TECHNICALEDUCATION AND SKILLS DEVELOPMENT AUTHORITY

National Assessment

for

TRAINER’S METHODOLOGY I

ASSESSOR’S GUIDE

Sectoral TVET Cluster

TESDA Complex, South Luzon Expressway
Taguig City
www.tesda.gov.p
h
NATIONAL ASSESSMENT AND CERTIFICATION ARRANGEMENTS

1. To attain the National Qualification of TRAINERS METHODOLOGY I, the candidate

must demonstrate competence in all the units listed in below. Successful candidates
shall be awarded a TRAINERS METHODOLOGY I Certificate signed by the TESDA
Director General.

Code No. BASIC COMPETENCIES

500311109 Lead workplace Communication
61349 Apply math and science principles in technical training
61350 Apply environmental principles and advocate conservation
61351 Utilize IT applications in technical training
500311110 Lead small teams
61352 Apply work ethics, values and quality principles
61353 Work effectively in vocational education and training
61354 Foster and promote a learning culture
61355 Ensure healthy and safe learning environment
61356 Maintain and enhance professional practice
61357 Develop and promote appreciation for cost-benefits of technical
training
61358 Develop and promote global understanding of labor markets

Code No. CORE COMPETENCIES

TVT232301 Plan Training Session
TVT232302 Facilitate Training Session
TVT232303 Supervise Work-Based Learning
TVT232304 Conduct Competency Assessment
TVT232305 Maintain Training Facilities
TVT232306 Utilize Electronic Media in Facilitating Training

2. The Qualification maybe acquired through accumulation of Certificates of

Competency (COC’s) on the following unit/cluster of units of competency:

2.1. DELIVER TRAINING SESSION

 Plan Training Session
• Facilitate Training Session
• Supervise Work-based Learning
• Maintain Training Facilities
• Utilize Electronic Media in facilitating Training

2.2. CONDUCT COMPETENCY

ASSESSMENT

3. Assessment shall focus on the core units of competency. The basic competencies
are assessed concurrently with the core units.

4. The candidate applying for assessment and certification must be:

• BS Graduate or its equivalent, and

• Certified in the NC level that will be handled/facilitated

EVIDENCE PLAN

TVT110-0811 1
Trainer’s Methodology I
 Qualification: TRAINER’S METHODOLOGY I

Project 1: DELIVER TRAINING SESSION

• Plan Training Session

• Facilitate Training Session
Units of Competency
• Utilize Electronic Media In Facilitating Training
Covered: • Maintain Training Facilities
• Supervise Work-Based Learning
Ways in which evidence will be collected:
[tick the column]

Demonstration with
Written Report

Questioning
Interview

Portfolio

Oral
The evidence must show that the candidate……
PLAN TRAINING SESSION
 Reviews and analyses relevant curriculum
X X
documents*
 Determines competencies of target group* X
 Compares competencies to be attained with the
X
current competencies of the target group
 Uses the results of comparison to determine
X
training requirements*
 Validates the training requirements with
X
appropriate people
 Prepares session plan X X

 Identifies training delivery modes* X X

 Addresses training methods that pertains to the
X X
required competencies
 Determines sequence of training activities X X

 Identifies resources to support learning X

 Finalizes session plan according to required
X X
format
 Prepares basic instructional materials that are
focused on a key concept or idea related to the X
work activity under consideration

 Prepares clear and appropriate presentation X

TVT110-0811 2
Trainer’s Methodology I
 materials
 Determines language, style and format of the
materials appropriate to the trainee’s X
characteristics and needs
 Identifies, reads and interprets relevant
modules
of instruction to meet the required knowledge X X
evidence
 Determines evidence requirements that are
within
the coverage of training module and the X X
required performance level for the learning
activities
 Identifies and selects suitable assessment
methods appropriate with the learning outcome X X
of a module
 Prepares assessment instruments in
accordance
with the content and learning outcome specified X
under the assessment criteria of a module of
instruction
 Checks assessment instruments for validity,
X X
fairness, safety and cost effectiveness
 Checks availability of resources required for
X
training*
 Identifies and arranges appropriate training
X
locations according to the training needs*
 Documents resource requirements and
arranges
access in accordance with the organization, X
procedures and appropriate staff
FACILITATE TRAINING SESSION

 Prepares appropriate training

facilities/resources based on the session X X
requirements*
 Prepares and sets-up learning stations
X X
according to learning activities
 Prepares and sets- up tools and equipment
X X
according to learning activities
 Prepares pre-assessment instruments in
X X
accordance with the number of applicants
 Explains the context and procedures of X X

TVT110-0811 3
Trainer’s Methodology I
 pretraining assessment according to the
guidelines
 Gathers evidence using the assessment tools
X X
specified in the evidence plan
 Evaluates evidences and discusses
feedbacks
based on the results of the pre-training X X
assessment
 Determines and credits current competencies
X X
and prior learning

 Evaluates characteristics and profile of learners X X

 Orients properly the learners on the CBT delivery

X X
system
 Uses appropriate training methods based on the
X X
level and characteristics of the learners
 Assists learners to achieve session outcomes X X

 Monitors work and learning activities based on

X X
training plan
 Provides feedback to improve learners’
X X
competence
 Orients learners on the evidence requirements
X X
relevant to the evidence plan
 Provides competency assessment tools,
X X
materials and equipment to learners
 Gathers and documents evidences using
X X
relevant assessment tools
 Records assessment results in accordance with
X X
the approved rating system
 Uses appropriate feedback mechanism to inform
X X
learner of his/her progress
 Uses appropriate training session evaluation
X X
instruments
 Makes interpretation on the results of evaluation
X X
on delivery of training session
 Makes adjustments on delivery of training session
X X
based on the results of evaluation
UTILIZE ELECTRONIC MEDIA IN FACILITATING
TRAINING
 Inspects electronic media equipment in accordance X X

TVT110-0811 4
Trainer’s Methodology I
 with specified checklist*
 Identifies abnormalities or faults and anticipates
X X
problem areas*
 Identifies health and safety hazards* X

 Sets- up equipment in accordance with health

X X
and safety standards*
 Operates electronic media equipment in accordance
X X
with user’s manual*
 Uses equipment for optimum performance
based X X
on its capacity*

 Implements teacher- and learner-centered

learning principles as appropriate in the X
execution of the session plan*
 Applies preventive maintenance procedures,
diagnostic tools, and system checks periodically X X
*
 Maintains checklist in accordance with standard
X
operating procedure*
 Stores audio visual and multimedia equipment in
X X
safe rack or cabinet*
 Abides with safety practices related to electrical,
X X
radiation, and shock hazards
 Refers to appropriate personnel correct
documentation regarding materials and tool uses X
and specifications
 Applies trade theory appropriately X

 Abides with the provisions of relevant licensing

X
agreements
 Adopts relevant industry and community
X
practices and experiences
 Maintains appropriate documents and records X

MAINTAIN TRAINING FACILITIES

 Identifies training facilities and equipment X X

 Prepares requisition for instructional

equipment,
tools, supplies and materials according to X X

TVT110-0811 5
Trainer’s Methodology I
 established procedures
 Prepares training equipment, tools, materials/supply
X X
inventory
 Researches thoroughly the equipment, tools,
supplies and materials option and considers X X
ergonomic requirements
 Identifies and justifies the equipment, tools,
X
supplies and materials
 Documents accurately the equipment and
systems impact on learners according to X
procedures
 Establishes maintenance activities according to
X X
policies
 Identifies areas /equipment to be maintained X X

 Identifies and prepares maintenance activities,

resources and schedule according to job X X
requirements

 Identifies technical support services as necessary X X

 Carries out regular inspection in the work area

according to workplace procedures and X X
standards
 Maintains facilities in accordance with
X X
Occupational Health and Safety regulations
 Checks disposal of waste and dangerous
chemicals in accordance with Occupational X X
Health and Safety, regulations and organizational
policies and other regulations
 Secures instructional materials and /equipment in
X X
safe places in accordance with procedures
 Executes regular maintenance activities and
routine servicing/repair according to scheduled X X
plan
 Follows maintenance procedures in accordance
with the manufacturers manual and organization X X
policies
 Responds to failed or unsafe equipment in
accordance with organizational policies & X X
procedures
 Secures equipment and tools according to safety X X

TVT110-0811 6
Trainer’s Methodology I
 standards
 Reports complex faults or repair requirements
outside area of responsibility or competence for X X
specialist assistance in accordance with
organizational procedures
 Documents and reports maintenance activities
X X
according to procedures
 Carries out regular inspections in the work
area
according to workplace procedures and X X
standards
 Documents and reports maintenance and repair
X X
activities according to organizational policies
 Safe keeps documents according to procedures X X

SUPERVISE WORK-BASED LEARNING

 Accesses and interprets relevant policies and

guidelines to guide the development of X X
workbased arrangements*
 Identifies and discusses with relevant personnel
X X
the goals for trainees’ learning*

 Prepares Training Plan in accordance with

X X
agreed outcomes*
 Develops, discusses, and agrees training
X X
schedule with relevant personnel*
 Identifies and arranges support mechanisms
X X
according to the needs of the trainees*
 Confirms with relevant personnel the availability
X X
of materials within budget*
 Explains to trainees the objectives for
undertaking work-based training and the X X
processes involved in this*
 Conducts visits to work-based training venue to
X X
ensure training arrangements are implemented*
 Monitors and records trainee progress against
X X
the training plan and addresses contingencies*
 Observes work performance and suggests
X X
alternative approaches*
 Monitors OHS requirements to ensure health,
X X
safety, and welfare of trainees*
 Provides feedback about work performance to X X

TVT110-0811 7
Trainer’s Methodology I
 trainees*
 Analyses work performance and learning
X X
achievement in accordance with requirements*
 Encourages trainees to provide feedback on their
X X
learning experience*
 Evaluates effectiveness of work-based learning
X X
against the extent of attainment of the objectives*
 Recommends improvements and changes to
X X
work-based learning based on the review process
 Explains the principles of learning as applied to
X X
work-based learning
 Explains learning styles as applied to work-based
X X
learning
 Facilitates group discussion and interaction X X

 Handles difficult trainees and situations X X

 Manages group activities X X

 Manages conflict in the session X X

SUGGESTED QUESTIONS AND ANSWERS FOR ORAL QUESTIONING

Qualification: TRAINER’S METHODOLOGY I

Project 1: DELIVER TRAINING SESSION

• Plan Training Session

Units of Competency • Facilitate Training Session
• Utilize Electronic Media In Facilitating Training
Covered:
• Maintain Training Facilities
• Supervise Work-Based Learning

FACILITATE TRAINING SESSION

TVT110-0811 8
Trainer’s Methodology I
 1. Name at least 3 principles in the CBT delivery system.

ANSWER:
• The training is based on curriculum developed from the
competency standards.

Competency standards are developed in consultation with industry.

The curriculum of the training programs offered by training institutions
is developed based on the competency standards.

• Learning is modular in its structure.

Modular learning means the training program is designed and

implemented using the modules identified in the curriculum.

• Training delivery is individualized and self-paced.

The pace of learning is driven by the learner. Self paced learning is
not time bound. Learning is complete when the learner can
demonstrate competence. The self paced learning environment is
supported by a range of learning materials, courseware and work
sheets to assist learner management.

• Training is based on work that must be performed.

The knowledge, skills and attitudes to be learned by the learner is
determined by the work or task to be performed as defined in the
competency standards.

• Training materials are directly related to the competency

standards and the curriculum modules.
Training materials have a task focus related to the competency
standard and their aim is not information transmittal but experiential
learning.

• Assessment is based in the collection of evidence of the

performance of work to the industry required standard.
Assessment is the process of collecting a range of evidences in order
to judge the learner’s ability to demonstrate competence. Evidence
may be collected by the learner and the trainer. Evidence is based on
the performance of work to the industry standard.

• Training is based both on and off the job components.

Training is divided between learning in a formal classroom/workshop
setting and supervised training in the workplace.

• Allows for recognition of prior learning (RPL).

Recognition of Prior Learning (RPL) allows a learner to present

TVT110-0811 9
Trainer’s Methodology I
 evidence to indicate current competence. Evidence may include
qualifications, relevant experience in the industry and sector or
competencies gained at another TESDA approved institution.

• Training allows for multiple entry and exit.

Multiple entry and exit refers to the structure of the training program.
Training allows for multiple entry and exit for learners leading to the
receipt of certification for individual competencies.

• Approved training programs are nationally accredited.

Institution training programs are delivered on the basis of having the
appropriate equipment and resources for training and assessment,
including qualified instructors as certified by a registration certificate
issued by TESDA. After completing the course, learners can be
nationally certified.
2. What are the factors considered in selecting training methods?

ANSWERS:

Main factors to consider are:

• Content
• Objective
• Cost
• Target audience/trainees
• Time
• Resources

Other factors to consider are:

• Size of audience: larger audiences often require more formal training

methods with less audience participation

• Maintaining attention through interaction: methods which involve

the trainees in the instruction have the advantage of maintaining
attention and involving all participants
• Variety: selection of different types of methods often maintains the
interest of trainees
• Available resources/infrastructure: where resources are limited,
the opportunity to use resource intensive techniques like individual
practice and demonstrations may also be limited
• Duration of the training session and amount of information to be
covered in it: methods that involve discussion and casework take
longer than more lecture oriented methods
• Experience of the trainer: the trainer must be comfortable using the
chosen method
• Training aids required to support each method and the time and

TVT110-0811 10
Trainer’s Methodology I
 resources to prepare and use them
3. What was your basis in sequencing the learning events?

ANSWER:
Gagne suggests that learning tasks for intellectual skills can be organized
in a hierarchy according to complexity: stimulus recognition, response
generation, procedure following, use of terminology, discriminations,
concept formation, rule application, and problem solving. The primary
significance of the hierarchy is to identify prerequisites that should be
completed to facilitate learning at each level. Prerequisites are identified by
doing a task analysis of a learning/training task. Learning hierarchies
provide a basis for the sequencing of instruction.

In addition, the theory outlines nine instructional events and corresponding

cognitive processes:

1. gaining attention (reception)

2. informing learners of the objective (expectancy)
3. stimulating recall of prior learning (retrieval)
4. presenting the stimulus (selective perception)
5. providing learning guidance (semantic encoding)
6. eliciting performance (responding)
7. providing feedback (reinforcement)
8. assessing performance (retrieval)
9. enhancing retention and transfer (generalization)

These events should satisfy or provide the necessary conditions for

learning and serve as the basis for designing instruction and selecting
appropriate media (Gagne, Briggs & Wager, 1992).

4. Why is it important to provide enough time for trainees to practice?

ANSWER:

The aim of CBT delivery is acquisition of competency and it can only be done by
repeated performance.
5. How do you evaluate and discuss feedback to learners?

ANSWER:
• All comments should be based upon observable behavior and not
assumed motives or intents.
• Positive comments should be made first in order to give the student
confidence and gain his/her attention.
• Language should be descriptive of specific behavior rather than general
comments indicating value judgments.
• Feedback should emphasize the sharing of information. There should
be opportunities for both parties to contribute.

TVT110-0811 11
Trainer’s Methodology I
 • Feedback should not be so detailed or broad so as to "overload" the
learner
• Feedback should deal with the behaviour the student can control and
change.
• Feedback requires the ability to tolerate a feeling of discomfort.
6. Name at least 3 benefits of using instructional materials.

ANSWER:
• Providing a wide variety of learning resources and activities.
• Providing learning materials that are available when trainees/students
need them and can be used at his/ her own pace.
• Providing needed structure to the learning process thru detailed
instructions about what and when to do it.
• Organizing the training program by competency. including built-in
feedback for checking each trainee’s/student’s progress toward
mastering a competency.
• Allowing a system of learning that trainee/student prefers.
• Ensuring that initially each trainee/student receives the same instruction
as the rest of the group
7. Why is it necessary to evaluate a training session?

ANSWER: Evaluation is a basis for improvement

8. Which part of the session plan can you make adjustments based on the
session evaluation?

ANSWER: Changes can be made in presentation, practice, resources and nominal

period

UTILIZE ELECTRONIC MEDIA IN FACILITATING TRAINING

1. What are the possible faults or problem areas you may experience when using
an LCD?

ANSWER:
• There is no communication between computer and LCD
• LCD out of focus
• Busted light bulb
2. What are some of the advantages in using an LCD?
• The use of an LCD projector in class allows teachers to create
demonstrations to accompany their spoken lessons. This reinforces their
points and enhances the learning experience.
• Presentations projected onto a large screen help bring the teaching
material to life for the audience, and they make the information more
interesting. This helps teachers keep students' attention more effectively.
• Many people are visual learners who greatly benefit by seeing graphics
and demonstrations that are incorporated into class lessons and
presented via an LCD projector.
• Reviewing points to answer students' questions becomes much simpler.

TVT110-0811 12
Trainer’s Methodology I
 For example, if the presenter is teaching a class on Microsoft's Excel
spreadsheet program and a student has a question about a particular
function, the teacher can easily demonstrate that function on the screen.

SUGGESTED QUESTIONS AND ANSWERS FOR THE INTERVIEW

UTILIZE ELECTRONIC MEDIA IN FACILITATING TRAINING

1. What are some safety precautions when using an LCD projector

ANSWER: Some of the safety precautions are

• Do not stare directly into the lens as eye damage may result.
• Never expose the projector to rain or moisture. Keep away from sources
of liquid such as drinks.
• The projector should never be placed near or over a radiator or other
heat device.
• Handle the power cord carefully. A damaged cord can cause electric
shock or fire.
• Do not attempt to mount the projector on a ceiling yourself. The
projector must be installed by a qualified technician in order to ensure
proper operation and reduce the risk of injury. The ceiling must be
strong enough to support the projector.
• Installation must allow air flow on all sides.
• When the projector is turned off, the cooling fan will continue to operate.
During this cooling period, do not turn off the power or remove the plug
from power outlet.
• Turn off the projector and disconnect power cord if it is not to be used
for an extended period of time.
• Clean filters regularly to avoid blockage of air flow.
• Do not make strong light directly on projection screen to avoid reducing
the image quality.
• Lamp life is greatly affected by usage, power supply and temperature.
• When replacement parts are required, be sure to purchase them from
the authorized dealer. Using third party parts will void warranty.
2. How do you clean the air filter of an LCD projector?

ANSWER:
• Turn off the projector before cleaning
• Remove the filter cover and take out the filter
• Use a small vacuum cleaner designed for computers and other office
equipment to suck out the dust from the filter or use a can of
compressed air to blow the dust away. Do not wash the filter with soap
and water as the chemicals in the soap can damage the filter
membranes.
• If filters are heavily soiled replace the filter.
• Remove all dust and dirt from the projector cabinet ( the area where the
filters are inserted to) before re inserting the clean filters.

TVT110-0811 13
Trainer’s Methodology I
 3. Why is it necessary to clean the air filter of an LCD projector?

ANSWER:
All digital projectors have one or more fans which force air around the
projector’s operating parts to remove the buildup of excess heat. But the
surrounding air contains dust and other particles. Therefore it is necessary to
prevent the buildup of dust on the projectors moving parts. The buildup of dust
on the projectors moving parts would insulate the projector and keep heat
inside the unit. The build up of heat is very damaging especially to the
projector lamp. Also dust can get on to the LCD panels and projector lens,
reducing the quality of the displayed image.

As a consequence, all projectors have filters, which is inevitably where all the
dust particles removed from the air end up. To ensure that these filters keep
performing well, they must be maintained regularly.
4. How can you improve the overall life span of the projector lamp?

ANSWER:
• Consult their owner’s manual in order to get the manufacturers
recommendations for proper care of the projector lamp. There may be
specific things that your projector will require in order to keep it in top
condition.
• Allow the projector lamp time to cool. Do not unplug the projector until
the bulb as fully cooled. The fan on most projectors will remain running
after the power is switched off in order to cool the bulb.
• Avoid moving the projector until the bulb has fully cooled. The main
reason for this is because when the bulb is still hot it is quite fragile so it
is best to leave it until it is cooled to avoid damage.
• Do not turn the projector off and on during use. This is because the
surge of power excites the filament and can often lead to early failure or
damage to your projector lamp.
• Utilize economy mode or power saving functions that your projector
has. These will greatly extend the life of your projector lamps as these
features allow the bulb to lower brightness and not be affected by
natural wear and tear.
• Never use the projector when the bulb is exposed. When replacing the
projector lamp, make sure the access panel is closed and secured
before using the projector.

SPECIFIC INSTRUCTION FOR THE ASSESSOR

Qualification: TRAINER’S METHODOLOGY I

Project 1: DELIVER TRAINING SESSION

TVT110-0811 14
Trainer’s Methodology I
 • Plan Training Session
• Facilitate Training Session
Units of Competency
• Utilize Electronic Media in Facilitating Training
Covered:
• Maintain Training Facilities
• Supervise Work-Based Learning
1. Conduct a pre assessment meeting to orient the candidate on the following:

• Purpose and Context of assessment

• Organizing the portfolio to facilitate evaluation
• Criteria in evaluating the portfolio
• Accomplishment of Self-Assessment Guide
• Scoring Rubrics/ Table of Specifications

2. Inform the candidate that all documentary evidences for the Portfolio shall be
submitted to the Regional Office 5 working days from the pre-assessment meeting.

3. Inform the candidate that schedule of assessment shall be 5 working days after
submission of the portfolio to provide time for the panel of assessors to review and
rate the documents.

4. The following documents shall be submitted by the candidate together with

the Session Plan:

4.1. Learning Materials

4.2. Sample Assessment tools
4.3. Training activity matrix

5. The assessment shall be based on the units of competency in the Training

Regulations and the Evidence Plan and shall focus on the following evidence
gathering methods below:

5.1. Portfolio and Written Report:

• Plan Training Session
• Supervise work-based learning
• Maintain Training Facilities
5.2. Demonstration with oral questioning and Written Report
 Facilitate Training Session
5.3. Demonstration with oral questioning and Interview
 Utilize Electronic Media in Facilitating Training

6. Instruct the candidate to demonstrate a 30-minute learning session which

shall allow her/him to demonstrate a range of teaching strategies.

7. Give the candidate fifteen (15) minutes to prepare for the tasks.

TVT110-0811 15
Trainer’s Methodology I
 8. The unit “Facilitate Training Session” shall be assessed concurrently with the
unit “Utilize Electronic Media in Facilitating Training” during the demonstration.
The other units of competency shall be assessed based on the methods
identified above.

9. Use the appropriate Rating Sheet to record your observations during the
evidence gathering process. Write the corresponding score on the appropriate
column. (See Annex A for the Table of Specifications).

Discuss your observations with the other members of the Panel and indicate
10. the result in the Competency Assessment Results Summary (CARS).

11.
At the end of the assessment, you shall provide the candidate feedback on the
assessment results. The feedback shall indicate whether the candidate is:

• COMPETENT
• NOT YET COMPETENT

EVIDENCE PLAN

Qualification: TRAINER’S METHODOLOGY I

Project 2: CONDUCT COMPETENCY ASSESSMENT

Ways in which evidence will be collected:
[tick the column]

Written Report
Demonstration with
Oral Questioning

The evidence must show that the candidate……

 Identifies and organizes activities in the workplace, training

center or assessment center in accordance with the relevant X
Evidence Guide
 Obtains, checks and arranges resources required for
assessment as specified in the Evidence Guide and the X X
assessment tools within a safe and accessible assessment
environment
 Checks cost of assessment and assessment process to ensure
X
compliance with organizational policy and procedures
 Informs appropriate personnel on the assessment activity in line
X
with organizational policy and procedures

TVT110-0811 16
Trainer’s Methodology I
  Explains the context and purpose of assessment to candidates
in line with the requirements of the relevant Assessment X X
Guidelines
 Determines the needs of the candidates to establish any
X X
allowable adjustments in the assessment procedure
 Conveys information using verbal and non-verbal language
X X
which promotes a supportive assessment environment
 Explains legal and ethical responsibilities associated with the
assessment to the candidates in line with the relevant X X
Assessment Guidelines
 Explains clearly the competency standards to be assessed and
X X
the evidence to be collected to the candidate
 Explains the assessment procedure to the candidate in line with the
X X
relevant Assessment Guidelines
 Gathers evidences using assessment methods specified in the
X X
relevant Evidence Guide
 Gathers and documents evidence in accordance with the
assessment procedures specified in the relevant Assessment X X
Guidelines

 Incorporates reasonable adjustments in the evidence gathering

procedures, where appropriate, in line with the procedures X X
detailed in the Assessment Guidelines
 Gathers and documents evidence using the relevant
X X
assessment tools
 Evaluates the evidence in terms of the rules of evidence X X

 Evaluates the evidence according to the dimensions of

X X
competency
 Makes the assessment decision based on evaluation of the
evidence and requirements of the relevant unit(s) of X X
competency
 Records accurately the assessment results in accordance with
X X
approved record keeping guidelines of the organization
 Maintains records of the assessment procedure, evidence
collected and confidentiality of assessment outcomes according X X
to the approved policy guidelines of the organization
 Organizes issuing of certificates in line with approved policy
X
guidelines of the organization
 Gives clear and constructive feedback on the assessment
decision to the candidate in line with the relevant Assessment X X
Guidelines

TVT110-0811 17
Trainer’s Methodology I
  Explores ways of overcoming any gaps in competency with the
X X
candidate
 Advises the candidate of available reassessment in line with the
X X
organizational policy and procedures
 Records and reports promptly any assessment decision
disputed by the candidate to appropriate personnel in line with X X
organizational policy and procedures

NOTE: *Critical aspects of competency SUGGESTED QUESTIONS AND

ANSWERS FOR THE ORAL QUESTIONING

Qualification: TRAINER’S METHODOLOGY I

Project 2: CONDUCT COMPETENCY ASSESSMENT

1. How would you ensure that the evidence you gathered are sufficient and valid?
ANSWER: Evidence is gathered in various forms and is based on all the components of a
specific competency standard in the current Training Regulations.
2. What would you do if the candidate cannot understand the language used in the
assessment documents?
ANSWER: Translate the language the candidate found to be difficult in the assessment
documents in verbal form and in local dialect.
3. How do you ensure the confidentiality of the assessment process? Why is this
important?
ANSWER: Information about the candidate as well as the assessment outcome is made
available only to authorized personnel. It is important that the integrity of
the assessment process is uphold at all times.
4. What would you do if the workplace is unsafe for assessment?
ANSWER: Safety must observed at all times. Assessment does not limit us to
observation of actual work performance in the workplace only. Evidences
are also gathered in a simulated environment through various structured
activities.
5. What would you do if an accident occurred during assessment?
ANSWER: Immediately stop the assessment activity. Check the safety of the candidate
and apply necessary first aid treatment. Also, make sure that the equipment
or power tools are turned off.
6. What evidence gathering method is used to assess the underpinning knowledge of
the candidate?
ANSWER: The oral questioning or the Interview are the tools that are used to measure
the underpinning or the knowledge based requirements expected from the
candidate.
7. How do you ensure that the assessment decision you make is correct?
ANSWER: The decision is based on the requirements of the unit of competency. It also
conforms to the rules of evidence and evidences gathered corroborate and
support other pieces of evidences and help complete a picture of competent
performance.

TVT110-0811 18
Trainer’s Methodology I
 8. What other evidence gathering methods can be used to assess competence?
ANSWER:
• Portfolio – collection of evidence compiled by the candidate.
• Third Party Certification/Report
• Direct Observation with Oral Questioning – real work and real time activities
9. Define Reasonable Adjustment.
ANSWER: Reasonable Adjustment or allowable adjustment is designed to ensure that all
people are treated equally in the assessment process. This is made to meet
the individual needs of the candidates.
10. What are the different ways of communicating feedback?
ANSWER:
• Face to face discussion
• written comments
• telephone, fax, email
• combination of methods

SPECIFIC INSTRUCTIONS FOR THE ASSESSOR

Qualification: TRAINER’S METHODOLOGY I

Project 2: CONDUCT COMPETENCY ASSESSMENT

TVT110-0811 19
Trainer’s Methodology I
 1. Instruct the candidate to demonstrate “Conduct Competency Assessment”
using available assessment tools. The task shall be undertaken within 20
minutes.

2. The assessment shall be based on the units of competency in the Training

Regulations and the Evidence Plan and shall focus on the evidence gathering
methods below:

2.1. Demonstration with oral questioning

2.2. Interview

3. Give the candidate fifteen (15) minutes to prepare for the tasks.

4. Use the appropriate Rating Sheet to record your observations during the
evidence gathering process. Write the corresponding score on the appropriate
column

5. Discuss your observations with the other members of the Panel and indicate
the result in the Competency Assessment Results Summary (CARS).

6. At the end of the assessment, the Panel shall provide the candidate feedback
on the assessment results. The feedback shall indicate whether the candidate
is:

• COMPETENT
• NOT YET COMPETENT

Annex A

TABLE OF SPECIFICATIONS
Trainers Methodology I

COC #1: DELIVER TRAINING SESSION

Unit of Competency Weight
Factor
1. Plan Training Session 30%
1.1. Portfolio 20%
1.2. Written Report 10%
2. Utilize Electronic Media in Facilitating 10%
Training
2.1. Demonstration w/Oral Questioning 8%
2.2. Interview 2%
3. Facilitate Training Session 40%

TVT110-0811 20
Trainer’s Methodology I
 3.1. Demonstration w/Oral Questioning 30%
3.1..1. Pre 5%
3.1..2. During 20%
3.1..3. After 5%
3.2. Written Report 10%
4. Maintain Training Facilities 10%
4.1. Portfolio 5%
4.2. Written Report 5%
5. Supervise work-based Learning 10%
5.1. Portfolio 5%
5.2. Written Report 5%

TOTAL 100%

A score of 80.00 points (80 .00%) or better = COMPETENT

Less than 80.00 points(80.00% = NOT YET COMPETENT

COC #2: CONDUCT COMPETENCY NT

ASSESSME
Unit of Competency Weight
factor
1. Conduct Competency Assessment 100%
1.1. Demonstration w/ Oral Questioning 70%
1.2. Interview 30%

A score of 80.00 points (80 .00%) or better = COMPETENT

Less than 80.00 points (80.00%) = NOT YET COMPETENT
PORTFOLIO ASSESSMENT
TVET Trainer I

1. One (1) photocopy each of the following documents shall be submitted unless
specified.
2. The candidate shall submit the documents in a long brown envelop.
3. The candidate shall present to the Panel the original copy of the documents on
the day of assessment where photocopy only is required.

Unit of Competency Wt. Document Remarks

Factor
1. Plan Training 20%  Sample Session Plan Original copy
Session prepared by the
candidate
 Relevant Training Photocopy
Certificate
2. Supervise 5%  Sample Training Plan Original copy
Workbased prepared by the

TVT110-0811 21
Trainer’s Methodology I
 Learning candidate
 Third Party Certification Original copy
signed by the Training
Manager
 Relevant Training Photocopy
Certificate
3. Maintain Training 5%  Sample shop lay-out Photocopy
Facilities prepared by the
candidate
 Third Party Certification Original copy
signed by the Training
Manager
 Inspection Checklist Photocopy
 Relevant Training Photocopy
Certificate

4. Only documents that satisfy ALL of the following Rules of Evidence shall be
rated:

a. Authentic. The evidence is:

 the candidate’s own work
 the evidence is genuine
b. Consistent. The evidence:
 Shows that the candidate consistently meets the standards under
workplace conditions
 Incorporates multiple items of evidence
c. Current. The evidence:
 Reflects the candidate’s current knowledge
 Establishes that the candidate can meet the elements and
performance criteria specified in the current version of the CS

d. Recent. The evidence:

 Shows the latest training attended by the candidate relative to the
current version of the CS
e. Sufficient. The evidence:
 Covers all the elements
 Meets ALL the evidence requirements
 Meets ALL the dimensions of competency
• Task skills
• Task management skills
• Contingency management skills
• Job/role environment skills
f. Valid. The evidence is:
• Related to the current version of the CS
• Relevant to the elements and performance criteria
• Consistent with the Range of Variables and Evidence Guide

TVT110-0811 22
Trainer’s Methodology I
Core Competency PLAN TRAINING SESSION
Method of
WRITTEN REPORT
Assessment
Maximum Other
Performance criteria Evidence
points points
 Review and • Training Needs
analyze relevant • Learning Outcomes
curriculum* (Q1 • Time
& 1.0
• Resources
2) • Target group
1
• Trainees Characteristics

0.8 If any four (4) is mentioned

0.5  Answer any two (2) of the above

1. TNA forms/Pre-training forms or RPL
 Identify, read and forms
interpret 1.0
2. CBC/MOI
relevant
3. CS/TR
modules of 1
instructions (Q1 0.8 If any two is mentioned
&
2) 0.5 If anyone is mentioned
if of the following are mentioned
 Determine all Should be in congruence with the
evidence 1. assessment plan of the session plan.
requirements Which may be obtained using any of the
that are within 1.0 2. following methods:
the coverage of 1. Written
training module 1 2. Interview
and the required 3. Demo w/ Questioning
performance 4. Portfolio
level for learning
0.8 If any two is mentioned
activities
(Q6,7&8) 0.5 If anyone is mentioned

 Finalize 2 2.0 If Enumerated and provided brief description

session plan / example of the following:
according to 1. Sector
required 2. Qualification
format 3. Unit of Competency
(Q3) 4. Learning Outcomes
5. Introduction

TVT110-0811 23
Trainer’s Methodology I
 6. Learning Activities
7. Assessment Plan

If Enumerated and provided brief description /

example of at least five (5) of the following:
1. Sector
2. Qualification
1.6 3. Unit of Competency
4. Learning Outcomes
5. Introduction
6. Learning Activities
7. Assessment Plan
Enumerated but did not provide
1.0
description/example
If all Factors to consider in selecting training
methods are mentioned: 1. Content
Address training 2. Objective
methods that 1.0 3. Cost
 4. Target audience
pertains to the
required 5. Time
competencies 6. Resources
(Q4) 1
0.8 If any four (4) is mentioned

0.5 If any three (3) is mentioned

 If described and gave examples of any of the

following:
1.0 1. Gagne’s Theory
2. Simple to complex
Determine
3. Hierarchy of learning
sequence of
1 If enumerated any of the following:
training activities
4. Gagnes Theory
(Q5) 0.8
5. Simple to complex
6. Hierarchy of learning
If describe the sequence of training activities
0.5
in general.
 Identify and Explained any two assessment methods
select suitable which appropriate to the LO:
assessment • Demonstration to measure
methods Underpinning skills
1 1.0 • Written test to measure Underpinning
appropriate with
knowledge
the learning
• Portfolio measure Underpinning
outcome of a knowledge and skills as attested by
module (Q6) external party

TVT110-0811 24
Trainer’s Methodology I
 • Interview to probe on the breadth and
depth of Underpinning knowledge and
skills
Explained one appropriate method of
0.8
assessment for the LO
Enumerated without reference to the Learning
0.5
Outcome

Check If answer expresses the following

assessment Validity in reference to
instruments o Relevant to CS
for validity,
 fairness, o Dimensions of competency
safety and
cost 1.0 Cost Effective o Assessment
effectiveness activity maximizes use of
(Q7) 1 resources
o The assessment tools scope
all dimensions of competency
given limited resources
If any two (2) of the above answers are
0.8
mentioned
If anyone (1) of the above answers are
0.5
mentioned
Use Enumerated and described at least two
underlying (2) of the following:
principles 1. Goal oriented and needs immediate
(Q9) feedback
2. Practical
3. Demands respect
1.0
4. Seeks Relevance and value
 5. Learns independently and in variety of
1 ways
6. Uses past experiences
7. Seeks personal growth &
development
Described at least one (1) from above
0.8
items
0.5 Enumerated only, no description

Core Competency PLAN TRAINING SESSION

Method of Assessment PORTFOLIO

TVT110-0811 25
Trainer’s Methodology I
 Max Other
Performance Criteria Evidence
points points
Sample Session Plan
State learning objectives in All LOs written in behavioral terms
1 1.0
behavioral terms based on CBC/TR
Identified topics are within the All topics matches what is specified
requirements of the 1.0 in the
competency standard and the MOI/CBC
curriculum 1 75 % topics matches what is
0.8
specified in the MOI/CBC
50 % topics matches what is
0.5
specified in the MOI/CBC
Identify appropriate learning Applied a variety of appropriate
methods based on learning 1.0 learning methods based on learning
objectives objectives
1 Applied at least two (2) appropriate
0.8
learning methods
Applied only one (1) appropriate
0.5
learning method
Session plan reflected all of the
following:
• Alignment of Methodology and
1.0 Learning
Use sound principles of Activities and resources
learning in identifying learning 1 • Variations in training methods
activities • Appropriate time allocation
 Reflected any two of the items
0.8
mentioned above
 Reflected only one of the items
0.5
mentioned above
• Alignment of Content,
Presentation,
Practice, and Feedback
1.0 • Learning activities engages
learner participation
Prepare appropriate learning • Learning activities caters to
1
activities varied learning styles
 Any two of the items mentioned
0.8
above
 Any one of the items mentioned
0.5
above
Provide sufficient time for 1 1.0  Longer time allocation for content

TVT110-0811 26
Trainer’s Methodology I
 with practice task
student practice  demonstration is longer than
0.8
lecture
Core Competency PLAN TRAINING SESSION

Method of Assessment PORTFOLIO

Max Other
Performance Criteria Evidence
points points
 No variation in time allocation for
0.5
the different methods
Identify resources to support  Resources must be listed per
0.5 0.5
learning topic
Estimate nominal period to  Nominal period indicated based
0.5 0.5
complete the activities on CBC

All elements of session plan

satisfactorily filled in:
 Learning Outcomes
 Topics
Prepare a session plan 1 1.0  Methods
 Learning Activities
 Time
 Resources
 Assessment plan

Sample Learning Materials

Information Sheet covers the • Information sheet must
key concepts have the following key
concepts:
• Title
• Objective
• Self-check
• Model answer or answer
key
2.0 • Text and visuals
2
• Introduction
• Body (Text & Graphics)
• Contents are consistent
with Session Plan and
Learning Objectives.
• References for adopted
materials are properly
cited
1.6 • Contents are consistent with

TVT110-0811 27
Trainer’s Methodology I
 session plan and objectives
• Key concepts are complete but
body is in text form only
 Contents are consistent with
session plan and objectives but
1.0 the Information Sheet does not
have all the key concepts in
body is in text form only
 Content is not consistent with
0.5 session plan and lesson
objective

Job Sheet appropriate for Job Sheet must contain:

the activity • Objectives
• Steps/procedures to be
followed
• Safety precautions
• Resources
2.0
• Tools, Equipment & Materials
• Time
• Evaluation/ Assessment
2 criteria
The content is congruent with the
objective
Job Sheet is lacking of either
1.6 • Time
• Resources
Job sheet is lacking either
• Time
1.0
• Resources
• Safety precautions
Language, style and format 1 Criteria:
of materials appropriate to 1. Simple terms are used (easy
the level of trainees to understand)
2. Short sentences
3. Consistency in Writing Style
1.0
4. Consistency in formatting
5. References must be stated in
the
Information Sheet (footnotes,
etc.)
0.8 Meets any three (3) of the criteria
stated above

TVT110-0811 28
Trainer’s Methodology I
 Not organized/ insufficient content
0.5
vs. Session Plan
Sample Assessment Tools with Evidence Plan

Determine evidence • Based on the Assessment

requirements which show Criteria
full coverage of the training MOI/CBC
module to be assessed
• must cover at least 2 or more
(evidence plan) assessment methods (written,
1.0 performance, interview)
• Check columns of assessment
method to use matches
1 assessment criteria
• Critical Aspect of competencies
marked with asterisk

 Showed any three of the criteria

0.8
stated above
• Unable to identify critical aspect
of competency
0.5
• Assessment method does not
match assessment criteria

Identify and select • Check columns of assessment

suitable assessment method to use matches assessment
methods appropriate 1.0 criteria
with the learning • Critical Aspect of Competencies are
outcome of a module marked with Asterisk
1
of instruction  Check columns of assessment
0.8 method to use matches assessment
criteria
0.5  Insufficient assessment criteria
Table of Specification 1 1.0 • Covers all Learning Contents stated
is prepared for written in the Session Plan. Learning
test contents/ objectives includes:
 Remembering
 Understanding
 Applying
 Analysing
 Evaluating
 Creating
• Learning Outcome is weighted in
percentage
• No. of items is distributed based on

TVT110-0811 29
Trainer’s Methodology I

Interview questions
include assessment of
higher order
thinking skills
1 • Use of open ended questions and
Task for demonstration
is appropriate for the
training module and
allows for observation
of the evidence
requirement.
1 cover the content of modules
Training Activity Matrix
Prepare complete list of
resources based on session
plan
1 Identified the venue in the training
TVT110-0811 30
Trainer’s Methodology I
the weight of time in session plan.
TOS reflects more weight on Lower level
0.8
questions
TOS does not reflect HOTS or high level
0.5
questions
Interview questions:
• Look for verbs that are congruent to
High Order Thinking (HOT) Skills
The “how” questions (how, why,
explain, expound, elaborate, analyze,
1.0 compare,
evaluate) – at least 1 HOT skills question
encourages critical and creative
thinking
Used open ended and comprehension
0.8
questions
Use close ended or recall
0.5 questions Ex: How do you
perform?
• Performance objectives are
measurable and cover the All
aspects of competencies.
1.0 • Tasks cover all critical aspects of the
competency
• Complete performance tasks/criteria
 Task covers Critical aspect of
0.8
competency
• The task activities doesn’t match with
0.5 the performance objective
• Not all critical aspects covered
Identified the complete list of
resources from
the CS/Session Plan
1.0
activity matrix. Ex: Practical work
area, Computer area
Reference: CS
Missed 1 from the list of resources
0.80

Identify appropriate training
location according to the
training
needs
Document resource
requirements
and arrange access in
accordance with the
organization, procedures
and appropriate staff
TVT110-0811 31
Trainer’s Methodology I
from the CS/Session Plan
Missed 2 from the list of resources
0.5
from the CS/Session Plan
Identified appropriate training
location using
0.5 0.5 CBT Learning stations
(ex.: Practical Work Area)
0.5 0.5 All elements of Training Activity
Matrix are satisfactorily filled in
 Core Competency FACILITATE TRAINING SESSION
Method of
DEMONSTRATION
Assessment
Maximu Other
Performance criteria m point Evidence
points s
1. Prepared and set up learning
areas/stations (9 CBT areas are
labeled)
2. Projector/PC or laptop
1.0
3. Progress Chart
4. Supplies and
Materials/Resources
• Prepared training 5. Practical work area is simulated
facilities/resources 9 CBT areas not posted but with
1 1. Progress Chart
based on the session
requirement* 2. Resources
0.80
3. Projector/PC or laptop
4. Practical work area is
simulated
9 CBT areas not posted but with
1. Progress Chart
0.5
2. Resources
3. Projector/PC or laptop
• Prepared and set
up Prepared and set up learning
learning stations 1 1.0 areas/stations (9 CBT areas)
according to learning specially the practical work area
activities
Prepared tools, equipment, supplies
• Prepared and set up 1.0 and materials as stated in the
tools and equipment session plan
1
according to learning Lack of tools, equipment, supplies
activities 0.5 and materials as stated in the
session plan
Explained:
• Explained the 1. Pre-training assessment
context and • SAG
procedures of pre- 1.0
1 • Pre-tests (quiz, etc.)
training assessment • Portfolio
according to the • Interview
guidelines Able to present the pre training,
0.5

TVT110-0811 32
Trainer’s Methodology I
 assessment with no explanation
Administered
• Administered the
1 1.0 1. Pre-assessment guide
preassessment tools
2. Pre-assessment test
• Provided feedback
based
Result of the pre-assessment is
on the results of the 1 1.0
provided (feedback) to learner
pretraining
assessment
Explained and oriented at least 3
2.0
• Oriented the CBT principles
learners on the CBT 2 Oriented 3 CBT principles but with
delivery system 1.6 insufficient explanation

Core Competency FACILITATE TRAINING SESSION

Method of
DEMONSTRATION
Assessment
Maximu Other
Performance criteria m point Evidence
points s
Oriented and explained but did not
use the CBT terminologies

• Used appropriate
training
methods based on the 3 3.0 Provided demonstration of skills and
level and characteristics indicated safety precautions based
of the learners on level and characteristics of
 Provided learners
demonstration
of skills
 Indicated safety 2.4 Did not mention safety precautions
precautions
• Assisted learners to There should be return
achieve session demonstration of the student
outcomes 2.0
 Provided time for 2 Students are provided time to
student practice practice the activity/ task
Students not allowed to practice the
1.0
activity/ task
• Monitored work and Monitored work and learning
learning activities based 2 2.0 activities and used the training
on training plan activity matrix and progress chart for

TVT110-0811 33
Trainer’s Methodology I
 recording
Monitored the work and learning
1.0 activities but not recorded in the
progress chart
• Provided feedback to During the return demo,
improve learners’ feedback/advice was provided to the
competence student
2.0 Feedback was provided to students
2 after the work (Strength &
Weaknesses)
Feedback was provided to students
1.0 after the work (Strength or
Weaknesses only)
• Oriented learners on Provided orientation on evidence
the evidence plan and assessment activities
1 1.0 Provided instruction to the
requirements relevant
to the evidence plan candidates
• Provided competency Provided complete assessment
2.0
assessment tools, resources
2
materials, and
1.0 Incomplete materials for assessment
equipment to learners
• Gathered and
documented
evidences using 1 1.0 Gathered and document evidences
relevant assessment
tools
• Recorded assessment
results in accordance Recorded assessment results in the
1 1.0
with the approved rating progress chart/
system

• Used appropriate
Used appropriate feedback
feedback mechanism to
1 1.0 mechanism
inform learner of his/her
(oral/written)
progress
• Used appropriate Asked the learner to accomplish
training session appropriate training session
1.0
evaluation instruments evaluation instruments Explain the
1 purpose of evaluation
Asked the learner to accomplish
0.8 appropriate training session
evaluation instruments

TVT110-0811 34
Trainer’s Methodology I
 Core Competency FACILITATE LEARNING SESSION

Method of Assessment WRITTEN REPORT

Max Other Evidence
Performance criteria
points points
 Prepare appropriate Enumerated and discussed
training appropriate training activities which
includes:
facilities/resources 0.4 0.4
• Tools and Equipment
based on the session
• Learning Materials
requirements
Enumerated learning stations
according to learning activities
 Prepare and sets-up • Practical work area
learning station • Contextual learning area
0.4 0.4
according to learning • Learning Resource area
activities • Trainer’s Resource area
• Computer Laboratory
• Quality Control Area
Enumerated the equipment, tools,
 Prepare and sets-up supplies and materials appropriate
tools and equipment to the learning activity
0.4 0.4
according to
• List of tools
learning activities
• List of supplies & materials
Enumerated the data gathering
 Prepare pre-
methods:  Self-assessment
assessment check
instruments in 0.4 0.4
• Learning Style Questionnaire
accordance with the
• Trainees Characteristics
number of applicants
• Other Pre-tests
 Explain the context and Discussed the context and
procedures of pre- procedures of his qualification
training assessment 0.4 0.4 • Current competency
according to the • RCC/RPL
guidelines
 Gather evidence using Provided assessment tools
the assessment tools applicable ex. Interview questions,
0.4 0.4
specified in the written exams, performance tests
evidence plan
 Evaluate evidences and
discusses feedbacks Discussed Pre-test
based on the results of 0.4 0.4 pre-training assessment: SAC, RPL,
the pretraining learners characteristics
assessments

TVT110-0811 35
Trainer’s Methodology I
  Determine and credits
current competencies 0.4 0.4 Discussed RPL
and prior learning
Discussed Trainees Characteristics,
 Evaluate characteristics
0.4 0.4 Learning Style Questionnaire and
and profile of learners
principles on adult learning
 Orient properly the Discussed CBT process flow,
learners on the CBT 0.4 0.4 principles of
delivery system CBT

Core Competency FACILITATE LEARNING SESSION

Method of Assessment WRITTEN REPORT

Performance criteria
points
 Use appropriate training
methods based on the
level and characteristics
of learners
 Assist learners to achieve
learning outcomes(Q6)
 Monitor work and learning
activities based on
training plan (Q6)
 Provide feedback to
improve learners’
competence (Q9)
 Orient learners on the
evidence requirements
Max Other Evidence
points
Enumerated different learning
materials appropriate to any of
the any of these methods self-
paced learning,
demonstration, role playing
1.0 • Job Sheet
• Task Sheet
1 • Operation Sheet
• Self-learning material
• Powerpoint Presentation
Enumerated at least four (4)
0.8
different training methods
Enumerated at least three (3)
0.5
different training methods
Enumerated and discussed
learning methodologies as well as
0.5 0.5
resources and time allotment for
each task
Discussed training activity matrix,
progress chart, achievement
0.5 0.5 chart, attendance/monitoring
sheet, trainee’s record book
(journal)
Discussed feed backing (starting
with positive remarks, areas for
0.5 0.5
improvement and suggested
activities for improvement)
Discussed the assessment
0.5 0.5 methodologies applicable in his

TVT110-0811 36
Trainer’s Methodology I
 conduct
of institutional
assessment Any
relevant to the evidence assessment tool
plan (Q8) applicable/appropriate to the
learning outcome
• Written test
• Demonstration
 Provide competency
Identified assessment tools
assessment tools,
0.5 0.5 needed in the conduct of
materials and equipment
assessment
to learners (Q8)
 Gather and document Written exam
evidences using Demonstration with oral
0.5 0.5
relevant assessment questioning checklist
tools (Q8)
 Record assessment
results in accordance Achievement chart
0.5 0.5
with the approved rating Progress chart
system (Q6&8)

 Use appropriate feedback

mechanism to inform
learner of his/her
progress (Q9)
 Used evaluation instruments
Make interpretation on
the result of evaluation on
delivery of training
session (Q10)
 Make adjustments on
delivery of training
session based on the
results of evaluation
(Q10)
Face to face
Based upon observable behavior
0.5 0.5 Strong points first then weak
points
Descriptive of Specific behavior
Used statistical tools for
interpretation of results
0.5 0.5 Ask students to answer
program/session evaluation
forms and recommend specific
area for improvements
 Session evaluation form
Make adjustments on the session
plan
Teacher’s reflection
0.5 0.5
Training Methods/presentation
Time or nominal period
Resources

TVT110-0811 37
Trainer’s Methodology I
 Core Competency MAINTAIN TRAINING FACILITIES

Method of Assessment WRITTEN REPORT

Maximum Other
Performance criteria Evidence
points points
1. Sketch/ Layout of WS (CBT
 Identify training requirement)
0.5
facilities and
0.5 2. List of equipment/tools
equipment/tools
(Q1&2) 0.25 Either item 1 or 2

 Prepare training
equipment, tools, 0.25 0.25 Inventory/list of Equipment, tools &
materials/supply Supplies/materials
inventory(Q3)
 Identify and prepare
maintenance 0.25  0  Described regular
activities, resources .25 maintenance and housekeeping
and schedule schedule of their respective
according to job institution
requirements (Q3)
 Establish maintenance  Described regular
activities according to  0 maintenance and housekeeping
0.25
policies(Q3) .25 schedule of their respective
institution
 Carryout regular
inspection in the work 0.25  0  Described regular
area according to .25 maintenance and housekeeping
workplace schedule of their respective
procedures and institution
standards (Q3)
 Execute regular
maintenance 0.25  0  Described regular
activities and routine .25 maintenance and housekeeping
servicing/repair schedule of their respective
according to institution
scheduled plan (Q3)
 Follow maintenance
procedures in 0.25  0  Described regular
accordance with the .25 maintenance and housekeeping
manufacturers schedule of their respective
manual and institution
organization policies
(Q3)

TVT110-0811 38
Trainer’s Methodology I
  Described regular
 Identify areas
 0 maintenance and housekeeping
/equipment to be 0.25
.25 schedule of their respective
maintained (Q3)
institution
 Secure equipment in  Described regular
safe places in  0.  0 maintenance and housekeeping
accordance with 25 .25 schedule of their respective
procedures (Q3) institution

 Prepare requisition for

instructional
equipment,
tools, supplies and  0.  0  Describe the process in
materials according to 25 .25 preparing
established Purchase Request
procedures (Q4)
 Inventory
 Maintain Activities Resource
and
Performance Criteria  0.  0 Schedule

2-9 25 .25  FEM policies
 Inspection checklist39
 Maintenance specs
 Housekeeping Maintenance
 Identify and justify the
equipment, tools,  0.  0  Purchase request justifying
supplies and 25 .25 the purpose
materials (Q4)
 Respond to failed or
unsafe equipment in 0.25  0  Describe their respective
accordance with .25 organization’s SOP in addressing
organizational policies equipment breakdowns
& procedures (Q5)
 Report complex
faults or repair
requirements
outside area of
responsibility or 0.25  0  Describe their respective
competence for .25 organization’s SOP in addressing
specialist assistance equipment breakdowns
in accordance with
organizational
procedures (Q5)

TVT110-0811 39
Trainer’s Methodology I
  Check disposal of  Describe the following:
waste and dangerous 1. Waste Mgt. system /Waste
1.0
chemicals in disposal system
accordance with 2. Waste segregation System
Occupational Health  Described any one of the above
1 0.8
and Safety, items
regulations and 0.5 Enumerated any of the above items
organizational policies
and other regulations
(Q6)
 Document and report Describe the process in preparing
maintenance and the following:
repair activities 1. Maintenance record
0.25 0.25 2. Equipment breakdown report
according to
organizational 3. Maintenance/job request
policies(Q7)

Core Competency MAINTAIN TRAINING FACILITIES

Method of
PORTFOLIO
Assessment
Maximu Other
Performance Criteria Evidence
m points points
Shop Lay-out
Layout shows all 9 CBT
areas and logical flow of
work activity

 Prepare a shop lay-out with all Include safety

the components of CBT 0.5 0.5 provisions:  Fire
delivery system exit
• Fire extinguisher
• Waste Segregation
• First Aid/Medicine
Cabinet
 Prepare a shop lay out based on Shows logical flow of
0.25 0.25
the flow of learning activities work activity
 Arrange training facilities and Based on the
equipment based on learning 0.25 0.25 qualification presented
activities
Maintenance Schedule

TVT110-0811 40
Trainer’s Methodology I
  Identify areas /equipment to be
0.2 0.2 According to qualification
maintained.
 Identify and prepare
maintenance activities, Complete and according
0.2 0.2
resources and schedule to qualification
according to job requirements.
 Execute regular maintenance When inspection is
activities and routine accordance with the
0.2 0.2
servicing/repair according to maintenance schedule
scheduled plan.
 Maintain facilities in accordance If the facilities are in
0.1 0.1
with Occupational Health and Safety. accordance to OHS
 Document and report If documented and
maintenance activities 0.1 0.1 signed, with chart
according to procedures.
If maintenance
procedure is in
accordance with the
 Follow maintenance procedures manufacturer’s manual
in accordance with the and
0.2 0.2 organizational policies
manufacturers manual and
organization policies
With logical arrangement
of maintenance
procedures

INSPECTION CHECKLIST

 Carry out regular inspections in 0.5 Checked and signed

the work area according to
0.5
workplace procedures and Not checked and
0.25
standards signed
With relevant criteria
0.5
 Prepare inspection checklist with Matched with
0.5
relevant criteria inspection checklist
Incomplete relevant
0.25
criteria
WASTE SEGREGATION PLAN
wastes for disposal
 Dispose waste and dangerous
are identified
chemicals in accordance with 0.5 0.5
dangerous waste
Occupational Health and Safety,
is identified (if

TVT110-0811 41
Trainer’s Methodology I
 applicable)
regulations and organizational
Lack of identified
policies and other regulations 0.25
disposal for waste
If there is a waste
0.25 segregation activity in
 Segregate waste 0.25 the plan
0 No segregation plan
If segregation list is
0.25
 Identify action for every waste in presented
0.25
the classroom
0 No segregation list
SAMPLE EQUIPMENT PURCHASE
REQUEST
If there is stated
justification, purpose,
0.5
specification and
 Prepare justification for purchase 0.5 properly signed
If lacking (justification
0.25 or purpose or
signature)

 Identify Approximate cost 0.5 0.5 With cost

TOTAL SCORE 5

Core Competency SUPERVISE WORK BASED LEARNING

Method of Assessment WRITTEN REPORT

Max
Performance criteria
Points
 Access and interpret
relevant policies and
guidelines to guide the
0.5
development of work-
based arrangements*
(Q1)
 Identify and discuss with
relevant personnel the
0.25
goals for trainees
learning (Q1&2)
 Prepare training plan in
0.5
accordance with agreed
Other Evidence
points
Describes any of the following Key
terms: tie-ups, partnerships,
linkages, alliances, coordination,
0.5
benchmarking, MOA, MOU
 Explain advantages of having a
training plan or explain
0.25
Purpose/importance of training
plan
 Explain advantages of having a
0.5
training plan or explain

TVT110-0811 42
Trainer’s Methodology I
 outcomes* (Q2) Purpose/importance of training
plan
 Develop, discuss and  Explain advantages of having a
agree with relevant training plan or explain
0.25 0.25
personnel on the training Purpose/importance of training
schedule* (Q2) plan
 Confirm with relevant  Explain advantages of having a
personnel the availability training plan or explain
0.2 0.2
of materials within Purpose/importance of training
budget* (Q3) plan
 Explain to trainees the
objectives for 0.3 0.3 Describe orientation/briefing of OJT
undertaking work-based prior deployment
training and the
processes involved in
this* (Q3)
Describe OJT monitoring in terms of
any of the following:
• Schedule a regular
visit/inspection
 Conduct visits to work-
• Check trainees’
based training venue to performance/safety
ensure training 0.25 0.25
• Request feedback from
arrangements are trainees
implemented* (Q4) • Talk to supervisor/discuss
trainees’ performance
• Identify risks and hazards
• Reported risks and hazard
Describe OJT monitoring in terms of
any of the following:
• Schedule a regular
visit/inspection
 Monitor and record trainee • Check trainees’
progress against the performance/safety
training 0.25 0.25
• Request feedback from
plan and addresses
trainees
contingencies* (Q4)
• Talk to supervisor/discuss
trainees’ performance
• Identify risks and hazards
• Reported risks and hazard

TVT110-0811 43
Trainer’s Methodology I
  Describe OJT monitoring in terms of
any of the following:
• Schedule a regular
visit/inspection
Monitor OHS • Check trainees’
requirement to ensure performance/safety
0.25 0.25
health, safety, and • Request feedback from
welfare of trainees* (Q4) trainees
• Talk to supervisor/discuss
trainees’ performance
• Identify risks and hazards
• Reported risks and hazard
 Describe OJT monitoring in terms of
any of the following:
• Schedule a regular
visit/inspection
Encourage trainees to • Check trainees’
provide feedback on performance/safety
0.25 0.25
their learning • Request feedback from
experience* (Q4) trainees
• Talk to supervisor/discuss
trainees’ performance
• Identify risks and hazards
• Reported risks and hazard
 Describe OJT monitoring in terms of
any of the following:
• Schedule a regular
visit/inspection
• Check trainees’
Provide feedback about
performance/safety
work performance to 0.25 0.25
• Request feedback from
trainees* (Q4) trainees
• Talk to supervisor/discuss
trainees’ performance
• Identify risks and hazards
• Reported risks and hazard
 Facilitate group 0.25 0.25 Describe OJT monitoring in terms of
discussion and any of the following:
interaction (Q4) • Schedule a regular
visit/inspection
• Check trainees’
performance/safety
• Request feedback from
trainees
• Talk to supervisor/discuss
trainees’ performance

TVT110-0811 44
Trainer’s Methodology I

 Describe OJT monitoring in terms of
Identify and arrange
support mechanisms
0.25
according to the needs
of the trainees* (Q4)
 Describe how the organization
Handle difficult trainees
0.5
and situations (Q5)
 Describe how the organization
Manage conflict in the
0.5
session (Q5)
 Evaluate effectiveness of
work-based learning 0.15
TVT110-0811 45
Trainer’s Methodology I
• Identify risks and hazards
• Reported risks and hazard
any of the following:
• Schedule a regular
visit/inspection
• Check trainees’
performance/safety
0.25
• Request feedback from
trainees
• Talk to supervisor/discuss
trainees’ performance
• Identify risks and hazards
• Reported risks and hazard
addresses OJT issues and concerns
which may include:
• Ask for written report from the
company
• Make further investigation
based on the written report
• Provide feedback to trainees
0.5
based on the written report
• With action to verify the
truthfulness of the
remarks/report
• Provided counselling
• Provided resolution to the
issue
addresses OJT issues and concerns
which may include:
• Ask for written report from the
company
• Make further investigation
based on the written report
• Provide feedback to trainees
0.5
based on the written report
• With action to verify the
truthfulness of the
remarks/report
• Provided counselling
• Provided resolution to the
issue
0.15  Describe how the organization
 against the extent of evaluates effectiveness of OJT
attainment of the Program
objectives* (Q6)
 Recommend
improvements
and changes to work- 0.1 0.1  Describe how the organization
based learning based evaluates effectiveness of OJT
on the review process Program
(Q6)

Core Competency SUPERVISE WORK BASED LEARNING

Method of Assessment PORTFOLIO

Max Other
Performance Criteria Evidence
points points
SAMPLE TRAINING PLAN
Access and interpret
Learning outcomes are identified
relevant policies and
based on CBC
guidelines to guide the 0.25 0.25
training plan is signed by all
development of work-based
persons concerned
arrangements*
Identified goals of learning for
trainees
Identify and discuss with
0.5
relevant personnel the
goals of learning 0.5 With signature of the industry
for the trainees* supervisor
0.3 No signature
Prepare training plan in 1 the training plan should show the
accordance with agreed following:
outcomes* 1. All competencies are
included
2. Activities and appropriate
training duration
3. Staff Involved
1 4. Department assigned
5. Resources
6. Assessment arrangement
7. Date and time
8. Signature of the persons
concerned
9. Evaluation Criteria
0.8 No assessment arrangement/No
signature

TVT110-0811 46
Trainer’s Methodology I
 Incomplete activities for the whole
0.5
unit of competency
Develop, discuss, and
agree with
relevant personnel on the 0.25 0.25 Signed training schedule
training schedule.
SAMPLE MONITORING REPORT WITH ACTION TAKEN
Training arrangements are
implemented
Conduct in accordance with
in the monitoring sheets
requirements visits to work-
0.5
based training venue to Ex.: Trainee Progress Sheet
 0.5
ensure training TRB
arrangements are Diary/Journal
implemented No entry in the activity column of
0.25
the Trainee Progress Sheet

Monitor and record trainee

progress against the Recorded trainees progress
 0.2 0.2
training plan and addresses against the training plan
contingencies
Monitor OHS requirements Monitored OHS through TRB or
to ensure health, safety,  0.2 0.2 OJT Journal, with remarks and
and welfare of trainees signatures
Encourage trainees to
Provided feedback in learning
provide feedback on their  0.2 0.2
experience
learning experience
Group discussion and interaction
0.5 found in the TRB – remarks and
notes
Facilitate group discussion
 0.5 No remarks in the TRB as proof
and interaction
of discussion (on the part where
0.25
there is remarks & notes of the
trainee and the trainer)
OJT Monitoring shows
Handle difficult trainees and
 0.2 0.2 remarks/resolutions made in
situations
handling difficult situation

OJT Monitoring shows

Manage conflict  0.2 0.2 remarks/resolutions made in
handling difficult situation

SAMPLE EVALUATION FORM AND ACTION TAKEN

TVT110-0811 47
Trainer’s Methodology I
 Analyse work performance Analyzed work performance in
and learning achievement the evaluation form
0.2 0.2
in accordance with
requirements Signed by industry supervisor
Provided feedback about work
performance of trainees
Provide feedback about 0.5
Feedback stated in evaluation
work performance to 0.5
form
trainees
Show Evaluation trainees
0.25
performance and signature
Recommended improvements
Recommend improvements and
and changes to work-based changes to work based learning
0.3 0.3
learning based on the
review process* Comments for improvement
stated
TOTAL SCORE 5

Core Competency Conduct Competency Assessment

Method of
DEMONSTRATION
Assessment
Maximum Other
Performance criteria Evidence
points points
Orientation: Prepare the candidate
• Obtained, • Resources (Supplies and
checked and Materials/Tools and Equipment)
arranged are properly arranged and within
resources safe environment
required for • Rating Sheets
assessment as • Specific Instructions to the
specified in the Candidate
Evidence Guide 1.0
1 • Assessor’s Guide
and the
• Attendance Sheet
assessment tools
• Admission Slip
within a safe and
• CARS
accessible
• Accomplished SAG
assessment
• ID Card
environment.
0.8  Admission Slip
• Established the During orientation the following are
assessment context 1 1.0 explained: purpose of the

TVT110-0811 48
Trainer’s Methodology I
 assessment, the areas where
assessment activities will be held,
time frame of the assessment
• Explained CS to Orientation
be assessed
• Stated qualification title and all
2.0 units of competency to be
assessed
2 • Stated cluster of competencies to
be assessed, if applicable
1.6 Lacking 1 unit of competency

1.0 Lacking 2 units of competency

• Explained Orientation
assessment
procedures; task • Stated methods of assessment
to be performed, based on the evidence plan
role of the • Role of CA is only to make
3.0
assessor, time observation to the tasks to be
3 performed
allotted
• Discussed tasks to be performed
• Discussed time allotted for tasks
to be performed
Any of the three, except the tasks to
2.4
be performed

• Explained reasonable Orientation

adjustments and
legal and ethical Explanation of reasonable
responsibilities adjustments
1.0
1.Appeal process
1
2.Confidentiality to maintain
integrity of
the assessment

0.8 At least 1 reasonable adjustment

• Determined the needs
of the candidates to
establish any
allowable adjustments
in the assessment
procedure
Orientation
• Give directions in
1 1.0 language/dialect preferred by
candidate
• Religion/culture consideration

TVT110-0811 49
Trainer’s Methodology I
 • Special needs
• Person with disability
• Conveyed
information using
verbal and Orientation
nonverbal Personal judgment
1 1.0 Use of Friendly gestures (Ex. Smiling face,
language which soft tone of voice, approachable & good eye
promotes a contact).
supportive
assessment
Gather Evidence
 Provided the candidates
with all materials, 2 2.0 Resources for assessment
tools and equipment are prepared and arranged
required to complete
the tasks
 Provided each Discussed & provided a
2.0
candidate a copy of copy to the candidate
the Specific 2 Discussed but forgot to
Instructions to the 1.6 provide a copy to each
Candidate candidate
 Conducted assessment Methods of assessment
in accordance with depend on
the methodologies the evidence plan
specified in the 2.0
Evidence Plan and 2 Min. of 2 assessment
the
methods
Specific Instructions for the
Competency 1 method of assessment
1.6
Assessor only
• Implemented the
evidence
gathering process and 2 2.0 CA implemented evidence
ensure its validity, gathering process
reliability, fairness and
flexibility
• Observed the
candidate
and keep notes of 2 2.0 CA observed and kept notes
unusual conditions or in RS
situation
during the entire
conduct of 1.6 CA observed and no notes
assessment

TVT110-0811 50
Trainer’s Methodology I
 • Collected appropriate
evidence and match
compatibility to the 2 2.0 Filled up/checked RS in all
elements, performance methods of assessment
criteria, range of
variables and evidence
guide in the relevant
units of competency
• Recorded on the RS
details
of evidence collected 1 1.0 Check satisfactory or
and judgment made unsatisfactory with
about the candidate’s notes/remarks
performance
Observed proper decorum of assessor
(5)
Did not disturb candidate
2 2.0 Did not disturb candidate
while performing the task
Did not give negative Did not give negative
2 2.0
remarks remarks
Was patient and tactful 1 1.0 Patient and tactful
Make Assessment Decision
• Evaluated the evidence
in
terms of the rules of 2 2.0 Rules of evidence =
evidence demo/interview
• Evaluated the evidence
according to the Mentioned in the feedback
dimensions 3 3.0
the tasks performed well
of competency
• Made the assessment Corroboration of evidence
decision based on Mentioned the specific unit
that is performed well/or not
evaluation of the
performed well
evidence and 10 10.0
Refer to the scoring of:
requirements of the
1. Record and report the
relevant units of assessment result
competency 2. Provide Feedback
Record and report the assessment
result
Prepared the necessary assessment
report
• Recorded the

TVT110-0811 51
Trainer’s Methodology I
 assessment
outcome using the 3 3.0 Completeness of filling up of
prescribed rating sheet RS, with signature and
with remarks remarks
Completeness of filling up of
2.0 RS, with signature and
• Ensured RS are signed remarks
by the candidate after 2 2.0 All entries filled up w/
providing feedback signature
Some entries unfilled with
1.6
signatures

Accomplished the CARS

• Qualification/COC 1 1.0 If properly accomplished
Title
• Complete signature
1 1.0 If properly accomplished
and date
• Recommendation for
issuance of NC/COC 1 1.0 If properly accomplished
for the re-assessment
Submitted to CAC Manager the assessment reports
• RS corresponding to If proper submission was
1 1.0
the no. of copies issued observed
• Accomplished If proper submission was
0.5 0.5
Attendance Sheet observed
• CARS 0.5 0.5 If proper submission was
observed
Provide feedback
Gave clear and constructive feedback on the assessment decision
• Discussed the Mentioned the performance of the
assessment candidate based on different
2 2.0
process and assessment activities conducted
outcome
• Identified tasks Give specific strength of the
2 2.0
performed well candidate in performing the task
• Identified areas for 2 Give specific weakness of the
improvement candidate in performing the task
2.0  Discuss assessment result &
provided ways of
overcoming the gaps
1.6  Provided feedbacks but did
not discussed assessment

TVT110-0811 52
Trainer’s Methodology I
 result
 Forgot to give feedback but
1.0 gave answer during the
interview
• Enumerated
procedure
in claiming 1 1.0 Mention the current
COC/NC at TESDA district/provincial/regional practice
PO/DO, 5 in claiming NC/COC
working days after
receipt of CARS
• Provided
information on
ways of 2 2.0 Provided advice/feedback and
overcoming any suggestions (weakness, areas for
gaps in improvement)
competency with
the candidate
• Advised the Describe the policy and procedure
candidate of reassessment
of available Provided advice on re-assessment
reassessment in 1 1.0
line with (during orientation or after the
organization policy assessment, whenever applicable)
and procedures

Core Competency CONDUCT COMPETENCY ASSESSMENT

Method of
WRITTEN REPORT
Assessment
Performance Criteria Max Other Points Evidence
points
 Identified and 1 point if 4-5 correct 1. Assessment guidelines,
organized answers are schedule of
activities in the assessment, availability
mentioned of the
workplace,
training center 0.8 point if 3 correct Assessment Center
or assessment 1 answers are and candidates
center in mentioned evidence and evidence
accordance gathering tools,
with the 0.5 point if 2 correct workplace policies and
relevant answers are procedures
Evidence Guide (Q1) mentioned 2. Coordination with

TVT110-0811 53
Trainer’s Methodology I
 Assessment Center
Manager
3. Prepare oneself re
punctuality, grooming,
review on the
0.25 point if 1 correct assessment procedure
answers are 4. Roles of all people
mentioned involved
5. Confirm Assessment
record keeping and
reporting arrangement
are confirmed
 Obtained, 2 points if 4 correct 1. Conduct site inspection
checked and answers are 2. Check the
arranged mentioned completeness of
resources assessment resources
required for 1.6 points if 3 correct
3. Check and ensure safe
assessment as answers are
and accessible
specified in the mentioned
assessment environment
Evidence Guide 1 point if 2 correct
4. Assessment package
and the 2 answers are
assessment mentioned
tools within a 0.5 point if 1 correct
safe and answers are
accessible mentioned
assessment
environment
(Q1)
• Explained the 1 point if 2 correct 1. Explain the context
context and answers are /physical setting
purpose of mentioned 2. Purpose of
assessment to
candidates in line 0.8 point if 1 correct assessment/certificatio
with the answers are n
1
requirements of mentioned
the relevant 0.5 point if 1 correct
Assessment answers are
Guidelines (Q2) mentioned without
explanation

• Determined the 1 1 point if 4-5 Establish allowable

needs of the correct answers such as adjustment
candidate s to are mentioned 1.
establish any 0.8 point if 3 2. Language
allowable correct answers 3. Religion
4. Culture
adjustments in are mentioned

TVT110-0811 54
Trainer’s Methodology I
 the assessment 0.5 point if 2 5. Health condition
procedure (Q2) correct answers Disability
are mentioned
0.25 point if 1
correct answers
are mentioned
• Explained legal 1 point if 5-7 1. Right to appeal
and correct answers 2. 3. Confidentiality
ethical are mentioned Free consent
responsibilities 0.8 pt. if 4 correct 4. of candidates
associate with Transparent
answers are
reporting, recording
the assessment mentioned
5. 6. and retrieval
of the candidates 1 0.5 point if 3 systems for
in line with correct answers assessment
assessment are mentioned 7. OH&S
guidelines (Q2) 0.25pt if 2 correct Adheres to quality
answers are system and policies
mentioned and procedures
Integrity of assessors
• Explained clearly 1 point if 4 correct 1. Qualification Title
the competency answers are 2. Unit of competency
standards to be mentioned 3. Task to be performed
assessed and 0.8 point if 3 4. Evidence to be
the evidence to correct answers 5. collected
be collected to are mentioned Methods of
1 assessment
the candidate 0.5 point if 2
(Q2) correct answers
are mentioned
0.25 point if 1
correct answers
are mentioned
• Explained the 1 point if 6-7 1. Establish the context and
assessment correct answers purpose of assessment
procedure to the are mentioned 2. Prepare the
candidate in line candidates/Orientation
with 0.8 point if 4-5
3. Gather the evidence
the relevant correct answers
4. Make judgement
Assessment 1 are mentioned
5. Recording and Reporting
Guideline (Q2) 0.5 point if 2-3
6. Provide Feedback
correct answers
7. Review of the Assessment
are mentioned
Process

TVT110-0811 55
Trainer’s Methodology I
 • Conveyed 1. The orientation is part
information using 2 points if 3 correct of preparing the
verbal and answers are candidate for
assessment.
nonverbal mentioned
2. It is a means to make
language which the candidate relax
promote a and not apprehensive
1.6 points if 2 correct
supportive 3. It is a means to
answers are
assessment provide a supportive
mentioned environment by
environment (Q3)
allowing the
candidate to
2 be clarified on
• the competencies
to be assessed
• the assessment
1 point if 1 correct methods to be
answers is used
mentioned • the flow of
assessment
• the responsibilities
of the people
involved in the
assessment
• Asked the 1 point if 3 correct 1. Ask candidate to:
candidate to sign answers are Submit
the attendance mentioned accomplished
sheet 2. Admission slip
0.8 point if 2 correct
(Q4) 3. with ID picture
1 answers are
Present a Valid ID
mentioned
Sign Attendance sheet
0.5 point if 1 correct
and compare with
answers is
signature in admission
mentioned
slip
• Allowed the 2 points if 3 correct 1. Explained task to
candidate to read answers are be performed rally
the specific mentioned 2. Provide the
instructions for
the candidate 1.6 points if 2 correct specific instruction
(Q5) answers are to candidate and
mentioned allow candidate to
2
3. read the Task to be
performed by
1 point if 1 correct himself Provide
answer is mentioned time for the
candidate to clarify
the task

TVT110-0811 56
Trainer’s Methodology I
 • Gathered 3 points if 5-6 correct Dos and Don’ts
evidences using answers are 1. Do not interrupt
assessment mentioned 2. Do not ask
methods specified questions 3. Do not
in the relevant 2.5 points if 3-4
correct answers are leave the
Evidence Guide assessment room
(Q6&7) mentioned 4. Record your
3
observations 5.
Observe safety
1 point if 1-2 correct
6. Stop assessment
answers are
only if it will result to
mentioned
injury or loss of life
and property

• Gathered and 3 points if Answer Model Answer for Q7. During

documented is no and the interview If the answer of
evidence in provided 2-3 the candidate is wrong the
accordance assessor I will
with the reasons
1. not provide the correct
assessment 2.4 points if answer because
procedure Answer is no and 2. it may pre-emp the
specified provided 1 reason answer to the next
3
in the question
relevant 3. the candidate may
assessment 1 point if Answer is think that the
guidelines NO and provided assessment is finished
(Q6&7) no reason 4. the assessor is already
providing feedback.

• Gathered and 3 3 points if Answer ass Model Answer for

documented is no and Q7. During the
evidence using provided 2-3 interview If the
reasons answer of the
the relevant candidate is wrong
assessment the essor I will
tools (Q6&7) 2.4 points if
1. not provide the
Answer is no and correct answer
provided 1 reason because
1 point if Answer is 2. it may pre emp
NO and provided the answer to
no reason the next
question
3. the candidate
may
think that the
assessment is
finished
4. the assessor is

TVT110-0811 57
Trainer’s Methodology I
 already
providing
feedback.
• Made the 4 points if 4 The bases of my
assessment correct answers decision are
decision based are mentioned
on evaluation of 3.5 points if 3 4 dimensions of
competency
the evidence correct answers
Rules of Evidence
and are mentioned
Evidence
requirements of 3 points if 1-2 1. Requirements
the relevant unit correct answers Corroboration of the
(s) of 4 are mentioned 2. evidence to other
competency 3. evidences
(Q8) 4.
ake my decision
based on
the evidences
Im gathered in
accordance to
performance
criteria.

• Gave clear and 1 point if 3 correct 1. Reinforce good

constructive answers are performance
feedback to the mentioned 2. Explain specific areas
candidate in line for improvement
0.8 point if 2 correct
3. Use the specific
with the answers are approach, -kiss before you
assessment mentioned kick plus advice for re
assessment, sandwich
guidelines (Q9) 0.5 point if 1 correct technique
4.
answers are Provide advice on
mentioned further training or
5. practice to improve
1 performance In case
the candidate does
not agree with my
decision even after
clear feedback I will
ask the candidate to
identify area of
disagreement and
record it in rating
sheet for both of us to
sign, prepare incident
report and submit to

TVT110-0811 58
Trainer’s Methodology I
 TESDA Rep
• Explored ways of 1 correct answer =1 Provide advice on
overcoming any point further training or
gaps in No answer = 0 practice to improve
competency with 1
the candidates performance
(Q9)
• Advised the 1 correct answer =1 1. If judgement is not yet
candidate of point competent I will
available No answer = 0 provide advice on re
reassessment in
line with the assessment. And
organizational 1 suggestions on how
policy to improve
and procedures performance
(Q9)

• Recorded and Similar to model In case the candidate

reported promptly answer = 1 pt. does not agree with my
any assessment Record decision even after clear
feedback I will ask the
decision disputed disagreement in candidate to identify area
by the candidate rating sheet without of disagreement and
to appropriate 1 signature= 0.8 point record it in rating sheet for
personnel in line both of us to sign,
with the Prepare incident report
organizational and submit to TESDA
policy and Rep
procedures (Q9)

TVT110-0811 59
Trainer’s Methodology I