Republic of the Philippines

Technical Education and Skills Development Authority

Region 02
SOUTHERN ISABELA COLLEGE OF ARTS AND TRADES
Santiago City

CBC Evaluation Instrument

Sector : Agriculture and Fishery Sector_________________________

Qualification : Agricultural Crops Production NC II_____________________
Unit of Competency :__________________________________________________
Name of Developer/ Trainer : Emercylisa M. Solanzo_______________________________
Institution of Developer : Southern Isabela College of Arts and Trades _____________

1) Please tick (/) YES if the curriculum complies with the statement and tick (/) NO if it does not comply;
Please refer it the Remarks/ Evidence Column to verify further your evaluation on the specific
component of the curriculum.

Remarks/Evidence

Course Design YE
No. NO
S With TR
No TR
With CBC No CBC
Exemplar Exemplar

 Must follow  Refer to Section  May refer to the Competency standard

course title 3.1: Training or unit of competency developed by
1. Course Title  specified in the Standards of the proponent;
CBC exemplar the TR with  Must describe the competency or
same title qualification to be learned and stated
in outcome term with an action word or
verb in present participle form.

 NC level of the proposed curriculum  NC level of the proposed curriculum

must conform to the TR of the must conform to the descriptor in the
qualification with the same title PQF.
3. NC Level   Verb and the learning activity
of a Competency must
conform to the descriptors in
the PQF
 Remarks/Evidence

Course Design YE
No. NO With TR
S
No TR
With CBC No CBC
Exemplar Exemplar
NOMINAL DURATION
 Must NOT be  Refer to Section  Total nominal duration includes
less than the 3.1 -Training Basic, Common and Core.
Nominal Standards of  Nominal duration in the curriculum is
4. duration the TR of the the estimated time of an average
Total nominal duration  specified in the Qualification trainee to perform the competency.
CBC as a with the same  Refer to the CBLM on Develop
minimum title. Training Curriculum on setting
requirement nominal duration.
 Must NOT be  Refer to Section  Nominal duration is the estimated
less than the 3.1 –Nominal time of an average trainee to perform
nominal Duration of the competency.
duration for Basic, Common
Basic and Core  Refer to respective nominal duration
5.
Nominal duration for Basic competencies  competencies competencies for Basic Competencies in the TR
specified in the under Training with the same NC Level
CBC exemplar Standards of
as minimum the TR of the
requirement same
Qualification
 Must NOT be  Refer to Section  Nominal duration is the estimated
less than the 3.1 –Nominal time of an average trainee to perform
nominal Duration of Basic, the competency.
duration for Common and
Common Core  Refer to nominal duration for
6. Nominal duration for Common
 competencies competencies Common Competencies in the TR
competencies specified in the under Training with the same NC Level and Sector
CBC exemplar Standards of the
as minimum TR of the same
requirement Qualification

 Must NOT be
less than the
nominal  Nominal duration is the estimated
duration for time of an average trainee to perform
7. Core the competency based on the
Nominal duration for Core competencies  
competencies objectives, contents of the course
specified in the and methodology used.
CBC exemplar 
as minimum
requirement

Remarks/Evidence

Course Design YE
No. NO With TR
S
No TR
With CBC Exemplar No CBC Exemplar
COURSE DESCRIPTION
8. Course description of the module,   Must conform to the  Refer to Section 3.1 –  Contains the purpose of the
includes the scope, coverage and course description Course Description under training program, scope,
delimitation. specified in the CBC Training Standards of the coverage, competency/ies to
exemplar. TR of the same be covered or learned based
Qualification. on the CS developed by the
 9. Specifies the unit/s of competency/ies
to be learned.
Conforms to the corresponding
10.
definition of the Qualification found in
Section 1 of the respective TR.
TRAINEE’S ENTRY
REQUIREMENTS
11.
Trainee’s Entry Requirements
There are additional entry
12.
requirements for the programs aside
those specified in the TR.
13. The reason for additional entry
requirement is specified.
 Refer to Section 1 -  Refer to Section 1- proponent.
 Definition of the Definition of the
Qualification in the TR of Qualification in the TR of  May follow Course
the same qualification the same qualification Description format used in a

CBC exemplar.
 Refer to Section 3.3-  Refer to Section 3.3-  It must indicate the type of
Trainee’s Entry Trainee’s Entry participant to be trained in
Requirements in the TR of Requirements in the TR of terms of their characteristics,

the same qualification or the same qualification as educational background; or
corresponding CBC the minimum requirements pre-required certification of
Exemplar skills or qualifications;
 The hiring industry or relevant industry sector may include additional entry requirements,

among others.
 Entry requirements that patently discriminate trainees/enrollees in terms of region, age, belief,
 race and similar characteristics/affiliations shall be avoided. (Source: Section 1 Article14 of
the 1987 Constitution -accessible education for all)

COURSE STRUCTURE
 Refer to corresponding
14. There is a separate course structure for
 Course Structure for
Basic Competencies. Basic, Common and
Core in the CBC
 May follow a table format with corresponding column for
15. There is a separate course structure for
 Module Title, Learning Outcomes and Nominal Duration and
Common Competencies. Assessment Criteria as written in a CBC Exemplar format

16. There is a separate course structure for


Core Competencies.

Remarks/Evidence

Course Design
No. YES NO With TR
No TR
With CBC Exemplar No CBC Exemplar

Unit Codes of Basic Competencies  Refer to Section 1 –List of Basic

17. N/A N/A Competencies with code in the TR
are specified
of the same NC Level.
Unit Codes of Common  Refer to Section 1 –List of
 Refer to Section 1 –List of Competencies with code in
18. N/A N/A Common Competencies with code
Competencies are specified the TR of the same qualification
in the TR in the same Sector.
Unit Codes of Core Competencies  May refer to the Materials on How
19. N/A N/A to Code the Units of
are specified
Competencies developed by QSO.
Core competencies follow the
20. prescribed clustering for program   Refer to TESDA Circular Nos. 11, and 22 s. 2012
registration.

 Refer to corresponding
TR/CBC with same
qualification title but must
include the following:
o GAD
21. Contents of Basic competencies 
o Greening Technology
 For Qualification in NC Levels I to
 Compare with Section IV, compare contents of Basic
2 -CS of the TR with Competencies in Section 2 -CS of
same qualification but the TR with same NC Level; Must
must include the include the following:
following as minimum
requirements:  GAD
 GAD  Greening technology

o Drug abuse prevention  Greening Technology  Drug Abuse Prevention

 Drug Abuse  The Basic Competencies for the

 Refer to corresponding
TR/CBC with same
qualification title
Contents of Common
22. 
competencies
 Compare with contents of
Core competencies in
Section 2-CS of the same
23. Contents of Core competencies  TR title
 Must follow module title
specified in the CBC
exemplar.
Prevention Qualification in the Diploma Level
must also be based in the Level 5
descriptor of the PQF.
 Compare with  For Qualification in NC Levels I to
contents of Common IV, compare contents of Common
competencies in Competencies in Section 2 -CS of
Section 2-CS of any the TR with same Sector & NC
TR in the same Sector Level.
 The Common Competencies for
the Diploma Level must again be
based on the descriptor of Level 5
of the PQF.
 Compare with  Compare with contents of Core
contents of Core competencies developed by the
competencies in proponent.
Section 2-CS of the  The Core Competencies for the
same TR title Diploma Level must be based on
the descriptor of Level 5 of the
PQF.
 Refer to Section 3.1:  May refer to the Competency
Training Standards of standard or unit of competency
the TR with same title developed by the proponent;

24. Module Title   Must describe the competency or

 Must follow Learning
Outcomes specified in the
CBC exemplar
qualification to be learned and
stated in outcome term with an
action word or verb in present
participle form
 Refer to the elements specified in every unit of competency
developed by the proponent and translated into learning activity.
It, begins with a verb;

25. Learning Outcomes   Specifies what the learners will learn, acquire and apply
particularly the knowledge, skills and attitudes aspect of the
specific competency element or Learning Outcome.

Remarks/Evidence

Course Design
No. YES NO With TR
No TR
With CBC No CBC
Exemplar Exemplar
INSTITUTIONAL ASSESSMENT
METHODS.
  Must follow  May refer to the Method of Assessment in the Evidence
assessment Guide portion of the specific unit of competency in the TR
methods of the same title or unit of competency developed by the
specified in the proponent;
26. Assessment methods  CBC exemplar
 Must describe how the performance of competency shall
be best measured using the following methods such as
written exam, demonstration, interview or portfolio among
others.
 This is an institutional assessment in a form of written test, demonstration,
interview or portfolio among others. This is not a national competency
assessment. Reason for additional assessment method must be specified. The
27. Additional assessment method 
purpose of assessment is to confirm that an individual can perform to the
standards expected at the workplace as expressed in relevant competency
standards.

COURSE DELIVERY
 Must follow Course delivery methods are chosen based on the Learning
Course Delivery Outcome, objectives and contents of the course, and must
specified in the vary as much as possible. Course delivery methods may
CBC exemplar include but not limited to the ff:
as minimum  Lecture/discussion – to present information and ensures
requirements that it is understood and remembered;
 Demonstration –practice of process of skills so that one
can understand and develop consistency in the skill
being learned;
 Group discussion- active involvement of trainees in
28. Course Delivery  expressing themselves about a certain topic;
 Experiment/simulation-exercises to simulate a situation
or incident to highlight interaction of trainees;
 Dual training- a mode of training wherein some portion of
learning is done in a workplace.
 OJT/SIT
 E-Leaning/Cyber Leaning
 Distance learning- trainees may choose their own
instructional time frame and interact with the learning
materials and instructor according to schedules.

29. Additional course delivery method 

RESOURCES
 Must follow as minimum  Resources” is one of the
30. List of tools  requirements specified under components of a Course Design,
Section 3.4- List of Tools, specifying the condition under which
Equipment and Materials in the TR the learning and assessment will
31. List of equipment 
of the same qualification title take place; It includes tools
equipment and supplies and
materials, access to learning
resources and equipment, manuals
and facilities needed
32. List of supplies and materials 
 May refer to Program Registration
Requirements no.2-b), c), d) & e)
submitted documents.

Remarks/Evidence

Course Design
No. YES NO With TR
No TR
With CBC No CBC
Exemplar Exemplar

TRAINER’S QUALIFICATION
  Must follow  Must follow  Appropriate National TVET Trainer
33.
National Certificate requirements  those specified those specified Certificate. Refer to TESDA Circular
in the TR under in the TR Nos. 13 and 13-A series of 2011.
Sec. 3.6: under Sec.
34.  Diploma or Training Certificate
Educational requirements  Trainer’s 3.6: Trainer’s
Qualification Qualification relevant to the course to be handled
 Years of industry experience must
be specified by the relevant industry
35.
Industry experience  sector through submitted
Employment Certificate signed by
the company supervisor or manager
 For Government position or
36. appropriate professional license
Civil Service Eligibility 
issued by the Philippine Regulatory
Commission

Evaluated By: Noted By:

SONITA D. CAMACAM PAUL L. OLANDAY