GUIDE FOR THE WRITTEN EXAMINATION:

CORE COMPETENCY NO. 1

PLAN TRAINING SESSION (10 Points)

1. What were the questions you asked yourself when you started to write the session
plan?

 Training Needs Analysis (Self-Assessment Guide)

 Learning Outcomes
 Time Allotment
 Resources
 Target Group
 Trainee‟s Characteristics
 Type of Assessment and Evidence

2. Where did you get the answers to your questions?

Based from:
 Pre-assessment / Training Needs Analysis
 Competency-Based Curriculum (CBC) / Module of Instruction
 Competency Standards / Training Regulations

3. Describe the components/elements of the session plan.

Elements:
 Industry Sector indicates where the qualification is classified
 Qualification Title and Level and its level; can be seen in the CBC or TR.
 Unit of Competencies – basic, common, core
 Module Title – init of Competency + -ing form of the verb (e.g. Operating)
 Learning Outcomes – learning blocks/units that comprise the module
 Introduction – part that intends to motivate students to learn
 Learning Activities – actions to achieve the learning outcomes stated
 Evaluation – evaluate achievement of learning outcome
 Teacher‟s Reflection – documentation of the conduct of training on unit of
competency

4. What factors did you consider when you selected your training methods?

 Learning Outcomes/Objectives
 Trainers (Instructors)
 Content
 Participants
 Training Techniques
 Time
 Cost
 Space, Equipment, Materials
 * Might also be alternatively asked by the assessors

Factors to be considered in the training design:

 Analysis – analyze learner characteristics, tasks to be learned, etc.

 Design – develop learning objectives, choosing an instructional approach, etc.
 Development – create instructional or training materials
 Implementation – deliver or distribute the instructional materials
 Evaluation – make sure the materials achieve the desired goals

5. How do you organize your learning events?

 Deductive Approach
 From simple to complex
 Robert Gagne‟s Nine Events of Instruction:
o Gain Attention
o Inform Learners of Objectives
o Stimulate Recall of Prior Knowledge
o Present the Material
o Provide Guidance for Learning
o Elicit Performance
o Provide Feedback
o Assess Performance
o Enhance Retention and Transfer

6. What assessment method did you choose for that particular session plan? Do you
think you made a good choice? Explain?

 Written/Oral suitable for factual/conceptual information

 Oral Questioning/Interview
 Demonstration – suitable to test understanding of processes/procedural
information
 Portfolio – suitable for principle-based information

The identified assessment methods are appropriate with the learning

outcome of the module of instruction.

7. When preparing the assessment tools, how did you consider validity and cost
effectiveness?

Validity is considered when the assessment tools are relevant to the

competency standards (content + objectives) and the dimensions of competency (task
skills, task management skills, contingency management skills, job/role
environment skills).

Cost-effectiveness is considered when the assessment tools are maximized

during the assessment activities.
 8. Why is it necessary to prepare a Table of Specification (TOS) when preparing your
written test?

 To ensure that the distribution of the questions will cover the topics
delivered/discussed.

9. Describe at least two adult learning principles that is always in your mind when you
are preparing a session plan.
*among the chosen principles,
Principles of adult learning: make own description

 Learning is most productive when the student is ready to learn

 Learning is most effective when it builds on what the student already knows
or has experienced
 Learning is most effective when students are aware of what they need to
learn
 Learning is made easier by using a variety of training methods and
techniques.
 Opportunities to practice skills are essential for skill acquisition and for
development of skill competency
 Repetition is necessary to become competent or proficient in a skill
 The more realistic the learning situation, the more effective the learning
 To be effective, feedback should be immediate, positive, and non-judgmental

FACILITATE TRAINING SESSION (10 Points)

1. Enumerate the activities you did before the arrival of your students.

 Prepare the training facilities according to the session requirements namely:

tools, equipment, and all learning materials.
 Prepare and set up all workstations (*except distance learning area – no need
to mentions)

2. Enumerate the events that happened in this session. Make your list as a series of
teacher and student activities. Do not elaborate on the content of the lesson. Based
on these events, was your lesson teacher-centered or student-centered? Provide a
reason for your answer.

 Explain the objectives and outcomes of the training

 Explain the learning and assessment process
 Ensure that presentation and training methods are appropriate
 Use training equipment and materials correctly
 Provide frequent advice and feedback to facilitate the learning process
 Provide ample practice opportunities
 Monitor trainee‟s readiness for assessment

*it is student-centered because the opportunities, resources, and guidance are

given to the trainees
3. Evaluate your choice of learning materials. State whether you like to change it or
not the next time you facilitate the same lesson. Provide a reason for your action.

 List of equipment, tools, supplies, and materials must be in accordance with

the session requirements.
 Must be appropriate and relevant to the expected/learning outcome and type
of learner.

4. Describe the type of questions you asked in this particular session. Why was it
necessary to ask these questions?

Questions like:
 “Did you understand the lesson?” and “Did you follow the instructions?”

 Extension/Reflection Questions
 Safety Questions
 Job/Role and Environment Questions
 Questions about Contingency/Infrequent Events
 Questions about Rules/Regulations

 Necessary because they help check if the learning outcomes have been
achieved.

5. How did you ensure participation from your students?

Learners must be oriented with:

 Competency-Based Training Delivery
 Course Delivery (Training Modes: Dual Training, Apprenticeship, etc.)

6. What document helps you manage class activities? Describe the use of this
document. Would you recommend other types of documents that can be used to
manage the class?

 Session Plan – main guide in delivering CBT

 Training Activity Matrix – guide for flow of CBT in the workstations

 Achievement Chart – monitor required projects and activities in the

attainment of skills of the competency

 Progress Chart – monitor the learning outcomes and competencies achieved

by each trainee

 Trainees‟ Record Book – monitoring tool for trainees in the Supervised

Industry Training or On-the-Job Training

 Trainees‟ Progress Sheet – monitoring sheet for industry training kept by the
industry coordinator; record trainee‟s accomplishment reflected from TRB
7. Describe an adult learning principle you always have in mind when you are
facilitating a session.
*among the chosen principles,
Principles of adult learning: make own description

 Learning is most productive when the student is ready to learn

 Learning is most effective when it builds on what the student already knows
or has experienced
 Learning is most effective when students are aware of what they need to
learn
 Learning is made easier by using a variety of training methods and
techniques.
 Opportunities to practice skills are essential for skill acquisition and for
development of skill competency
 Repetition is necessary to become competent or proficient in a skill
 The more realistic the learning situation, the more effective the learning
 To be effective, feedback should be immediate, positive, and non-judgmental

8. What assessment tools did you use in this particular session? Is there a need to
make improvements on the tools – why or why not?

 Written/Oral suitable for factual/concept information

 Oral Questioning/Interview
 Demonstration – suitable to test understanding of processes/procedural
information
 Portfolio – suitable for principle-based information

9. How do you provide feedback to your students? Is there a need to improve your
method(s)?

 Appropriate feedback mechanism is used to inform the learner of his/her

progress:
o Written feedback: Answer Key, Accomplished Performance Criteria
Checklist, Examination Result, Progress/Achievement Chart, TRB
o Verbal feedback with observation
 To be effective: should be face-to-face, immediate, positive, non-judgmental,
constructive
 Continuous participant interaction and feedback

10. Did you ask your student to evaluate the session? What did you learn from their
evaluation?

 Trainers should always ask their students to evaluate the session.

 Results are interpreted depending on the results of the session evaluation.
Strengths and weaknesses are noted for improvement.
SUPERVISE-WORK BASED LEARNING (6 Points)

1. How will you identify and establish a relationship with potential participating
companies?

 Prepare proposal letters for prospective industry partners, MOA, MOU

 Coordinate with proper officials/authorities

2. Will you write a training plan for your student? Why?

Yes. It ensures that the competencies to be learned should be relevant to the

competency-based curriculum (CBC) and that it is appropriate for the industry setting.

3. Before you send your students to the participating company, what preparatory
activities should you do? Why?

 Conduct orientation about the industry partner and setting to the students
and their parents
 Equip proper work values and attitude

4. How will you monitor the performance of the students? Why is this needed? When do
you provide the feedback to the students?

 Performance monitoring sheets, work journals, or work logs are used.

 Provide feedback on a regular basis as stated in the MOA (weekly, monthly,
etc.) so that problems encountered can be addressed.

5. If the participating company will make an unfavourable remark about the

performance of the students, what will you do?

 Get both sides of the story – talk to the supervisor and the student
 Address concerns depending on the offense/act committed

6. How will you evaluate the effectiveness of the work-based learning? Why is there a
need to perform such evaluation?

 Evaluation forms to be established by both industry partner and student

 Interpretation of results based from these to determine if the student has the
acquired the required skills and if the industry partner is suitable

MAINTAIN TRAINING FACILITIES (5 Points)

1. Sketch the layout of your classroom/laboratory/workshop.

*Layout should be accurate to what you prepared in your CBLM for your
qualification
 2. Enumerate the training equipment, and machines that are in your
classroom/laboratory/workshop. If there are too many, write it as a set of:

*List according to what is specified in your qualification

3. Enumerate the major maintenance and housekeeping activities performed by all

personnel involved in the maintenance of your classroom/laboratory/workshop. What
improvement will you recommend? Why?

 Schedule based on your maintenance plan(list according to the requirements

of your qualification)

4. What procedure do you follow to request for the purchase of additional tools,
equipment, and machines for your classroom/laboratory/workshop? What
improvement would you recommend for this procedure?

 Based on institutional policies; fill up proper request form

5. What is the SOP of your institution when equipment is found to be out of order?
Would you recommend an improvement to this procedure? Why or why not?

 Based on maintenance system and tag-out billing procedures

 The safety of the individuals should be kept in mind

6. Describe your institution‟s waste disposal system. If none, what can you
recommend?

 Reuse, reduce, recycle

 5S system of management: Seiri, Seiton, Seiso, Seiketsu, and Shitsuke

7. Describe your institution‟s recording and documentation of equipment/machine

maintenance and repair. If none, what can be recommended?

 Use maintenance system – have a log

 All activities to be recorded in the maintenance log

CORE COMPETENCY NO. 2

CONDUCT COMPETENCY ASSESSMENT (30 Points)

SET A

1. How would ensure that the evidence you gathered are sufficient and valid?

 The evidence requirements as stipulated in the evidence guide for each unit
of competency
 If the critical competencies are demonstrated
2. What would you do if the candidate cannot understand the language used in the
assessment documents?

 The assessor should be able to translate/explain the assessment documents in

the local dialect of the candidate

3. How do you ensure the confidentiality of the assessment process? Why is this
important?

 Orient candidates to refrain from using their cellphones inside the institution
venue
 Refrain from talking about the assessment procedures outside the venue and
to non-candidates
 Ensuring confidentiality is important to preserve the integrity of the
assessment procedures

4. What would you do if the workplace is unsafe for assessment?

 Assessor should re-align the venue according to the standards indicated in

the assessment requirements
 OHS and contingency policies should be observed in place

5. What would you do if an accident occurred during assessment?

 All assessment proceedings should be stopped and the safety of everyone

should be assured

6. What evidence-gathering method is used to assess the underpinning knowledge of

the candidate?

 Written Test and Interview – for underpinning knowledge

*Oral questioning is useful for validating other critical aspects not
observed
 Demonstration – for underpinning skills

7. How do you ensure that the assessment decision made is correct?

 Critical competencies are demonstrated and observed

8. What other evidence-gathering methods can be used to assess a competency?

 Multiple observations by the assessors of the candidate carrying out the work
activities
 Assessment of technical qualities or finished product
9. Define reasonable adjustment.

 Reasonable adjustment, sometimes called reasonable accommodation or

allowable adjustment is designed to ensure that all people are treated equally
in the assessment process.

10. What are the different ways of communicating feedback?

How to give constructive feedback on assessment proceedings:

 Ask the candidate to judge how well he or she performed
 Reinforce positive aspects of the assessment
 Ask the candidate to suggest areas for improvement
 Give feedback as soon as possible

Others:
 Discuss area for improvement in detail
 Discuss need for further evidence
 Inform candidate of your proposed final decision
 Work out ways in which the gaps from the assessment may be filled
 Remind the candidate of the next procedure
 Ask how you can improve assessment for other candidates in the future

SET B

1. What is it that you should do prior to the assessment activity?

 Inspect assessment area/venue if OHS is observed

 Check if resources, supplies, materials, tools, and equipment are readily
available and accessible

2. What will you explain during the orientation of the candidates?

 Context and purpose of assessment

 Qualification/Units of Competency to be assessed
 Tasks to be performed/Assessment Activities
 Evidence to be collected
 Needs of the candidates to be considered
 Allowable/Reasonable adjustments

3. What is the purpose of giving orientation to the candidates?

 Understanding of assessment procedures in line with the guidelines

 Understanding of tasks to be performed
 Policies to be observed for claiming of National Certificate (if found to be
„Competent‟), re-assessment conditions (if found to be „Not Yet Competent‟),
and for complaints and appeals
4. How do you make sure that the candidate taking the assessment is the same person
in the application form?

Verify and countercheck with:

 Admission Slip
 Valid Identification Card
 Attendance Sheet
 Signature

5. How do you make sure the candidate understands the tasks to be performed?

 Have him/her fill up the Self-Assessment Guide (SAG)

 Seek feedback regarding the candidate‟s understanding of the
Qualification/Unit of Competency to be assessed, evidence requirements, and
assessment process

6. What are the DO‟s and DON‟Ts of an assessor while observing the candidates
performing the tasks?

DO‟s DON‟Ts
● Ask relevant questions ● Distract the candidates
● Be tactful ● Intimidate, embarrass, or humiliate
● Stop the assessment in case accident ● Do not leave the assessment area during
is imminent the assessment proceedings
● Ensure safety of all individuals (OHS) ● Neglect/disregard needs of candidates

7. When the candidate‟s answer is wrong during the interview or oral questioning, do
you provide the correct answer immediately? Why or why not?

 Rephrase and ask the question if possible (3 times if needed)

 Provide the correct answer after probing efforts have been made

8. What should be the basis of your assessment decision? If you are in doubt, what
should you do?

 Base decision on the evidence collected

 Use oral questioning to validate other critical aspects

9. How should you provide the feedback? In case the candidate does not agree with
your decision, what would you do?

 Start from positive/strengths to negative/weakness and cite specific areas for

improvement
 To be effective: should be face-to-face, immediate, non-judgmental, and
constructive
In case the candidate does not agree:

 Explain that the assessment decision is based from the competency

standards
 Remind candidate about the orientation: conditions for re-assessment and
policies regarding complaints/appeals