Plan Training Session

Unit 1: Introduction to Trainer's Methodology

Lesson 1: Who is Trainer and/or Assessor?

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

 Distinguish a trainer from an assessor

 Determine roles of trainer and/or assessor in assuring quality technical-vocational courses

Introduction

Plan Training Session is one of the six competencies to be mastered in Trainers Methodology I (TM I). But before we focus
on planning, let us have an overview of the whole training program. In this lesson, you will learn the role as trainer or assessor.
As a trainer or assessor, you need to know what and how to teach, and how to work effectively with others. We look forward
to see you competent enough as you study this course.

Trainee’s Entry Requirements

It is expected that you will be a Trainer and/or Assessor as you finish this course, Trainers Methodology I (TM I).

What is a TVET Trainer? 

 TVET Trainer is a professional who enables a learner or a group of learners to develop competencies to performing a particular trade
or technical work. Towards this end, a TVET Trainer may assume various roles such as training facilitator, competency assessor,
training designer, developer or training supervisor 1.
What is a Trainer / Assessor? 

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:

 Graduate of baccalaureate degree or equivalent in training or experience along the field of Technical Vocational Education and Training
 Certified at the same or higher NC Level in the qualification that will be handled (for technical trainers)
 Able to communicate orally and in writing
 Physically fit and mentally healthy
 Proficient in quantitative and qualitative analysis
 Proficient in verbal reasoning

1
 TESDA Circular No. 14 Series of 20112 TESDA Circular No. 14 Series of 20113 TESDA Circular No. 13 Series of 2011

Lesson 2: Competencies of a Trainer and/or Assessor

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

 Determine the skills and knowledge that a trainer or assessor should have
 Explain required skills as a trainer and or assessor

Introduction
As you progress through this lesson, you should keep in mind the skills and knowledge required to become a competent trainer.
Remember that awareness of your skills and capabilities will help you make informed choices.

Basic and Core Competencies

Listed are the knowledge, skills, and attitudes required of Trainers Methodology (TM) Level I 1:
Basic Competencies (or skills and knowledge that everyone needs for work):

 Lead workplace Communication

 Apply math and science principles in technical training
 Apply environmental principles and advocate conservation
 Utilize IT applications in technical training
 Lead small teams
 Apply work ethics, values and quality principles
 Work effectively in vocational education and training
 Foster and promote a learning culture
 Ensure a healthy and safe learning environment
 Maintain and enhance professional practice
 Develop and promote appreciation for cost-benefits of technical training
 Develop and promote global understanding of labor market

Core Competencies (or specific skills and knowledge needed in TM1):

 Plan training sessions
 Facilitate learning sessions
 Supervise work-based learning
 Conduct competency assessment
 Maintain training facilities
 Utilize electronic media in facilitating training
1
  Training Regulation Framework

Lesson 3: Competency-Based Training (CBT)

Objectives
At the end of the session, you should be able to:
  Define commonly used Competency-Based Training terminologies
 Explain ten principles of Competency-Based Training
 Differentiate traditional education with Competency-Based Training

Introduction
Getting the idea on structure and principles embedded in training is important before designing a session plan. Do you know how to
teach a Technical-Vocational Education and Training (TVET) program? That will be the focus of today’s lesson.

The framework in teaching skill-based lesson is called Competency Based Training (or CBT). It focuses on skills development that is
why its approach differs from the traditional education.

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.

CBT Terminologies
The need to understand commonly used terminologies is important before starting this courseware. Comprehending these
terminologies will empower you to understand easily the next lessons.

 Knowledge is the cognitive representation of ideas, events, activities or tasks derived from practical or professional experience
as well as from formal instruction or study, e.g. memory, understanding, analysis 1.

 Skill refers to the acquired and practiced ability to carry out a task or job 2.
  Competency, as used in TESDA, is a) the application of knowledge, skills and attitude required to complete a work activities
to the standard expected in the workplace 3; or b) the possession and application of knowledge, skills and attitudes to the standard of
performance required in the workplace 4. 

The 4 dimensions of competency that describes aspect of work performance are 5:

I. Task Skills – undertaking a specific workplace task

II. Task Management Skills – managing a number of different tasks to complete the entire work activity

III. Contingency Management Skills – responding to problems, irregularities and breakdown in routine when undertaking
the work activity

IV. Job/Role Environment Skills – dealing with the responsibilities and expectations of the work environment when
undertaking a work activity

 Competency Standard are industry-determined specification of competencies required for effective work performance. They
are expressed as outcomes and they focus on work place activity rather than training or personal attributes, and capture the ability to
apply skills in new situations and changing work organization 6.

 Recognition of Prior Learning (RPL) is the acknowledgement of an individual’s skills, knowledge and attitudes gained from
life and work experiences outside registered training programs 7.

 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. 

It has three components:

I. Basic Competency – skills and knowledge that everyone needs for work
 II. Common Competency – skills and knowledge needed by people working in a particular industry

III. Core Competency – specific skills and knowledge needed in a particular area of work-industry sector/occupation/job
role

o Competency-Based Training (CBT) is a system by which the student is trained on the basis of demonstrated ability
rather than on that of elapsed time 7.

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

II. Competency-Based Learning Material (CBLM)refers to the print and non-print instructional media used as guide in
learning workplace activities.
1
  CEDEFOP 2008, Europe2 RA 7796/TESDA Law3 Procedures Manual on TR Development4 Guidelines on Assessment and
Certification under the Philippine TVET Competency Assessment and Certification System – PTCACS5  CBT Primer6 Training
Regulations Framework7 ILO8 Quality Procedures Manual – CBC Development

Delivery of Competency-Based Training (CBT)

(VIDEO 1) https://www.youtube.com/watch?v=vGrHIDDfCCE&feature=emb_logo

Plan Training Session: Delivery of Competency-Based Training (CBT)

The flow of CBT differs from the traditional education approach. To see the big picture is important before planning a session plan.
Below is the CBT delivery framework:

1. Trainee enters the program. Trainer conducts pre-training assessment to identify learner’s training needs. Orientation of CBT
program on Recognition of Prior Learning (RPL) and roles of trainer & trainee follows.
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 trainer’s 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 doesn’t have enough units of competencies, he will then select another unit of
competency, and repeat the competency-based training process.
 Ten (10) Principles of CBT

Video 2 https://www.youtube.com/watch?v=IxGJWuTeggc&feature=emb_logo

Plan Training Session: 10 Principles of CBT

Competency-Based Training delivery anchors in its principles. These ten (10) principles of CBT serves as ground rules for trainers
and trainees. Memorize, apply and promulgate the listed principles below:

 Principle One: The training is based on curriculum (CBC) developed from the competency standards (CS).

 Principle Two: Learning is competency-based or modular in structure.

 Principle Three: Training delivery is individualized and self-paced.

 Principle Four: Training is based on work that must be performed.

 Principle Five: Training materials are directly related to the competency standards and the curriculum modules.

 Principle Six: Assessment is based on the collection of pieces of evidence of the performance of work to the industry required
standard.

 Principle Seven: Training is based both on and off the job components.

 Principle Eight: The system allows Recognition of Prior Learning (RPL) and or current competencies.

 Principle Nine: Training allows multiple entries and exit in the training program.

 Principle Ten: Approved training programs are nationally accredited. Programs of each institution or training center are
registered with UTPRAS (Unified TVET Program Registration and Accreditation System).

Now it is your turn to refresh memory on how your teacher taught you and compare it to 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.

Unit 2: Identifying Learners' Training Requirements

Lesson 1: Determining Trainee’s Characteristics
Objectives
At the end of the session, you should be able to:

 Identify learners’ characteristics and learning styles for trainees’ profile

 Determine adult learners’ characteristics

Introduction
Competency-Based Training without planning and without determining trainees’ characteristics will lead to an unsuccessful session
plan.

It is a must for us teachers to know our students – their characteristics as adult learners, their educational background, and their culture
- not only because we need data for filing purposes, but for us to use these data to analyze and determine their training needs.

Who are our learners? What are the characteristics we need to include in their profile? What type of learners are they? Those are our
some highlight questions you might encounter as you proceed in this lesson.

Understanding Adult Learners

Before we determine trainees’ characteristics, we first need to understand our trainees as adult learners. Our training is learner-
centered; hence, it is essential to know them first.

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:
 Adults are autonomous & self-directed.
 Adults bring life experiences & knowledge to learning experiences.
 Adults are goal-oriented.
 Adults are relevancy-oriented.
 Adults are practical.
 Adults like to be respected.

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.

A best example of strategy especially in developing working with teams is the use of Situated Learning Experience (SLE). It would
be a very good application of adult learning principles since they are given specific instruction to achieve and explore solution and
course of actions to attain it.

An example is the creation of a tallest tower using limited supply of materials. In this SLE, the goal is to make the highest tower. The
devising of strategies and trying it out—gives adult learners autonomy and direct their own learning, and it also allows the students to
bring in their previous experiences and knowledge. When participants are asked to give their insights on their SLE experience, this
allows learners to give respect to their classmates, as the application of insights becomes practical and self-motivating.

Note that the methods and strategies we construct, consciously and unconsciously, should meet the needs of our adult learners, and
will surely make an effective transfer of learning.

Establishing Trainee’s Characteristics

VIDEO https://www.youtube.com/watch?v=uFc0GrLJgq4&feature=emb_logo

Plan Training Session: Establishing Trainee’s Characteristics

In completing the trainee’s profile, we need to know the characteristics essential in individualizing the session plan. Below are the essential
trainee’s characteristics the trainer needs to gather:
 How Learners Learn?
(video) https://www.youtube.com/watch?v=FO02Tdct7Q0&feature=emb_logo

Plan Training Session: How Learners Learn?

A trainer is about to teach a group of students. Then he has collected data for trainee’s characteristics but the problem is he hasn’t
assessed the students learning style to complete the trainee’s profile.

What is learning style? Learning style is one’s 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.

 Visual, Auditory, Read/Write and Kinesthetic (VARK) Learning Style Model

Everyone learn differently since we all have preferred way to absorb, comprehend and retain new information.
 VARK Learning styles, as proposed by Fleming and Mills (1992), is a model that describes how a person takes-in and gives-out
information while learning. These learning styles are visual (learns best by seeing graphs, charts, and other symbols), auditory
(learns best by listening), read/write (learns best by reading text-based information) and kinesthetic (learns best by doing).

Use VARK Learning Style self-assessment questionnaire (downloaded)as a tool in determining your trainees’ learning style/s.
Note that a trainee can have one or more learning styles.
 PART Learning Styles

Another model is PART Learning Styles. It is developed by Honey & Mumford but the idea originated from Kolb’s Learning Style
Model. 

The four learning styles are:

o Pragmatists ‘putting theory into practice’ or ’needs to know how to apply the information in real world’ Pragmatist tends to
integrate or put together theory and practice as they perceive information abstractly and process it actively. They always think problems and
opportunities as challenges.

o Activists ‘having an experience’ or ’needs to do’ Activists put together experience and application as they perceive information
concretely and process it actively. They would likely tackle problems by brainstorming. Activists learn by trial and error, & by self-discovery
method.

o Reflectors ‘reflecting on it’ or ’needs time to think over information’ Reflectors integrate or put together experience within
oneself as they perceive information concretely and process it reflectively. They learn by listening and sharing ideas.

o Theorists ‘drawing out own conclusion’ or ’needs to know theory behind information’ Theorists put together observations into
complex but logically sound theory as they perceive information abstractly and process it reflectively. They learn by thinking through ideas.
 Use PART Learning Styles questionnaire to find out your trainees’ approach in learning.
Download #2:

 VARK Learning Style self-assessment questionnaire downloaded

 PART Learning Styles questionnaire downloaded

Lesson 2: Pre-Training Assessment and Analysis

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

 Describe pre-training assessment and training needs analysis

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

Introduction
“In differentiated classroom, teachers begin where students are, not the front of a curriculum guide”. – Carol Ann Tomlinson, 1999.
As quoted by Tomlinson, we start our session based on our pre-assessment, not in Competency Based Curriculum. Pre-assessment
evaluates trainee’s knowledge, skills, strengths and weaknesses prior to teaching.
 Pre-Training Assessment
Video https://www.youtube.com/watch?v=4zN9SbfRIhQ&feature=emb_logo

Plan Training Session: Pre-Training Assessment

Pre-Training Assessment is conducted to recognize current competency (RCC) and recognition of prior learning (RPL). This
assessment is done before the training starts. Listed are reasons why it is needed:

 It allows us to see their mastered competencies.

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

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

 Learners’ assess themselves using the self-assessment guide

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

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

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

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

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
Video https://www.youtube.com/watch?v=-cJwnsAhJs8&feature=emb_logo

Plan Training Session: Determining Training Gap

Determining Training Gap through Training Needs Analysis (TNA)

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

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

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

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 ( not available)

Unit 3: Preparing Session Plans

Lesson 1: Understanding the Training Regulations

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

 Describe the sections of Training Regulations

 Describe components of Competency Standards
 Explain importance of Competency Standard in planning a training session

Introduction
Now that you have established the training gap of the learner, you are now ready to prepare the session plan. In preparing session plan,
it is essential to understand the structure of Training Regulation.

Training Regulations contains the prescribed minimum program standards. It is developed by experts and practitioners from public or
private sector (or called as Experts Panel) and is promulgated by the TESDA Board after national validation 1.

1
  www.tesda.gov.ph
 Training Regulation
Training Regulation (TR) is a TESDA promulgated document that serves as basis for which the competency-based curriculum,
instructional materials and competency assessment tools are developed. This document represents specific qualification. How the
competencies in this qualification can be gained, assessed and be given recognition is detailed in this promulgated document 1.
All training institution who wants to offer TVET program are required to register under Unified TVET Program Registration and
Accreditation System (UTPRAS) either With Training Regulation (WTR) or No Training Regulation (NTR) to adhere in competency-
based training requirements.

With Training Regulation (WTR) is described as programs that have appropriate promulgated Training Regulations; examples of
WTR program are Computer System Servicing, Food and Beverage Service to name some. No Training Regulations (NTR) refers to
the programs that include skills which are not covered yet by any promulgated Training Regulations; example of NTR program is
those of interior designing 2.
It has four sections:

 Section 1 – Definition of Qualification refers to the group of competencies that describes the different functions of the qualification. It
enumerates the job titles of workers who are qualified.

 Section 2 - Competency Standards (CS) gives the specifications of competencies required for effective work performance.

 Section 3 - Training Standard (TS) contains information and requirements in designing training program for certain Qualification. In
includes curriculum design, training delivery; trainee entry requirements; tools equipment and materials; training facilities; trainer’s
qualification and institutional assessment.

 Section 4 – National Assessment & Certification Arrangement describes the policies governing assessment and certification procedure.
 Download #4:
Training Regulations
https://www.tesda.gov.ph/Download/Training_Regulations?Searchcat=Training%20Regulations
1
 TESDA Board Resolution No.2004-13 and Procedures Manual on TR Development2 Omnibus Guidelines on Program Registration under
UTPRAS

Competency Standards
Competency Standard (CS), as used in TESDA, is industry-determined specification of competencies required for effective work
performance. They are expressed as outcomes and they focus on work place activity rather than training or personal attributes and
capture the ability to apply skills in new situations and changing work organization1. Refer to Section 2 of Training Regulations.
Defined below are the components of CS:

 Unit of Competency (or Unit Title) is a component of the competency standards stating a specific key function or role in a particular job
or occupation; it is the smallest component of achievement that can be assessed and certified under the PTQF.

 Unit Descriptor outlines what is done in the workplace. It clarifies scope and intent of unit.

 Elements are the building blocks of a unit of competency. They describe, in outcome terms, the functions that a person performs in the
workplace.

 Performance Criteria are evaluative statements that specify what is to be assessed and the required level of performance.

 Required Knowledge (formerly known as Underpinning Knowledge) refers to the competency that involves in applying knowledge to
perform work activities. It includes specific knowledge that is essential to the performance of the competency.
 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.

 Range of Variables describes the circumstances or context in which the work is to be performed.

 Evidence Guide is a component of the unit of competency that defines or identifies the evidences required to determine the competence of
the individual. It provides information on:

o Critical Aspects of Competency refers to the evidence that is essential for successful performance of the unit of competency.

o Resource Implications refers to the resources needed for the successful performance of the work activity described in the unit of
competency. It includes work environment and conditions, materials, tools and equipment.

o Assessment Method refers to the ways of collecting evidence and when evidence should be collected.

o Context of Assessment refers to the place where assessment is to be conducted or carried out.

1
 Descriptions are lifted from Training Regulations Framework

Lesson 2: Understanding Competency-Based Curriculum

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

 Determine elements of Course Design and Module of Instruction

 Analyze importance of Module of Instruction in constructing session plan
 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.

CBC can be developed immediately when competency standards exist.

When competency standards do not exist, curriculum developers need to clearly define the learning outcomes to be attained. The
standard of performance required must be appropriate to industry and occupational needs through the industry/enterprise or specified
client group consultations1.
1
  Information listed are lifted from Training Regulations Framework

Understanding the Course Design

Competency-Based Curriculum consists of Course Design and Module of Instruction. Course Design serves as the blueprint and sets
the structure in delivering the training program, while Module of Instruction serves as the course outline, and is derived from the
course design, and contains detailed information on what and how to teach each unit of competency.

Course Design is based on competency standards set by the industry or recognized industry sector. Learning system is driven by
competencies written to the industry standards1.
The first page includes the following: 

 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.

The following are listed on its next page: 

 Course Structure is a course matrix, and includes details on module title, learning outcomes and nominal hours per unit of competency.
 Unit of Competency is a component of the competency standard stating a specific key function or role in a particular job or occupation
serving as a basis for training an individual to gain specific knowledge, skills and attitude needed to satisfy the special demands or requirements
of a particular situation1.
 Module Title is the name of the module derived from the unit of competency.
 Learning Outcomes are the set of knowledge, skills and/or competencies an individual has acquired and/or is able to demonstrate after
completion of a learning process – either formal, non-formal or informal 3.
 Nominal Hours refers to the estimated training period usually expressed in hours wherein the learner is expected to complete a particular
training module of program 2.

The following are listed on its next page: 

 Resource is the part where recommended tools, equipment and materials to be used are listed.
 Assessment Methods refers to the ways of collecting evidence and when evidence should be collected1.
 Course Delivery refers to the classroom teaching methodologies that can be applied for the entire module instruction.
 Trainer’s Qualification refers to the identified minimum experience and competencies the trainer for the course must possess.

READING # 1:
Competency-Based Curriculum  downloded
Sample: Comptency Based Curriculum https://www.tesda.gov.ph/Download?SearchTitle=&Searchcat=Regular+-
+Competency+Based+Curriculum+%28CBC%29
  Training Regulations Framework2 Procedures Manual on Program Registration3 Terminology of European Education and Training Policy,
1

Cedefop, 2008

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.

The document consists of the following: 

 Unit Title is a learning outcome statement which describes the area of competency related to the content of work. (e.g. Maintain
Computer Systems)

 Module Title describes the outcome of unit of competency. Gerund is used as subject. (e.g. Maintaining Computer Systems)

 Module Descriptor refers to the brief statement of scope, coverage and delimitation of the module.
 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)

 Summary of Learning Outcomes refers to the consolidated statements of desired end result to be attained after each session.

The succeeding pages of Module of Instruction are the following: 

 Assessment Criteria is the standards used to guide learning and to assess learner achievement and/or to evaluate and certify
competence 2.

 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.

 Methodologies refer to the list of methods to be used in a particular session.

 Assessment Method refers to the technique/s used to gather different types of evidences.

1
 Procedures Manual on Program Registration2 SAQA 20133  CEDEFOP 2008
 Lesson 3: The Session Plan
Objectives
At the end of the session, you should be able to:

 Identify parts of a session plan

 Derive learning outcomes using Competency Standard (CS) and Module of Instruction (MOI)
 Determine guidelines in organizing learning content
 Distinguish training method and approaches according to learning activities, purpose, learning style, and practice-based learning
 Organize learning activities using Present-Practice-Feedback and Nine Events of Instruction
 Identify formative and summative assessment methods or tools
 Enumerate steps in preparing session plan
 Prepare an effective session plan

Introduction
An organized training session is the key to meaningful learning; thus, a prepared session plan is needed to make every lesson a
success. Each session plan is derived on Competency-Based Curriculum, and anchored on Competency Standard to ensure that the
training provided is world-class, high-quality skills education.

Listed below are the guide questions that we need to address at the end of the lesson:

 What are the elements or parts of a session plan?

 How to derive learning outcomes from MOI & CS?
 How to organize learning content?
 How to select appropriate training method according to learning activities? Purpose? Learning styles? Practice-Based Learning?
 How do we transfer knowledge and skills?
 What learning activities are recommended in skills acquisition?
 What evidences will we use in assessment?

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.
Elements of a Session Plan
Session Plan, same as Training Plan or Lesson Plan, is a written document prepared by the trainer that shows logical order of
activities that he wants to happen in a training session.
 It gives trainer and his learners an overview on where they are and where they are going. It serves as record of training sessions and as
a starting point for additional training. It is also extremely helpful for a trainer who takes over another session.

1. Industry Sector identifies the industry where the job is classified (e.g. Information and Communication Technology).

2. Qualification Title and Level

a. Qualification Title refers to the name of the formal certification or recognition.

b. Qualification Level refers to the category of skills and knowledge required to do a job.

3. Unit of Competency is a component of the competency standards stating a specific key function or role in a particular job or occupation;
it is the smallest component of achievement that can be assessed and certified under the PTQF 1.

4. Module Title describes the outcome of unit of competency. Gerund is used as subject. (e.g. Maintaining Computer Systems)

5. Learning Outcomes are the set of knowledge, skills and/or competencies an individual has acquired and/or is able to demonstrate after
completion of a learning process – formal, non-formal or informal 2. Each learning outcomes has its own set of learning activities.

6. Introduction contains information meant to motivate, and orient the student on the objective and what will be expected of them. It also
includes the correlation of the current lesson to the previous session, and its relevance to the training program.

7. Learning Activities is used to support learning. It conveys content, create meaning, and support development and transfer of
skills/knowledge through practice and experience 3.
 a. Learning Content refers to the topics and activities which make up what is learned by an individual or group of learners during a
learning process 4.

b. Teaching Methodology refers to the list of methods to be used in a particular learning content.

c. Presentation shows instructional materials and or methods to be used in introducing the content.

d. Practice shows instruction sheets and self-check test to be used by the learner in applying and concretizing learning.

e. Feedback includes evaluation of performance and reference to the answer key.

f. Resources includes list of tools, materials and equipment to be used per learning content.

g. Time refers to the estimated minimum training period usually expressed in hours wherein the learner is expected to complete a
particular learning activity.

o Assessment Plan is the overall planning document for the assessment process and includes a range of information to guide trainer
on the method of assessment to use and its scope.3

o Teacher’s Reflection is the part where the trainer documents or records what has occurred during training and includes notes on
sufficiency of learning content, training method, instructional material and evaluation methodology to improve session plan. It may also consist
of observed skills performed outstandingly, learners’ feedback while using Competency-Based Learning Materials (CBLM), and teacher’s
feedback regarding results of evaluation.

Download #5:
Sample Session Plan (downloaded)

1
 Training Regulations Framework2 Terminology of European Education and Training Policy, Cedefop, 2008.3 VET Glossary 20124 CEDEFOP
2008

Derive Learning Outcome

 (video) https://www.youtube.com/watch?v=hN0h6zSugfQ&feature=emb_logo

Plan Training Session: Derive Learning Outcome

Learning Outcome is the set of knowledge, skills and/or competencies an individual has acquire and/or is able to demonstrate after
completion of a learning process, either formal, non-formal or informal 1.
Where do we get these learning outcomes? The learning outcomes are lifted from the Module of Instruction, derived from the Course
Design, which are all anchored from the Competency Standards.

As a whole, we could infer that each unit of competency has numerous learning outcomes, and every outcome has its own learning
activities.
1
  European Education and Training Policy, Cedefop, 2008

Determine and Organize Learning Content

Learning Content refers to the topics and activities which make up what is learned by an individual or group of learners during a
learning process 1.
Listed are guidelines in determining and organizing Course Content: 

 Review Competency-Based Curriculum and determine essential topics and activities.

 Review required knowledge or skills and range of variables from the Competency Standards.

 List the content or topics gathered from CBC and CS. Include additional topics if necessary.
 Organize the content. This will help learners store information in their long-term memory.

Sort content or topics according to:

o simple to complex task

o known to unknown

o whole to part and back to whole

o concrete to abstract

o particular to general

o observations to reasoning

o point to point in logical order (or in sequential order)

Sorting the content will help learners store information in their long-term memory. It needs to be in manageable chunks to let the
learner process new information easily. It also needs to be progressive leading down to a learning pathway. It is also important to link
information so that learners could understand the big picture together with its specific parts 2.
1
 CEDEFOP 20082 NVSC Handbook

Identify Appropriate Training Methodology and Techniques

It is essential to identify appropriate training methodology after determining the learning outcome and content.

Training Methodology refers to how subject matter is going to be dealt with in a broad sense (e.g. lecture, group discussion, role
play, demonstration, etc.), while Techniques are the variation of the method (e.g. under Small Group Discussion (SGDs), the methods
could be fish bowl, brainstorming, plenary, etc.)1
 To select appropriate teaching method, a trainer should consider the following:

 learning outcomes is the primary basis for selection

 nature of the subject and types of performance specified
 needs, interests, abilities and level of maturity of the learner
 available time and resources
 capacity of the trainer

A trainer knows well that a single method will not be sufficient to make each adult learning session successful. A skilful teacher must
use various methods and techniques necessary to hold the attention of adult learners to improve their learning efficiency.

Listed below are training methods according to learning activities, purpose, learning styles, and practice-based learning:
 Recommendation in choosing appropriate training method:

Listed are methods in teaching CBT skills and competencies: 2

 Most useful for acquisition of declarative knowledge

o reading

o lecture/talks

o modelling
 Most effective in enhancing procedural skills

o enactive learning like role-play, self-experiential work

o modelling

o reflective practice

 Helpful in improving reflective capability and interpersonal skills

o self-experiential work

o reflective practice

READING # 2
Training Guide and Teaching Techniques, pp. 29 - 47 (downloaded)

1
 Participatory Training Methodology & Materials, UNESCO2 Bennett-Levy et.al.

Presentation-Practice-Feedback: Ensure Student-Centered Learning Activities

Video https://www.youtube.com/watch?v=_ASRUdzOq5Y&feature=emb_logo

Plan Training Session: Presentation-Practice-Feedback

The Presentation-Practice-Feedback part of the session plan ensures active learning. Active-learner centered approach is one of the
niches of CBT. This is influenced by the principles of learning theories – Behaviorism, Cognitivism and Constructivism.
Experts in behaviorism - Thorndike, Skinner and Watson - believe that ‘learning consists of strengthening of the relationship between
stimulus and response’. Stimulus evokes and rouses a specific reaction under the control of the trainer. Response is the reaction of the
trainee to the stimulus.

To apply this theory, the trainer presents or demonstrates a certain skill that serves as a stimulus. Then the trainee, in response to the
stimulus, will strengthen the connection through practice. Lastly, the trainer will give either positive or negative reinforcement.
Trainer can give positive feedback to retain or increase frequency of behavior, and negative feedback to weaken and correct the
behavior. Remember, most of the activities are skills-based, and this mechanism can be applied to enhance learners’ competencies.

Presentation includes instructional materials and methods used in introducing the content which serves as the
stimulus, Practice includes list of instruction sheets and self-check tests used by the learner to enhance one’s competence and serves
as the response of the learner, while Feedback includes reference to the answer key, as well as the evaluation of trainee’s performance
which serves as the reinforcement.

Organizing these learning activities is also made easy with the use of Nine Events of Instructions (Gagne).

Nine Events of Instructions The goal of teaching is to transfer knowledge, skills and attitude. We are also teaching them how to
learn, and not how to know. Take note that the transfer of information is in a sequential manner, and can be done best using
Gagne’s Nine Events of Instruction.
Gagne proposed “an instructional design that follows systematic approach”. Use these learning events to produce engaging and
meaningful instruction..

The following are the nine steps:

 Plan the Assessment
Assessment is employed as means of collecting evidences that would help determine the individual’s achievement of competencies
required in the workplace or training needs to develop the competencies required in the workplace1.
Institutional Assessment is an assessment undertaken by the institution for its students to determine their achievement of the learning
outcomes in the module of instructions in given unit of competency or clusters of competencies 2.
Forms of Assessment are3 :

 Formative Assessment assists learning by providing feedback about students’ performance and progress. This non-graded type of
assessment keeps its record in the Progress Chart.
 o Diagnostic Assessment is a type of formative assessment used to diagnose areas of weaknesses and strengths. It is used to identify
learner’s gap in knowledge.

o Recognition of Prior Learning (RPL) allows a person to obtain recognition and credit for their knowledge and skills. This can
include previous and or current competencies acquired based on their work or life experiences.

 Summative Assessment is the final assessment of competence. Assessor makes the final judgement when the trainee feels confident to
demonstrate his performance. He records the performance using the Achievement Chart.

These forms of assessment will make use of different assessment methods. Given are different assessment methods with its evidence
gathering tool:

Assessment method/s describes the approach that is used for collecting evidence required to prove the competence of an individual
while Evidence Gathering Tool or Assessment Tool refers to both the instrument* and the instructions** for gathering and interpreting
evidence. 

*Instruments are the specific questions or activity developed from the selected assessment method/s. 

**Instructions are the information/instructions given to the candidate and/or the assessor regarding the conditions under which the assessment
should be conducted and recorded. 
 1
 CBT Primer2 Training Regulations Framework3 NVSC Handbook

Prepare the Session Plan

Summary in Preparing Session Plan
1. Prepare the following before writing a session plan:

o Summary of Trainees’ Needs

o Session Plan Template

2. Write the Learning Outcome

o Derive Learning Outcome from Module of Instruction

3. Determine and Organize Learning Content per Learning Outcome

o Derive learning content from Module of Instruction & Competency Standard

o List the required skills and knowledge and organize the content

4. Choose appropriate Training Methodology and Techniques

o Identify basis in selecting appropriate teaching methods and techniques

o Determine training methods according to either learning activities, purpose, learning styles or practice-based learning

5. Determine activities for Present-Practice-Feedback. Organize the learning activities with the use of Gagne’s Nine Events of Instruction.

6. Identifying various assessment methods to complete assessment plan.

7. Review the written session plan

Download #6:
Session Plan Template (downloaded)

Unit 4: Preparing Instructional Materials

Lesson 1: Introduction to Competency-Based Learning Materials (CBLM)

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

 Describe Competency-Based Learning Materials

 Identify advantage of using Competency-Based Learning Materials

Introduction
Competency-Based Learning Materials aids in teaching and learning process. These are self-instruction materials that help our trainees
learn certain skills independently.

Competency-Based Learning Materials (CBLM)

Competency-Based Learning Materials (CBLM) refers to the print and non-print instructional media which are used as guide in
learning workplace activities.
These are tools used to support learning activities. Examples include: workplace practice, worksheets, workbooks, prepared case
studies, prepared task sheets, prepared topic/unit/subject information sheets, prepared role-plays, prepared presentations and
overheads, prepared scenarios, projects, assignments, materials sourced from the workplace, e.g. workplace documentation, operating
procedures, specifications and prepared research tasks1.
These learning materials are used to make the task of a teacher possible - to make abstract ideas concrete, teachable and
understandable. This makes the media and materials a genuine tool in making the independent learning process possible.
1
  VET Glossary

Lesson 2: Preparing Competency-Based Learning Module

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

 Identify parts of competency-based learning module

 List procedure in preparing instruction sheets
 Prepare Information Sheet, Task/Operation/Job Sheet and Performance Criteria Checklist

Introduction
Competency-Based Learning Module refers to the print-based materials used by learners during the training process. Preparing it is
essential in transferring knowledge and skills.

To come up an effective training material, consider the audience and the use of the materials. Thus, we anchor our materials on adult
learning principles and learning style preference.

If you find yourself struggling in writing, you may find Robert Gagne’s Nine Events of Instruction useful in providing structured
approach in preparing and developing your materials.

Key Elements of Competency-Based Learning Module

 Competency-Based Learning Module refers to the print-based instructional materials used as guide in learning workplace activities.
Preparing print-based instructional materials allows you to practice your creativity, thus modifying the pages and its appearance are
allowed.

Listed are the key elements of competency-based learning module:

A. Preliminary Pages

a. Front page

b. How to use this learning material is learning guide that contains direction on how to use the printed material.

c. Module Content contains list of parts of learning module; known as table of contents.

B. Instruction Sheets per Learning Outcome 

a. Information Sheet is used to provide and transfer required knowledge-based information needed to achieve learning outcomes.

b. Self-Check with Answer/Model Key provides immediate feedback of trainees’ progress.

c. Task Sheet is used for teaching a single basic task.

d. Operation Sheet is used for teaching a single basic operation with the use of a particular tool or equipment.

e. Job Sheet is designed to give instruction to complete a specific work or job.

f. Performance Criteria Checklist is used together with task sheet, job sheet and operation sheet to document presence or absence
of knowledge, skills and attitude.

g. Optional Instruction Sheets :

  Assignment Sheet includes problems to be solved, questions to be answered or reading to be done.

 Experiment sheet is useful in the lab to aid students in performing tests or trial problems to demonstrate scientific
principles.

 Project Planning Sheet is used in industrial arts and exploratory courses that allows for much more student participation
in planning than does the job sheet and used to outline a personal project to be completed in the lab.

 Worksheet is a printed form that is filled in the process of gathering data or solving problems.

Developing CBLM
Factors to Consider in Developing CBLM
In developing learning materials, trainer often focus on what the curriculum asks for, even if there are number of factors to consider.
Note that there are various factors to consider in developing CBLM.

Factors to Consider in Developing CBLM:

1. Principles of Competency-Based Training

2. Competency-Based Curriculum or Training Regulations, giving great consideration to Dimensions of Competency
3. Trainees Characteristics which includes Characteristics of Adult Learners, Learning Styles, and Socio-cultural Background
4. Availability of the books and other references
5. Capability of the learning materials developer

Competency Based Training (CBT) is characterized as individualized and self-paced, and this is made possible through the use of self-
paced learning materials with which learners study on their own at their own pace. Some of the principles of competency-based
training are as follows:
 Learning is based on competency required in a workplace.
 Training is geared toward performance activities.
 Criteria in assessing are based on workplace standard.
 Assessment uses actual performance or evidence related to work requirement.

Reason for Using CBLM in Training

The efficiency and effectiveness of the delivery of Competency-Based Training is dependent on the quality of the learning materials.
A well-designed CBLM must support the CBT principles such as:

Learning is self-paced. CBLM is designed to be self-paced. It is devised to guide students to learn what needs to be learner and how
to learn it.

Learning is student-centered. CBLM is contrived to provide information to the trainee on how to access the necessary theoretical
inputs. Teacher intervention is reduced encouraging self-reliance on the part of the student.

Develop learning mastery. With the learning materials at his disposal, the learner has the opportunity to repeatedly practice a task
until mastery is attained. There is immediate feedback on achievement of learning. CBLM employs a feedback mechanism. The
feedback informs the learner or instructor if the learner is ready to proceed to the next learning level.

Training is well-planned. In developing CBLM, planning is necessary to make the material effective and efficient. This reduces the
possibility of missing a necessary underpinning knowledge.

Preparing Instruction Sheet: Preparing Information Sheet & Self-Check Test

Video https://www.youtube.com/watch?v=LkRxmIJ1yxg&feature=emb_logo

Plan Training Session: Preparing Instruction Sheet

 Preparing Information Sheet

Information Sheet is a form of instruction sheet used to provide and transfer knowledge-based information needed to achieve
learning outcomes. Information could be about new procedure, technique or technical data needed to do an assigned job. The trainer
should prepare the sheet if there are no resources available.

Parts of information Sheet:

A) Learning Objectives
It defines the expected aim as the result of instruction. It contains a verb and an object. Verb refers to the action intended while the
object describes the knowledge expected to acquire.

Example: Know* what are the components of learning module or CBLM

Better: Identify the components of competency-based learning module.

* Avoid using ‘know’, ‘understand’, ‘learn’ and other verbs that are too broad. Choose appropriate verb using Bloom’s Taxonomy of
Objectives.
B) Introduction or Overview
It presents the general idea of the lesson and contains relevance of the topic to the job role or description. It also integrates previous,
current and next learning content.

C) Body or Text
It contains knowledge and skills needed to develop a certain skills.

Guidelines in Preparing Information Sheet:

 Information should be recent, precise, and suitable to the interest and reading level of the students.
 Make the information sheet eye-catching and easy to read. The layout, illustration and reproduction should be clear and attractive in
appearance. This sheet, commonly used in self-paced learning, should persuade trainees to read and comprehend the material.

 Supplement words with illustration and diagram for clarity

 Material used should be usable and easy to file, and then have it punched for filing purposes.

 Acknowledge the sources of information. Note on the sheet if much of the material is taken from it because doing this will prevent
plagiarism (or use others’ idea without giving credit to the author).

Self-Check and Model Answer

Self-Check Test is a formative assessment tool that provides immediate feedback of trainees’ progress. It is usually answered at the
end of every information sheets; followed by its corresponding model/answer key for self-assessment.

Self-Check Test has no recommend number of items and or specified test type. Its preparation will be further discussed in the lesson
‘Preparing Assessment Instruments’.

Download #7:
Information Sheet Template (downloaded)
Sample Information Sheet ( downloaded)
 Preparing Instruction Sheet: Preparing Task/Operation/Job Sheet

Video https://www.youtube.com/watch?v=dggjlRrS0Ts&feature=emb_logo

Plan Training Session: Preparing Task/Operation/Job Sheet

Task Sheet is a form of instruction sheet used for teaching single basic task. It provides step-by-step instruction for a specific skill to
achieve a particular learning outcome. Task sheets in dusting and floor cleaning are examples of these.

Operation Sheet is a form of instruction sheet used for teaching single basic operation with the use of a particular tool or equipment.
Example of operation sheets are the use of vacuum cleaner and floor polisher.

Job Sheet is a form of instruction sheet designed to give instruction to complete a specific work or job. It is the integration of
instructions from several task and operation sheets headed to retain the information longer.

An example of topic for a job sheet is cleaning a check-out room. To complete the work, one must remove dust using vacuum cleaner
and clean the floor using floor polisher.
Guidelines in Preparing Task/Operation/Job Sheet:
 Develop a specific performance objective based on its elements – condition (prerequisite for completing the
action), performance (observable behavior expected) and criterion (basis of comparison in evaluating)
 List the supplies, materials, tool and equipment needed
 List clear and explicit procedures involved in sequential
 Include illustration or diagram to ensure clarity in doing the job
 Note the critical points in the job
 Indicate safety standards procedures to be used and preventative measure to observe
 List suggested references that can be used to obtain additional information
 Specify the assessment method or criteria to evaluate trainees’ performance
 Include an estimate time required to complete the job
 Properly used instruction sheets can help the trainer maintain the updated content, as well as the quality of training program. It also
eases trainer’s task in constant repetition of information; and allows trainees to work on their own and make them productively busy.

Download #8: 
Task/Operation/Job Sheet Template (downloaded)
Sample Task/Operation/Job Sheet ( downloaded)

Preparing Instruction Sheet: Preparing Performance Criteria Checklist

Performance Criteria Checklist is an assessment tool used to document presence or absence of knowledge, skills and attitude. This
checklist, answerable by yes or no, can be found after each task, operation and job sheet.

Guidelines in Preparing Performance Criteria Checklist:

 Criteria should be clearly stated and specific enough to provide evaluation guidelines

 Establish criteria based on each of the following factors:

o work quality/workmanship

o duration in completing task

o proper use of tools/equipment & materials

o standard safety precaution while doing the task

o aspects of work performance, or known as Dimensions of Competency

 Ensure that criteria are anchored with Competency Standards to guarantee effective workplace performance
 Note the critical criteria in determining competence

Download #9:
Performance Criteria Checklist Template
Sample Performance Criteria Checklist

Unit 5: Preparing Assessment Instruments

Lesson 1: Preparing Assessment Instruments

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

 Recognize different assessment instruments

 Construct evidence plan, written test, table of specification, performance test and questioning tool.
 Develop a good assessment instrument

Introduction
Developing assessment instruments follows after we prepare the learning materials. These assessment instruments are important for
both trainer and trainees. It is the tool used to verify trainees’ competency and this is what we use to gauge effectiveness of our session
plan and learning materials.
 In this lesson, we will focus not only on familiarizing template but more importantly on preparing them.

Preparing Evidence Plan

Video https://www.youtube.com/watch?v=4iyt77xdTq8&feature=emb_logo

Plan Training Session: Preparing Evidence Plan

In developing evidence plan, we need to identify the evidence to gather. Evidence is the information gathered that serves as proof of
competency, and has two forms – direct evidence (observed or witnessed by the assessor) and indirect evidence (reviewed or
examined by the assessor). It must be valid, sufficient, current and authentic.

These evidences must be the scope in preparing the evidence plan. Evidence Plan is a document checklist that identifies evidence
requirements and assessment methods to be used. It is a guide for the assessor to make sure that the appropriate method of assessment
will be executed and will produce all the needed evidence in assessing the candidate.

Procedure in preparing Evidence Plan:

1. Review Assessment Criteria in Module of Instruction.

2. List down all evidence requirements taking note of the following:

o All critical aspects of competencies included

o Evidence Requirement for Four (4) Dimensions of Competency

o Required Knowledge and Skills

3. Obtain the template.

4. Write the evidence requirements on the first column.

5. Identify evidence gathering methods to use and place it in designated columns.

6. Place a check mark to specify what assessment method to use for each evidence requirements. To establish corroboration of evidence, use
at least two methods per criteria.

7. Review the output or consult other experts.

Download #10:
Evidence Plan Template downloaded
Sample Evidence Plan downloaded

Preparing Evidence Gathering Tool

Evidence Gathering Tool or Assessment Tool refers to both the instrument and the instructions for gathering and interpreting
evidence.

Examples of evidence gathering tool are written test, questioning tool and performance test that will be further discussed in this
lesson.

Preparing Table of Specification

 “Hinuhulaan lang naman ng titser natin ang exam natin” (Our teacher is just guessing the content of the exam), or “Hindi naman natin
napag-aralan yan, bakit kasama sa exam?” (We haven’t studied that topic, why is it included in the exam?) are some of the rants of
students before and after taking the exam. One strategy a teacher can use to rule out student’s doubt, increase consistency (reliability)
of exam and make accurate (valid) measurement is by preparing a table of specification.

Table of Specification (TOS), also called test blueprint, is an instrument used to align objectives, instruction and assessment1. This
serve as basis in test construction.
It has six (6) major elements intended to develop TOS for a comprehensive examination, which includes2:
 Balance among goals selected for examination
 Balance among levels of learning
 The test format
 The total number of items
 The number of items for each goal and level of learning
 The enabling skills to be selected from each goal framework

Procedure in preparing Table of Specification for a UNIT TEST

1. Obtain and review evidence plan to determine what evidence gathering tool to use.
2. Review Assessment Criteria in Module of Instruction.
3. Obtain the template.
4. Write the Learning Outcomes on the first column, and the Nominal Hours on the second column.

5.
Compute for the percentage of class time per Learning Outcome by dividing Nominal Hours with Nominal Duration, then
multiply it to 100.
For example:

To get the percentage of class time of LO1, divide 4.5 Nominal Hours to 40 hrs. Nominal Duration (or total number of
Nominal Hours).

4.5 / 40 = 0.1125

Then multiply it to 100 to get its percentage. 

0.1125 * 100 = 11.25%
6. Compute for the number test items by multiplying the desired/total number of test item by percentage of class time.
For example:

To get the number of test items for LO1, multiply 50 (or total number of test items) to 11.25% (percentage of class time).

50 * 11.25% = 5.625

To compute manually, multiply 50 by 11.25 then divide it by 100. 

50 * 11.25 = 562.5 / 100 = 5.625 

7. To determine the number of questions for each level of learning (lower/higher), refer to the behavioral verb at the start of each
Learning Outcomes and put the rounded up number of test items in the specified column. Use Bloom’s Taxonomy of
Educational Outcomes as reference.
 Below are examples of Bloom’s Taxonomy of Educational Objectives:

Number of items for Written Test, and even Questioning Tool and Performance Test, will be based on the Table of Specification.
Using Table of Specification guarantees that all aspect will be covered by the test, as it increases the validity and reliability of the test.

Download #11:
Table of Specification Template downloaded
Table of Specification Sample  downloaded

1
 Notar, Zuelke, Wilson & Yunker, 2004
2
 Carey 1998

Preparing Written Test

Written Test refers to the print or non-print evidence gathering tool used to measure trainees’ knowledge, skill and attitude. True or
false, multiple choice, matching exercise, completion items, and essay exam are examples of types of test.

Characteristics to consider in developing good test:

1. Validity refers to how well a test measures what it is purported to measure1. The test should match the assessment criteria written in
module of instruction.

2. Reliability refers to the degree to which an assessment tool produces stable and consistent results 1.
3. Fairness refers to the state of being true or factual, and not based on trainer’s preference.

Procedure in preparing written test:

1. Planning for the test:

o Outline the content and identify the learning outcome

o Review Competency Standard & Evidence Plan

o Prepare the table of specification

o Choose appropriate type of test (e.g. multiple choice, true or false, matching items etc.)

2. Preparing the test:

o Choose the items to be included according to the table of specification

o Construct the items based on the rules for the type/s chosen. Refer to the suggested reading, pp. 9 – 26

o Arrange the grouping and sequence of items

o Write the direction for the test and decide on the method of scoring

3. Analyzing and revising the test:

o Perform test analysis to determine difficulty, discrimination and reliability Retain or discard items based on the analysis outcomes.
Refer to suggested reading, pp. 4 – 8

Reading #3:
How to Write Better Tests, pp. 3 - 16 not available

1
 Phelan & Wren, 2006)
 Preparing Performance Test
Aside from the written test, a trainer can also use Performance Test to effectively measure the most critical aspect of each learning
outcomes. In CBT, performance test or demonstration is a standard test to determine competence.

Performance Test is an evidence gathering tool used to assess trainee’s skills based on authentic tasks. The actual performance of
competency is the primary source of evidence a trainer needs to gather to certify that the trainee has acquired the target technical
skills. This type of test is used in demonstration and on-the-job observation.

To collect such evidence, listed below are the guidelines in preparing Performance Test: 

 Keep the general instruction detailed yet concise. It should contain the standard expected and the allotted time for the performance to be
done
 Work performance, written as Specific Instruction, must be evident and measurable
 List the complete and exact available equipment, supplies, materials and tools
 Note that Performance Criteria Checklist will be used after each performance test as an assessment tool

Performance test enables the trainer to assess the procedure (or sequence of steps), the trainee’s level of competency and the outcome
based on standards.

Download #12:
Performance Test Template not available
Sample Performance Test downloaded

Preparing Interview Questions

 Questioning Tool is essential in expounding competencies not evidently demonstrated in written and performance test. It is used in
probing the breathe and depth trainees’ answers to ensure validity and reliability of assessment result.

Guidelines in Preparing Interview Questions:

 Questions can be derived from the following:

o Dimensions of competency such as task, task management, contingency management and job or role and environment
management skills

o Vocational or technical knowledge

o Workplace procedure and regulations

o Safety requirements

 Keep the question brief, structured, and focused on one key concept

 Use language at the suitable level of the candidate

 Use open-ended probing questions to clarify, confirm or supplement evidence by asking questions “what would you do if...”, “what if you
were using... instead of..?” or “how do you...?” rather than closed-ended questions

 Write a list of responses to ensure reliability of assessment

Download #13
Questioning Tool Template downloaded
Sample Questioning Tool downloaded

Unit 6: Organizing Learning and Teaching Resources

Lesson 1: Categorizing Areas of Competency-Based
Training
Objectives
At the end of the session, you should be able to:

 Enumerate areas of CBT facility

 Determine the importance of organizing workshop layout

Introduction
Areas in Competency-Based Training Facility must be organized. This planned workshop layout makes learning activities systematize
that will enable process of information easier than expected.
Categorizing Areas of Competency-Based Training
An organized workshop layout reflects how well-prepared a trainer is. He should ensure that the workshop area is safe, well-
sequenced and accessible for both him and trainee. Each area should allow individualized, self-paced learning and permit the learner
to enter and exit programs at different times and levels.

Having a good workshop lay-out will enable the trainer to facilitate training sessions well. It only means that competency-based
training environment differs from the traditional one. In a traditional set-up, teacher is positioned in front of the class, whereas in
CBT, the trainer walks and observes everyone.
 Nine (9) areas in a competency-based training facility are the following:

1. Practical Work Area is an area where trainees rehearse specific skill. It is sectioned into workstations that are arranged according to
hierarchy of competencies.
2. Learning Resource Area is an area where trainees do their self-paced learning. It is where learning materials - print or soft-copies - can be
found. Projects can also be done in this area.
3. Institutional Assessment Area is an area where trainer assess trainees’ knowledge – either by Recognition of Prior Learning, or upon
gaining competency from the module/s given. Skills assessment is done at the Practical Work Area. Note: Institutional Assessment Area and
Practical Work Area can be adjacent room so they can be merged depending on the layout of the room.
4. Contextual Learning Laboratory is an area where lecture-discussion is done. This is where learner would stay to study basic and common
competency in the context of their qualification.
5. Quality Control Area is an area where metrology, calibration and in-process quality control are being held.
6. 6. Trainers Resource Center is an area where trainer’s resources materials are kept. It is also a place where trainer generates training
materials.
7. Distance Learning is an area where trainees can access modules aside from the usual print and non-print media. Example is studying the
learning module by accessing TESDA website.
8. Computer Laboratory is an area where trainees are given chance to develop their IT competencies, as recommended in CBC. Example of
IT competency is the use of Microsoft Office Application.
9. Support Service Area is an area that offers value-adding competencies to address required skills.

Guidelines in Organizing CBT Training Facility:

 Equipments or machines should be installed by work station considering the unit of competencies and movement of the trainees
 Trainer or Assessor Qualification and National Certificates of trainer, and shop layout shall be posted inside the workshop area
 Labels, signage and posters like 5S, safety reminders, forms and schedules should observe uniform size and color and should be posted
appropriately and properly
 TRs, CBC, CBLMs should be available at the Resource Area and Learning Resource Center

Download #14:
Workshop Layout Sample downloaded

Lesson 2: Preparing Training Activity Matrix

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

 Describe the parts of Training Activity Matrix

 Prepare Training Activity Matrix

Introduction
Imagine a class where students do not know what to do, materials are inadequate and learning area is disorganized. Would that
learning activity be a success?

A trainer, once he enters the room, is assumed well-equipped and organized. Training will be a success if the activities, materials and
learning areas are carefully planned using the Training Activity Matrix.
Preparing Training Activity Matrix
Video https://www.youtube.com/watch?v=LgPpSIlszuw&feature=emb_logo

Plan Training Session: Preparing Training Activity Matrix

Facilitating a class which promotes self-paced learning and focuses on different learning activities is one tough job for a trainer.

Thus, a trainer is expected to organize learning and teaching resources with the use of the Training Activity Matrix. The Training
Activity Matrixis a tool used to schedule training activities, tools or equipment, and workstation area. It also serves as a guide for
learners to know what to do and where to go.
 To prepare the Training Activity Matrix, the trainer must identify first the basis in organizing and preparing resources. These are the
following:

 Session Plan
 Instruction Sheets (information sheets, task sheets, operation sheets, job sheets)
 Learning Guide
 Competency-Based Curriculum

Procedure in Preparing Training Activity Matrix:

1. Review the session plan and look for the common activities.
2. For each activity recognized, identify the teaching and learning resources specifications.
3. Assign an appropriate learning area for each activity.
4. List teaching-learning resources to use for each activity. Ensure that variety of materials will be given to the fit one’s learning style.
5. Finalize and review the Training Activity Matrix.

A Strategy to Facilitate Different Activities 

A trainer, as a facilitator of different activities, should have the ability to “withitness” or to be aware of what’s going on in the class
while doing something. It is compared to having eyeballs at the back of your head. It is the ability of a trainer to continually monitor
and manage the class at all times.

Following the Training Activity Matrix while having that ‘withit’ will help greatly in managing a class. These and more will be taught
on another unit of competency - ‘Facilitating Training Session’.

Download #15
Training Activity Matrix Template  downloaded
Sample Training Activity Matrix downloaded