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TM 1
TM 1
Assessor?
Objectives
Session Objectives
At the end of the session, you should be able to:
From the Training Regulation, a Trainer is a person who enables group of learners to develop
competencies toward performing a particular trade or technical work while an Assessor is an
individual accredited and authorized to evaluate or assess competencies of a candidate
applying for certification or any one of the purpose of assessment.
Trainer/Assessor is at least NC II holder and who has achieved all the required units of
competency identified in the Trainers Methodology Level I (TM Level I) under the PTTQF. He is
also a holder of National TVET Trainer Certificate Level I (NTTC I) 2. A Trainer is an Assessor;
an Assessor is a Trainer 3.
To qualify for this course, a candidate or trainee must satisfy the following requirements:
Determine the skills and knowledge that a trainer or assessor should have
In traditional education, the teacher controls the environment (or called teacher-centered
approach); while in CBT, the learners control and manipulate the tools and equipments with the
guide of a teacher (also known as student-centered approach).
In addition to that, learners are not compared among each other, instead their skills are
compared against the norms or standard set by the industry. The training is also self-paced; an
example of this is when the trainer allows the students to study the materials & practice the skill
on their own. Lastly, the focus of CBT is on the outcome or the end product.
Skill refers to the acquired and practiced ability to carry out a task or job 2.
Qualification is cluster of units of competency that meets job roles and is significant in
the workplace. It is also a certification awarded to a person on successful completion of a
course and/or in recognition of having demonstrated competencies relevant to an industry 7.
I. Basic Competency skills and knowledge that everyone needs for work
III. Core Competency specific skills and knowledge needed in a particular area of
work-industry sector/occupation/job role
CBT includes:
I. Competency-Based Curriculum (CBC) is the specification for a course or
subject (module) which describes all the learning experience a student or learner
undergoes. It specifies outcomes which are consistent with the requirements of the
workplace as agreed through industry or community consultations.8
2. Trainee selects competency from the identified training needs and receives instruction
from the trainer. The trainer administers learning contract or agreement between him and his
trainees, then provides CBLM materials and introduces the use of progress and achievement
chart.
3. With the selected competency, the trainee studies the module by doing the following
learning activities (in any order): review learning package, view multimedia materials, use
manuals, observe demonstration, practice skills in workshop, and receive assistance and
advice.
4. While the trainee practices the skill, the trainer observes and records the performance
on the Progress Chart. Student will attempt the task until he masters the skill with the help of
trainers immediate and constructive feedback.
5. Once the trainee determines by himself that he is competent to do the skill, he will call
the attention of trainer. The trainer will observe and rate the performance based on the
Performance Criteria Checklist and will record the result on the Achievement Chart. If the skill
is satisfactorily performed, he will then select another unit of competency. If the skill is not
satisfactorily performed, the trainee will study again the module.
6. To exit the training program, trainee must satisfactorily perform the skill and must have
enough units of competencies (or has completed all the modules). If the trainee doesnt have
enough units of competencies, he will then select another unit of competency, and repeat the
competency-based training process.
Lesson 3: Competency-Based
Training (CBT)
Ten (10) Principles of CBT
Principle Nine: Training allows multiple entry and exit in the training
program.
Now it is your turn to refresh memory on how your teacher taught you and
compare it on how Competency-Based Training works. How will you teach
skill-based session? Does it have any difference? Will you make that
change for the better? Get a paper and take down notes on its differences.
Our training enables adult learners attain skills for them to land a job.
Teaching them requires different teaching approaches and methodologies;
thus, understanding them will surely help in preparing an effective session
plan.
Understanding how adults learn will also enable the trainer to think of
teaching strategies that focused on adults. This is based on the theory
called Andragogy (Knowles), also known as adult education. The study
came up with the characteristics of adult learner, and they are the following:
Here is a best scenario on how to apply this theory: The trainer enters a
class consisting of adult learners. They are all different in terms of age,
educational background, gender etc., but they all have one thing in
common - they are all adult learners. A trainer, on his conscious state, will
then use strategies to meet the needs of adult learners.
Language, literacy and These greatly affect the training method you can use, as
numeracy (LLN) level well as activities and task suitable for each session. You
should be prepared for different LLN levels and must have
different resources.
Education and general It is used as one of the basis to gauge learners cognitive
knowledge capacity. It can also be of help in deciding what speaking
pitch and rate of voice to use for each session.
Gender It can influence your plan if there are activities that have
demonstration, role play and so on.
Age Age can alter the plan depending on what is being delivered,
how and at what pace.
Learning style Awareness on their learning style could aid on what training
method/s to use. You could classify them as auditory, visual,
kinesthetic, pragmatist, activist, reflector and theorist
learners.
Download #1:
Trainees Profile Template
What is learning style? Learning style is ones own way of learning new
information and ideas. It will give us an idea on how a person receive and
transfer information.
Suggested learning styles are VARK Learning Style Model and PART
Learning Styles. Feel free to choose between the two in determining
trainees learning style/s.
Use PART Learning Styles questionnaire to find out your trainees approach
in learning.
Download #2:
Calling or asking personally the signatories and confirm the information listed in
certificate of award/employment.
Calling or visiting the workplace where projects are done.
An assessor can use the portfolio assessment and pre-test results as source of
evidences and a tool in verifying learners current competency and prior learning. Pre-
training assessment and analysis is done prior to actual training program.
1
www.tesda.gov.ph2 TESDA Circular no. 23, s. 2008 Implementing Guidelines on
PTQCS
Lesson 2: Pre-Training Assessment
and Analysis
Determining Training Gap
https://youtu.be/-cJwnsAhJs8
Determining Training Gap through Training Needs Analysis (TNA)
Under the CBT approach, each learner is assessed to find the gap between the skills
they need (as described in the Training Package) and the skills they already have. The
difference between the two is called the training gap.
Skills Required refers to the competencies listed in the competency standards and
specified by the industry; On the other hand, Current Skills referred to as validated
competencies gathered in the pre-training assessment.
A training program is then developed to help the learner acquire the skill deficiency.
Therefore,Self-Assessment Guide (SAG) with Training Needs Analysis (TNA)
Tool is an important tool to use in determining training gap.
Download #3:
Self-Assessment Guide (SAG) with Training Needs Analysis (TNA) Tool
Download #4:
Training Regulations
1
TESDA Board Resolution No.2004-13 and Procedures Manual on TR
Development2 Omnibus Guidelines on Program Registration under UTPRAS
Unit Descriptor outlines what is done in the workplace. It clarifies scope and
intent of unit.
Required Skills (formerly known as Underpinning Skills) refers to the list of the
skills needed to achieve the elements and performance criteria in the unit of
competency. It includes generic and industry specific skills.
Lesson 2: Understanding
Competency-Based Curriculum
Objectives
At the end of the session, you should be able to:
Lesson 2: Understanding
Competency-Based Curriculum
Introduction
What is Competency-Based Curriculum (CBC)?
A competency-based curriculum is a framework or guide for the subsequent
detailed development of competencies, associated methodologies, training and
assessment resources.
The CBC specifies the outcomes which are consistent with the requirements of
the workplace as agreed through the industry or community consultations.
Course Title refers to the name of the program to be offered. It is usually derived
from the qualification title of the training regulations or it takes the qualification title of
the training regulations if the program is designed to cover the entire qualification2.
Nominal Duration refers to the estimated training period usually expressed in
hours wherein the learner is expected to complete the whole training program.
Course Description refers to the brief statement of scope, coverage and
delimitation of the course.
Entry Requirements refers to the minimum and must qualifications of a trainee
to a training program that will ensure effective and efficient training.
http://www.tesda.gov.ph/Download?SearchTitle=&Searchcat=Regular+-
+Competency+Based+Curriculum+%28CBC%29
Lesson 2: Understanding
Competency-Based Curriculum
Module of Instruction
Module of Instruction is the description of training requirements for every unit of
competency. A unit of competency can make one or more modules of training. This part
of the CBC is used as point of reference in preparing session plan.
Nominal Duration refers to the estimated training period wherein the learner is
expected to complete a particular training module of program 1. (Procedures Manual
on Program Registration)
Contents are the topics and activities which make up what is learned by an
individual or group of learners during a learning process 3.
Condition outlines situation and context under which learners will be assessed.
Listed below are the guide questions that we need to address at the end of the lesson:
Grab your pen as we study the most important module in this competency. We assure
that it will empower you to prepare an effective session plan that efficiently addresses
training gap.
Download #5:
Sample Session Plan
1
Training Regulations Framework2 Terminology of
European Education and Training Policy, Cedefop,
2008.3 VET Glossary 20124 CEDEFOP 2008
o known to unknown
o concrete to abstract
o particular to general
o observations to reasoning
o point to point in logical order (or in sequential
order)
out or modules
Group Activities simulation, role play, games, small group discussion (no
According to Purpose:
knowledge
Visual Learns by picture pages, film viewing, lecture packed with flowcharts,
seeing words and lists learning activity that requires transcribing diagrams or
Learns by doing
own conclusion
Learning
coaching, internship
Off-the Job Training active lecture, laboratory training, role playing, case study,
simulation
o reading
o lecture/talks
o modelling
o modelling
o reflective practice
o self-experiential work
o reflective practice
READING # 2
Training Guide and Teaching Techniques, pp. 29 -
47
1
Participatory Training Methodology & Materials,
UNESCO2 Bennett-Levy et.al.