself
for the Institutional Evaluation. If not review
the information sheet and go over the self-
check again.

“Providing Feedback”
Learning Objective
After reading this INFORMATION SHEET, YOU MUST be able to determine the
importance of feedback in conduct of evaluation and the different ways of providing
feedback to the trainee.
Feedback
Feedback is a vital part of the evaluation process. Every trainee is given full feedback of their
performance. This should be provided during and after the evaluation procedure.
Feedback is the process of identifying evaluation outcomes and explaining them to the
trainee. The process includes describing:
 Evaluation process
 Facilitators techniques
 Evaluation decision
 Follow-up actions
June 2010
Katherine Amor V.
QA Aguilar
Approaches of Providing Feedback
Good communication skills are important in the process of obtaining and giving
feedback to trainees. Evaluation performance maybe discussed and confirmed using the
following:
 Face to face discussion

 Written comments
 Telephone, fax or e-mail communication
 Combination of above mentioned methods
Discussing performance with the trainee can be a little easier if the facilitator has
established rapport with the trainee before and during the evaluation.
Effective Ways of Providing Feedback
 Start by asking the trainee to judge how well she or he performed

 Reinforce all the positive aspects of the evaluation
When positive feedback is called for, praise should be spread around freely and it
should be as specific as possible. Saying “nice job” isn’t good enough.
When the goal is evaluation for learning, provide constructive feedback. Such helps trainees
know what they do and do not understand. The same encourage them to learn from their
errors.
You need to offer more positive than negative feedback. You should aim for a ratio of at least
five positives for every negative. By making enough positive deposits (specific statements of
support or appreciation), you can make an occasional withdrawal (specific negative feedback)
when appropriate. With the use of this ratio in mind helps to work against the tendency to
offer feedback only when there is a problem.
 Ask the trainee to suggest areas for improvement

 Give feedback as soon as possible
Effective feedback should be given as soon as possible. The longer the delay between
trainees’ work and feedback, the longer they will continue to have some misconceptions.
Also, delays reduce the relationship between trainee’s performance and the feedback, and the
trainee might not remember what he/she is thinking during the evaluation.
 Discuss the areas

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Effective feedback should also inform trainee clearly what he/she did well and what
need modification. General comments just as “good work – A”, or “needs improvement” do
not help trainee understand how to improve his/her learning.
 Discuss the need for further evidence

 Inform the trainee of your proposed final decision
 Discuss agreement or disagreement with decision
 Work out ways in which the gaps from evaluation maybe filled
 Remind the trainee of the next procedures, e.g. recording information, signing the evaluation
forms
 Ask the trainee how you can improve evaluations for future purposes.
Helpful Strategies for Feedback on Negative Evaluation
 Be positive without raising any false expectations

 Be precise about the gaps in the trainee’s competence
 Identify whether any part(s) of the evaluation needs to be repeated and if so, which parts
 Emphasize and explain the results: “Which competency has been and has not been
achieved?”
 Suggest further learning or practice to fix the gaps
 Arrange further opportunity for trainee to complete evaluation requirements.
Facilitator must be careful in providing negative feedback on the performance of the

trainee, as much as he could, present negative feedback in a creative way which will elicit
behaviour that will lead to the trainee’s eagerness to make his/her performance better. Avoid
the use of words that will lower self-esteem and confidence of the trainee. Be reminded that
there are always room for improvement and ways to make performance better.
Benefits of Providing Feedback on Evaluation Performance
Trainees are usually anxious about results of evaluation, particularly if they have not
completed all the outcomes successfully. Therefore, it is important that debriefing should be a
thorough and positive experience for the trainee.
Feedback is beneficial both to the facilitator and the trainee to provide for the following:
 Review/evaluation of facilitator’s performance

 Review/evaluation of evaluation process and evaluation documents
 Chance to explain evaluation decision made
 Identifying the trainee’s strengths and weaknesses
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 Giving guidance for further training
 Encouragement for trainee who has not achieved the required level of competence
Re-evaluation Process
The facilitator must inform the trainees who have failed the evaluation and wish to take re-
evaluation that re-evaluation shall be done only on the part where the applicant failed to
meet the passing mark, either the written part or the skills portion of the evaluation.
Self Check LO 5.5-1
Critique the following feedback statement; tell if there is an implication to the trainee or to the
facilitator.

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1. After an hour, the facilitator confronted the trainee on the incorrect manner of
operating one of the equipments used in the evaluation.
2. The facilitator, commended the trainee for a job well done, “you made it”,
“that’s good.”
3. “You failed in the evaluation”; “You are not competent”
4. “I am not satisfied with your performance, there is missing.”
MODEL ANSWER LO 5.5-1

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1. After an hour, the facilitator confronted the trainee on the incorrect manner of operating
one of the equipments used in the evaluation.
Implication: Delay of giving feedback, the trainee might not be able to remember what specific
action he did. It will be better if upon notice on the mistake the facilitator confronted the trainee.
2. The facilitator, commended the trainee for a job well done, “you made it”, “that’s
good.”
Implication: It is a proper attitude for the part of the facilitator in commending the trainee for a
job well-done, but it is better and more appropriate if the facilitator specifically identifies the
exact action that the trainee have performed. It will help the trainee to become more familiar
and be reminded that this specific action is right.
3. “You failed in the trainee”; “You are not competent”
Implication: The comment of the facilitator is unclear, the facilitator must be precise about the
gaps in the trainee competence. Another is the manner of stating the negative feedback is
unpleasant, it might cause bad implication on the feelings and attitude of the trainee.
4. “I am not satisfied with your performance, there is missing.”
Implication: Further evidences needed in order to evaluate the performance must be explained by
the facilitator to the trainee, this will serve as a guide for the trainee to look and provide the
missing evidences/bases for the evaluation.
INSTITUTIONAL COMPETENCY EVALUATION

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Observation Checklist
Competency standard Training Methodology I
Unit of competency Conduct Institutional Competency Evaluation
Ways in which evidence will be collected:
Direct Observation
[tick the column]
Written test
The evidence must show that the candidate……
Interview
 Explains the context and purpose of evaluation* X x
 Determines allowable adjustments* X x
 Conveys information using effective verbal and non-verbal language* X
 Explains the legal and ethical responsibilities associated with the evaluation* X x x
 Explains the competency standard to be evaluated and evidence to be collected* X x x
 Explains the evaluation procedures* X x x

 Gathers evidence using relevant evaluation methods and tools X x
 Documents evidence using relevant evaluation methods and tools X
 Incorporates reasonable adjustments in the evidence gathering procedures X x x
 Evaluates evidence in terms of rules of evidence* x x x
 Evaluates evidence according to dimensions of competency* X x x

 Makes evaluation decision based on the requirements of the relevant unit(s) of X
competency x
 Records evaluation results accurately* x
 Maintains confidentiality of evaluation outcomes x x

 Advise the trainee of the re-evaluation process x
 followed occupational health and safety procedures throughout the x x
assessment
 used effective oral and written communication x

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Candidate name:
Facilitators name:
Competency standard Training Methodology I
Unit of competency: Conduct Institutional Competency Evaluation
Instructions for the Facilitator:
1. Observe the trainee conducting a institutional competency evaluation.
2. Describe the evaluation activity and the date on which it was undertaken.
3. Place a tick in the box to show that the trainee completed each aspect of the activity to
the standard expected in the enterprise.
4. Ask the trainee all the questions on the attached list to confirm his/her underpinning
knowledge
5. Place a tick in the box to show that the trainee answered the questions correctly.
6. Complete the feedback sections of the form.
Date of evaluation
The trainee…. If yes, tick the box
 explained the context and purpose of the evaluation 
 determined allowable adjustments 
 conveyed information to the trainee using effective verbal and
non verbal language 
 explained any legal and ethical issues associated with the
evaluation 
 explained the competency to be evaluated and the evidence to
be collected 
 Explained the evaluation procedures 
 gathered evidence using a relevant evaluation tool 
 documented collected evidence 
 Incorporated reasonable adjustments in the evidence gathering
procedures
 Evaluated evidence in terms of rules of evidence* 

 Evaluated evidence according to dimensions of competency* 
 Made evaluation decision based on the requirements of the
relevant unit(s) of competency 
 recorded evaluation results accurately 
 Maintained confidentiality of evaluation outcomes 
 advised the trainee of the re-evaluation process 

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 followed occupational health and safety procedures throughout
the evaluation 
 used effective oral and written communication 
Did the candidate’s overall performance meet the standard?  Yes  No
INTERVIEW QUESTIONS
Satisfactor
y
Questions to probe the candidate’s underpinning knowledge
respo
nse
Y N
e o
s
1. How could you probe that the evidence you collected is reliable?
2. Why is confidentiality important in the evaluation process?
3. What would you do if the trainee cannot understand the language used
in the evaluation documents?
4. How can you ensure the confidentiality of the evaluation process?
5. What would you do if the workplace is unsafe for evaluation?
6. What would you do if an accident occurred during evaluation?
7. What would you do if the trainee exhibited unsafe practices during
evaluation?
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8. How did you know that the evidence you collected was valid?
9. How did you know that the evidence collected is sufficient to make an
evaluation decision?
10. How did you ensure that all elements in the unit of competency were
covered in the evaluation?
11. How did you evaluate task management skills in this evaluation activity?
(dimension of competency)
12. Did the evidence gathered cover all the dimensions of competency?
13. What evidence did you use to evaluate the underpinning knowledge of
the trainee?
14. How did you gather evidence on each of the critical aspect of
competency identified in the evidence guide?
15. How did you ensure that the evaluation decision is correct?
The candidate’s underpinning knowledge was:
 Satisfactory  Not Satisfactory
Feedback to trainee
General comments [Strengths / Improvements needed]
Dat
Trainee signature: e
:
Dat
Facilitator signature: e
:

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WRITTEN TEST:
Multiple-Choice: Select the correct answer from the choices listed below in each item. Write your
answer on the space provided before each number.
______ 1. This includes workplace, evaluation area, community project or online set-up
E. Materials
F. Physical Setting
G. School
H. Tools, equipment and facilities
______2. It is the process of collecting evidence and making judgements on whether competency
has been achieved.
E. Evaluation
F. Competency Evaluation
G. Competency Standard
H. Learning
_______3. Refer to the process of measuring the skill of the person, knowledge, attitude and work
values relative to a specific competency or standardized set of related competencies
E. Evaluation
F. Competency Evaluation
G. Competency Standard
H. Learning
_______4. Refers to the individuals accredited and authorized by TESDA to perform crucial work of
assessing TVET trainees.
E. Administrator
F. Competency Facilitator/Facilitator
G. Instructor
H. TESDA Representative
_____5. This part of the evaluation measures the skills possessed by the trainee in relation to the
occupation.
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E. Competency evaluation
F. Evaluation of learning
G. Knowledge evaluation
H. Practical Evaluation
_______6. Form of evidence that can be observed or witnessed by the facilitator.

E. Direct evidence
F. Hands-on evidence
G. Indirect evidence
H. None of the above
_______7. It refers to a way of collecting evidence that will demonstrate competency.

E. Demonstration
F. Direct evidence
G. Methods of Gathering Evidence
H. Structured Evaluation Activities
_______8. These are information that is gathered and matched against a unit of competency to
provide proof of competency.
E. Direct evidence
F. Evidence
G. Indirect evidence
H. Methods of Gathering Evidence
______9. It includes testimonials, report from employers or supervisors, evidence training, etc
E. Observation
F. Review
G. Structured Evaluation Activities
H. Third Party Feedback
______10. This is the real work and real time activities in the workplace.
E. Observation
F. Review
G. Structured Evaluation Activities
H. Third Party Feedback
_________11. The ability to perform task/s to the required standard as described in the unit of
competency and expected in the workplace.
a. Contingency Management skill
b. Task Skills
c. Job/role Environment skill
d. Task Management Skill

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__________ 12. The ability to respond to problems, irregularities and breakdown in routine when
undertaking a work activity.
a. Contingency Management Skills
b. Task Skills
c. Job/role Environment skill
d. Task Management Skill
__________ 13. The ability to integrate a number of potentially different tasks to achieve a
complete work outcome. It involves handling a sequence of interrelated tasks and progress
smoothly between tasks or carrying out tasks simultaneously.
a. Task Skill
b. Job/Role Environment Skill
c. Task Management Skills
d. Contingency Management Skill
__________ 14. The ability to deal with the responsibilities and expectations of the workplace
and work with others; include skills in working with other, interacting with clients and
suppliers, complying with standards operating procedures, observing enterprise policy and
procedures.
a. Task management Skill
b. Job/Role Environment Skills
c. Task Skills
d. Contingency Management Skills
_________ 15. Ask question: Does the evidence presented by the trainee and/or collected by the
facilitator show that the trainee consistently meets the standards under workplace conditions?
a. Recent
b. Sufficient
c. Valid
d. Consistent
________ 16. Evaluate whether the evidence cover the full range of the elements and
performance criteria.
a. recent
b. Sufficient
c. Consistent
d. Valid
________ 17. Ensure that evidence is less than five (5) years old.
a. Recent
b. Sufficient
c. Consistent
d. Valid
________ 18. Which of the following is not a step in gathering evidences?
a. prepare assessment tools
b. observe the candidate while performing
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c. Document the gathered evidences
d. Prepare session plan
_________19. Which of the following is not a context of assessment?
a. facilitator
b. Physical Setting
c. tools & equipment
d. Purpose of evaluation
_________20. A trainee is considered competent if he/she is can demonstrate.
a. Appropriate Skills
b. Required Knowledge
c. Desirable work behaviour or attitude
d. all of the above
True or False
Identify whether the given statement is true or false, write your answer on the space
provided.
________ 1. The evaluation tools serve both as a rating sheet as well as a record of the result of the
evaluation.
_________ 2. In the evaluation process it is important to consider the trainee’s language, literacy,
numeric capability.
_________3. Orienting the trainees before the conduct of the evaluation is not necessary, let the
trainees find themselves the procedures of the evaluation.
_________ 4. Supportive environment such as suitability for evaluation and comfort ability for the
trainees must be provided by the facilitator.
_________ 5. It is not important to inform the trainee about the nature of the work and the potential
hazards it may cause to an individual, anyway, it does not affect the conduct of
evaluation.
__________ 6. Full consent of the trainee is not necessary in the conduct of the evaluation.

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__________ 7. In case the trainees disagrees with the evaluation results because he feels that he did
his work well, he has the right to appeal on the result and may ask the facilitator for re-
evaluation.
__________ 8. Revision on the format of the evaluation materials for the benefit of the trainee is not
allowed.
__________ 9. The Trainee will signify his/her interest before the facilitator will conduct evaluation.
__________ 10. Evaluation tool is prepared based on evidence plan.
ANSWER KEY
1. B
2. A
3. B
4. B
5. D
6. A
7. C
8. B
9. D
10. A
11. B
12. A
13. C
14. B
15. D
16. B
17. A
18. D
19. A
20. D
1. TRUE
2. TRUE
3. FALSE
4. TRUE
5. FALSE
6. FALSE
7. TRUE
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8. FALSE
9. True
10. True
References:
AMI Learning Modules

Complied and Organized by:
Marjorie G. Merdenilla
Ma. Regina R. Amores
Ma. Luz Loufrdes M. Paulino
Grace S. Bayonon
Normi Joy Dilodilo
Raquel L. Dimaya
Gelino Elgin G. Ubalde
TEDSA Assessor’s Guide Handbook
TESDA Competency Assessment Instrument Development Course.

June 2010
Katherine Amor V.
QA Aguilar

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COMPETENCY BASED LEARNING

Sector : TECHNICAL VOCATIONAL EDUCATION &

Qualification Title : TRAINING METHODLOGY I

Unit of Competency : Conduct Institutional Competency Evaluation

Module Title : Conducting Institutional Competency Evaluation

Technical Education & Skills Development Authority

Welcome to the module in Conduct Institutional Competency

The unit of competency “Conduct Institutional Competency

You are required to go through a series of learning activities in order

The goal this course is the development of practical skills. To gain

This module was prepared to help you achieve the required

Date Developed: Document No.

Date Developed: Document No.

No. Unit of Competency Module Title Code

Supervise Work-Based Supervising Work-

Date Developed: Document No.

QUALIFICATION : TRAINING METHOOLOGY I

UNIT OF COMPETNECY : CONDUCT INSTITUTIONAL COMPETENCY

MODULE TITLE : CONDUCTING INSTITUTIONAL

INTRODUCTION : This unit of competency covers the knowledge

Date Developed: Document No.

Learning Activities Special Instructions

1. Read information sheet 5.1-1 If you have some problem on the

2. Answer self-check 5.1-1 Compare your answer to the

3. Read information sheet 5.1-2 If you have some problem on the

Date Developed: Document No.

5. Read information sheet 5.1-3 If you have some problem on the

6. Answer self-check 5.1-3 Compare your answer to the

7. Perform Task Sheet 5.1-4 Compare your work to the

Date Developed: Document No.

It is the process of collecting evidence and making judgements on

A document of nationally-agreed industry statement which describe the workplace

It Key features of Competency Standards

• Confirm that the benchmark for learning evaluation are the

Context of Learning Evaluation

Date Developed: Document No.

5. Method of evaluation - the method of evaluation should be explained

6. Access to support personnel during the evaluation – the facilitator

Date Developed: Document No.

Date Developed: Document No.

Competency facilitators are accredited and

For more information please refer to: “Conduct

Date Developed: Document No.

______ 1. This includes workplace, evaluation center, community

______2. It is the process of collecting evidence and making judgments

_______3. Refer to the process of measuring the skill of the person,

_______4. Refers to the individuals accredited and authorized by

Date Developed: Document No.

Date Developed: Document No.

Date Developed: Document No.

After reading this INFORMATION SHEET, YOU MUST be able to

Preparing the trainees for evaluation is one of the critical aspects of

Date Developed: Document No.

Supportive environment for evaluation

Date Developed: Document No.

Legal and Ethical Responsibilities

Facilitator must be aware and trainees must be informed of the legal

2. Confidentiality of evaluation outcomes

Date Developed: Document No.

7. Integrity of the facilitator.

Date Developed: Document No.

Identify whether the given statement is true or false, write your

_________ 2. In the evaluation process it is important to consider the trainee’s language,