WRITTEN REPORT

Plan Training Session (10 pts.)

Performance Criteria Point Evidence

s

Review and analyze relevant curriculum* (Q1 & 2) Training Needs

Learning Outcomes
Time
1
Resources
Target group
Trainees Characteristics

Identify, read and interpret relevant modules of 1. TNA forms/Pre-training forms or RPL forms
instructions (Q1 & 2) 1 2. CBC/MOI
3. CS/TR

if all of the following are mentioned

Determine evidence requirements that are within 1. Should be in congruence with the assessment
the coverage of training module and the required plan of the session plan.
performance level for learning activities (Q6,7&8) 2. Which may be obtained using any of the following
methods:
1
1. Written
2. Interview
3. Demo w/ Questioning
4. Portfolio

If Enumerated and provided brief description / example

Finalize session plan according to required format of the following:
(Q3) 1. Sector
2. Qualification
3. Unit of Competency
2
4. Learning Outcomes
5. Introduction
6. Learning Activities
7. Assessment Plan

If all Factors to consider in selecting training methods

Address training methods that pertains to the are mentioned:
required competencies (Q4) 1. Content
2. Objective
1 3. Cost
4. Target audience
5. Time
6. Resources

If described and gave examples of any of the following:

Determine sequence of training activities (Q5) 1. Gagnes Theory
1 2. Simple to complex
3. Hierarchy of learning

Explained any two assessment methods which

Identify and select suitable assessment methods appropriate to the LO:
appropriate with the learning outcome of a module 1. Demonstration to measure Underpinning skills
(Q6) 2. Written test to measure Underpinning
knowledge
1
3. Portfolio measure Underpinning knowledge
and skills as attested by external party
4. Interview to probe on the breadth and depth of
Underpinning knowledge and skills

If answer expresses the following

Check assessment instruments for validity, fairness, Validity in reference to
safety and cost effectiveness (Q7) Relevant to CS
Dimensions of competency

1 Cost Effective
Assessment activity maximizes use of
resources
The assessment tools scope all dimensions of
competency given limited resources

1 Enumerated and described at least two (2) of the

Use underlying principles (Q9) following:
1. Goal oriented and needs immediate feedback
2. Practical
3. Demands respect
 4. Seeks Relevance and value
5. Learns independently and in variety of ways
6. Uses past experiences
7. Seeks personal growth & development

Facilitate Learning Session (10 pts.)

Performance Criteria Point Evidence

s

Enumerated and discussed appropriate training

Prepare appropriate training facilities/resources activities which includes:
.4
based on the session requirements Tools and Equipment
Learning Materials

Enumerated learning stations according to learning

Prepare and sets-up learning station according to activities
learning activities Practical work area
Contextual learning area
.4 Learning Resource area
Trainers Resource area
Computer Laboratory
Quality Control Area

Enumerated the equipment, tools, supplies and

materials appropriate to the learning activity
Prepare and sets-up tools and equipment according .4 List of tools
to learning activities List of supplies & materials

Enumerated the data gathering methods:

Self-assessment check
Prepare pre-assessment instruments in accordance Learning Style Questionnaire
with the number of applicants Trainees Characteristics
.4
Other Pre-tests

Discussed the context and procedures of his

Explain the context and procedures of pre-training qualification
.4
assessment according to the guidelines Current competency
RCC/RPL

Provided assessment tools applicable ex. Interview

Gather evidence using the assessment tools .4 questions, written exams, performance tests
specified in the evidence plan

Discussed Pre-test
Evaluate evidences and discusses feedbacks based .4 pre-training assessment: SAC, RPL, learners
on the results of the pre-training assessments characteristics

Determine and credits current competencies and .4 Discussed RPL

prior learning

Discussed Trainees Characteristics, Learning Style

.4
Evaluate characteristics and profile of learners Questionnaire and principles on adult learning

Orient properly the learners on the CBT delivery Discussed CBT process flow, principles of CBT
.4
system

1 Enumerated different learning materials appropriate to

Use appropriate training methods based on the any of the any of these methods self-paced learning,
level and characteristics of learners demonstration, role playing
Job Sheet
Task Sheet
Operation Sheet
 Self-learning material
Power point Presentation

Assist learners to achieve learning outcomes(Q6) Enumerated and discussed learning methodologies as
.5
well as resources and time allotment for each task

Monitor work and learning activities based on Discussed training activity matrix,
training plan (Q6) progress chart, achievement chart,
.5
attendance/monitoring sheet, trainees record book
(journal)

Provide feedback to improve learners competence

(Q9) Discussed feed backing (starting with positive remarks,
.5
areas for improvement and suggested activities for
improvement)

Orient learners on the evidence requirements Discussed the assessment methodologies applicable in
relevant to the evidence plan (Q8) his conduct of institutional assessment
Any assessment tool applicable/appropriate to the
.5 learning outcome
Written test
Demonstration

Provide competency assessment tools, materials Identified assessment tools needed in the conduct of
.5
and equipment to learners (Q8) assessment

Gather and document evidences using relevant Written exam

.5
assessment tools (Q8) Demonstration with oral questioning checklist

Record assessment results in accordance with the Achievement chart

.5
approved rating system (Q6&8) Progress chart

Use appropriate feedback mechanism to inform Face to face

learner of his/her progress (Q9) .5 Based upon observable behavior
Strong points first then weak points
Descriptive of Specific behavior

Make interpretation on the result of evaluation on Used evaluation instruments

delivery of training session (Q10) Used statistical tools for interpretation of results
.5
Ask students to answer program/session evaluation
forms and recommend specific area for improvements
Session evaluation form

Make adjustments on delivery of training session Make adjustments on the session plan
based on the results of evaluation (Q10) Teachers reflection
.5
Training Methods/presentation
Time or nominal period
Resources

Maintain Training Facilities (5 pts.)

Performance Criteria Point Evidence

s

1. Sketch/ Layout of WS (CBT requirement)

.5
Identify training facilities and equipment/tools 2. List of equipment/tools
(Q1&2)

Inventory/list of Equipment, tools & Supplies/materials

.25
Prepare training equipment, tools, materials/supply
inventory(Q3)

.25
Described regular maintenance and housekeeping
Identify and prepare maintenance activities, schedule of their respective institution
resources and schedule according to job
requirements (Q3)

Described regular maintenance and housekeeping

Establish maintenance activities according to schedule of their respective institution
.25
policies(Q3)

Described regular maintenance and housekeeping

Carryout regular inspection in the work area .25 schedule of their respective institution
according to workplace procedures and standards
(Q3)

Described regular maintenance and housekeeping

.25
Execute regular maintenance activities and routine schedule of their respective institution
servicing/repair according to scheduled plan (Q3)

Follow maintenance procedures in accordance with Described regular maintenance and housekeeping
the manufacturers manual and organization policies .25 schedule of their respective institution
(Q3)

Identify areas /equipment to be maintained (Q3) Described regular maintenance and housekeeping
.25
schedule of their respective institution

Secure equipment in safe places in accordance with Described regular maintenance and housekeeping
.25
procedures (Q3) schedule of their respective institution

Prepare requisition for instructional equipment, Describe the process in preparing Purchase Request
tools, supplies and materials according to .25
established procedures (Q4)

Performance Criteria 2 -9 Inventory

Maintain Activities Resource and Schedule
FEM policies
.25
Inspection checklist39
Maintenance specs
Housekeeping Maintenance

Identify and justify the equipment, tools, supplies Purchase request justifying the purpose
.25
and materials (Q4)

Respond to failed or unsafe equipment in Describe their respective organizations SOP in

accordance with organizational policies & .25 addressing equipment breakdowns
procedures (Q5)

Report complex faults or repair requirements Describe their respective organizations SOP in
outside area of responsibility or competence for addressing equipment breakdowns
.25
specialist assistance in accordance with
organizational

Check disposal of waste and dangerous chemicals Describe the following:

in accordance with Occupational Health and Safety, 1. Waste Mgt. system /Waste disposal system
1
regulations and organizational policies and other 2. Waste segregation System
regulations (Q6)

Describe the process in preparing the following:

Document and report maintenance and repair 1. Maintenance record
activities according to organizational policies(Q7) .25 2. Equipment breakdown report
3. Maintenance/job request

Supervised Work-based Learning (5 pts.)

Performance Criteria Point Evidence

s
Access and interpret relevant policies and Describes any of the following Key terms:
guidelines to guide the development of work-based .5 tie-ups, partnerships, linkages, alliances,
arrangements* (Q1) coordination, benchmarking, MOA, MOU

Identify and discuss with relevant personnel the Explain advantages of having a training plan or explain
.25
goals for trainees learning (Q1&2) Purpose/importance of training plan

Prepare training plan in accordance with agreed Explain advantages of having a training plan or explain
.5
outcomes* (Q2) Purpose/importance of training plan

Develop, discuss and agree with relevant personnel Explain advantages of having a training plan or explain
.25
on the training schedule* (Q2) Purpose/importance of training plan

Confirm with relevant personnel the availability of Explain advantages of having a training plan or explain
.2
materials within budget* (Q3) Purpose/importance of training plan

Explain to trainees the objectives for undertaking Describe orientation/briefing of OJT prior deployment
work-based training and the processes involved in .3
this* (Q3)

Describe OJT monitoring in terms of any of the

Conduct visits to work-based training venue to following:
ensure training arrangements are implemented* Schedule a regular visit/inspection
(Q4) Check trainees performance/safety
Request feedback from trainees
.25 Talk to supervisor/discuss trainees
performance
Identify risks and hazards
Reported risks and hazard

Describe OJT monitoring in terms of any of the

Monitor and record trainee progress against the following:
training plan and addresses contingencies* (Q4) Schedule a regular visit/inspection
Check trainees performance/safety
Request feedback from trainees
.25 Talk to supervisor/discuss trainees
performance
Identify risks and hazards
Reported risks and hazard

Describe OJT monitoring in terms of any of the

Monitor OHS requirement to ensure health, safety, following:
and welfare of trainees* (Q4) Schedule a regular visit/inspection
Check trainees performance/safety
Request feedback from trainees
.25
Talk to supervisor/discuss trainees
performance
Identify risks and hazards
Reported risks and hazard

Describe OJT monitoring in terms of any of the

Encourage trainees to provide feedback on their following:
learning experience* (Q4) Schedule a regular visit/inspection
Check trainees performance/safety
Request feedback from trainees
.25
Talk to supervisor/discuss trainees
performance
Identify risks and hazards
Reported risks and hazard

.25 Describe OJT monitoring in terms of any of the

Provide feedback about work performance to following:
trainees* (Q4) Schedule a regular visit/inspection
Check trainees performance/safety
Request feedback from trainees
Talk to supervisor/discuss trainees
performance
Identify risks and hazards

Facilitate group discussion and interaction (Q4)
Identify and arrange support mechanisms according
to the needs of the trainees* (Q4)
Handle difficult trainees and situations (Q5)
Manage conflict in the session (Q5)
Evaluate effectiveness of work-based learning
against the extent of attainment of the objectives*
(Q6)
Recommend improvements and changes to work-
based learning based on the review process (Q6)
Conduct Competency Assessment (5 pts.)
Performance Criteria
Identified and organized activities in the workplace,
training center or assessment center in accordance
with the relevant Evidence Guide (Q1)
Reported risks and hazard
Describe OJT monitoring in terms of any of the
following:
Schedule a regular visit/inspection
Check trainees performance/safety
Request feedback from trainees
.25
Talk to supervisor/discuss trainees
performance
Identify risks and hazards
Reported risks and hazard
Describe OJT monitoring in terms of any of the
following:
Schedule a regular visit/inspection
Check trainees performance/safety
Request feedback from trainees
.25
Talk to supervisor/discuss trainees
performance
Identify risks and hazards
Reported risks and hazard
Describe how the organization addresses OJT issues
and concerns which may include:
Ask for written report from the company
Make further investigation based on the written
report
Provide feedback to trainees based on the
.5
written report
With action to verify the truthfulness of the
remarks/report
Provided counselling
Provided resolution to the issue
Describe how the organization addresses OJT issues
and concerns which may include:
Ask for written report from the company
Make further investigation based on the written
report
Provide feedback to trainees based on the
.5
written report
With action to verify the truthfulness of the
remarks/report
Provided counselling
Provided resolution to the issue
Describe how the organization evaluates effectiveness
.15 of OJT Program
Describe how the organization evaluates effectiveness
.1
of OJT Program
Point Evidence
s
1. Assessment guidelines, schedule of assessment,
availability of the Assessment Center and
candidates evidence and evidence gathering tools,
workplace policies and procedures
2. Coordination with Assessment Center Manager
1
3. Prepare oneself re punctuality, grooming, review on
the assessment procedure
4. Roles of all people involved
5. Confirm Assessment record keeping and reporting
arrangement are confirmed
2
Obtained, checked and arranged resources 1. Conduct site inspection
required for assessment as specified in the 2. Check the completeness of assessment resources
Evidence Guide and the assessment tools within a 3. Check and ensure safe and accessible assessment
safe and accessible assessment environment (Q1) environment
4. Assessment package

Explained the context and purpose of assessment 1. Explain the context /physical setting
to candidates in line with the requirements of the 1 2. Purpose of assessment/certification
relevant Assessment Guidelines (Q2)

Establish allowable adjustment such as

Determined the needs of the candidate s to 1. Language
establish any allowable adjustments in the 2. Religion
assessment procedure (Q2) 1 3. Culture
4. Health condition
5. Disability

Explained legal and ethical responsibilities 1. Right to appeal

associate with the assessment of the candidates in 2. Confidentiality
line with assessment guidelines (Q2) 3. Free consent of candidates
4. Transparent reporting, recording and retrieval
1 systems for assessment
5. OH&S
6. Adheres to quality system and policies and
procedures
7. Integrity of assessors

Explained clearly the competency standards to be 1. Qualification Title

assessed and the evidence to be collected to the 2. Unit of competency
candidate (Q2) 1 3. Task to be performed
4. Evidence to be collected
5. Methods of assessment

Explained the assessment procedure to the 1. Establish the context and purpose of assessment
candidate in line with the relevant Assessment 2. Prepare the candidates/Orientation
Guideline (Q2) 3. Gather the evidence
1 4. Make judgment
5. Recording and Reporting
6. Provide Feedback
7. Review of the Assessment Process

Conveyed information using verbal and non-verbal
language which promote a supportive assessment
environment (Q3)
2 allowing the candidate to be clarified on
1. The orientation is part of preparing the candidate for
assessment.
2. It is a means to make the candidate relax and not
apprehensive
3. It is a means to provide a supportive environment by
the competencies to be assessed
the assessment methods to be used
the flow of assessment
the responsibilities of the people involved in
the assessment

Ask candidate to:

Asked the candidate to sign the attendance sheet 1. Submit accomplished Admission slip with ID
(Q4) picture
1 2. Present a Valid ID
3. Sign Attendance sheet and compare with signature
in admission slip

Allowed the candidate to read the specific 1. Explained task to be performed rally
instructions for the candidate (Q5) 2. Provide the specific instruction to candidate and
2 allow candidate to read the Task to be performed
by himself
3. Provide time for the candidate to clarify the task

Dos and Donts

Gathered evidences using assessment methods 1. Do not interrupt
specified in the relevant Evidence Guide (Q6&7) 2. Do not ask questions
3. Do not leave the assessment room
3
4. Record your observations
5. Observe safety
6. Stop assessment only if it will result to injury or loss
of life and property

Gathered and documented evidence in accordance
with the assessment procedure specified in the
relevant assessment guidelines (Q6&7)
Gathered and documented evidence using the
relevant assessment tools (Q6&7)
Made the assessment decision based on evaluation
of the evidence and requirements of the relevant
unit (s) of competency (Q8)
Gave clear and constructive feedback to the
candidate in line with the assessment guidelines
(Q9)
Explored ways of overcoming any gaps in
competency with the candidates (Q9)
Advised the candidate of available re-assessment in
line with the organizational policy and procedures
(Q9)
Recorded and reported promptly any assessment
decision disputed by the candidate to appropriate
personnel in line with the organizational policy and
procedures (Q9)
Model Answer for Q7. During the interview If the
answer of the candidate is wrong the assessor I will
1. not provide the correct answer because
2. it may pre-emp the answer to the next question
3
3. the candidate may think that the assessment is
finished
4. The assessor is already providing feedback.
Model Answer for Q7. During the interview If the
answer of the candidate is wrong the assessor I will
1. not provide the correct answer because
2. it may pre emp the answer to the next question
3
3. the candidate may think that the assessment is
finished
4. the assessor is already providing feedback
The bases of my decision are
1. 4 dimensions of competency
2. Rules of Evidence
3. Evidence Requirements
4
4. Corroboration of the evidence to other evidences
I make my decision based on the evidences
gathered in accordance to performance criteria.
1. Reinforce good performance
2. Explain specific areas for improvement
3. Use the specific approach, --kiss before you kick
plus advice for re assessment, sandwich technique
4. Provide advice on further training or practice to
1 improve performance
5. In case the candidate does not agree with my
decision even after clear feedback I will ask the
candidate to identify area of disagreement and
record it in rating sheet for both of us to sign,
prepare incident report and submit to TESDA Rep
Provide advice on further training or practice to
1
improve performance
If judgment is not yet competent I will provide advice on
1
re assessment. And suggestions on how to improve
performance
In case the candidate does not agree with my decision
even after clear feedback I will ask the candidate to
1 identify area of disagreement and record it in rating
sheet for both of us to sign,
Prepare incident report and submit to TESDA Rep