Plan Training Session Workbook

Training Methodology I WORKBOOK

NAME OF TRAINEE:

Sector : TVET

Qualification Title: TRAINING METHODOLOGY I

Unit of Competency: Plan Training Session

Module Title: Planning Training Session

Technical Education & Skills Development AuthorityNATIONAL TVET TRAINERS ACADEMY

Marikina City

Learning Experiences

Learning Outcome 1DETERMINE LEARNER’S TRAINING REQUIREMENTS

Learning Activities Special Instructions1. Read The Philippine TVET

Trainers-Assessors Qualification Framework (LO1.1-1)

2. Answer Self-Check for LO1.1-1

Compare answers with the answer key. You are required to get all answers correct. If not, read the information sheets again to answer all questions correctly.

3. Read the Procedures Manual on Development of Competency-Based Curriculum (LO1.1-2)

4. Answer Self-Check for LO1.1-2

Compare answers with the answer key. You are required to get all answers correct. If not, read the information sheets again to answer all questions correctly.

5. Read Information Sheet on Identifying Current Competencies(LO1.1-3)

A questionnaire on how to determine trainees characteristic is also recommended.

6. Answer Self Check LO1.1-3

Compare answers with the answer key.

7. Perform Job Sheet LO1.1-3

Evaluate your own work using the Performance Criteria.Present your work to your trainer for evaluation and recording.

8. Read Information Sheet LO1.1-4

This information sheet discusses sample forms and templates for determining current competencies of your trainees.

9. Perform Job Sheet LO1.1-4a

Use the Performance Criteria Checklist to evaluate your own work.Present your work to your trainer for evaluation

10. Perform Job Sheet LO1.1-4b

Use the Performance Criteria Checklist to evaluate your own work.Present your work to your trainer for evaluation

11. Answer Self Check LO1.1-4

Compare answers with the answer key.

After doing all activities of this LO, you

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Planning Training Session

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Date Developed:July 2010

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are ready to proceed to the next LO on preparing session plans.

Self-Check LO1.1-1

Instructions: Read the questions carefully. On your answer sheet, write the letter of the correct answer.

1. A trainer at TQ Level II is a ___.a. Training designer/developerb. Trainer/Assessorc. Training Supervisor and Mentord. Master Trainer

2. Which is not a competency requirement for TQ Level I?a. Facilitate Learning Sessionb. Conduct Training Needs Analysisc. Plan Training Sessionsd. Utilize Electronic Media in Facilitating Training

3. Which is an entry requirement for TQ Level I?a. MS Graduate or Equivalentb. With portfolio of relevant actual work outputsc. BS Graduate or Equivalentd. Certified in the highest available NC Level that will be

handled4. A Training Mentor ____.

a. conducts technical training and competency assessment.b. designs and develops curriculum, courses and instructional

materials.c. extends the body of knowledge in the field of technical

vocational education and training.d. supervises, develops and mentors technical trainers.

5. How many units of competencies has TQ Level I?a. 4b. 6c. 7d. 8

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Answers to LO1.1-1

No.

answer

1 A2 B3 C4 D5 B

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BACK TO LEARNING EXPERIENCES

Self-Check LO1.1-2

Instructions: Read the questions carefully. On your answer sheet, write the letter of the correct answer.

1. A _______ is designed to ensure that required competencies by the industry are achieved after training and assessment.a. Competency Standard (CS)b. Training Regulation (TR)c. Competency-Based Curriculum (CBC)d. Trainers Qualification Framework (TQF)

2. The facilities, tools, equipment and materials used for the delivery of a course are called ______.a. Assessmentb. Resourcesc. Contentd. Module Title

3. Which is not a characteristic of competency-based training?a. The system does not allow Recognition of Prior Learning.b. Training materials used are directly related to the competency

standards and the curriculum.c. Learning is competency-based or modular in nature.d. Training delivery is individualized or self-paced.

4. The Summary of Learning Outcomes is related to ____ of the Competency Standards.a. Performance Criteriab. Range of Variablesc. Elementsd. Evidence Guide

5. Which components of CS and CBC are related to one another?a. Evidence Guide and Module Titleb. Range of Variables and Assessment Criteriac. Conditions and Performance Criteriad. Contents and Performance Criteria

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Answers to LO1.1-2Procedures Manual on Developing Competency-Based Curriculum

1. 2. 3. 4. 5.

Microsoft Office Excel Worksheet

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DOUBLE CLICK TO CHECK YOUR ANSWERS

What's Your Learning Style?

For these questions, choose the first answer that comes to mind and click on a, b, or c. Do not spend too much time thinking about any one question.

1. When you study for a test, would you rather

a) read notes, read headings in a book, and look at diagrams and illustrations? b) have someone ask you questions, or repeat facts silently to yourself? c) write things out on index cards and make models or diagrams?

2. Which of these do you do when you listen to music?

a) daydream (see things that go with the music) b) hum along c) move with the music, tap your foot, etc.

3. When you work at solving a problem do you

a) make a list, organize the steps, and check them off as they are done? b) make a few phone calls and talk to friends or experts? c) make a model of the problem or walk through all the steps in your mind?

4. When you read for fun, do you prefer

a) a travel book with a lot of pictures in it? b) a mystery book with a lot of conversation in it? c) a book where you answer questions and solve problems?

5. To learn how a computer works, would you rather

a) watch a movie about it? b) listen to someone explain it? c) take the computer apart and try to figure it out for yourself?

6. You have just entered a science museum, what will you do first?

a) look around and find a map showing the locations of the various exhibits. b) talk to a museum guide and ask about exhibits. c) go into the first exhibit that looks interesting, and read directions later.

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7. What kind of restaurant would you rather not go to?

a) one with the lights too bright b) one with the music too loud c) one with uncomfortable chairs

8. Would you rather go to

a) an art class? b) a music class? c) an exercise class?

9. Which are you most likely to do when you are happy?

a) grin b) shout with joy c) jump for joy

10. If you were at a party, what would you be most likely to remember the next day?

a) the faces of the people there, but not the names b) the names but not the faces c) the things you did and said while you were there

11. When you see the word "d - o - g", what do you do first?

a) think of a picture of a particular dog b) say the word "dog" to yourself silently c) sense the feeling of being with a dog (petting it, running with it, etc.)

12. When you tell a story, would you rather

a) write it? b) tell it out loud? c) act it out?

13. What is most distracting for you when you are trying to concentrate?

a) visual distractions b) noises c) other sensations like, hunger, tight shoes, or worry

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14. What are you most likely to do when you are angry?

a) scowl b) shout or "blow up" c) stomp off and slam doors

15. When you aren't sure how to spell a word, which of these are you most likely to do?

a) write it out to see if it looks right b) sound it out c) write it out to see if it feels right

16. Which are you most likely to do when standing in a long line at the movies? a) look at posters advertising other movies b) talk to the person next to you c) tap your foot or move around in some other way

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The structured questionnaire below was prepared as a data gathering tool to help the trainer collect data on trainee’s characteristics. This questionnaire maybe filled up by each trainee and validated by the trainer from possible sources like the Trainee’s Profile and through personal interview of each trainee.

TO DETERMINE YOUR LEARNING STYLE:Total your a's, b's, and c's. If you scored mostly

a's you may have a visual learning style. b’s you may have an auditory learning style. c’s you may have a kinesthetic learning style

Sample Data Gathering Instrument for Trainee’s Characteristics Please answer the following instrument according to the characteristics described below. Encircle the letter of your choice that best describes you as a learner. Blank spaces are provided for some data that need your response.

Characteristics of learners

Language, literacy and numeracy (LL&N)

Average grade in:English

a. 95 and aboveb. 90 to 94c. 85 to 89d. 80 to 84e. 75 to 79

Average grade in:Math

f. 95 and aboveg. 90 to 94h. 85 to 89i. 80 to 84j. 75 to 79

Cultural and language background

Ethnicity/culture:a. Ifugaob. Igorotc. Ibanagd. Gaddange. Muslimf. Ibaloyg. Others( please specify)_____________

Education & general knowledge

Highest Educational Attainment:a. High School Levelb. High School Graduatec. College Leveld. College Graduatee. with units in Master’s degreef. Masteral Graduateg. With units in Doctoral Levelh. Doctoral Graduate

Sex a. Maleb.Female

AgeYour age: _____

Physical ability I. Disabilities(if any)_____________________

II. Existing Health Conditions (Existing illness if any)a. Noneb. Asthmac. Heart diseased. Anemiae. Hypertensionf. Diabetesg. Others(please specify)

___________________

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Previous experience with the topic

TM Certificatesa. TQ certifiedb. TM graduatec. TM trainerd. TM lead trainer

Number of years as a competency trainer ______

Previous learning experience

List down trainings related to TM_________________________________________________________________________________

Training Level completed

National Certificates acquired and NC level______________________________________________________

Special courses Other courses related to TMa. Units in educationb. Master’s degree units in educationc. Others(please specify)

_________________________

Learning style a. Visual - The visual learner takes mental pictures of information given, so in order for this kind of learner to retain information, oral or written, presentations of new information must contain diagrams and drawings, preferably in color. The visual learner can't concentrate with a lot of activity around him and will focus better and learn faster in a quiet study environment.

b. Kinesthetic - described as the students in the classroom, who have problems sitting still and who often bounce their legs while tapping their fingers on the desks. They are often referred to as hyperactive students with concentration issues.

c. Auditory- a learner who has the ability to remember speeches and lectures in detail but has a hard time with written text. Having to read long texts is pointless and will not be retained by the auditory learner unless it is

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read aloud.Other needs a. Financially challenged

b. Working studentc. Solo parentd. Others(please specify)

___________________________

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Self –Check LO1.1-3

Instruction: Write the letter of the correct answer on your answer sheet.

1. Which of the following characteristics affect learning outcome?

A. educational attainment

B. learning styles

C. previous experiences

D. all of the above

2. What is the learning style of a learner who has a strong language skills?

A. auditory

B. kinesthetic

C. mixture of visual and auditory

D. visual

3. A learner who likes manipulating devices has a ___________ learning style.

A. auditory

B. kinesthetic

C. mixture of visual and auditory

D. visual

4. Which of the following is not important in planning a session?

A. ability level

B. learning preferences

C. Training method

D. none of the above

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Answers Self –Check LO1.1-3

1. 2. 3. 4.


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DOUBLE CLICK TO CHECK YOUR ANSWERS

JOB SHEETJOB SHEET LO1.1-3LO1.1-3

Title : Identifying Learner’s Characteristics

Performance Objective: Given a blank form, identify completely the characteristics of your trainees.

Supplies : Bond paper, pen

Equipment : PC, printer with ink

Steps/Procedure:

Using the Data Gathering Instrument for Trainee’s Characteristics1. Identify the characteristics of each trainee.2. Validate the data provided by trainees.3. Make a data base of trainees’ characteristics using the table below.4. Keep a copy of this table for use in the next modules.

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Name of Trainee


Lan

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Performance Criteria Checklist for Job Sheet LO1.1-3LO1.1-3

Identifying Trainees’ CharacteristicsIdentifying Trainees’ Characteristics

Trainee’s Name__________________________ Date ________________

Criteria YES NO

1. Learning style was determined using the questionnaire.

2. Data gathered is recorded for each trainee.

3.Data base of trainee’s characteristics is complete for each trainee.

4. Data was validated.

Comments/Suggestions:

Trainer: ___________________________ Date: ________

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FORM 4.1 SELF-ASSESSMENT CHECK

INSTRUCTIONS: This Self-Check Instrument will give the trainer necessary data or information which is essential in planning training sessions. Please check the appropriate box of your answer to the questions below.

CORE COMPETENCIESCAN I…? YES NO

1. Plan Training Session1.1 Identifying learner’s training requirements?1.2 Prepare session plans?1.3 Prepare instructional materials?1.4 Prepare assessment instruments?1.5 Organize teaching and learning resources?

2. Facilitate Learning Session2.1 Prepare training facilities/resources?2.2 Conduct pre-assessment?2.3 Facilitate training session?2.4 Conduct competency assessment?2.5 Review delivery of training session?

3. Supervise Work-Based Learning1.1 Establish training requirements for trainees?1.2 Monitor work-based training?1.3 Review and evaluate work-based learning

effectiveness?4. Conduct Institutional Assessment

4.1 Orient the trainee?4.2 Gather evidence?4.3 Make assessment decision?4.4 Record assessment results?4.5 Provide feedback to trainees?

5. Maintain Training Facilities5.1 Plan Maintenance activities?5.2 Prepare schedule of maintenance?5.3 Implement housekeeping activities?5.4 Maintain training equipment and tools?5.5 Document maintenance inspections?

6. Utilize electronic media in facilitating training6.1 Inspect electronic media equipment?6.2 Operate electronic media equipment to deliver a

lesson?6.3 Maintain electronic media?

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Performance Criteria Checklist for Job Sheet LO1.1-4aLO1.1-4a

(Determining Training Need)(Determining Training Need)


Criteria YES NO

1. Evidences of current competencies are validated.

2. Current competencies are identified.

3. Discrepancies between current competencies and required competencies are determined.

4. Training needs are completely listed.


Trainer: ___________________________ Date: ________

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JOB SHEETJOB SHEET LO1.1-4bLO1.1-4b

Title : Preparing Training Needs Analysis Forms

Performance Objective: Given the sample forms for Identifying Training Needs Analysis, make Forms 4.1, 4.2, 4.3 and 4.4 for the qualification you are assigned to.

Supplies : Bond paper


Steps/Procedure:

1. Secure TR and CBC for the qualification you are assigned to.2. Make the Self-Assessment Check (Form 4.1).3. Using sample Evidence of Current Competencies acquired

related to Job/Occupation (Form 4.2) of Trainer’s Methodology, prepare a list of possible evidences of current competencies.

4. Construct a blank form for determining discrepancies between competencies in the TR and current competencies or Training Gaps (Form 4.3) of prospective trainees.

5. Prepare a template for the Training Needs of trainees.

Assessment Method:

Portfolio Assessment, Performance Criteria Checklist

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Form 4.2: Evidence of Current Competencies acquired related to Job/Occupation

Current competencies

Proof/Evidence Means of validating

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Performance Criteria Checklist for Job Sheet LO1.1-4bLO1.1-4b

(Determining Training Need)(Determining Training Need)


Criteria YES NO

1. All required competencies are listed from BASIC, COMMON to CORE(Form 4.1).

2. Possible evidences of current competencies are listed (Form 4.2).

3. Means of validating evidences of competencies are listed.

4. Templates in assessing discrepancies between current and required competencies are prepared (Form 4.3).

5. Training need form is prepared for basic, common and core competencies (Form 4.4).


Trainer: ___________________________ Date: ________

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Self-Check LO1.1-4 Trainees’ Current Requirement

On your answer sheet, answer the questions that follow.

1. Why is it necessary to determine the current competencies of your trainee before preparing your Session Plan?

2. What are the three factors to be considered in using evidences submitted by a prospective trainee as proof of his current competencies?

3. What are the ways of determining current competencies of a trainee?

4. What is a training gap?

Answers

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Learning Outcome 2

PREPARE SESSION PLAN

Learning Activities Special Instructions1. Read Information Sheet on

Training Delivery Modes and Methods (LO1.2-1)

2. Answer Self-Check LO1.2-1 Compare your answers to the answer key

3. Read Information Sheet on Learning Resources (LO1.2-2)

4. Answer Self-Check LO1.2-25. Perform Job Sheet LO1.2-2 Evaluate your own work using the

Performance Criteria.Present your work to your trainer for evaluation.Keep a copy of your work for the next activities.


7. Perform Job Sheet LO1.2-3 Evaluate your own work using the Performance Criteria.Present your work to your trainer for evaluation.Keep a copy of your work for the next activities.


9. Perform Job Sheet LO1.2-4 Evaluate your own work using the Performance Criteria.Present your work to your trainer for evaluation.Keep a copy of your work for the next activities.

10. Perform Assignment Sheet LO1.2-4

This assignment sheet will be submitted after the training duration because it takes time to complete. This will form part of the portfolio when taking the Training Methodology I Assessment.

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Self-Check LO1.2-1Written Test

Multiple ChoiceInstructions: Choose the letter of the best answer. Write the letter of your

choice on your answer sheet

1. This method allows immediate practice and feedback.

a. case studyb. equipment simulationc. demonstrationd. role play

2. This is one of the trainer’s concerns when selecting training methods.

a. Ready availabilityb. Trainers’ capabilityc. Level of difficulty of the techniques to be usedd. Number of participants

3. A training method that is used for presenting factual topics is ___.

a. demonstration methodb. discussion methodc. lecture methodd. role playing

4. A training method wherein pairs or small groups are given, orally or in writing, a specific situation, event, or incident and are asked to analyze and solve it.

a. case studyb. demonstration methodc. discussion methodd. lecture method

5. A training method that can help participants improve skills, attitudes, and perceptions in real situations is ___.

a. demonstration methodb. discussion methodc. lecture methodd. role-playing

Answers

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Self-Check LO1.2-1

1.

2.

3.

4.

5.

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Self-Check LO1.2-3

Written TestMatching Type

Instructions: Match Column A with Column B. Write the letter only.

Column A Column B

_____________1. Psychological Order a. Subject matter which participants must know to accomplish the objective.

_____________2. Logical Order b. Appropriate when the subject matter reflects a chronological or historical development of events.

_____________3. Chronological Order c. A method based on the case of learning.

_____________4. Job Performance Order d. Provides a mechanisms for reviewing and finalizing the completed curriculum.

_____________5. Training Content e. Most appropriate when the subject matter dictates that one unit or topic will be presented before another.

_____________6. Training Outline f. Content is presented based on the order in which tasks and subtasks are accomplished on the job.

_____________7. Training Objectives g. Defines the order in which the curriculum will be presented.

h. used to identify the training content or the subject matter.

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Answers Self-check LO1.2-3

1. 2. 3. 4. 5. 6. 7.


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Template for Learning Activities

Learning Activities Special Instructions

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JOB SHEET LO1.2-2

Title: SEQUENCING TRAINING ACTIVITIES

Performance Objective: Given a Competency-Based Learning Material for a competency, outline the learning activities of your trainee.



Steps/Procedure:

1. Select one competency of training from the qualification assigned to you.

2. Identify instructional materials, tools and equipment which are available in your workshop.

3. Using the template below, make an outline of learning activities for your trainee.

Assessment Method:


Performance Criteria ChecklistJob Sheet LO1. 2-2

Trainee’s Name: ___________________________________ Date: ___________________

CRITERIA Yes

No

1. One unit of competency from the assigned qualification is selected

2. Instructional materials, tools and equipment which are available in the workshop are identified.

3. An outline of learning activities for the trainer is made using the given template.


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Self-Check LO1.2-4

Written TestMultiple ChoiceInstruction: Encircle the letter of the correct answer.

1. Type of human resource for presenting instruction.a. Customerb. Instructorc. Patronsd. All of the above

2. Example of a print material as resource used fro practice and feedback. Mock-ups Cassette tape Job sheet None of the above

3. A flip chart is what type of a non-print material? Still visuals Language machine Motion visuals All of the above

4. Contains a step-by-step for performing task using specific make or model of a product tool or equipment.

Journal References Manufacturer’s manual None of the above

5. Contains a recording of specialized sounds or noises. Film strip Records Simulations All of the above

AnswersSelf Check LO1.2-4

1. 2.

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3. 4. 5.


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Learning Resources Template

Competency Print Materials

Non-print materials

Tools Equipment

BASIC

COMMON

CORE

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JOB SHEET LO1.2-3

Title: Identifying Learning Resources

Performance Objective: Given the competencies of the qualification assigned to you, you should be able to identify learning resources for each competency.



Steps/Procedure:

1. List down all competencies of your qualification.2. Using the template below, list down the learning resources

available in your workshop.3. Present the template to your trainer.

Assessment Method:


Performance Criteria ChecklistJob Sheet LO1. 2-3

Trainee’s Name: ____________________________ Date: ___________________

CRITERIA Yes

No

1. List of competencies of the qualification is complete2. Available learning resources in the workshop are

listedBasicCommonCore

Trainer: ______________________________ Date: ___________________

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In template form, the session plan will look like this.SESSION PLAN

Sector :

Qualification Title :

Unit of Competency :

Module Title :

Learning Outcomes:

A. INTRODUCTION

B. LEARNING ACTIVITIES

LO 1:

Learning Content

Presentation Practice Feedback Resources Time

C. ASSESSMENT PLAN

Written Test Performance Test

D. TEACHER’S SELF-REFLECTION OF THE SESSION

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JOB SHEET LO1.2-4

Title: Make Session Plan

Performance Objective: Given one Learning Outcome of the qualification assigned to you, you should be able to draft a session plan.

Supplies/Materials : TR and CBC


Steps/Procedure:

1. Identify the contents of your Learning Outcome based on its performance criteria.

2. Using the template for the session plan, draft a session plan for a Learning Outcome.

3. Present your work to your trainer.

Assessment Method:


Performance Criteria ChecklistJob Sheet LO1.2-4


Criteria YES

NO

1. Is the qualification title in the session plan the same with the qualification title of the modules of instruction?

2. Is the module title indicated the same with the title of the modules of instruction?

3. Is the nominal duration of the session plan the same with duration indicated in the modules of instruction?

4. Does the introduction provide information on what is to be learned in the module?

5. Does the introduction give emphasis to the importance of the module?

6. Does the learning introduction provide information that relates to the current module the learners should learn?

7. Are the learning outcomes in the session plan the same with the modules of instruction?

8. Are the learning contents in the session plan the same with the contents indicated in the modules of instruction

9. Are the learning contents according to the sequence of delivery?

10. Do the learning activities cover the delivery of the required learning content?

11. Is the selected mode of delivery of presentation appropriate for the learner’s need?

12. Is the selected activity to practice appropriate for the learner’s need?

13. Does the feedback provide immediate monitoring of the learner’s performance?

14. Does the feedback measure the key factors of learning?15. Are the resources listed sufficient for the presentation,

practice and feedback activities?16. Can the required resources be made available on the

execution of the learning experience?17. Is the time allotment for each learning activity sufficient to

develop the required competence?18. Is the total time allotment for each learning activity the

same with the nominal duration indicated?19. Does the assessment plan provide information about the

assessment criteria?20. Does the assessment provide information on the type of

assessment?21. Does the assessment provide information on the type of

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evidence?


Trainer: ___________________________________ Date: ___________________

Assignment Sheet LO1.2-4Session Plan

Objective: Given a qualification, you should be able to make a complete session plan for all Learning Outcomes.

Steps/Procedure:

1. Download the TR and CBC of the qualification assigned to you from the TESDA website, www.tesda.gov.ph.

2. Make a complete session plan for your qualification.3. Present your completed session plan on __________________________ .

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http://www.tesda.gov.ph/

Performance Criteria ChecklistAssignment Sheet LO1.2-4


Criteria YES

NO

1. Is the qualification title in the session plan the same with the qualification title of the modules of instruction?

2. Is the module title indicated the same with the title of the modules of instruction?

3. Is the nominal duration of the session plan the same with duration indicated in the modules of instruction?

4. Does the introduction provide information on what is to be learned in the module?

5. Does the introduction give emphasis to the importance of the module?

6. Does the learning introduction provide information that relates to the current module the learners should learn?

7. Are the learning outcomes in the session plan the same with the modules of instruction?

8. Are the learning contents in the session plan the same with the contents indicated in the modules of instruction

9. Are the learning contents according to the sequence of delivery?

10. Do the learning activities cover the delivery of the required learning content?

11. Is the selected mode of delivery of presentation appropriate for the learner’s need?

12. Is the selected activity to practice appropriate for the learner’s need?

13. Does the feedback provide immediate monitoring of the learner’s performance?

14. Does the feedback measure the key factors of learning?15. Are the resources listed sufficient for the presentation,

practice and feedback activities?16. Can the required resources be made available on the

execution of the learning experience?17. Is the time allotment for each learning activity sufficient to

develop the required competence?18. Is the total time allotment for each learning activity the

same with the nominal duration indicated?19. Does the assessment plan provide information about the

assessment criteria?20. Does the assessment provide information on the type of

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assessment?21. Does the assessment provide information on the type of

evidence?


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Learning ExperiencesLearning Outcome 3PREPARE BASIC INSTRUCTIONAL MATERIALS

Learning Activities Special Instructions1. Read information Sheet LO1.3-1

Basic Instructional materials Read information sheet. After reading the learner is encourage to answer the self check.

2. Answer self-check LO1. 3-1 Compare the answers to the answer keys.

3. Read information Sheet LO1.3-2Front Matter

Read information sheet. After reading the learner is encourage to answer the self check.


5. Read information Sheet LO1.3.3Information Sheet Development



7. Read information Sheet LO1.3.4Task /Job Sheet



9. Read information Sheet LO1.3.5Operation Sheet

Read information sheet. After reading the learner is encourage to perform the task sheet.

10. Perform the task sheet LO1.3-5

The learner may approach the facilitator to check his/her work done.

11. Read information Sheet LO1.3.6Other Instruction Sheet


12. Perform the job sheet make a CBLM Package

The learner may approach the facilitator to check his/her work.

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Module Content

Module Content

Module Content

Module ContentCompetency Summary

Learning Outcome Summary


Information Sheet

Self Check

Self Check Answer Key

Operation Sheet/Task Sheet/Job Sheet

Procedural Checklist/Performance Criteria Checklist

Competency Assessment

References/Further Reading

Self- Check of L01.3-1

True or false: Write the word TRUE if the statement is correct and write FALSE if the statement is incorrect. Write your answer on the space provided before the number.

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PARTS OF A COMPETENCY-BASED LEARNING MATERIAL PACKAGE

In our efforts to standardize CBLM, the above parts are recommended for use in Competency Based Training (CBT) in Technical Education and Skills Development Authority (TESDA) Technology Institutions. The next sections will show you what is contained in each page of the Module.

List of Competency

Module Content

Front Page

__________ 1. Competency Bases Training (CBT) is characterized as individualize, self-

pace learning.

___________ 2. The efficiency and affectivity of the CBT delivery is dependent on the

quality of the Competency Based Learning Materials (CBLM).

___________ 3. The CBLM package must provide needed structure to the learning process through detailed instructions about what to do and when to do it.

___________ 4. The term job sheet is a learner’s material to provide support for training.

__________ 5. There is a saying that feedback are the breakfast of the champion, therefore in giving feedback must be done only in the morning.

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ANSWER KEY TO SELF CHECK LO1.3-1

1. 2. 3. 4. 5.

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Self- Check of L01.3-2

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

__________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 Experiencesb) Learning Outcome summaryc) Module contentd) Module title

_________ 2. This is a page that contains the content, assessment criteria and assessment method a) List of competenciesb) Learning Outcome summaryc) Module contentd) 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 competenciesc) Learning outcome summaryd) Module contente) 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 competenciesc) Learning outcome summaryd) Module contente) Unit of competencies

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ANSWERS

1. 2. 3. 4.

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Self Check LO1.3-3

Direction: Below are the guidelines in developing instructions sheet. Place a check mark (/) if you agree with the statement and mark (X) if you disagree with statement.

GUIDELINES IN DEVELOPING INSTRUCTIONS SHEET AGREE DISAGREE1. Use language that is straight forward and

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.

2. Supplement the words with illustrations, pictures and diagrams for greater clarity.

3. Give specific directions that are clear and concise. Carefully think through the sequence of directions.

4. Limit each instruction sheet to one to two sheets of paper if possible, but avoid overcrowding the page.

5. Place together the various items, points, or paragraphs by spacing, by numbers, letters or bullets.

6. Develop a uniform format for all instruction sheets so trainees can easily find the desired information. Space the various divisions of the sheet – such as title, purpose, illustrations and text – to produce an easily to read and attractive documents.

7. Using underlining to emphasize or to distinguish between headings, subheadings, and content.

8. Be consistent in the use of terminology to avoid confusion.

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Answers to LO1.3-3

1. 2. 3. 4. 5. 6. 7. 8.

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TASK SHEET LO1.3-3

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 at least one learning content.



Steps/Procedure:

1. Identify the contents of your Learning Outcome.2. Choose one content to develop into an Information Sheet. 3. Present your work to your trainer.

Assessment Method:


Performance Criteria ChecklistInformation Sheet

CRITERIA Yes

NO

Information Sheet is free from violation of copyright lawDocument contains information essential to the attainment of the learning outcomesThe title of the sheet gives some idea of the coverage of the sheetApproach in terms of content and presentation is appropriate to the interest and reading level of the traineeThe layout, text and drawings are attractive in appearance and legibleUncommon terms are marked for further definingAcknowledgements are made per copied part of the sheetReading level matches that of your traineesParagraphs are shortSentences are concise Illustrations are located to the side or just below the sentences referring to the illustrationsInformation sheet is not too short but not too long

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Self Check LO1.3-4

Matching type

Direction: Match the descriptor from the column I against to the terminologies in the column II. Write only the letter on the space provided below.

I II1. It is an extension of an

operation sheetA. Performance

2. The observable behavior that a student will do to demonstrate that the lesson is learned

B. Performance Objectives

3. Statement which identify the specific knowledge, skill or attitude that the trainee should gain

C. Task/job sheet

4. These are the external factors, prerequisite for completing the action described in a performance objective

D. Supplies/materials

5. It is the basis for evaluating the performance of the trainee.

E. Condition

F. CriterionG. Steps/ProcedureH. Assessment method

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Answers to Self Check LO1.3-4

1) 2) 3) 4) 5)

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Performance Criteria ChecklistTask/Job Sheet

CRITERIA Yes

No

Are tasks to be addressed by the job sheet identified?Is the job related to the performance objective?Are the operations involved in the job previously addressed in the training programAre 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

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TASK SHEET LO1.3-4

Title: Construct a Task/Job Sheet

Performance Objective: Given one Learning Outcome of the qualification assigned to you, you should be able to develop a Task/Job Sheet for at least one learning content.



Steps/Procedure:

1. Choose one Learning Outcome of the qualification assigned to you.

2. Make a Job Sheet to practice 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 below.


Assessment Method:


perform the job listed?Is there a Performance Criteria Checklist for evaluation?

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TASK SHEET LO1.3-5

Title: Make an Operation Sheet

Performance Objective: Given one Learning Outcome of the qualification assigned to you, you should be able to make an Operation Sheet with Procedural Checklist for at least one learning content.



Steps/Procedure:

1. Choose one Learning Outcome of the qualification assigned to you.

2. Make an Operation Sheet to practice the operation of a tool or equipment involved in your learning outcome based on the recommended format.

3. Develop a Procedural Checklist that will assess the performance of the trainee.

4. Check your work against the Performance Criteria Checklist below.


Assessment Method:


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Performance Criteria Checklist

CRITERIA Yes NoAre operations to be addressed by the job sheet identified?Is the operation clearly described?Is correct and accepted occupational and technical terminology 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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JOB SHEET LO1.3-6

Title: Make a CBLM Package

Performance Objective: Given one competency of the qualification assigned to you, you should be able to make a complete CBLM Package.



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.


Assessment Method:


Performance Criteria ChecklistMaking CBLM PackageMaking CBLM Package


Competency Learning Materials Checklist

Directions: Rate the CBLM against each of the following criteria. Place an x on the appropriate box at the right of each item to indicate how well the materials meet the criterion.

Name

Title of Material

Date

No Yes

1. The learning material contains the following basic components:

a. clear directions for using the learning materials or is self- explanatory

b. a rationale or introduction explaining the purpose and importance of the skill or knowledge being covered

c. a competency statement or learning outcomes

d. clear, complete explanations of the activities to be completed in order to achieve each learning outcomes

e. instructions sheet or reference to other resource references containing the needed information

f. device for immediate feedback

g. a performance checklist designed to measure actual trainee performance of the competency

2. The learning material also contains the following components:

a. a listing of prerequisites

b. definition of terms

c. Job sheets/Task Sheets

d. Self-Checks

d. assessment instrument

3. The learning material either includes all necessary materials or clearly specifies what outside materials are needed

4. The learning material contains a variety of activities

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to suit a range of learning abilities and style

5. The learning materials provide opportunities for trainees to interact with peers, trainer, and others

6. Supplementary enrichment activities are provided to meet the needs and interest of the trainees.


Trainer: ___________________________ Date: ________

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LEARNING EXPERIENCES

LEARNING OUTCOME 4

PREPARE ASSESSMENT INSTRUMENTS (Institutional)

Activities Special Instructions1. Read Information

Sheet LO1.4-1 (Establishing Suitable Assessment Methods for Institutional Assessment)

2. Perform Task Sheet LO1.4-1

Evaluate your own work using the Performance CriteriaPresent your work to your trainer for evaluationKeep a copy of your work.

3. Read Information Sheet LO1.4-2 (Table of Specifications)



5. Perform Assignment Sheet LO1.4-2

This activity will be needed to complete the pre-assessment instrument. It should be completed to serve as a guide for making competency assessments.Guide yourself using the Performance Criteria Checklist

6. Read Information Sheet 1.4-3 (Written Test)

7. Read information Sheet 1.4-4 (True-False)



9. Read information Sheet 1.4-5

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(Completion Items)10. Perform Task Sheet

LO1.4– 5Evaluate your own work using the Performance CriteriaPresent your work to your trainer for evaluationKeep a copy of your work.

11. Read information Sheet 1.4-6 (Matching Items)

12. Perform Task Sheet LO1.4– 6


13. Read information Sheet 1.4-7 (Multiple Choice)

14. Perform Task Sheet LO1.4 – 7


15. Read information Sheet 1.4 -8 (Essay Items)



17. Read information Sheet 1.4 -9 (Performance Test)



19. Perform Self-Check LO1.4-9

Compare answers with the answer key to check own work. You should get 100% correct answer before going to the next activity.

20. Perform Job Sheet LO1.4 – 9


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21. Read information Sheet 1.4 -10

22. Perform Self Check 1.4-10

Compare answers with the answer key to check own work. You should get 100% correct answer before going to the next activity.

23. Perform Job Sheet 1.4-10

Present your work to your trainer

After performing the activities of LO4 you may proceed to LO5.

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TASK SHEET LO1.4-1

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.



Steps/Procedure:

1. Follow the steps in making an evidence plan from the previous information sheet.

2. Use the suggested format prepared above.3. Present your work to your trainer.4. Keep a copy of this table for use in the next task sheet.

Assessment Method:

Portfolio Assessment, Questioning, Performance Criteria Checklist

Evidence Plan

Competency standard: Unit of competency:Ways in which evidence will be collected: [tick the column]

Obse

rvati

on &

Q

uest

ionin

gD

em

onst

rati

on &

Q

uest

ionin

gThir

d p

art

y R

eport

Port

folio

Wri

tten

The evidence must show that the trainee…

NOTE: *Critical aspects of competency

Prepared by:

Date:

Checked by:

Date:


CRITERIA YES

NO

1. Are all evidence requirements covered in the evidence

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plan?2. Are there enough methods of assessment included that

would allow the trainer to get the evidence required to determine competency?

3. Are the boxes properly marked to indicate which method to be used?

4. Is the correct format used? 5. Is the correct tense of the verb used in listing evidence

requirements?

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TASK SHEET LO1.4-2

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.



Steps/Procedure:

1. Based on your evidence plan, prepare a table of specification. 2. Use the suggested format prepared above.3. Present your work to your trainer.4. Keep a copy of this table for use in the next task sheet.

Assessment Method:



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. Is the level of thinking 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?

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ASSIGMENT SHEET LO1.4-2

Title: Prepare Table of Specification

Performance Objective: Given the qualification assigned to you, you should be able to prepare a table of specifications for the written test of the qualification.



Steps/Procedure:

1. Based on your evidence plan, prepare a table of specification for each of the competencies of the qualification assigned to you.

2. Use the suggested format prepared above.3. Present your work to your trainer.

Assessment Method:



Criteria YES NO1. Are all contents/evidence requirements in the evidence

plan under the written test column considered in the table of specifications?

2. Is the level of thinking 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?

CHECKLIST FOR EVALUATING-REFERENCED TEST

ADEQUACY OF THE PLAN YES NO1. Does the test plan include a detailed description of the

instructional objectives and the content to be answered?

2. Does the test blueprint truly indicate the relative emphasis to be given to each objective and each area of content?

3. Is the standard performance reasonable for the learning outcome to be measured?

ADEQUACY OF THE TEST ITEMS4. Are the test items appropriate for the learning

outcomes to be measured?5. Do the test items measure an adequate sample of

trainee performance for each type of interpretation to be made?

6. Do the test items present clear and definite tasks to be performed?

7. Are the test items free from nonfunctional materials?8. Are the test items of appropriate difficulty for the

learning outcomes to be measured?9. Are the test items of free from technical defects (clues,

ambiguity, inappropriate reading level?10. Is the answer to each item one that experts

would agree upon?11. Are the items of each type in harmony with the

rules of constructing that item type? ADEQUACY OF THE TEST FORMAT

12. Are the test items that measure the same instructional objective grouped together in the test?

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13. Are the test items arranged in order of increasing difficulty within each section of the test as a whole (to extent possible)?

14. Does the item layout of the page contribute to ease of reading and ease of scoring?

15. Are the test items numbered in consecutive order?

16. Are specific, clear directions provided for each section of the test and for the test as a whole?

Adapted from Norman E. Gronlund, Preparing Criteion-Referenced Test for Classroom Instruction. New York: The Macmillan Company, 1973.

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TASK SHEET LO1.4-4

Title: Construct True-False Items

Performance Objective: Given one competency of the qualification assigned to you, you should be able to construct True-False Items



Steps/Procedure:

1. Choose a competency of your assigned qualification and acquire the Information Sheet.

2. Construct at least five (5) True-False Items based on the Performance Criteria of the competency.

3. Use the Performance Criteria Checklist for True-False Items to check your work.


Assessment Method:


Performance Criteria for a True-false Test

CRITERIA YES

NO

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?

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TASK SHEET LO1.4-5

Title: Construct Completion Items

Performance Objective: Given one competency of the qualification assigned to you, you should be able to construct Completion Items



Steps/Procedure:


2. Construct at least five (5) Completion Items based on the Performance Criteria of the competency.

3. Use the Performance Criteria Checklist for Completion Items to check your work.


Assessment Method:


Performance Criteria for making Completion Items

CRITERIA YES NO1. Is each statement sufficiently unambiguous to limit

the correct answer to a few words or sentences?2. Are the items specific without being trivial?3. In most cases, does the omitted part of the

incomplete statement come at the end of the statement?

4. Is only one word omitted from each incomplete statement?

5. Are the items free of verbal clues, or blanks which suggest the answer?

6. Do computational problems indicate the expected degree of precision, such as the units, in the answer?

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TASK SHEET LO1.4-6

Title: Construct Matching Items

Performance Objective: Given one competency of the qualification assigned to you, you should be able to construct Matching Items



Steps/Procedure:


2. Construct at least five (5) Matching Items based on the Performance Criteria of the competency.

3. Use the Performance Criteria Checklist for Matching Items to check your work.


Assessment Method:


Performance Criteria Checklist for Matching Types

CRITERIA YES

NO

1. Are the two columns to be matched based on homogeneity?

2. Do the directions clearly indicate the basis for matching?

3. Are the items free of verbal or grammatical clues?4. Are there extra choices so guessing by elimination is

precluded?5. Are longer, more complex statements used premises

and shorter statements used as responses?

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TASK SHEET LO1.4-7

Title: Construct Multiple Choice Items

Performance Objective: Given one competency of the qualification assigned to you, you should be able to construct Multiple Choice Items



Steps/Procedure:


2. Construct at least five (5) Multiple Choice Items based on the Performance Criteria of the competency.

3. Use the Performance Criteria Checklist for Multiple Choice Items to check your work.


Assessment Method:


Performance criteria for making multiple Choice Items

CRITERIA YES NO1. 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?

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TASK SHEET LO1.4-8

Title: Construct Essay Items

Performance Objective: Given one competency of the qualification assigned to you, you should be able to construct Essay Items



Steps/Procedure:


2. Construct at least five (3) Essay Items based on the Performance Criteria of the competency.

3. Use the Performance Criteria Checklist for Essay Items to check your work.


Assessment Method:


Performance Checklist for Effective Essay Questions

CRITERIA YES

NO

1. Are all questions restricted to objective not readily measured by other types of questions?

2. Does each question pose a specific problem adequately delimited in scope?

3. In most cases, do you use several brief essay questions, rather than one or two long ones?

4. Does each essay question indicate clearly and accurately the desired extent and depth of each answer?

a. Does the question indicate how many reasons, examples, or arguments are expected for full credit?

b. Do the directions indicate the type of answer that will receive full credit?

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TASK SHEET LO1.4-9

Title: Construct Performance Test

Performance Objective: Given one competency of the qualification assigned to you, you should be able to construct a Performance Test



Steps/Procedure:


2. Construct a Performance Test for the competency.3. Use the Performance Criteria Checklist below to check your

work.4. Present your work to your trainer.

Assessment Method: Portfolio Assessment, Questioning, Performance Criteria Checklist

The Performance Criteria Checklist

Trainee’s Name: ____________________________ Date: ______________________

CRITERIA YES

NO

1. The quality and/or the quantity of work/task performed following the set of standards such as surface finish, tolerance, clearance and others.

2. Time allowed to finish the job is indicated.3. Proper use of tools/equipment & materials are specified as

a criteria for assessment4. The extent to which the examinee should follow standard

safety precautions is indicated.5. Critical criteria is identified and specifically marked.


Trainer: ____________________________ Date: ________________________

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SELF-CHECK LO1.4-9

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 D Total number of questions on the test

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 How can the accomplishment of objectives best be measured? D How old are the students?

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Which of the following is/are recommended as they are stated when constructing a test? Record an answer for each item as either Recommended (R) or Not Recommended (NR).

R NR 6. Put all true-false questions together

R NR 7. Use the test from last year

R NR 8. Make an answer key before the test is administered

R NR 9. Estimate how long it will take students to complete the test

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Answer

1. 2. 3.4. 5. 6. 7. 8. 9.

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JOB SHEET LO1.4-9

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Title: Construct a Competency Assessment

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


Steps/Procedure:

1. Based on your prepared table of specification from the previous activity, construct a set of Test Questions of the following types:

a. True or Falseb. Completion Typec. Matching Typed. Multiple Choicee. Essay Type

2. Use the guidelines found in the information sheet above as your guide.

3. Refer to the performance checklists for each test type to check your work.

4. Submit a copy of your written competency assessment instrument to your trainer.

5. Keep a copy of your assessment instrument for evaluation in LO1.4-8(Item Analysis).

Assessment Method:



ASSESSMENT TOOL Yes NoSpecific instructions and assessment conditions are clear and easy to understandWritten information are worded clearly and appropriatelyTime allotted is enough to finish the jobAssessment task address the evidence requirements for the competencies being assessedThe task or test project is adequately describedThe task or test project satisfy the criteria on cost effectiveness.The task or test project contain a substantial number of competencies that can be demonstratedThe level of difficulty of the task appropriate to the competencies being assessed.The assessment tasks are based on realistic workplace activitiesThe assessment activity is suitable for use in other assessment contextTOOLS AND EQUIPMENTThe tools and equipment needed during the assessment are appropriateThe tools and equipment needed during the assessment are availableSUPPLIES AND MATERIALSThe supplies and materials specified for the assessment are:

AppropriateAdequately available

EVIDENCE CRITERIAValidity The evidence provided relate directly to the unit of competency being assedA variety of assessment method have been used as specified in the instructions The skills and knowledge can be assed in an integrated waySufficiencyThe evidences provided by this assessment are sufficient for a judgement of the candidate’s competenceThe evidences gathered cover all the dimensions of the competencyThe questions focus on the candidate’s ability to interpret and apply knowledge and problem solving skills across a wide range of contextConsistencyThe 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 explainedAuthenticityEvidences are verifiable to be the candidates own workReliableThe critical elements have been identified to ensure that the most important aspect are assessedConsistent 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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SELF-CHECK LO1.4-10

1. Given the following hypothetical data compute the corresponding difficulty index, discrimination index and decide whether to retain, revise or discard the item. Fill in the table for your final answers.

Item

PU(Upper 27%)

PL(Low

er 27%)

Difficulty

Index (DF)

Descriptive

Interpretation

Discriminatory Index

(D)

Descriptive interpretation

Decision

1 76 20 0.47 AVERAGE 0.69 VERY GOOD

retain

2 50 253 40 404 62 425 33 566 60 40

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JOB SHEET LO1.4-10

Title: Conduct Item Analysis

Performance Objective: Given one 5 test items from the Trainer’s Methodology Pre-assessment Instrument and the result of the pre-assessment, you should be able to conduct item analysis and finalize the test items assigned to you.

Supplies/Materials : TR and CBC, record of answers to test items


Steps/Procedure:

1. Your trainer will assign five (5) test items of the Pre-assessment instrument to you.

2. A record of the answers will also be provided as your basis for item analysis.

3. Check the items for format using the guidelines above.4. Solve for the difficulty index. Follow the steps below:

Steps for solving Item Difficulty

After checking and scoring for each examinees,a. Arrange the scores from highest to lowest.b. Identify and separate the upper 27% counting from the top.

Example: 25 students x 0.27 = 7c. Identify and separate the lower 27% counting from the

bottom.d. Find the 27% upper by dividing the total frequency for the

right answers by 0.27 which is 7.For our example: if : there are 5 trainees who got correct answer

1. Then: 5/7 = 0.714 or 0.71e. Find the 27% lower by dividing the total frequency for the

right answer by 0.27.For our example: If there are 2 trainees in the lower group who got the correct answer,

Then: 2/7 = 0.285 = 0.29f. Add the result in the upper and lower group then divide by 2.

For our example: (0.71 + 0.29)/2 = 0.5. The result, 0.5, is the item difficulty index.

The interpretation for item difficulty index:

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0.91 – 1.0 very easy Item0.76 – 0.90 Easy Item0.25 – 0.75 average0.10 – 0.24 difficult item0.00 – 0.09 very difficult item

For this example 0.50 is within the range 0.50-0.75 the item, therefore is an averagely difficult item.

5. Compute for the discriminatory index.Subtract the percentage of correct answers for the lower group from the percentage of correct answers for the upper group. This is the discriminatory index.In our example above: 0.71-0.21 = 0.5 - discriminatory index

6. Compare the result to the following table.A guideline for classroom test discrimination values is shown below:

0.40 or higher very good items 0.30 to 0.39 good items 0.20 to 0.29 fairly good items 0.19 or less poor items

In our example, 0.50 is higher than 0.40 which means that our item is a very good test item.

7. Decide whether to retain, revise or discard the items based on the result.

8. Complete the table below:Item

PU(Upper 27%)

PL(Low

er 27%)

Difficulty

Index (DF)

Descriptive

Interpretation

Discriminatory Index

(D)

Descriptive interpretation

Decision

9. In case the item needs revision, revise the item.10. Present your work to your trainer

Assessment Method: Portfolio Assessment, Questioning, Performance Criteria Checklist

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Job Sheet LO1.4-10

Trainee’s Name: ____________________________ Date: ________________________

CRITERIA YES

NO

1. The format of the test is validated based from the guidelines.

2. The correct format for the results of the item analysis is used.

3. The interpretation of the results is correct based from the standard values.

4. The calculations are correct based from the procedures given.

5. Test items are revised or discarded based on the result of the item analysis.


Trainer: ___________________________________ Date: ________________________

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LEARNING EXPERIENCES

LEARNING OUTCOME 5ORGANIZE LEARNING AND TEACHING RESOURCES

Learning Activities Special Instructions1. Read Information

Sheet 1.5-1: Competency-Based Training Facilities

1. If you feel you can identify and describe the different areas found in a competency-based facilities as presented in Information Sheet No. 1.5-1, you can now answer Self-Check 1.5-1

2. Answer Self- Check 1.5-1

2. If you score 100% on Self-Check 1.5-1, you may now proceed to Information Sheet No. 1.5-2. If not, read, again, Information Sheet No. 1.5-1 and answer Self- Check No. 1.5-1.

3.Read Information Sheet 1.5-2: Materials and Resources needed for the Session

3. If you have thoroughly understood Information Sheet 1.5-2, answer Self-Check 1.5-2.

4. Answer Self-Check 1.5-2:

4. If you answered the questions correctly, you can now prepare a checklist of the needed resources and materials as required in Job Sheet 1.5-1.

5. Perform Job Sheet 1.5-1: List of Inventory of Training Resources

5. Let your facilitator check and make feedback on your output. If your output meets the required performance criteria, you can now proceed to the next activity.

6. Read Information Sheet 1.5-3: Shop Layout

6. After reading the information sheet and upon knowing the different procedures in lay-outing hand tools necessary for the session, you can now answer Self-Check 1.5-3.

7. Answer Self check 1.5-3

7. If you got 100% on Self-Check 1.5-3, you can now perform Job Sheet 1.5-2.

8. Perform Job Sheet 1.5-2:

Shop Lay-out

8. Once you have prepared your competency-based shop layout, let your facilitator check your output. If you satisfactorily meet the required performance criteria for this activity, you are now through with this module and can now move to the next unit of competency.

CONGRATULATIONS!!!!

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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


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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


SELF-CHECK ANSWERS 1.5-1

1.

2.

3.

4.

5.

If you got 100% correct answers in this progress check, you can now move to the next information sheet. If not, review the information sheet and go over the progress check again.

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Self Check 1.5-2

Fill-in the Blanks: Complete the sentences by filling in the blanks.

1. Materials needed in gaining knowledge necessary for the performance of a certain task are ____________________________.

2. To get skills feedback from the trainees, it is necessary for a facilitator to prepare a _________________________________.

3. In the practical workshop, you need to prepare _______________,

4. ________________, and 5._______________________ in order to perform the skills required for a certain competency.

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Answers to Self check 1.5-2

1.

2.

3.

4.

5.

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Templates for Job Sheet LO1.5-1

Resources for presenting instruction Print Resources Available Not

availableRemarks

Non Print Resources Available Not available

Remarks

Resources for Skills practice of Competency #1 ______________________________

Supplies and Materials Available Not available

Remarks

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JOB SHEET 1.5-1

Title: 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.



Steps/Procedure:

1. Based on your prepared session plan and the TR of the qualification assigned to you, make a list of the Training Resources in your workshop.

2. Use the suggested format given below.3. Present your work to your trainer.

Assessment Method:


Tools Available Not available

Remarks

Equipment Available Not available

Remarks

Resources for Knowledge/Skills practice Operation Sheets Availabl

eNot available Remarks

(specify Operation sheet numbers)

Task/Job Sheets Available

Not available Remarks

Self-Checks Available

Not available Remarks

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Resources for Knowledge/Skills Feedback Procedural Checklists Availab

leNot

availableRemarks

(specify Procedural checklist numbers)


Available

Not available

Remarks

Self-Checks Answer Keys

Available

Not available

Remarks

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

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Performance Checklist forJob Sheet LO1.5-1 (Inventory of Training Resources)

Trainees Name__________________________ Date ________________

Criteria YES NO

1. Print resources required and available per competency are listed.

2. Non-print resources required and available per competency are listed.

3. Tools required and available per competency are listed

4. Equipment required and available per competency are listed

5. Supplies and materials required and available per competency are listed.

6. Tools required and available per competency are listed.

7. Self-checks for evaluating trainees’ progresses are listed.

Operation Sheets/Task Sheets are listed.

Job Sheets required per competency are listed.

10. Procedural/Performance Criteria Checklists are listed.

11. Written test required and available are listed.

12. Status or availability of training resources is specified in the list.


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Trainer: ___________________________ Date: ________________

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Self-Check 1.5-3

Directions: On your answer sheet, write true if the statement is correct and false if the statement is not.

1. The floor plan is unnecessary in developing a shop layout.

2. Shop layout is a replica of the practical workshop area.

3. A good layout needs a list of tools and equipment which should have a scale drawing.

4. Whenever there is additional equipment, the shop layout should be reviewed and revised.

5. Dry run is not necessary for a good layout.

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Answers to self check 1.5-3

1.

2.

3.

4.

5.

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JOB SHEET LO 1.5-2

Title: Shop Layout

Performance Objective: Given the qualification assigned to you and the Inventory of Training Materials in the previous activity, you should be able to make a shop layout that conforms to the principles of CBT.

Supplies/Materials : Drawing materials, computer


Steps/Procedure:

1. Based on the Inventory of Training Resources made in the previous activity, make a layout of your workshop. Consider the following:

List of equipment

Different areas of competency-based facilities must be present.

The flow of activity for different areas of competency-based facilities must be considered.

All the required equipment must be arranged by work stations.

Flow of activity must be by work stations

All furniture must be shown on the shop layout

Follow the presented procedure in arranging equipment as discussed earlier in this module.

2. Present your work to your trainer

Assessment Method:



Performance Checklist for

Job Sheet LO 1.5-2 (Shop Layout)

Trainees Name__________________________ Date ________________

Criteria YES NO

1. List of equipment required is complete.

2. Different competency areas are indicated in the shop layout.

3. Shop layout is drawn to scale.

4. Work stations are well-planned.

5. Work flow in the shop layout is considered.

6. Furniture required is shown on the shop layout.


Trainer: ___________________________ Date: ________________

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Documents

Plan Training Session Workbook