Information Sheet 1.

3-2
Competency-Based Learning Module

Learning Objectives:
After reading this INFORMATION SHEET, YOU MUST be able to:
1. enumerate the preliminary pages of the CBLM;
2. describe the components of each page of the CBLM.

In the previous information sheet, we have discussed the factors to

consider when writing a CBLM. You learned how these factors would help
in planning for the development of the CBLM.
In this lesson, you will be introduced to the different parts of the
CBLM.

Parts of the CBLM

A. Preliminary pages
2. Front Page
3. Trainee’s Guide on How to Use the CBLM
4. List of Competencies
5. Competency Summary
6. Learning Outcome Summary
7. Learning Experiences

B. Instruction Sheets
1. Information Sheet
2. Self-Check
3. Task Sheet
4. Operation Sheet
5. Job Sheet
6. Performance Criteria Checklist

Date Developed: Document No.

CBLMs on Trainers July 2010
Methodology Level I Issued by:
Date Revised:
March 2012 Page 138 of 251
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Sessions Redilyn C. Agub
Revision # 01
Components of the front Page

Title:
Competency-Based
Learning Material is on
topmost part of the page

Picture:
The picture is an action
picture of the competency
with TESDA official lo o

Sector:
The sector to which the
qualification is classified.
This is specified in the
Training Regulations and
the Competency Based
Curriculum

Qualification Title:
The title of the
qualification as stated in
the Trainin Re ulations

Unit of Competency :
The unit of competency as
stated in the CBC

Module Title : The Unit

of Competency stated
with a verb in the present
participle (-ing) form

Name of the School:

The school that developed
the CBLM should be
reflected in the front or Document
cover page Number (control #)
as per institution’s
The Qualification Revision # QA system
Title and Module (Revision
number is A space for the
Title issuer of the
Institution 00 for the
first document
quality
assurance printing of
Date Developed, the
system and the
Date Revised and module) Page
institution’s
logo the Name of the Number

Date Developed: Document No.

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Date Revised:
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Trainees Guide on How to Use the CBLM
This is a page that gives instructions on how the CBLM Material is
used in training. A sample of the page is shown below.

Date Developed: Document No.

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Methodology Level I Issued by:
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List of Competencies – this page contains the Qualification Title on top of
the page. A table follows with the following columns:
a. Competency Number – the competencies should be numbered
as they are arranged in the TR.
b. Unit of Competency – The units of competency should be
reflected in this column as they are stated in the TR and the
CBC.
c. Module Title – The Module title is the unit of competency
whose verb is in the present participle (-ing) form.
d. Code – the unit code is indicated in the TR and the CBC of the
qualification. The Code should be copied as it is.

Note: The whole row of the module should be bold-faced and italicized to emphasize
that it is the competency discussed in the module.

Date Developed: Document No.

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Methodology Level I Issued by:
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Module Content– This page reflects the contents and the skills discussed in
the module particularly stated in the unit descriptor. In the unit descriptor,
you may include the underpinning attitudes, knowledge and skills. The
learning outcomes are listed in chronological order as they are listed in the
TR and the CBC although the learning outcomes maybe learned in no
particular order unless pre-requisites are needed. All Assessment Criteria
are summarized here.

Date Developed: Document No.

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Methodology Level I Issued by:
Date Revised:
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Learning Outcome Summary
This page is a summary of the learning outcome. Below is a sample
page.

Contents – These are the

topics particularly stated in
the TR either as content,
underpinning attitude,
knowledge or skill or as
deemed necessary to achieve
the performance criteria by
the trainer/developer

Assessment Criteria – These

are the performance criteria
identified in the TR as
measures to assess the
competence of the trainee.

Condition – This is a list of

workplace location,
equipment, tools, accessories
and supplies, and training
materials needed by the
training to attain competence
in the particular LO.

Assessment Method – this is

a list of expected assessment
method or instruments to
measure learning.

Date Developed: Document No.

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Learning Experiences – this page has the Learning Outcome number and
title and a table of all the activities for presentation, practice and feedback
the trainee can undergo for him to attain the required competence. Special
instructions are provided for the trainee to provide directions on the
following:
a. what training materials to secure
b. where to secure or access instructional materials
c. Information Sheets, Operation sheets, Task Sheets and Self-
Check to be used.
d. Recommended sequence of activities

Date Developed: Document No.

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 Self- Check of 1.3-2

Multiple Choice: Choose the correct letter that best describe the statement.
Write your answer in capital letter on your answer sheet.

1. This page has the Learning Outcome number and title and a table of all
the activities for presentation, practice and feedback the trainee can
undergo to attain the required competence this term refers to:
A. Learning Experiences
B. Learning Outcome summary
C. Module content
D. Module title
2. This is a page that contains the content, assessment criteria and
assessment method
A. List of competencies
B. Learning Outcome summary
C. Module content
D. Module title
3. This page contains the Qualification Title on top of the page and a
competency number, unit of competencies, module title and the code in
each column.
A. Front cover
B. List of competencies
C. Learning outcome summary
D. Module content
E. Unit of competencies
4. This page reflects the contents and the skills to be discussed as stated in
the unit descriptor.
A. Front cover
B. List of competencies
C. Learning outcome summary
D. Module content
E. Unit of competencies

Date Developed: Document No.

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Methodology Level I Issued by:
Date Revised:
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 TASK SHEET 1.3-2
Title: Write Preliminary Pages of the CBLM

Performance Objective : Given one Competency of the qualification

assigned to you, you should be able to write
preliminary pages of one module of your
qualification following the suggested templates.

Supplies/Materials : TR and CBC

Equipment : PC, printer with ink

Steps/Procedure:
1. Select one competency of your qualification.
2. Secure a copy of your Competency-Based Curriculum. You will
need this in this activity.
3. Draft the cover of the CBLM.
4. Using the sample templates given to you, write the trainees
guide in using the CBLM for this competency.
5. Write the page for the List of competencies. Highlight the name
of the competency you are developing. Make sure that the row
for this competency is italicized and bold faced.
6. Write the page for the Competency Summary.
7. Using the template, draft the learning outcome summary of the
LO of your choice.
8. Refer to the session plan you developed in LO 1 and draft the
Learning Experiences. You may go back to this page for
revisions later after you have finalized the contents of your
CBLM.
9. Evaluate your own output using the Performance Criteria
Checklist.
10. Present your work to your trainer.

Assessment Method:

Portfolio Assessment

Date Developed: Document No.

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Methodology Level I Issued by:
Date Revised:
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 Performance Criteria Checklist 1.3-2

CRITERIA YES NO
Are the following contents present on the pages
Cover
1. Title (Competency-Based Learning Materials)
2. Sector
3. School/Training Center Logo
4. Qualification Title
5. Unit of Competency
6. Module Title (gerund: ing)
7. Name of TTI
Preliminary pages
1. Instructions on how to use the CBLM are clear.
2. List of competencies highlighting the competency
in the module.
3. Summary of Learning Outcomes and Assessment
Criteria; must contain the following in conformity
with the CBC (Module of Instructions);
• Program/Course eg: SMAW NC II
• Unit of Competency
• Module Title
• Introduction
• Learning Outcomes
• Assessment Criteria(summary of all criteria
for the competency)
• Prerequisite
4. Learning Outcome Summary contain the following;
• Learning Outcome Title
• List of Contents
• List of Assessment Criteria specific to the
learning outcome
• Conditions (the list of resources that the
trainee will use to attain the learning
outcome)
• Assessment Methods

Date Developed: Document No.

CBLMs on Trainers July 2010
Methodology Level I Issued by:
Date Revised:
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Planning Training Revised by: NTTA
Sessions Redilyn C. Agub
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 Information Sheet 1.3-3
Instruction Sheets

Learning Objectives: After reading this INFORMATION SHEET, YOU MUST

be able to:
1. identify the types of instruction sheet in a CBLM;
2. discuss guidelines in developing the instruction sheet;
Preliminary pages of the CBLM discussed in previous information
sheets summarize the contents of the materials. In this lesson, we shall be
discussing the main pages of the CBLM called the instruction sheets.
In our efforts to standardize the format of the instruction sheets, we
will discuss the contents and format in this lesson. Guidelines and tips in
writing the instruction sheets will help you improve your writing skills.

Types of Instruction Sheets

Since instruction sheet is designed to guide the trainee on the
different things to be done to learn a unit of competency, different
instruction sheets will be required for different learning activities.
1. Information Sheet
2. Task Sheet
3. Operation Sheet
4. Job Sheet
We will discuss these sheets in detail as go on.

Guidelines in Developing Instructions Sheet

• Use language that is straight forward and is easily understood by the
trainees for whom the material is intended. Define new terms, and do
not use words or phrases that are unusual or ambiguous.
• Supplement the words with illustrations, pictures and diagrams for
greater clarity.
• Give specific directions that are clear and concise. Carefully think
through the sequence of directions.
• Limit each instruction sheet to one to ten sheets of paper if possible,
but avoid overcrowding the page.
• Separate the various items, points, or paragraphs by spacing, by
numbers, letters or bullets.
• Develop a uniform format for all instruction sheets so trainees can
easily find the desired information. Space the various divisions of the
Date Developed: Document No.
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 sheet – such as title, purpose, illustrations and text – to produce an
easily to read and attractive documents.
• Using underlining to emphasize or to distinguish between headings,
subheadings, and content.
• Be consistent in the use of terminology to avoid confusion.
• Include only relevant information. Avoid filling the sheet with
irrelevant or unnecessary information, no matter how fascinating it
may seem.

Information Sheet

Information sheet is not a copy or duplicate of an article from

magazine, newspaper or book. An information sheet is developed when
there are no resources available to explain the required information or to
summarize an article that illustrate new trends and technology and present
hard-to-find data. An information sheet is primarily designed to deliver
pertinent information needed in the attainment of a learning outcome.
A good information sheet has the following characteristics or conforms to
the following criteria:
1. Free from violation of copyright law
2. Contains information essential to the attainment of the learning
outcomes
3. Has a title that gives some idea of the coverage of the sheet
4. Approach in terms of content and presentation is appropriate to the
interest and reading level of the learner
5. The layout, text and drawings are attractive in appearance and legible
6. Has uncommon terms marked for further defining
7. Has acknowledgement per copied part of the sheet

Tips in writing Information Sheets

1. Make sure that the reading level matches that of your trainees
2. Use short paragraphs
3. Use short, concise sentences
4. Position illustrations to the side or just below the sentences referring
to the illustrations
5. Keep information sheet brief

Date Developed: Document No.

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Methodology Level I Issued by:
Date Revised:
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Parts of Information Sheet:

Learning Objectives

Introduction/
Overview

Body/Text

1. Learning Objectives:
Statements about what a trainee will gain from a course or activity.
These are specific statements about exactly what a trainee should know, be
able to do, or value as a result of accomplishing a learning goal.
Since the information sheet is more on the acquisition of knowledge
related to the main task/skill to be mastered, learning objectives for the
information sheets should be kept on a knowledge level.

Date Developed: Document No.

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Methodology Level I Issued by:
Date Revised:
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Guidelines for preparing Learning Objectives:

The following guidelines are provided to assist in the development of

appropriate learning objectives for a proposed educational experience:
Step 1. Describe the information, skills, behaviors, or perspectives
trainees in the session will acquire through attendance and
participation.

Step 2. Clearly identify the outcomes or actions trainees can expect to

demonstrate as a result of the educational experiences. See the
action words below.

Step 3. Write the learning objectives that relate to these outcomes and
that reflect the content of the session. Objectives describe the
behavior of the trainee, and:
 are stated clearly
 define or describe an action
 are measurable, in terms of time, space, amount, and/or
frequency.

Example of Measurable Action Words:

Explain, Compare, Evaluate, Differentiate, Identify, Analyze,

Describe, Formulate, Name, Define, Discuss, Assess, List

Note: Avoid the following action words: know, understand, learn and other
verbs that are too broad.

Make learning objectives SMART

Performance objectives should be SMART; that is, Specific,
Measurable, Achievable, Relevant, and Time Bounded.

Specific - Performance objectives must be very clear and detailed enough so

as to leave no room for ambiguity or misinterpretation.
Measurable - Always use a verifiable verb and describe an action that can
be seen and measured.
Achievable - Performance objectives should always be attainable.
Relevant - Performance objectives should be relevant to the performer –
they should relate to the objectives that matter to that person.
Date Developed: Document No.
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Methodology Level I Issued by:
Date Revised:
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Time bounded - Performance objectives are more effective if they are to be
achieved within a defined time frame.

2. The Introduction/Overview
The paragraph after the objective should be the “overview” or “recall
and rejoinder” statements. This provides the key concepts and allows you to
gain the interest of the learner from the beginning. Statements that contain
the following should be included:
1. how the topic/information will contribute to attainment of the main
skill to be mastered.
2. the connection between previous content to the current content and
the next content.

3. The Body/Text

The body of the CBLM should be the development of the lesson or the
content. It is not purely a statement of facts but it should be developing the
content in a way that will help trainees memorize facts, definition and
functions; analyze associations and connections to the other concepts; and
in some situations providing an opportunity for trainees to explore their
underpinning values and beliefs.

The following are the prescribed formats:

Information Sheet Code

The Information Sheet Code contains the Core Competency

Number.LO number-Information Sheet Number

Core
Competency
Number
Example:
Information Sheet 2.3-1
Content
LO number Number

Information Sheet Title

Date Developed: Document No.

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Methodology Level I Issued by:
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Font : Bookman Old Style
Font size : 14
Alignment : Center
Case : Title Case
Line Space : single

Body

Font : Bookman old style

Font size : 12
Alignment : Justified
Case : Sentence Case
Line Space : single
Space between paragraph: 6 pt after

4. Self-checks
Self-checks are sets of questions that would verify the acquisition of
knowledge stated in the learning objectives. There is no prescribed number
of items nor type of test for self-check. Number of items depends on the
content of the information sheet.

5. Answer Keys
Answer keys are essential feedback tools. Answer keys should always
follow a self-check so that a trainee can check his own answers immediately.
This allows for immediate feedback.

Other Instruction Sheets

Aside from the instructional sheets considered in the previous

discussions, the following instructional sheets maybe used to further
practice the learning contents or skills. These instructional sheets,
although not required, maybe used to enhance the attainment of required
competencies or to allow trainees to acquire knowledge, skills and attitudes
beyond the required competencies.

1. Assignment Sheet
This instruction sheet guides the trainee with respect to what
additional activity needs to be performed in order to master what has been
learned in the information, operation, or job sheet. The assignment may
include problems to be solved, questions to be answered, observations to be
made, readings to be done, or duties to be performed. This may include jobs
that cannot be completed within the training duration but when done,

Date Developed: Document No.

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greatly improves the skills of the trainees (e.g. research on consequences of
improperly joined wires).

2. Experiment Sheet
This is used to aid the trainee in performing tests or trial problems to
demonstrate scientific principles.

3. Project Planning Sheet

This instruction sheet is prepared by the trainee himself before the
project is built or put into operation. It contains the purpose, background,
and specification of the project and sometimes short term and long term
plans (e.g. install wiring in a residential area)

4. Worksheet
This is a printed form that is filled out by the trainee in the process of
gathering data or solving problems.

Date Developed: Document No.

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Methodology Level I Issued by:
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 Self Check 1.3-3

Multiple Choice:
Choose the best answer. Write the letter of your choice on your
answer sheet.
1. Learning Objectives of the information sheets should be SMART. S stand
for Specific. A specific objective
A. is clear and detailed
B. relates to the objective or skill to be mastered
C. observable and measurable
D. attainable
2. Which of the following verbs is a good action word for a SMART objective?
A. identify
B. know
C. learn
D. understand
3. Which of the following action words is in a knowledge level?
A. develop
B. explain
C. package
D. weld
4. Which of the following is contained in the body of the Information sheet?
A. introduction
B. objectives
C. title
D. development of the content/topic
5. Which part of the Information Sheet covers the review of the previous
lesson?
A. introductory paragraph
B. learning objectives
C. title
D. body/text

Date Developed: Document No.

CBLMs on Trainers July 2010
Methodology Level I Issued by:
Date Revised:
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 TASK SHEET 1.3-3
Title: Develop an Information Sheet

Performance Objective: Given one Learning Outcome of the

qualification assigned to you, you should be able
to develop an Information Sheet for all the
contents of your learning outcome following
standard format and guidelines.

Supplies/Materials : TR and CBC

Equipment : PC, printer with ink

Steps/Procedure:
1. Select one learning outcome of your competency.
2. Using your session plan as a guide, develop Information Sheet
of all knowledge contents of your chosen LO.
3. Follow the format discussed above.
4. Be sure to develop contents towards the attainment of the main
skill to be mastered.
5. Prepare a Self-check with answer key.
6. Present your work to your trainer.

Assessment Method:

Portfolio Assessment using the Performance Criteria Checklist

Date Developed: Document No.

CBLMs on Trainers July 2010
Methodology Level I Issued by:
Date Revised:
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 Performance Criteria Checklist 1.3-3

CRITERIA Yes NO
Information Sheet is free from violation of copyright law
Document contains information essential to the attainment of
the learning outcomes
The title of the sheet gives some idea of the coverage of the
sheet
Approach in terms of content and presentation is appropriate
to the interest and reading level of the trainee
The layout, text and drawings are attractive in appearance and
legible
Uncommon terms are marked for further defining
Acknowledgements are made per copied part of the sheet
Reading level matches that of your trainees
Paragraphs are short
Sentences are concise
Illustrations are located to the side or just below the sentences
referring to the illustrations
Information sheet is not too short but not too long
Prescribed format is followed with the following parts:
1. SMART learning objectives
2. Introduction
3. Body/Text
4. Self-Checks
5. Answer Key
Self-checks assess the knowledge contents in the information
sheet.
There is a model answer or answer key.

Date Developed: Document No.

CBLMs on Trainers July 2010
Methodology Level I Issued by:
Date Revised:
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 Information Sheet 1.3-4
Task Sheet

Learning Objectives: After reading this INFORMATION SHEET, YOU MUST

be able to:
1. define a task sheet;
2. differentiate a task sheet from an Operation Sheet;
3. differentiate a task sheet from a Job Sheet;

The information sheet contains information and learning activities

that are needed for the acquisition of knowledge contents. Learning
activities for the acquisition of skills would need step procedures which a
trainee could follow to attain specific task/skill.
In this lesson, we will look at how the task sheet is structured so that
a trainee can easily follow procedures and can practice on his own with
minimal assistance from the trainer.

Task Sheets, Operation Sheets and Job Sheets

The task sheet is a set of instructions telling the trainee to perform a
single task. An operation sheet is a set of instructions for the operation or
use of a particular machine or equipment.
A Job Sheet is a set of instructions for the performance of a Job. A
job is a combination of tasks and/or operations needed in to develop a
product or performance of a service or a combination of both.
Example:
Cleaning a check-out room is a Job. Tasks such as dusting, bed
making, bathroom cleaning and floor cleaning are tasks involved in
the Job. Operation of vacuum cleaner and floor polisher will be a
must when doing such a Job.
Task Sheets maybe developed to practice accessing the room, dusting,
bed making, bathroom cleaning and floor cleaning.
Operation Sheets for the use and operation of a vacuum cleaner and
floor polishers can be developed.
A Job sheet on cleaning a check-out room consolidates the tasks and
operations needed for the Job.
In training it may be necessary to slowly combine small tasks as you
develop Job Sheets to integrate previous skills learned to current
tasks. This will allow more practice of previously acquired skills to
enhance retention and transfer.

Date Developed: Document No.

CBLMs on Trainers July 2010
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Format of a Task Sheet:

1. Task Sheet No. : The task Sheet number shall follow the code
of the last information sheet preceding the task
sheet

2. Title : Describes the Task in a few words. The title

starts with a verb that directly describes the task to
be mastered.
Example: Install an Operating System

3. Performance Objectives are statements which identify the specific

knowledge, skill, or attitude the learner should gain and display as a
result of the learning activity. They have three elements.

• Condition

o Conditions are external factors, prerequisites, or other

requirements for completing the action described in a
performance objective.
o The conditions clause of a performance objective typically
starts with the word “Given”, as in the example below:

Example:
1. Given a 3/4” torque wrench, you should be able to
tighten a spark plug…
2. Given soiled clothes, you should be able to
classify…

In the examples above the conditions are clear. You may give
varied conditions to allow your trainees to make adjustments as
conditions change.
Example:

In housekeeping:
1. Given a dirty occupied room, you should be able to
access the room…
2. Given a dirty unoccupied room, you should…
3. Given a checkout room, you should…

The variations in condition will provide learning activities that

would help trainees learn their contingency management skills because
they would be exposed to different conditions in the job.

Date Developed: Document No.

CBLMs on Trainers July 2010
Methodology Level I Issued by:
Date Revised:
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 • Performance - The observable behavior that a trainee will
demonstrate. It must have an action verb that is observable and
measurable.

Example:
Given a dirty occupied room, you should be able to
access the room, following standard five star hotel
standards.
• Criterion
o The accuracy level or standard of performance for the task
to be performed. It typically refers to time or quality.
Tolerance levels, standards (measurements, quality
standards, manufacturer’s, etc.), precision standards and
etc.

Example:
Given a 3/4” torque wrench, tighten a spark plug until
1. the crush gasket makes contact with the head or
2. the plug is tightened to the manufacturer's
recommended torque value.

4. Supplies/Materials : These are necessary materials that will be

Equipment needed in the performance of the task

5. Steps/Procedure: The step-by-step procedures for completing

the Task. Include, if appropriate, illustrations,
drawings, or diagrams to clarify the procedures. The
procedures should be detailed and easy to follow.
This will allow trainees to practice the steps on their
own with minimal assistance from you.
6. Assessment Method: This is a list of methods used in evaluating the
performance of the trainee on the particular
task.
Ex. Portfolio, demonstration, observation
When an output or project is required you may
use portfolio evaluation. Demonstration is that
method appropriate when you will ask the trainee to
perform the task as you evaluate him and
observation method is used when you observe the
performance of the skill in an actual job site.

7. Performance Criteria Checklist: This is the checklist that will give

immediate feedback on the performance of a trainee
Date Developed: Document No.
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Methodology Level I Issued by:
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 as he practices the task or skill. This is a list of
criteria that you will require on the performance of
the task. This checklist will provide for self-
evaluation and peer evaluation. This checklist will
also be used when you will evaluate the
performance of your trainee and decide for the
readiness for the next learning activity or for
Institutional Evaluation as the case maybe.
When evaluating portfolio, the checklist will contain
standards in evaluating the project or output such
as the use of guidelines.
If the task will require the evaluation of the
performance, the checklist should include the
following:
The following should be included in the checklist.

7.1 Work quality/ workmanship. The criteria to be judged are the

quality and/or the quality of work/task performed following the
set of standards such as surface finish, tolerance, clearance and
others.
7.2 Speed. The time allowed for a task/operation to finish.
7.3 Proper Use of Tools/Equipment & Materials. The standard
tools/equipment needed in the performance of the
task/operation.
7.4 Safety. The extent to which the examinee followed standard
safety precautions during the exam.
7.5 Critical Criteria. The performance criteria that significantly
determines competence.

Date Developed: Document No.

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Task Sheet Number

Title

Performance
Criteria

Supplies/Materials

Equipment

Procedure

Assessment
Method

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 Evaluation
Checklist for
Portfolio
Evaluation

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 Self Check 1.3-4
Matching type
Direction: Match the descriptor from the column I against to the
terminologies in the column II. Write only the letter on your
answer sheet.
I II
1. The page in your CBLM that is A. Performance
used to practice a particular
task.
2. The observable behavior that B. Performance
a student will do to Objectives
demonstrate that the lesson is
learned
3. Statement which identify the C. Task Sheet
specific knowledge, skill or
attitude that the trainee
should gain.
4. These are the external factors, D. Performance Criteria
prerequisite for completing the Checklist
action described in a
performance objective
5. The element of the E. Condition
performance objective which is
the basis for evaluating the
performance of the trainee.
6. The page in the CBLM that is F. Criterion
used by the trainee to practice
how to use an equipment or
machine essential in the
performance of a skill.
7. The page that is used to train G. Steps/Procedure
or practice a combination of
tasks and operations and
produce a product or a service
8. The page that contains the list H. Assessment method
of criteria in evaluating the
performance or a product in a
task/job/operation sheet.
I. Job Sheet
J. Operation Sheet

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 TASK SHEET 1.3-4
Title: Develop a Task Sheet

Performance Objective : Given one Learning Outcome of the

qualification assigned to you, you should be able
to develop a Task Sheet following standard
formats.

Supplies/Materials : TR and CBC

Equipment : PC, printer with ink

Steps/Procedure:

1. Choose one Learning Outcome of the qualification assigned to

you.
2. Develop a Task Sheet to practice the task in your learning
outcome based on the recommended format.
3. Develop a Performance Criteria Checklist that will assess the
performance of the trainee.
4. Check your work against the Performance Criteria Checklist
1.3-4
5. Present your work to your trainer.

Assessment Method:

Portfolio Assessment

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 Performance Criteria Checklist 1.3-4

CRITERIA Yes No
Are tasks to be addressed by the Task sheet identified?
Is the task related to the performance objective?
Are the operations involved in the job previously addressed in
the training program
Are the tools, equipment, supplies and materials the learner
will need identified?
Are operations sequenced in a logical manner?
Are safety precautions and procedures to be observed, and
sanitary conditions to be maintained and directions for
checking the accuracy of the job indicated?
Are operations that cover the manipulative skills needed to
perform the job listed?
Is there a Performance Criteria Checklist for evaluation?

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 Information Sheet 1.3-5
OPERATION SHEET

Learning Objective: After reading this INFORMATION SHEET, YOU MUST

be able to:
1. define an operation sheet;
2. differentiate operation sheet and task sheet.
Task sheet and operation sheets are instructional sheets that are used
in teaching and practicing basic skills for the mastery of a Job.
In this lesson, you will realize how operation sheets are useful in
practicing the operation of equipment or machines.

Operation Sheets
An operation sheet is a set of procedures on the use and maintenance
of an equipment or a machine. The procedures of an operation sheet will
greatly depend on the manufacturer’s manual since operation may vary from
brand to brand. The performance objective of an operation sheet should
then include the manufacturer’s manual as the basis of the criterion or
standard. This is used for teaching a single basic task, operation or process.
It usually includes the operation of tools, machine or equipment in doing a
task or job which involve following correct procedures and sequence. (e.g.
the job is creating different kind of wire joints, the operation is the
procedure in joining wires)
You should always develop an operation sheet for the brand of
machines or equipments existing in your workshop. Notes or information
about the basic operation of other brands may, however, be discussed as an
offshoot of your operation sheet so that your trainee will be able to adjust
when using other brands of the machine or equipment.

Guidelines in Operation Sheet Development

1. Describe or name the operation clearly.
2. Use the correct and accepted occupational and technical terminology.
3. List in proper order all the steps involved in performing the operation.
4. State the instructions in clear and concise language.
5. Use illustrations, diagrams or drawings to clarify the steps.
6. Indicate any critical points that are essential to the success of the
operation.
7. State the accepted criteria for evaluating the quality of the operation.
Note: The format follows the format of a Task Sheet.
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 The performance criteria checklist should include criteria on strict
observance of the step by step procedure which are critical in operating the
equipment.
Example:
Did you read the manufacturer’s manual of the equipment before
unpacking the parts?
Did you unplug the machine before dissembling the parts?

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 TASK SHEET LO1.3-5
Title: Develop an Operation Sheet

Performance Objective : Given one equipment or machine used in

your qualification, you should be able to
develop an operation following required formats
and guidelines.

Supplies/Materials : TR and CBC

Equipment : PC, printer with ink

Steps/Procedure:

1. Choose one equipment used in any competency of your

qualification.
2. Develop an Operation Sheet to practice the operation of your
chosen equipment or machine.
3. List down evaluation criteria in your Performance Criteria
Checklist for your operation sheet.
4. Check your work against the Performance Criteria Checklist.
5. Present your work to your trainer.

Assessment Method:

Portfolio Assessment using Performance Criteria Checklist

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 Performance Criteria Checklist 1.3-5

CRITERIA Yes No
Does your title start with the verb which clearly indicates
what has to be performed?
Does your performance criteria have the following elements:
Criterion?
Performance?
Condition?
Is the operation clearly described?
Are correct and accepted occupational and technical
terminologies used?
Are all the steps involved in performing the operation listed in
proper order?
Are instructions stated in clear and concise language?
Are illustrations, diagrams or drawings used to clarify the
steps?
Are critical points that are essential to the success of the
operation indicated?
Is there a Procedural Checklist to evaluate the performance
of the operation?

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 Information Sheet 1.3-6
Job Sheet

Learning Objectives:
After reading this INFORMATION SHEET, YOU MUST be able to:
1. define Job Sheet;
2. differentiate Task sheets from Task Sheet and Operation Sheets.

In the previous lessons, you learned how to develop task sheets and
operation sheets. These are essential in the mastery of the skills of your
competency.
This information sheet guides you on how to integrate tasks and
operations in a Job Sheet.

Job Sheet
A Job Sheet integrates tasks and operations. When integrating
previously learned tasks and operations, you do not need to re-write the
specific steps of an operation or task. Your trainee is expected to learn tasks
and operations first before performing the Job Sheet.
Providing Job Sheets will help your trainee enhance, retain and
practice their knowledge, skills and attitudes.

Format
The format of a Task Sheet, Operation Sheet and the Job Sheet are
similar.

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 TASK SHEET 1.3-6
Title: Develop Job Sheet

Performance Objective : Given one competency of your

qualification, you should be able to develop a
Job Sheet, following standard format.

Supplies/Materials : TR and CBC

Equipment : PC, printer with ink

Steps/Procedure:
1. Identify the Job to be mastered.
2. Determine the tasks and operations involved in the Job Sheet.
3. Determine the conditions, performance and criterion for the Job
Sheet. Consider variations on the conditions and/or criterion.
4. Identify the tools, equipment, supplies and materials the trainer
will need.
5. Sequence the operations and tasks in a logical manner.
6. Indicate safety precautions and procedures to be observed, and
sanitary conditions to be maintained and directions for checking
the accuracy of the job.
7. List the operation that covers the manipulative skills needed to
performance of the job.
8. Develop an evaluation instrument or checklist to check each
trainee’s work.
9. Evaluate your work using the Performance Criteria Checklist for
this Task Sheet.

Assessment Method:
Portfolio Assessment using Performance Criteria Checklist

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 Performance Criteria Checklist 1.3-6

CRITERIA Yes No
Does your title start with the verb which clearly indicates
what has to be performed?
Does your performance criteria have the following elements:
Criterion?
Performance?
Condition?
Are the tools, equipment, supplies and materials the learner
will need identified?
Are OHS standard included in the procedures?
Are tasks and operations sequenced in a logical manner?
Does the learning activity provide for the attainment of the
assessment criteria of the competency?
Is there a Performance Criteria Checklist for evaluation?

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 JOB SHEET 1.3-7
Title : Develop a CBLM Package

Performance Objective : Given one competency of the qualification

assigned to you, you should be able to make a
complete CBLM Package for one Learning
Outcome of your qualification.

Supplies/Materials : TR and CBC

Equipment : PC, printer with ink

Steps/Procedure:

1. Based on your session plan prepared in the previous LO,

prepare a complete CBLM Package.
2. Use the suggested format either for a self-contained or
resource-based CBLM.
3. Use the CBLM Evaluation Instrument to evaluate your own
output.
4. Present your work to your trainer.

Assessment Method:
Portfolio Assessment using Performance Criteria Checklist

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 Technical Education and Skills Development Authority
Office for TESDA Technology Institution
National TVET Trainers Academy

CBLM Evaluation Instrument

Sector: __________________________________________________________________
Qualification: ___________________________________________________________
Unit of Competency: ____________________________________________________
Name of Developer: ______________________________________________________
Institution of Developer: _________________________________________________
Please tick () YES if the following contents are present, and NO if not
present on the following parts of the CBLM. Please indicate your remarks.
A. Cover Page YES NO Remarks
Are the following contents present on the cover
page
1. Title (Competency-Based Learning
Materials)
2. Sector
3. School/Training Center Logo
4. Qualification Title
5. Unit of Competency
6. Module Title (gerund: ing)
7. Name of TTI
B. Preliminary Pages YES NO Remarks
1. Summary of Competency-Based Learning
Materials (Optional)
2. Instructions on how to use the CBLM
3. Summary of Learning Outcomes and
Assessment Criteria; must contain the
following in conformity with the CBC
(Module of Instructions);
• Program/Course eg: SMAW NC II
• Unit of Competency
• Module Title
• Introduction
• Learning Outcomes (Summary)

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 • Assessment Criteria (Summary)
• Prerequisite
4. Learning Outcome Summary must contain
the following;
• Learning Outcome Title
• List of Contents
• List of Assessment Criteria specific
to the learning outcome
• Conditions (the list of resources that
the trainee will use to attain the
learning outcome)
• Assessment Methods
C. Learning Experiences YES NO Remarks
• Does it have the Learning Outcome
No. and Title
• Are all the learning activities listed
on its column
• Are the special instructions clearly
stated
D: Instruction Sheets
Please tick () YES if the criteria are met and NO if not.
1. Information Sheets YES NO REMARKS
• Does it have a title?
• Does it have an objective?
• Does the objective/s follows the
SMART way of stating objectives
o Specific
o Measurable
o Attainable
o Realistic
o Time bounded
• Does it have an introductory
paragraph stating connection of the
topic to the previous lesson and the
main skill to be mastered?
• Does it present a single idea?
• Does it have relevant
graphics/illustrations to enhance
the textual content?
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 • Are the quality of
graphics/illustrations good
• Does it have self-checks?
• Is the direction for self-check clearly
stated
• Does it have answer keys?
2. Operation Sheets
• Does it have a title? (It must start
with a verb, eg: operate, perform,
etc.)
• Does it have objective/s?
• Does the objective/s follow the
SMART way of stating objectives
o Specific
o Measurable
o Attainable
o Realistic
o Time bounded
• Does it have a complete list of tools,
equipment and materials to be used
by trainees in the performance of the
required task?
• Are the step by step procedures to
perform the task presented
sequentially?
• Does it have the relevant
graphics/illustrations for each step
in the procedure?
• Does it have a
procedural/performance checklist?
3. Job Sheets
• Does it have a title? (It must start
with a verb, eg: operate, perform,
etc.)
• Does it have objective/s?
• Does the objective/s follow the
SMART way of stating objectives
o Specific
o Measurable
o Attainable

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 o Realistic
o Time bounded
• Does it have a complete list of tools,
equipment and materials to be used
by trainees in the performance of the
required task?
• Are the step by step procedures to
perform the job presented
sequentially?
• Does it have the relevant
graphics/illustrations for each step
in the procedure?
• Does it have a performance
checklist?
E. Text Format YES NO
Title: Font: Bookman, 14 pt. Bold, Center,
12 pt space after
Subheading: Font: Bookman, 12 pt, left
aligned, 6 pt space after
Subheading: Font: Bookman, 12 pt. 0.25”
indentions, 6 pt space after
Paragraph: Font: Bookman, 12pt, normal,
first line indent: 0.5”, space after: 6 pt
Numbered list: Font: Bookman: 12 pt,
normal, hanging indent: 0.25 “. and 0.5”,
space after: 6pt
Bulleted list: Font: Bookman: 12 pt,
normal, hanging indent: 0.25”, and 0.5”,
space after: 6pt

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F. Page Layout YES NO
Paper size: A4, Margin: Left 1in, Right: 1
in, Top: 1 in, Bottom: .5 in
Footer must include the following;
• Institution Quality assurance system
and institution logo
• Qualification title
• Module Title
• Date developed
• Name of developer
• Document number
• Space for issuer of document
• Revision number
• Page number

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 LEARNING OUTCOME NO. 4
Prepare Assessment Instruments (Institutional)

Contents:

1. Institutional Competency Evaluation

2. Evidence Plan
3. Table of Specification
4. Written Test
5. Performance Test
6. Questioning Tool

Assessment Criteria

1. Relevant modules of instruction are identified, read and interpreted to

identify required evidence
2. Evidence requirements are determined which will show full coverage of
the training module to be assessed and consistent to the performance
of the training activities
3. Suitable assessment methods are identified which are appropriate
with the learning outcome of the module of instruction.
4. Assessment instrument are prepared in accordance with the content
and learning outcome specified under the assessment criteria of the
module of instruction.
5. Assessment instruments are checked for validity, fairness, safety and
cost effectiveness.

Conditions

The participants will have access to:

1. Computers and relevant modules of instruction.

2. Evidence plan of the qualification.
3. Learning materials
Assessment Method:

1. Portfolio
2. Written Test/Oral interview
3. Performance Criteria Checklist
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 LEARNING EXPERIENCES
LEARNING OUTCOME 4

PREPARE ASSESSMENT INSTRUMENTS (Institutional)

Activities Special Instructions

1. Read Information Sheet 1.4-1 on
Institutional Competency Evaluation
This Learning Outcome
2. Answer Self-Check 1.4-1 deals with the
development of the
Compare answers to Answer Key 1.4-1
Institutional Competency
3. Read Information Sheet 1.4-2 on the evaluation tool which
Evidence Plan trainers use in evaluating
4. Answer Self-Check 1.4-2 their trainees after
finishing a competency of
Compare answers with the answer key the qualification.
5. Perform Task Sheet 1.4-2 on how to Go through the learning
prepare an evidence plan activities outlined for you
Evaluate performance using the on the left column to gain
Performance Criteria Checklist the necessary information
or knowledge before doing
6. Read Information Sheet 1.4-3 on the the tasks to practice
Table of Specification making the parts of the
7. Answer Self-Check 1.4-3 evaluation tool.

Compare answer to answer key 1.4-3

8. Perform Task Sheet 1.4-3 on how to The output of this LO is a
prepare a Table of Specification complete Institutional
Competency Evaluation
Evaluate performance using the Package for one
Performance Criteria Checklist Competency of your
9. Read Information Sheet 1.4-4 on the qualification.
Written Test
10. Answer Self-Check 1.4-4 Your output shall serve as
Compare answers to Answer Key 1.4-4 one of your portfolio for
your Institutional
11. Perform Task Sheet 1.4-4 on how to Competency Evaluation
construct a written test for Plan Training
Evaluate performance using the Sessions.
Performance Criteria checklist Feel free to show your
12. Read Information Sheet 1.4-5 on the outputs to your trainer as
Performance Test you accomplish them for

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13. Answer Self-Check 1.4-5 guidance and evaluation
of your output.
Compare answers with Answer Key 1.4-5
14. Perform Task Sheet 1.4-5 on how to
Construct Performance Test
Evaluate performance using the
performance criteria checklist
15. Read Information Sheet 1.4-6 on the
Questioning Tool
16. Answer Self-Check 1.4-6
Compare answers to Answer Key 1.4-6
17. Perform Task Sheet 1.4-6 on how to
construct the questioning tool
Evaluate performance using the
performance criteria checklist
18. Perform Job Sheet 1.4-6 on how to
construct an Institutional Competency
Evaluation Tool.
Evaluate performance using the
performance criteria checklist
After performing the
activities of LO4 you
may proceed to LO5.

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 Information Sheet 1.4 -1
Institutional Competency Evaluation

Learning Objective:
After INFORMATION SHEET, YOU MUST be able to:
1. determine the objectives of an institutional competency evaluation;
2. identify the parts of an Institutional Competency Evaluation Tool
Evaluation is a very significant element of the teaching learning
process. This is done to verify the acquisition of knowledge, skills and
attitude needed acquired from the training.
As a trainer, it is a must that you know how to test or verify that
assessment criteria addressed during the training.

Institutional Competency Evaluation

Institutional Competency Evaluation is the assessment of the
knowledge, skills and attitudes acquired from the training. In CBT,
evaluation is the systematic collection and analysis of data needed to make
decisions whether a trainee is competent or not yet competent.
The Institutional Competency Evaluation is administered by the
trainer within the training duration. Trainees should be evaluated every
after competency. No trainee should be allowed to transfer to another
competency without having been assessed.
For the purpose of CBT, assessments are usually given for the
following purposes:
1. To validate the current competencies of trainees
2. To measure how much trainees have learned in the training sessions
given
3. To help diagnose trainee’s problems and guide future instruction
4. To decide whether trainees are competent or not

The Institutional Competency Evaluation Tool

The competency evaluation tool should be carefully developed so that
it will be able to assess the four dimensions of competency such as the:
1. Task Skill
2. Task Management Skill
3. Job Role and Environment Management Skill
4. Contingency Management Skills

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 An analysis of the Modules of Instruction or the Competency
Standards is critical in the preparation of the assessment tool. Performance
criteria for the competency are the main basis for the competency
assessment. You should carefully examine your competency standards so
that these criteria are included as a part of the evidences to be gathered
during assessment.

Characteristics of Good Evaluation Tools

1. Reliability

This refers to consistency of scores by the same person when

re-examined with the same test on different occasion. Your test is
reliable if your test is consistent in testing what it is trying to test.

Factors that may affect Reliability

a) Length of the test – the longer the test the higher the reliability.
b) Difficulty of the test – the bigger the spread of the scores the more
reliable the measured difference is likely to be. Items should not be
too easy or too difficult.
c) Objectivity – this is achieved if scores are independent of the
subjective judgment of individual examinees.

To increase the reliability of the written test we do item-analysis. That

is analyzing the degree of difficulty and the index of discrimination of the test
items. Standard written test items should not be too easy nor too difficult
and it should discriminate those who learned from those who did not learn
anything.

2. Validity
This is the degree to which the test actually measures what it
purports to measure. It provides a direct check on how well the test
fulfils its functions.

Factors that influence the validity of test:

a) Appropriateness of test items;

b) Directions;
c) Reading vocabulary and sentence structures
d) Difficulty of items;
e) Construction of test items – no ambiguous items or leading
items;

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 f) Length of the test – sufficient length;
g) Arrangement of items – from easy to difficult; and
h) Patterns of answers – no patterns

To ensure the validity of the evaluation tool, prepare an Evidence Plan

based on the CS. To increase the validity of the written test, you should
prepare a table of specifications.

3. Objectivity
The test must be fair to all the examinee.
4. Discrimination
It must pick up the good examinees from the poor

5. Ease of Administration and Scoring

The test must have the right length and level of sophistication to do
the job.

Parts of the Competency Evaluation Tool

1. Evidence Plan
2. Written Test
3. Performance Test
4. Questioning Tool (with answers)

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 Self-Check 1.4-1

K. Multiple Choice:

Choose the letter of the best answer. Write the letter of your choice on your
answer sheet.

1. The systematic collection and analysis of data needed to make decisions

whether a trainee is competent or not yet competent is the
A. Competency Evaluation
B. Demonstration Method
C. Interview/Questioning
D. Performance Test

2. A test that discriminates trainees who learned the training and those who
did not learn is
A. difficult
B. objective
C. reliable
D. valid

3. A test package that measures what it intends to measure is

A. difficult

B. objective

C. reliable

D. valid

4. The tool that ensures validity of your written test is the

A. evidence plan
B. item analysis
C. table of specification
D. Performance Criteria Checklist

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5. The tool that ensures reliability of your written test is the
A. evidence plan

B. item analysis

C. table of specification

D. Performance Criteria Checklist

IV. Enumeration
Characteristics of a good Evaluation Tools
1.
2.
3.
4.
5.

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 Information Sheet 1.4-2
Evidence Plan

Learning Objectives:
After reading this INFORMATION SHEET, YOU MUST be able to:
1. explain the purpose of preparing an evidence plan;
2. determine the sources of the contents of the evidence plan;
3. identify methods appropriate for evaluating a performance criteria.

One essential part of the Competency-Based Training Delivery is the

institutional assessment. Assessment is the process of collecting evidence
and making judgments on whether competency has been achieved. The
purpose of assessment is to confirm that an individual can perform to the
standards expected in the workplace as expressed in the relevant
competency standards.
In this lesson you will learn how to prepare the evidence plan of your
competency.

The Evidence Plan

In developing evidence gathering tools for an institutional assessment,
the first stage is to prepare an evidence plan.
Evidence plans are designed to –
• Serve as a planning tool
• Support the assessment process
• Assist with the collection of evidence
• Inform the learners of what is expected of them before they begin the
assessment
• Serve as a guide for the trainer in determining the method of
assessment to be used
In making an Evidence Plan you should have the Competency
Standards (CS) of the chosen competency and the Evidence Plan Template.

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 Competency
Standard or the
Qualification

Unit of
Competency to
be assessed

Methods of
Assessment

Evidence
Requirements

Critical aspects of competency are the performance criteria that are

listed in the evidence guide of the Competency Standard (CS) as critical.
These criteria are required to be demonstrated by the trainee for him to
be evaluated as competent. You should prepare an institutional
competency assessment tool that will show these evidences.

Parts of the Evidence Plan

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1. Competency Standard – this is the title of your qualification

2. Unit of Competency – the institutional evaluation tool is packaged by

competency. The name of the competency is written in this portion.

3. Evidence Requirements – the criteria for judging the competency of the

trainee. These are written in the competency standards. Critical aspects
of competency should be marked with an asterisk (*). Refer to the CS for
the identification of the critical aspects of competency.

4. Methods of Assessment – the methods of collecting evidences per each

performance criteria. At least 2 methods of assessment should be chosen
for each criterion to allow for corroboration of evidences.
Knowledge, skills and attitudes and the four dimensions of
competency are to be assessed. To do this, the following methods are
recommended:
4.1 Written test – to test the acquisition of knowledge
4.2 Performance test – to test the demonstrated skills
4.2.1 Demonstration Method – this is the method used when the
performance of a particular skill is to be assessed within
the workshop.
4.2.2 Observation method – is used when the assessment is
done by observing the trainee on the actual job site while
the trainee is doing his job.
4.2.3 Portfolio evaluation – is used when projects or outputs are
required to collect evidences of competency. In
Institutional Evaluation, we use the Performance Criteria
Checklist to evaluate the output/project.
4.3 Interview/questioning – this is to verify evidences which are
not clearly demonstrated during performance test. This is also
the part of the competency evaluation where you can ask
questions to verify Job Role and Environment Management
Skills and Contingency Management Skills.

Date Developed: Document No.

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Evidence Plan

Competency
standard:
Unit of
competency:
Ways in which evidence will be collected:
[tick the column] tr
o
n p
e
o R
n g t g
o in a n ty
t
a n trs in r
a
vr ito n io p ilo n
es se o ts d fto tte
u m
e u
e ir ro ir
The evidence must show that the trainee… h
Q Q T P W
•

NOTE: *Critical aspects of competency

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 Self-Check 1.4-2

Multiple Choice:

Choose the letter of the best answer. Write the letter of your choice on your
answer sheet.

1. The planning tool for institutional competency evaluation is the

A. Evidence Plan
B. Rating Sheets
C. Table of Specification
D. Evaluation Tool Templates

2. The source of the evidence requirements for institutional competency

evaluation is the

A. Critical aspects of competency

B. Performance criteria
C. Underpinning knowledge and skills
D. All of the above.
3. Which of the following evidence gathering methods is most
appropriately used to evaluation the acquisition of skills when doing
institutional evaluation within a training program?
A. Demonstration method
B. Written Test
C. Observation method
D. Interview/Questioning
4. What evidence gathering method is used when the trainee is observed
as he is doing his job in an actual job site?
A. Demonstration method
B. Written Test
C. Observation method
D. Interview/Questioning

Date Developed: Document No.

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 TASK SHEET 1.4-2
Title: Prepare an Evidence Plan

Performance Objective : Given one competency of the qualification

assigned to you, you should be able to Prepare
an Evidence Plan using the required template.

Supplies/Materials : TR and CBC

Equipment : PC, printer with ink

Steps/Procedure:
1. From the CS, develop your evidence requirements from the
elements and performance criteria, underpinning skills and
knowledge and critical aspects of competency.
2. Write your evidence requirements on the first column of the
Evidence Plan Template. Use the present tense (s-form of the
verb) in constructing the list of evidence requirements.
3. Write the evidence-gathering method on the 2nd, 3rd and 4th
column along the first row of the Evidence Plan Template.
Choose at least two kinds of evidence-gathering methods that
would allow you to get the evidence required to determine
competency.
4. Place a check mark on the appropriate box to indicate what
method will be used to gather each evidence requirement. (at
least 2 methods per criteria)
5. Review the evidence plan to check that all evidence
requirements are covered especially the critical aspects of
competency.
6. Use the suggested format.
7. Present your work to your trainer.
8. Keep a copy of this table for use in the next task sheet.

Assessment Method:
Portfolio Assessment using Performance Criteria Checklist, Questioning

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 Performance Criteria Checklist 1.4-2

CRITERIA YES NO
1. Are all evidence requirements covered in the evidence
plan?
2. Are the critical aspects of competency marked?
3. Are there enough methods of assessment included that
would allow the trainer to get the evidence required to
determine competency?
4. Are the boxes properly marked to indicate which method
to be used?
5. Is the correct format used?
6. Is the correct tense of the verb used in listing evidence
requirements?

Date Developed: Document No.

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 Information Sheet 1.4-3
Table of Specification

Learning Objective:

After reading this INFORMATION SHEET, YOU MUST be able to:

4. define table of specification;
5. discuss the importance of preparing a table of specifications;
6. determine the parts of the table of specification; and
7. explain how the table specification is prepared.

The Evidence plan is a plan for the institutional evaluation tool. After
preparing the evidence plan, we are now ready to prepare for the
development of the other parts of the evaluation tool such as the written
test.
To ensure the validity of your test, you should prepare a table of
specification so that all contents to be tested have a representative question.
In this lesson, you will learn how the table of specification is prepared.

Table of Specifications
A table that shows what will be tested (taught) is the table of
specifications. For our purpose of institutional evaluation, we shall be
preparing a table of specifications for our written test. This will help us plan
how many items we need to prepare to cover all the contents or objectives
that we need to assess based on the evidence plan you previously prepared.
A table of specifications is a two-way table that matches the objectives
or content you have taught with the level at which you expect students to
perform. It contains an estimate of the percentage of the test to be allocated
to each topic at each level at which it is to be measured. In effect we have
established how much emphasis to give to each objective or topic.

Parts of the Table of Specification

1. Objectives/Content/Topic – these are the content
2. Levels of learning – your questions shall be divided into the levels
of learning: knowledge, comprehension and application.
o Factual/Knowledge – recognition and recall of facts
Example:
The figure 1 in the symbol E6013 signifies
A. Tensile strength
B. Welding position
C. Material thickness
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 D. Maximum weld length

o Comprehension - interpret, translates, summarizes or

paraphrase given information
Example:
The megger is used to
A. Measure the amount of illumination
B. Determine the speed of electric motor
C. Measure the resistance of a lightning cable
D. Test the insulation resistance of a circuit

o Application - uses information in a situation different from

original learning context
Example
To measure the voltage of a circuit, you connect
A. A voltmeter across the line
B. An ammeter across the line
C. A voltmeter in series with the line
D. An ammeter in series with the line

3. Percentage/number of items

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 TABLE OF SPECIFICATION

# of
Objectives/Content Comprehen items/
Knowledge Application
area/Topics sion % of
test

learner’s training
requirements 20%

Session Plan 20%

assessment
instruments 20%
(Institutional)

basic instructional
30%
materials

learning and
10%
teaching resources

TOTAL 100%

We also have to take into account the type of thinking skills we

wish to assess. Whether you use Bloom's taxonomy or another structure,
the levels of learning can help you identify the types of questions (or other
type of assessment) that are appropriate. For ease of use we have used only
three levels: knowledge (recall or recognition), comprehension (or
understanding) and application (or skill), and labeled the columns
accordingly. The important thing is to use levels of thinking that are relevant
for your students and have been incorporated in your instruction. At this
stage it can be helpful to mark an "x" or make a check mark in the cells to
show the levels at which each objective will be measured, as shown in the
example below.

Date Developed: Document No.

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 TABLE OF SPECIFICATION

# of
Objectives/Content Comprehen items/
Knowledge Application
area/Topics sion % of
test

learner’s training
x (10%) x (5%) x (5%) 20%
requirements

Session Plan x(5%) x(5%) x (10%) 20%

assessment
instruments x(10%) x(10%) 20%
(Institutional)

basic instructional
x(10%) x(10%) x(10%) 30%
materials

learning and
x(5%) x(5%) 10%
teaching resources

TOTAL 25% 35% 40% 100%

At this point we recognize that 25% of our test is to be on knowledge,

35% on comprehension, and 40% on application. This does not mean that
we must have 25 knowledge questions; it does mean that the score on the
test will reflect comprehension and application in equal amounts, and
knowledge to a lesser degree than knowledge or application.
It may be that at this point you want to compare the test(s) provided
by the textbook publisher with your completed table of specifications. If they
match and you think the questions are well written, you may decide to use
the test (or parts of the test) provided with the text. On the other hand, you
may find that it will be necessary for you to create a test to provide an
accurate assessment of what the students in your class have learned.
One question frequently asked is how many questions are needed to
adequately sample the content representing an objective or topic. Increasing
the number of questions increases the probability that we will have a good
estimate of what the learner knows and can do.
When translated to number of items per topic, the Table of
Specifications for a 40-item test may look like this:

Date Developed: Document No.

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 TABLE OF SPECIFICATIONS

TEST ITEM DISTRIBUTION TOTAL

Content/ NUMBER PERCEN
Objectives Factual Compre Application OF ITEMS TAGE (%)
Knowledge hension
Training
4 2 2 8 20%
requirements
Session Plan 2 2 4 8 20%
assessment
4 4 8 20%
instruments
basic
instructional 4 4 4 12 30%
materials
learning and
teaching 2 2 4 10%
resources
Total 10 14 16 40 100%
Note: This is a sample. The number of items is not prescribed. The trainer should
decide on the number of items based on the contents of the competency.

For purposes of validating the current competencies of the trainees or

for identifying mastered contents, item placement maybe identified in the
Table of Specifications for easier analysis. At this point you also have to
decide how many questions are needed to measure learning, what type of
questions will be asked and whether a written assessment is sufficient to
measure the competency. In most cases, for skills training, performance
evaluation with interview maybe more appropriate as an assessment
instrument but the effectiveness of written assessment instruments maybe
harnessed through the ingenuity and skills of the trainer. If however, the
trainer decides for a performance evaluation, it should be reflected in the
evidence plan.

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 SELF-CHECK 1.4-3

DIRECTIONS: FOR EACH QUESTION BELOW, WRITE THE LETTER

CORRESPONDING TO YOUR ANSWER ON A SHEET OF
PAPER.

1. When is it appropriate to construct a table of specifications?

A. Before you write the test questions

B. After you write the test questions
C. After the students have taken the test
D. ONLY when you have to create the test

2. Are tests from book publishers better than those you develop?

A. Yes, because they wrote the textbook

B. Yes, because they have professionals who write the questions
C. No, because they don't know what you have taught and what
has been emphasized
D. No, because they don’t know your teaching style

3. When should tests from the publisher be used?

A. When you don't have time to construct one

B. Any time
C. None of the time
D. When they correspond to your table of specifications

4. What is the first information entered into the table of specifications?

A. Number of questions per cell

B. Objectives or topics
C. Percentage of test per topic/content
D. Total number of questions on the test

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5. What is the primary consideration when selecting types of questions to
use?

A. How many questions can the students complete in a given

amount of time?
B. Are the students average, above or below average?
C. can the accomplishment of objectives best be measured?
D. How old are the students?

Date Developed: Document No.

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 TASK SHEET 1.4-3
Title: Prepare Table of Specification

Performance Objective :
Given one competency of the qualification assigned to you, you
should be able to prepare a table of specification.

Supplies/Materials : TR and CBC

Equipment : PC, printer with ink

Steps/Procedure:
1. Based on your evidence plan, identify the evidences to be gathered
by the written test. Write these in the first column.

2. Decide on the percentage of distribution of test items based on the

emphasis of your training and the importance of the topic, content
or objective to the main skill to be mastered. Write the percentages
on the last column.

3. Set number of items for the whole test.

4. Compute for the number of items of each content.

5. Compute for the number of items per levels of learning.

6. Present your work to your trainer.

7. Keep a copy of this table for use in the next task sheet.

Assessment Method:
Portfolio Assessment, Questioning, Performance Criteria Checklist

Date Developed: Document No.

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 Performance Criteria Checklist 1.4-3
CRITERIA YES NO
1. Are all contents/evidence requirements in the evidence
plan under the written test column considered in the
table of specifications?
2. Are the levels of learning given consideration?
3. Is the percentage of application items more than factual
or knowledge?
4. Is there enough number of questions to measure the
contents intended to be measured?
5. Does the table of specifications truly indicate the relative
emphasis to be given to each objective and each area of
content?

Date Developed: Document No.

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 Information Sheet 1.4-4
Written Test

Learning Objectives:
After reading this Information Sheet, you must be able to
1. explain the advantage of preparing a reliable test item;
2. determine the type of test appropriate for testing knowledge
contents;
3. enumerate guidelines in preparing a written test.
Evaluation of competency should be assessing the knowledge, skills
and attitude. Written test is a method of assessment which can measure
knowledge, skills and attitude learned in a training program but sometimes
trainers fail to develop questions to test the level of skills and attitude.
In this lesson, we will discuss some tips and guidelines in preparing
the written test. The written test that you will write after this lesson should
follow the guidelines in preparing a test item.
In developing test items always consider the five (5) characteristics of
good test – validity, reliability, objectivity, discrimination and ease of
administration and scoring.
As in the construction of a workable and functional project in shop
work, test construction should follow the same steps. In the construction of
a competency assessment instrument, the following steps are recommended:
1. Examine the established Training Regulations and determine your
objectives. This will help in the analysis of the basic skills and
knowledge requirements of the trade.
2. Construct the table of specifications. This will be your blue print in
constructing individual test items, it will serve as a guide in the
preparation of a set of competency assessment methodology for a
certain trade.
3. Construct test items more than the number required for a set of
Competency Assessment Instrument. This will facilitate item banking
and will give an allowance for correction when the test items will be
deliberated whereby some items might be deleted.
4. Assemble the items for the test. After grouping the items by type,
arrange them such that related items are together. The reason for this
is obvious, it saves examinee time as the test is taken and it will be
easier to point out where the examinee had failed. In assembling items
for the test the speciation table should be followed.
5. Write clear and concise directions for each type of questions. The
direction should tell the examinee what to do, how to do it and where

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 to place the responses. They should also contain an example taken
from the subject matter being tested.
6. Study every aspect of the assembled test. After the test is assembled
and directions are written, it is a good policy to lay it aside for several
days, then pick it up again and review each part critically. Consider
each item from the point of view of the workers who will take the
competency assessment. Try to determine those items that are
ambiguous. Check the grammar and be sure that the words used will
be understood by the workers who will take the competency
assessment.

The written test that we shall prepare as a part of the institutional

assessment will largely measure the acquisition of knowledge. Skills and
attitude shall be measured using performance tests with questioning.

Guidelines for Teacher-Made Tests as to Format

1. Include easiest items first.
2. Group smaller items together, i.e. matching, completion, etc.
3. Put all of an item on the same page. Avoid splitting a matching
exercise or response to a multiple-choice question.
4. Number continuously.
5. Write clear, precise directions.
6. For ease of correcting, place blanks for responses to one side of the
paper, or use a separate answer sheet.
7. Avoid patterned responses in true-false, multiple choice, or matching
exercises.
8. Proofread the test carefully for clarity, errors, etc.
9. Make sure copies of the test are dark and legible.

Pointers in the formulation of test questions for written test

1. Keep in mind that it is not possible to measure all outcomes of
instruction with one type of test.
2. Devise your items so that they require the trainee to actually apply
things learned rather than merely recalling or recognizing facts.
3. Make certain that the type of the test items used for measuring each
objective is the one that will measure the objective.
4. Avoid “tricky” or catchy questions. Do not construct puzzling items in
which hidden meaning or subtle clues provide the correct answer.

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 5. Do not lift statements directly from the books and use them as test
items.
6. Check to make sure that no item can be answered simply by referring
to the other items. Make an item independent upon the answer of
another
7. Do not include an item for which the answer is obvious to a person
who does not know the subject matter.

8. Word the items in the simplest manner possible. Confine the items
used to the vocabulary level of the examinee. States questions clearly
and eliminate ambiguous items.

9. Arrange the items so that responses will not form a particular pattern.

Guidelines for Constructing Effective True-False Items

1. Use true-false items only when there is a clear-cut true or false

answer to the question.
2. Construct items that are entirely true or entirely false.
3. Avoid using specific determiners, i.e. “never”, “always”, generally”
(Statements that include all or always are usually false, those
including sometimes are usually true.)
4. Rephrase textbook and lecture material rather than quoting it directly.
5. State items positively rather than negatively. If a negative is used,
underline words like NO or NOT.
6. Construct approximately equal numbers of true or false statements
and avoid setting up an answering pattern.
7. Avoid testing for trivial details.
8. If a controversial statement is used, quote the authority.

Guidelines for Constructing Effective Multiple Choice Items

1. Present a single definite concept in the stem.
2. Place all common wording in the stem.
3. Make the alternative grammatically consistent with the stem and with
each other.
4. Avoid verbal association between the stem and the correct
response(grammatical clues)
5. Construct items with a single best item.
6. Include four or five alternatives.
7. Make all choices plausible.
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8. Arrange alternatives in a logical sequence.
9. Avoid using opposites or mutually exclusive alternatives.
10. Eliminate option length and specificity as clue to the correct
response. Make options of similar length.
11. Delete specific determiners from the alternatives.
12. Avoid using “all of the above” and “none of the above” unless these
are used in questions where “all of the above” and “none of the above”
are not desirable responses.
13. Avoid using opposite as possible answers.
14. Phrase stems positively unless emphasizing an exception. If desired
response is an exception to the question, underline except or not in
the question.
15. Vary the position of the correct answer in a random manner.

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 TASK SHEET 1.4-4
Title: Construct Written Test

Performance Objective : Given one competency of the qualification

assigned to you, you should be able to develop a
written test.

Supplies/Materials : TR and CBC

Equipment : PC, printer with ink

Steps/Procedure:
1. Analyze the table of specifications you prepared in the previous
lesson.
2. Based on the table of specifications, construct True or False
type of test.
3. Construct Multiple Choice type of test
4. Package your written test.
5. Evaluate your work using the Performance Criteria Checklist.
6. Present your work to your trainer.

Assessment Method:
Portfolio Assessment, Questioning

Date Developed: Document No.

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 Performance Criteria Checklist 1.4-4

CRITERIA YES NO
For True or False Type
1. Is each item unambiguous (i.e. will each trainee interpret
the item in the same way?
2. Are the items based upon statements that are absolutely
true or false, without qualifications or exceptions?
3. Has the central point of each questions been highlighted
by placing it in a prominent position?
4. Are the items free from statements that are partly true
and partly false?
5. Are the test items free from qualifiers, absolutes, and
ambiguous words which might give clues?
6. Have trick questions been avoided?
7. Are negative question avoided?
8. Does each item contain only one distinct idea?
CRITERIA YES NO
For Multiple Choice Type
1. Does the question or incomplete statement give adequate
information?
2. Are the items presented clearly and simply?
3. Does each item have one and only one correct answer?
4. Are all the possible responses plausible to students who
lack the information or skill tested by the item.
5. Are the statements containing double negatives avoided?
6. Are grammatical, verbal and length-of-response clues
avoided?
7. Are the responses, so far as possible, arranged in
numerical or logical order?

Date Developed: Document No.

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 Information Sheet 1.4-5
Performance Test

Learning Objectives:

After reading this INFORMATION SHEET, YOU MUST be able to:

1. define performance evaluation;

2. differentiate the procedures of a Job Sheet from that of the instruction
for demonstration in an institutional competency evaluation.

Evaluation of competency covers knowledge, skills and attitudes. To

assess knowledge, we can use written test as a method of assessment but to
effectively assess the skills and attitudes acquired by the trainee in CBT, we
should use performance evaluation which will include a demonstration of
the skill and an interview to follow-up demonstration.

In this lesson, the format and structure of the prescribed performance

test shall be discussed to help you develop your own instructions for
demonstration.

Performance Evaluation

It is the formal determination of an individual’s job-related

competencies and their outcome.

Performance evaluation is accompanied with interview questions

which are used during the actual conduct of the test. This is to support the
evidences gathered by the facilitator/trainer.

GUIDELINES IN FORMULATING PERFORMANCE TEST

This is the practical portion of the competency assessment

instrument. This part measures the skill possessed by the examinee in
relation to the occupation. It consists of General and Specific Instructions,
the List of Materials, Equipment/Tools and the Marking Sheets.

A. GENERAL INSTRUCTIONS

This refers to the overall conduct of the test (before, during and after)
which concerns both the testing officer and the examinee. This part of the
competency assessment specifies the does and don’ts inside the testing
area.

The format of general instructions include:

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 • Performance or what must be done
• The conditions or what is given
• The standard of performance expected of the examinee

B. SPECIFIC INSTRUCTIONS

This provides the instructions which the examinee must follow in the
performance of the test.

C. LIST OF MATERIALS, EQUIPMENT

This provides the listing of the materials, equipment/tools needed in

the performance of the skills test. This contains also the complete
specifications of each item in the listing.

Pointers to follow in the construction/formulation of a good Test of

Skills:

1. The test coverage must be consistent with the job description and
skills requirements.
2. The test must not take more than 8 hours to complete.
3. the test statement must specify the exact time within which he
examinee is expected to finish task and the tools/equipment that will
be issued to the examinee.
4. The work performance/specimen or whatever is being tested must be
observable and measurable.
5. The test should be feasible. Do not design tests which makes use of
rare or too expensive equipment.
6. Where applicable there must be a working drawing which is clear and
accurate.
7. The standard performance outcome if possible, should be stated such
as surface finish, clearance or tolerance and number of allowable
errors.
8. Directions must be clear, simple, concise and accurate.

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 Sample Performance Test

GENERAL
INSTRUCTIONS

SPECIFIC
INSTRUCTIONS

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 Date Developed: Document No.
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 TASK SHEET 1.4-5
Title: Construct Performance Test

Performance Objective : Given one competency of the qualification

assigned to you, you should be able to construct
a Performance Test following prescribed format.

Supplies/Materials : TR and CBC

Equipment : PC, printer with ink

Steps/Procedure:

1. Choose a competency of your assigned qualification and

acquire the Information Sheet.
2. Based on your evidence plan, construct a Performance Test for
the competency making sure that evidences to be gathered will
be covered.
3. Prepare a Performance Criteria Checklist. (refer to the criteria
of your Job Sheets)
4. Use the Performance Criteria Checklist to check your work.
5. Present your work to your trainer.

Assessment Method:
Portfolio Assessment, Questioning

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 The Performance Criteria Checklist 1.4-5

Trainee’s Name: ____________________________ Date: ______________________

CRITERIA YES NO
1. Does the general instruction contain the following:
Condition?
Performance?
Criterion?
2. Are specific instructions clear?

3. Is time allotted to finish the job indicated?

4. Are tools, equipments and materials listed?
5. Is there a Performance Criteria Checklist?

Comments/Suggestions:

Trainer: ____________________________ Date: ________________________

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 Information Sheet 1.4-6
Questioning Tool

Learning Objectives:

After reading this INFORMATION SHEET, YOU MUST be able to:

1. determine the purpose of the questioning tool;

2. enumerate the types of questions that are in the questioning tool.
3. explain how corroboration of evidences will be achieved using the
questioning tool.

Corroboration of evidences should be achieved when gathering

evidences of competency. In case evidences from the written test and the
performance test results are not enough to decide for the competency of a
trainee, the questioning tool should be used.
In this lesson, we shall discuss the structure of the questioning tool so
that it will help the trainer gather evidences of knowledge, skills and attitude
and the four dimensions of competency needed for the competency being
assessed.

Questioning Tool
The questioning tool is a must in an institutional competency
evaluation tool package. This will be used to verify evidences that were not
clearly demonstrated in the other methods of assessment such as in the
written test and the performance test.
The questioning tools should be able to evaluate the four dimensions
of competency. To be able to do this your questioning tool should contain
questions:
1. to follow-up the demonstration of task skills and task management
skills.
All possible questions should be written here. Although the trainer is
not required to ask questions that are already observed in the
demonstration of skills, you should write all possible questions so that
these questions are ready for use.
2. to verify OHS practices.
Safety practices are very important aspect of the demonstration. List
down questions on safety related to the competency being assessed.
Questions should concentrate on safety practices for the competency
being assessed.

3. to verify Job Role and Environment management skills.

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 Questions that will verify the responsibility of the worker towards his
customers, co-employee, employer and the environment are very
important because oftentimes this dimension of competency needs to
be verified using these questions. They are not demonstrated in most
demonstration test.
4. to gather evidences for contingency management skills.
Infrequent events may arise from the job that would need the worker
to adjust. These are the contingency management skills questions
that you need to construct to verify this dimension of the competency.
5. on knowledge of laws, rules and regulations.
Knowledge of Laws, rules and regulations critical to the job should
also be verified. Prepare questions to gather evidences for the specific
competency.

Questioning Tool Template

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 Self-Check1.4-6
Enumeration:
Enumerate the 5 classifications of questions required in a questioning tool
1.
2.
3.
4.
5.

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 Task Sheet 1.4-6
Title: Construct a Questioning Tool

Performance Objective :
Given one an evidence plan of the competency assigned to you, you
should be able to construct a questioning tool following prescribed format
and requirements.

Supplies/Materials : TR and CBC, table of specifications

Equipment : PC, printer with ink

Steps/Procedure:
1. Review the evidence plan you prepared previously.
2. Classify the performance criteria by dimensions of competency:
a. Task skills
b. Task Management skills
c. Contingency Management Skills
d. Job/Role and Environment Management Skills
3. Prepare interview questions for these performance criteria as
classified.
4. Prepare questions for:
a. verification of OHS
b. verification of knowledge of laws, rules and regulations
related to the competency you are evaluating.
5. Write the questions in the prescribed template.
6. Prepare the suggested answers to the questions.
7. Evaluate own output using performance checklist
8. Show your work to your trainer for further feedback and
recording.

Assessment Method:
Portfolio Assessment, Questioning

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 Performance Criteria Checklist 1.4-6

Criteria YES NO
1. Are all questions related to the competency being
assessed?
2. Are questions classified by dimensions of
competency?
3. Are questions constructed to verify particular
performance criteria of the competency?
4. Are questions stated in a level that trainees will
understand and clearly worded?
5. Do safety questions deal with the OHS for the
competency being assessed?
6. Are questions not leading?
7. Is there a suggested answer for each question?

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 JOB SHEET 1.4-6

Title: Construct an Institutional Competency Evaluation Tool

Performance Objective : Given one table of specification prepared in

Job Sheet 1.4-1, you should be able to construct
a set of test questions for a Competency
Assessment.

Supplies/Materials : TR and CBC, table of specifications

Equipment : PC, printer with ink

Steps/Procedure:
1. Choose one competency of your qualification.
2. Prepare an evidence plan.
3. Based on the evidence plan, prepare a table of specifications.
4. Based on the table of specifications, construct True or False type
and Multiple Choice Type of Questions.
5. Prepare the Answer Key.
6. Prepare the Performance Test
7. Prepare the Questioning Tool
8. Prepare the answers to the questions of the questioning tool.
9. Package your Institutional Evaluation Tool.

Assessment Method:
Portfolio Assessment, Questioning

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 Performance Criteria Checklist 1.4-6

ASSESSMENT TOOL Yes No

Specific instructions and assessment conditions are clear
and easy to understand
Written information are worded clearly and appropriately
Time allotted is enough to finish the job
Assessment task address the evidence requirements for
the competencies being assessed
The task or test project is adequately described
The task or test project satisfy the criteria on cost
effectiveness.
The task or test project contain a substantial number of
competencies that can be demonstrated
The level of difficulty of the task appropriate to the
competencies being assessed.
The assessment tasks are based on realistic workplace
activities
The assessment activity is suitable for use in other
assessment context
TOOLS AND EQUIPMENT
The tools and equipment needed during the assessment
are appropriate
The tools and equipment needed during the assessment
are available
SUPPLIES AND MATERIALS
The supplies and materials specified for the assessment
are:
Appropriate
Adequately available
EVIDENCE CRITERIA
Validity
The evidence provided relate directly to the unit of
competency being assed
A variety of assessment method have been used as
specified in the instructions

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 ASSESSMENT TOOL Yes No
The evidences provided by this assessment are sufficient
for a judgement of the candidate’s competence
The evidences gathered cover all the dimensions of the
competency
The questions focus on the candidate’s ability to interpret
and apply knowledge and problem solving skills across a
wide range of context
Consistency
The evidence collected from this assessment is consistent
with the assessments of other units of competencies
belonging to the same Qualification
Any inconsistencies between this evidence and other
evidence collected about the candidate can be explained
Authenticity
Evidences are verifiable to be the candidates own work
Reliable
The critical elements have been identified to ensure that
the most important aspect are assessed
Consistent instructions to trainees and procedures for
the undertaking assessment are available
Clear guidelines are available to ensure that consistent
decisions over time and with different trainees

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 LEARNING OUTCOME NO. 5
Organize Learning and Teaching Resources

Contents:

1. Training Resources
2. Workshop Layout
Assessment Criteria

1. Resources required for training are checked for availability

2. Appropriate training locations/venue are identified and arranged
according to training needs
3. Training resources requirements are documented and access is
arranged in accordance with organization procedures and appropriate
staff.

Conditions

The participants will have access to:

1. necessary supplies and materials/tools/equipment in the preparation

of training facilities/resources
2. learning materials
3.
Assessment Method:

1. Portfolio evaluation
2. Written Test/Oral interview

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 LEARNING EXPERIENCES

LEARNING OUTCOME 5

ORGANIZE LEARNING AND TEACHING RESOURCES

Learning Activities Special Instructions

1. Read Information Sheet 1.5-1on Training
Your workshop layout will
Resources
reflect your
2. Answer Self- Check 1.5-1 understanding of
Competency-based
Compare answers to Answer Key 1.5-1
Training.
3. Perform Task Sheet 1.5-1 on how to Prepare an
Inventory of Training Resources In this Learning Outcome
4. Read Information Sheet 1.5-2 on Workshop you shall plan how to
Layout layout your training
resources.
5. Answer Self-Check 1.5-2
Compare answers to answer key 1.5-2 The output of your
activities of this LO will be
6. Perform Job Sheet 1.5-2 on how to Plan a an Inventory of your
workshop Layout resources by competency
Evaluate performance using the performance and the workshop layout.
criteria checklist
These outputs shall be a
part of your portfolio for
your institutional
competency evaluation for
Plan Training Sessions.

Seek the guidance of your

trainer while you are
accomplishing these
outputs.

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 Information Sheet 1.5-1
Training Resources

Learning Objective: After reading this INFORMATION SHEET, YOU

MUST be able to
1. identify learning resources for CBT;
2. classify learning resources;
3. check the availability of learning resources against TR requirements.

In planning your learning sessions, learning materials and resources

are very important. These will help you impart knowledge in a more effective
way. Learning resources and materials are directly related to methods of
learning you will be able to use in CBT.
In this lesson you will learn how to identify and monitor the
availability of needed resources for each competency of your qualification.

Training Materials and Resources

Learning resources are information represented, accessible, or stored
in a variety of media and formats.

A. Training materials for the knowledge

1. Print Materials

 Competency Based Learning Materials (CBLM)

 Textbooks, references, etc.
 Technical, shop, and manufacturer’s manual
 Magazines, journals, trade publications, pamphlets, and periodicals
2. Non-Print Materials

 Still visuals (with & without sound), slides, film strips, flip charts,
photograph
 Motion visuals (with & without sound) video tape, video discs
 Interactive e-learning materials

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B. The materials that are used for skills practice

1. Tools and Instruments

2. Materials and Supplies
3. Equipment
4. Simulators/Mock-ups
5. Templates
6. Sample outputs/projects
7. Job Sheets
8. Activity Sheets
9. Operation Sheets

C. Resources used for skills feedback

1. Performance Criteria Checklists

2. Procedural Checklists
3. Evaluation Checklists
4. Achievement/Progress Charts

D. Resources used for knowledge practice

1. Self-checks
2. Post-tests
3. Written tests
4. Review questions
5. Oral quizzes

E. Resources used for knowledge feedback

1. Answer key or solutions to compare answers with

2. Model answer

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How will you gather and consolidate materials?

When gathering the needed materials and resources, it will be better if

you can prepare beforehand a list of all the needed resources that you will
use for a certain session or unit of competency. The list surely will identify
the specific resources, how many are available, how many are required for
the session and remarks.
Each group of resources should have a separate list; let us say for
print materials, it should have a checklist different from list for non-print
and so with the other types of resources. This system will ensure that all the
resources will be available when you conduct the training program.

The Inventory of Training Resources

The Training Regulations (TR) gives a guide on the training resources

needed for CBT of your qualification. The list of the training resources was
grouped as tools, equipment and materials.
An inventory of training resources by competency would be very
helpful in planning your workstations and your learning activities. Group
your resources by competency so that you can plan for the use resources
shared by 2 or more competencies (e.g. in housekeeping vacuum cleaner
and floor polisher are shared in “provide housekeeping for guests” and
“clean premises”).
The inventory would help you decide which mock-ups, simulators or
workstation can be duplicated to accommodate more trainees practicing
particular skills.
The inventory will help you in many ways: 1) it will serve as a monitor
of resources that need to be replenished, repaired or purchased; 2) predict
the supplies and materials needed in a year; 3) plan the use of resources
shared among competencies; and 4) serves as the basis for purchase
requests and annual procurement plan.

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Templates for Inventory of Training Resources
Resources for presenting instruction
• Print Resources As per TR As per Remarks
Inventory

• Non Print Resources As per TR As per Remarks

Inventory

Resources for Skills practice of Competency #1

______________________________
• Supplies and Materials As per TR As per Remarks
Inventory

• Tools As per TR As per Remarks

Inventory

• Equipment As per TR As per Remarks

Inventory

Note: In the remarks section, remarks may include for repair, for
replenishment, for reproduction, for maintenance etc.

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 Task Sheet 1.5-1
Title: Prepare an Inventory of Training Resources

Performance Objective : Given the TR of the qualification assigned

to you, you should be able to make an Inventory
of Training Resources per competency in your
workshop using the template provided.

Supplies/Materials : TR and CBC

Equipment : PC, printer with ink

Steps/Procedure:
1. Review the list of tools, equipment and materials in the TR of
qualification.
2. Using the suggested templates in information sheet 1.5-1, make
a list of the actual tools, equipment and materials in your
workshop.
3. Group the tools, equipment and materials by competency.
4. Make an inventory by competency.
5. Note down the equipment that are shared by competencies.
6. Evaluate your work using Performance Criteria Checklist 1.5-1.
7. Present your work to your trainer.
8. Keep a copy of this inventory for Job Sheet 1.5-2.

Assessment Method:
Portfolio Assessment, Questioning

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 Performance Checklist 1.5-1

Trainees Name__________________________ Date ________________

Criteria YES NO

1. Are print resources required and available per

competency listed?

2. Are non-print resources required and available per

competency listed?

3. Are tools required and available per competency listed?

4. Are equipments required and available per competency

listed?

5. Are Supplies and materials required and available per

competency listed?

6. Are tools required and available per competency listed?

7. Is the status or availability of training resources

specified in the remarks column?

Comments/Suggestions:

Trainer: ___________________________ Date: ________________

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 Information Sheet 1.5-2
Workshop Layout

Learning Objective:
After reading this INFORMATION SHEET, YOU MUST be able to
1. enumerate components of a CBT facility;
2. explain the characteristics of a good workshop layout;

A good understanding of every aspect of competency-based training is

a must for every trainer who will use this training modality. Let us now
study one of the important aspects of competency based training delivery,
the competency-based training workshop.
In this lesson, the principles behind the arrangement or layout of a
good workshop will be discussed so that it will help you plan for the layout
of your learning resources and areas.

Workshop Layout

In CBT, this is a well organized physical learning environment. A well

organized and managed workshop is critical to the acquisition of skills.

When planning to layout your shop, consider the following principles

of CBT:

1. Training materials are directly related to the competency

standards and the curriculum.

Your workshop should more or less mimic the equipment that are
in the industry. It should be able to provide for the practice of the
trainees on competencies of the job.

Selection of learning resources in CBT is based solely on the

competencies of the qualification. Competencies should dictate the
learning resources to be laid out, not the other way around.
Availability of learning resources should not dictate the
competencies to be achieved.

There is no need to provide one piece of equipment, tool, instrument,

or other resource per trainee.

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 2. Training delivery is individualized and self-paced.

In CBT, the trainees learn at their own pace. Your workshop

layout must provide for this principle. In conventional training
programs it is the trainer who is using the materials as he lectures
and demonstrates skills as trainees sit or stand, watch or listen
passively. The focus of the layout is providing individuals or small
groups with high-quality learning materials that provide for
individualized training. The components of the workshops should,
therefore, be layed out in such a way that trainees will be able to
use the learning resources individually. A lecture room is not
necessary.

Trainee may not have same training needs even within the same
qualification, trainees would be not be working on the same
competency.

Trainees should be given sufficient learning time to perform the

competency successfully. The workshop should provide for trainees
working on the different competencies in one given time.

3. The system allows for learners to enter and exit programs at

different times and levels and to receive an award for
competencies attained at any point.

Multiple starting points is allowed in CBT. Depending on the prior

learning of the trainee, he may start learning any competency of
the qualification. Your workshop layout must allow any trainee to
transfer from one competency to another after passing the
institutional competency evaluation.

A trainer would tend to go back to his conventional shop arrangement.

To avoid this, you may consider the following differences between
conventional workshop arrangements and that of a CBT workshop layout.

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 Differences between Conventional and CBT layout

Conventional CBT

Many students are working on the On a typical day, trainees may be

same task at the same time working on several different tasks
requiring different materials,
resources, and spaces.

The entire class usually takes written An individual trainee or small group
tests as group. takes self-checks when ready,
requiring a separate, quiet, secure
area.

Theory is usually covered in a Theory is usually integrated directly

classroom with the total group. into the individualized learning
materials for learning tasks,
requiring individual study pace.

The instructor has to prepare the The trainer must make available to
teaching aids, consumable supplies, trainees the learning resources
learning materials, and other needed to receive instruction in and
resources for a single lesson on a to practice several tasks on any given
given day. day.

The instructor is the primary user of Individual trainees set up and use
instructional media (e.g. overhead or instructional media(e.g. computer,
projector) DVD player) requiring booths or
tables; and storage areas for
hardware and software.

Most students take performance Each individual trainee can take

tests in pairs or small groups at each performance test when he or
approximately the same time. she is ready.

When testing of a topic or unit is A trainee can work on a task as

complete, the group usually moves necessary to reach competence. He
on to the next topic. may need the resources for more
than or less than the number of time
others may require.

The instructor provides extra Trainees start working on a new

assignments or responsibilities for competency as soon as they have
students who complete the unit successfully achieved the preceding
before the rest of the group. one.

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 For competency-based training, your trainees have to master all the
required competencies of their training qualification. For this reason, TESDA
has identified the different components of competency-based training
facilities.

The different components or areas of a competency-based facility are:

1. Practical Work Area - This area is where the learner acquires the
skills and knowledge components of the competencies prescribed by
the standard. This area must be subdivided into work stations, which
are arranged in order according to hierarchy of competencies, such as
work stations for auto electrical, for engine overhauling, etc.

2. Learning resource area - This area is proximate to the heart - the

practical work area. This area provides the learner with the knowledge
requirements in the various modules responding to the competencies.
It is a place where projects can be planned and self-paced learning is
based. This area has an array of learning materials in print or soft-
copies for a multimedia environment.

3. Institutional assessment area - It is located very proximate to the

practical work area. This is where Recognition of Prior Learning is
done by the trainer. This component also provides the mechanism of
assessing the completion of competencies of a learner. Upon
completion of all modules within a competency, the trainee is handed
a Certificate of Achievement by the institution. This facility is provided
with a computer system that houses and manages learners’ individual
records. The skills assessment is conducted at the practical work
area.

4. Contextual Learning Laboratory - This facility ensures that the

underpinning knowledge, science, mathematics and communication
principles as applied to the technology are provided to the learner.

5. Quality Control Area - Various tests aside from metrology and

calibration are conducted in this area including in-process quality
control.

6. Trainers Resource Center - This area houses the learning materials,

the training regulations and curriculum exemplars. This is, also, the
place where instructors produce courseware or training materials.

7. Distance Learning - One major issue of TVET is accessibility. This is

the major objective of this component – enhance accessibility of TVET.
This is to enable the learning provision outside and away from the
training institution in terms of print and non-print media.

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 8. Computer Laboratory - This area depicts the major physical change
in the delivery – the use of Information Technology. This laboratory
has an array of computer units of which learners are provided for
them to learn and gain appropriate IT competencies that may include
Word, Excel even Desktop Publishing as may be prescribed in the
competency standard and curriculum.

9. Support Service Area - This area provides value-adding competencies

as such for Automotive Service Technician NC II, welding competency
address underpinning skills in the particular competency.

These different CBT areas are being presented to you, in order for you
to convert and prepare your traditional workshops into CBT workshops.
This is one of the requirements before introducing CBT in your institution.

On the other hand, you must have a good grasp of the different
activities to be undertaken in each area, for you must orient your learners
on these different areas before their formal training starts or they will be at a
loss.

Characteristics of a good workshop layout

1. Safe – a safe learning environment is one of the most important

considerations a trainer should consider in every layout. Remember
that a CBT layout should allow trainees on their own.
2. Accessible – a good layout provides for a circulation area both for the
trainer and trainee. If possible, divisions or partitions are limited to
reduce obstruction to the sight of the trainer as the training is going
on. Layout your work stations to allow easy monitoring.

3. Complete components – layout the nine components of CBT

prescribed by TESDA. Depending on the functionality of the
components in your qualification, layout related components next to
each other (e.g. learning resource area, contextual area and distance
learning area).

4. Aligned with the competencies of the qualification – workstations such

as mock-ups should mimic those of the industry where your
competencies are directly related. Each competency should have at
least one workstation for you to be able do CBT.

5. Well-sequenced – workstations that are sequenced from simple to

complex tasks is recommended. Within a competency’s workstation,
activities that will practice small tasks to achieve the main skill to be
mastered should be provided for.

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 Depending on what is being delivered, the training environment may
vary quite a lot, from a workstation to an onsite location, outdoors, indoors
or in several locations. You should, always, ensure that all learners have
access to a safe environment and are trained appropriately.
Some qualifications may have workstations that are impossible to set-
up inside a building such as in the case of agriculture related qualifications
and those of the construction sector. In these cases, however, some skills or
tasks maybe practiced inside a workstation. A corresponding work area
should therefore be set-up so that these tasks will be practiced by trainees
before going to the worksite outside the workstation/laboratory.

The Training Regulations

To ensure a quality CBT, the Training Regulations promulgated by

TESDA for every qualification provides a list of Tools, Equipment and
Materials and Training Facilities based on 25 trainees. Space requirement
is, also suggested for the different areas or components of CBT. This is a
good benchmark when laying out your workshop.

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 SELF-CHECK 1.5-1

Directions: Select the correct answer from the choices listed below
each item. Write your answer on your answer sheet.

1. A competency-based workshop component that enables learning provision

outside the training institution is ___.
A. Computer laboratory
B. Distance Learning Area
C. Learning Resource Area
D. Support Service Area

2. This area provides the learner with the knowledge requirements in the
various modules responding to the competencies.
A. Computer Laboratory
B. Contextual Learning Area
C. Learning Resource Area
D. Trainers Resource Area

3. The area where in the learners acquires the skills and knowledge
components of the competencies prescribed by the standard is ___.
A. Contextual Learning Area
B. Learning Resource Area
C. Trainers Resource Area
D. Practical Work Area

4. This area provides the mechanism for assessing the completion of

competencies of a learner.
A. Computer Laboratory Area
B. Institutional Assessment Area
C. Quality Control Area
D. Support Service Area

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5. This area ensures that the underpinning knowledge, the science,
mathematics and communication principles as applied to the technology
are provided to the learner.
A. Contextual Learning Area
B. Learning Resource Area
C. Trainers Resource Area
D. Support Service Area

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 JOB SHEET 1.5-1
Title: Plan a Workshop Shop Layout

Performance Objective : Given the qualification assigned to you, you

should be able to make a workshop layout that
conforms to the principles of CBT.

Supplies/Materials : Drawing materials, computer,

Training Regulations
Equipment : PC, printer with ink

Steps/Procedure:
1. Review the Training Regulations.
2. Identify the work stations of your competencies.
3. Layout the workstations for the competencies.
4. Plan the arrangement of the 9 components of CBT.
5. Layout the 9 components of the CBT workshop.
6. Evaluate your work using the Performance Criteria Checklist.
7. Present your work to your trainer

Assessment Method:
Portfolio Assessment, Questioning

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 Performance Checklist 1.5-1

Trainees Name__________________________ Date ________________

Criteria YES NO

1. All components of a CBT workshop are laid out.

2. Components are labeled.

3. Related components are proximate to each

other.

4. Each competency of the qualification has at

least one workstation.

5. Workstations are accessible to trainees and

trainers.

6. Workstations/ mock-ups are sequenced to

learn from simple to complex skills.

5. Work flow in the shop layout is considered.

6. Workstations are labeled.

7. Workstations mimic that of the industry set-up

for the competency.

Comments/Suggestions:

Trainer: ___________________________ Date: ________________

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 Sample Workshop Layout

Contributed by:
Michael Angelo Neo

Date Developed: Document No.

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 Bibliography

DeVellis, R. F. (1991). Scale development: Theory and applications. Newbury

Park: Sage Publications.

Mendenilla, Amores, Paulino, etc. (2008) Assessor Methodology 1 version 5

Santos, Z.C. and Pastor, G.N. (2009). Psychological Measurement and

Evaluation. Rex Bookstore .

Skills Standards and Certification Office (1999). Competency Assessment

Instrument Development Course

Sullivan, Rick, PhD. (September 1995), The Competency-Based Approach to

Training,
TESDA Planning Office. (2010) The TVET Glossary of Terms Fourth Edition

Websites
Dobson, Graeme. (Otober 2003). A Guide to Writing Competency Based
Training Materials, National Volunter Skills Centre, Retrieved
(February 2012 ) from http://www.reproline.jhu.edu/english/6read/
6training/ cbt/cbt.htm
Instructional Development Timeline(n.d), , Retrieved (February 2012) from
http://my-ecoach.com/project.php?id=12152&project_step=28465
Robert Gagne(n.d). Retieved (February 2012) from
http://mennta.hi.is/starfsfolk/solrunb/gagne.htm

Other Materials

National TVET Trainers Academy (2007), Presentation Materials of AM/TM 1

Aguilar, Katherine Amore, (2012). Developing Competency Assessment Tools

Date Developed: Document No.

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Methodology Level I Issued by:
Date Revised:
March 2012 Page 251 of 251
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Sessions Redilyn C. Agub
Revision # 01