Plan Training Session Workbook in TOURGUIDING NC II

Training Methodology I
WORKBOOK
NAME OF TRAINEE: CARLOS B. DAVID
Sector: TOURISM
Qualifcation Title: TOURGUIDING NC II
Unit of Competency: Manage arrangements for Visitors
Module Title: Managing arrangements for Visitors
Technical Education & Skills Development Authority
DOMINICAN COLLEGE OF TARLAC
Capas, Tarlac
Learning Experiences
Learning Outcome 1
DETERMINE LEARNERS TRAINING REQUIREMENTS
Learning Activities Special Instructions
1. Read The Philippine TVET
Trainers-Assessors
Qualifcation 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.
4a
Use the Performance Criteria Checklist to
evaluate your own work.
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4b
Use the Performance Criteria Checklist to
evaluate your own work.
11. Answer Self Check LO1.1-
4
Compare answers with the answer key.
After doing all activities of this LO, you 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/developer
b.Trainer/Assessor
c.Training Supervisor and Mentor
d.Master Trainer
2.Which is not a competency requirement for TQ Level I?
a.Facilitate Learning Session
b.Conduct Training Needs Analysis
c.Plan Training Sessions
d.Utilize Electronic Media in Facilitating Training
3.Which is an entry requirement for TQ Level I?
a.MS Graduate or Equivalent
b.With portfolio of relevant actual work outputs
c.BS Graduate or Equivalent
d.Certifed in the highest available NC Level that will be handled
4.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 feld of technical
vocational education and training.
d.supervises, develops and mentors technical trainers.
5.How many units of competencies has TQ Level I?
a.4
b.6
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c.7
d.8
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Answers to LO1.1-1
No. answer
1 A
2 B
3 C
4 D
5 B
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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 Qualifcation Framework (TQF)
2.The facilities, tools, equipment and materials used for the delivery
of a course are called ______.
a.Assessment
b.Resources
c.Content
d.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 Criteria
b.Range of Variables
c.Elements
d.Evidence Guide
5.Which components of CS and CBC are related to one another?
a.Evidence Guide and Module Title
b.Range of Variables and Assessment Criteria
c.Conditions and Performance Criteria
d.Contents and Performance Criteria
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Answers to LO1.1-2
Procedures Manual on Developing Competency-Based Curriculum
1.
2.
3.
4.
5.
Microsoft Ofce
Excel Worksheet
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YOUR
ANWER
What's Your Learning Style?
For these questions, choose the frst 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 of 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 fgure it out for yourself?
6. You have just entered a science museum, what will you do frst?
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a) look around and fnd a map showing the locations of the various
exhibits.
b) talk to a museum guide and ask about exhibits.
c) go into the frst exhibit that looks interesting, and read directions
later.
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 frst?
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
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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 of 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 str!ct!re" #!estio$$%ire &elo' '%s (re(%re" %s % "%t%
)%theri$) tool to hel( the tr%i$er collect "%t% o$ tr%i$ee*s
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%$" /%li"%te" &- the tr%i$er fro, (ossi&le so!rces like the Tr%i$ee*s
TO DETERMINE YOUR LEARNING STYLE:
Tot%l -o!r %0s1 &0s1 %$" c0s+ If -o! score" ,ostl-
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Sample Data Gathering Instrument for Trainees 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 above
b.90 to 94
c.85 to 89
d.80 to 84
e.75 to 79
Average grade in:
Math
f. 95 and above
g.90 to 94
h.85 to 89
i. 80 to 84
j. 75 to 79
Cultural and
language background
Ethnicity/culture:
a.Ifugao
b.Igorot
c.Ibanag
d.Gaddang
e.Muslim
f. Ibaloy
g. Others( please specify)_____________
Education & general
knowledge
Highest Educational Attainment:
a.High School Level
b.High School Graduate
c.College Level
d.College Graduate
e.with units in Masters degree
f. Masteral Graduate
g.With units in Doctoral Level
h. Doctoral Graduate
Sex
a.Male
b.Female
Age
Your age: _____
Physical ability I. Disabilities(if any)_____________________
II. Existing Health Conditions (Existing illness if
any)
a.None
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b.Asthma
c.Heart disease
d.Anemia
e.Hypertension
f.Diabetes
g.Others(please specify) ___________________
Previous experience
with the topic
TM Certifcates
a.TQ certifed
b.TM graduate
c.TM trainer
d.TM lead trainer
Number of years as a
competency trainer ______
Previous learning
experience
List down trainings related to TM
___________________________
___________________________
___________________________
Training Level
completed
National Certifcates acquired and NC level
___________________________
___________________________
Special courses Other courses related to TM
a.Units in education
b.Masters degree units in education
c.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
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fngers 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 read aloud.
Other needs a.Financially challenged
b.Working student
c.Solo parent
d.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 afect 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.
Microsoft Ofce
Excel Worksheet
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YOUR
ANWER
JOB SHEET JOB SHEET LO1.1-3 LO1.1-3
Title: Identifying Learners 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 Trainees Characteristics
1.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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Performance Criteria Checklist for
Job Sheet LO1.1-3 LO1.1-3
Identifying Trainees Characteristics Identifying Trainees Characteristics
Trainees 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 trainees 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 COMPETENCIES
CAN I?
YES NO
1. Plan Training Session
1.1 Identifying learners 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 Session
2.1 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 Learning
1.1 Establish training requirements for trainees?
1.2 Monitor work-based training?
1.3 Review and evaluate work-based learning efectiveness?
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 Facilities
5.1 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 training
6.1 Inspect electronic media equipment?
6.2 Operate electronic media equipment to deliver a lesson?
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6.3 Maintain electronic media?
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Job Sheet LO1.1-4a LO1.1-4a
(Determining Training Need) (Determining Training Need)
Criteria YES NO
1.Evidences of current competencies are validated.
2.Current competencies are identifed.
3.Discrepancies between current competencies and
required competencies are determined.
4.Training needs are completely listed.
Trainer: ___________________________ Date: ________
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JOB SHEET JOB SHEET LO1.1-4b LO1.1-4b
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 qualifcation you are assigned to.
Supplies: Bond paper
Equipment: PC, printer with ink
Steps/Procedure:
1. Secure TR and CBC for the qualifcation 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 Trainers 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
Form 4.2: Evidence of Current Competencies acquired related to
Job/Occupation
Current
competencies
Proof/Evidence Means of validating
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Job Sheet LO1.1-4b LO1.1-4b
(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
Training Delivery Modes and
Methods (LO1.2-1)
2. Answer Self-Check LO1.2-1
Compare your answers to the answer
key
Learning Resources (LO1.2-2)
4. Answer Self-Check LO1.2-2
5. 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.
LO1.2-3
evaluation.
activities.
LO1.2-4
evaluation.
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
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when taking the Training
Methodology I Assessment.
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Self-Check LO1.2-1
Written Test
Multiple Choice
Instructions: 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 study
b.equipment simulation
c.demonstration
d.role play
2. This is one of the trainers concerns when selecting training methods.
a.Ready availability
b.Trainers capability
c.Level of difculty of the techniques to be used
d.Number of participants
3. A training method that is used for presenting factual topics is ___.
a.demonstration method
b.discussion method
c.lecture method
d.role playing
4. A training method wherein pairs or small groups are given, orally or in
writing, a specifc situation, event, or incident and are asked to analyze
and solve it.
a.case study
b.demonstration method
c.discussion method
d.lecture method
5. A training method that can help participants improve skills, attitudes,
and perceptions in real situations is ___.
a.demonstration method
b.discussion method
c.lecture method
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d.role-playing
Answers
Self-Check LO1.2-1
1.
2.
3.
4.
5.
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Self-Check LO1.2-3
Written Test
Matching Type
Instructions: Match Column A with Column B. Write the letter only.
Column A Column B
_____________1. Psychological Ordera. Subject matter which participants must
know to accomplish the objective.
_____________2. Logical Order b. Appropriate when the subject matter
refects a chronological or historical
development of events.
_____________3. Chronological Orderc. A method based on the case of learning.
_____________4. Job Performance Order d. Provides a mechanisms for reviewing
and fnalizing 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 Objectivesg. Defnes 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.
Microsoft Ofce
Excel Worksheet
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Template for Learning Activities
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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.
Supplies : Bond paper
Equipment : PC, printer with ink
Steps/Procedure:
1.Select one competency of training from the qualifcation 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 Checklist
Job Sheet LO1. 2-2
Trainees Name: ___________________________________ Date: ___________________
CRITERIA Yes No
1.One unit of competency from the assigned qualifcation
is selected
2.Instructional materials, tools and equipment which are
available in the workshop are identifed.
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 Test
Multiple Choice.
Instruction: Encircle the letter of the correct answer.
1. Type of human resource for presenting instruction.
a.Customer
b.Instructor
c.Patrons
d.All of the above
2.Example of a print material as resource used for practice and feedback.
Mock-ups
Cassette tape
Job sheet
None of the above
3. A fip 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 specifc make or model of
a product tool or equipment.
Journal
References
Manufacturers manual
None of the above
5. Contains a recording of specialized sounds or noises.
Film strip
Records
Simulations
All of the above
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Answers
Self Check LO1.2-4
1.
2.
3.
4.
5.
Microsoft Ofce
Excel Worksheet
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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
qualifcation assigned to you, you should be able
to identify learning resources for each
competency.
Supplies : Bond paper
Steps/Procedure:
1.List down all competencies of your qualifcation.
2.Using the template below, list down the learning resources
available in your workshop.
3.Present the template to your trainer.
Assessment Method:
Job Sheet LO1. 2-3
Trainees Name: ____________________________ Date:
___________________
CRITERIA Yes No
1.List of competencies of the qualifcation is complete
2.Available learning resources in the workshop are listed
Basic
Common
Core
Trainer: ______________________________ Date: ___________________
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In template form, the session plan will look like this.
SESSION PLAN
Sector :
Qualifcation 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. TEACHERS 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
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:
Job Sheet LO1.2-4
Criteria YES NO
1.Is the qualifcation title in the session plan the same with the
qualifcation 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 learners need?
12. Is the selected activity to practice appropriate for the learners
need?
13. Does the feedback provide immediate monitoring of the
learners performance?
14. Does the feedback measure the key factors of learning?
15. Are the resources listed sufcient 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 sufcient 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?
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20. Does the assessment provide information on the type of
assessment?
evidence?
Trainer: ___________________________________ Date: ___________________
Assignment Sheet LO1.2-4
Session Plan
Objective: Given a qualifcation, you should be able to make a complete
session plan for all Learning Outcomes.
Steps/Procedure:
1.Download the TR and CBC of the qualifcation assigned to you from the
TESDA website, www.tesda.gov.ph.
2.Make a complete session plan for your qualifcation.
3.Present your completed session plan on __________________________ .
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Assignment Sheet LO1.2-4
Criteria YES NO
1.Is the qualifcation title in the session plan the same with the
qualifcation 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 learners need?
12. Is the selected activity to practice appropriate for the learners
need?
13. Does the feedback provide immediate monitoring of the
learners performance?
14. Does the feedback measure the key factors of learning?
15. Are the resources listed sufcient 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 sufcient to
develop the required competence?
18. Is the total time allotment for each learning activity the same
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with the nominal duration indicated?
19. Does the assessment plan provide information about the
assessment criteria?
assessment?
evidence?
Trainer: ___________________________________ Date: ___________________
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Learning Outcome 3
PREPARE BASIC INSTRUCTIONAL MATERIALS
1.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 LO1.3-2
Front Matter
answer keys.
5.Read information Sheet LO1.3.3
Information Sheet Development

answer keys.
Task /Job Sheet

answer keys.
Operation Sheet
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
LO1.3.6
Other 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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2odule %o4e4
2odule %o4e4
2odule %o4e4
2odule %o4e4
%o8pe4e7y .u88a3y
)ea3ig (u47o8e .u88a3y
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(pe3a4io .5ee4<'as: .5ee4<6ob .5ee4
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%o8pe4e7y $ssess8e4
Refe3e7es<=u345e3 Readig
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PARTS OF A COMPETENCY-BASED LEARNING MATERIAL PACKAGE
I ou3 effo34s 4o s4ada3di>e %#)2? 45e above
pa34s a3e 3e7o88eded fo3 use i %o8pe4e7y
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of 45e 2odule.
)is4 of %o8pe4e7y
2odule %o4e4
=3o4 Page
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.
__________ 1. Competency Bases Training (CBT) is characterized as individualize,
self-
pace learning.
___________ 2. The efciency and afectivity 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 learners 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 Experiences
b)Learning Outcome summary
c)Module content
d)Module title
_________ 2. This is a page that contains the content, assessment criteria and
assessment method
a)List of competencies
b)Learning Outcome summary
c)Module content
d)Module title
__________ 3. This page contains the Qualifcation Title on top of the page and a
competency number, unit of competencies, module title and the
code in each column.
a)Front cover
b)List of competencies
c)Learning outcome summary
d)Module content
e)Unit of competencies
__________ 4. This page refects the contents and the skills to be discussed as
stated in the
unit descriptor.
a)Front cover
b)List of competencies
c)Learning outcome summary
d)Module content
e)Unit of competencies
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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 DISAGREE
1.Use language that is straight forward and easily
understood by the trainees for whom the material
is intended. Defne 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 specifc 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 fnd 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
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.
Assessment Method:
Information Sheet
CRITERIA Yes NO
Information Sheet is free from violation of copyright law
Document contains information essential to the attainment of
the learning outcomes
The title of the sheet gives some idea of the coverage of the
sheet
Approach in terms of content and presentation is appropriate
to the interest and reading level of the trainee
The layout, text and drawings are attractive in appearance and
legible
Uncommon terms are marked for further defning
Acknowledgements are made per copied part of the sheet
Reading level matches that of your trainees
Paragraphs are short
Sentences are concise
Illustrations are located to the side or just below the sentences
referring to the illustrations
Information sheet is not too short but not too long

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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 II
1.It is an extension of an
operation sheet
A. 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
specifc 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. Criterion
G. Steps/Procedure
H. Assessment method
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Answers to Self Check LO1.3-4
1)
2)
3)
4)
5)
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Task/Job Sheet
CRITERIA Yes No
Are tasks to be addressed by the job sheet identifed?
Is the job related to the performance objective?
Are the operations involved in the job previously addressed in
the training program
Are the tools, equipment, supplies and materials the learner
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TASK SHEET LO1.3-4
Title: Construct a Task/Job Sheet
to develop a Task/Job Sheet for at least one
learning content.
Steps/Procedure:
1.Choose one Learning Outcome of the qualifcation 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:
will need identifed?
Are operations sequenced in a logical manner?
Are safety precautions and procedures to be observed, and
sanitary conditions to be maintained and directions for
checking the accuracy of the job indicated?
Are operations that cover the manipulative skills needed to
perform the job listed?
Is there a Performance Criteria Checklist for evaluation?
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CRITERIA Yes No
Are operations to be addressed by the job sheet identifed?
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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TASK SHEET LO1.3-5
Title: Make an Operation Sheet
qualifcation 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 qualifcation 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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JOB SHEET LO1.3-6
Title: Make a CBLM Package
Performance Objective: Given one competency of the qualifcation
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:
Making CBLM Package Making 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. defnition of terms
c. Job sheets/Task Sheets
d. Self-Checks
d. assessment instrument
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3.The learning material either includes all necessary
materials or clearly specifes what outside materials
are needed
4.The learning material contains a variety of activities 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 Instructions
1. Read Information
Sheet LO1.4-1
(Establishing Suitable
Assessment Methods for
Institutional Assessment)
2. Perform Task Sheet
LO1.4-1
Performance Criteria
evaluation
Keep a copy of your work.
3. Read Information
Sheet LO1.4-2 (Table of
Specifcations)
LO1.4-2
evaluation
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)
LO1.4-4
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evaluation
9. Read information
Sheet 1.4-5 (Completion
Items)
LO1.4 5
evaluation
11. Read information
Sheet 1.4-6 (Matching
Items)
LO1.4 6
evaluation
Sheet 1.4-7 (Multiple
Choice)
LO1.4 7
evaluation
Sheet 1.4 -8 (Essay
Items)
LO1.4 8
evaluation
Sheet 1.4 -9
(Performance Test)
LO1.4 9
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evaluation
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
evaluation
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
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.
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]
O
b
s
e
r
v
a
t
i
o
n

&

Q
u
e
s
t
i
o
n
i
n
g
D
e
m
o
n
s
t
r
a
t
i
o
n

&

Q
u
e
s
t
i
o
n
i
n
g
T
h
i
r
d

p
a
r
t
y

R
e
p
o
r
t
P
o
r
t
f
o
l
i
o
W
r
i
t
t
e
n
The evidence must show that the trainee
NOTE: *Critical aspects of competency

Prepared
by:
Date:
Checked
by:
Date:
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CRITERIA YES NO
1.Are all evidence requirements covered in the evidence
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 Specifcation
assigned to you, you should be able to prepare a
table of specifcation.
Steps/Procedure:
1.Based on your evidence plan, prepare a table of specifcation.
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 specifcations?
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 specifcations 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 Specifcation
Performance Objective: Given the qualifcation assigned to you, you
should be able to prepare a table of specifcations
for the written test of the qualifcation.
Steps/Procedure:
1.Based on your evidence plan, prepare a table of specifcation for
each of the competencies of the qualifcation assigned to you.
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 specifcations?
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 specifcations truly indicate the relative
content?
CHECKLIST FOR EVALUATING-REFERENCED TEST
ADEQUACY OF THE PLAN
YES NO
1.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
content?
3.Is the standard performance reasonable for the learning
outcome to be measured?
ADEQUACY OF THE TEST ITEMS
4.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 defnite tasks to be
performed?
7.Are the test items free from nonfunctional materials?
8.Are the test items of appropriate difculty 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
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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?
13. Are the test items arranged in order of increasing
difculty 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 specifc, 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
assigned to you, you should be able to construct
True-False Items
Steps/Procedure:
1.Choose a competency of your assigned qualifcation and acquire
the Information Sheet.
2.Construct at least fve (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 qualifcations 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 qualifers, 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
Completion Items
Steps/Procedure:
1.Choose a competency of your assigned qualifcation and
acquire the Information Sheet.
2.Construct at least fve (5) Completion Items based on the
3.Use the Performance Criteria Checklist for Completion Items to
check your work.
Assessment Method:
Performance Criteria for making Completion Items
CRITERIA YES NO
1.Is each statement sufciently unambiguous to limit
the correct answer to a few words or sentences?
2.Are the items specifc 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
Matching Items
Steps/Procedure:
2.Construct at least fve (5) Matching Items based on the
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
Multiple Choice Items
Steps/Procedure:
2.Construct at least fve (5) Multiple Choice Items based on the
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 NO
1.Does the question or incomplete statement give
adequate information?
2.Are the items presented clearly and simply?
3.Does each item have one and only one correct answer?
4.Are all the possible responses plausible to students
who lack the information or skill tested by the item.
5.Are the statements containing double negatives
avoided?
6.Are grammatical, verbal and length-of-response clues
avoided?
7.Are the responses, so far as possible, arranged in
numerical or logical order?
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TASK SHEET LO1.4-8
Title: Construct Essay Items
Essay Items
Steps/Procedure:
2.Construct at least fve (3) Essay Items based on the
3.Use the Performance Criteria Checklist for Essay Items to
check your work.
Assessment Method:
Performance Checklist for Efective 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 specifc 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
a Performance Test
Steps/Procedure:
2.Construct a Performance Test for the competency.
3.Use the Performance Criteria Checklist below to check your
work.
Assessment Method:
The Performance Criteria Checklist
Trainees Name: ____________________________ Date: ______________________
CRITERIA YES NO
1.The quality and/or the quantity of work/task performed
following the set of standards such as surface fnish,
tolerance, clearance and others.
2.Time allowed to fnish the job is indicated.
3.Proper use of tools/equipment & materials are specifed as
a criteria for assessment
4.The extent to which the examinee should follow standard
safety precautions is indicated.
5.Critical criteria is identifed and specifcally 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 specifcations?
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 dont 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 specifcations

4. What is the frst information entered into the table of specifcations?
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 specifcation 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 specifcations
Steps/Procedure:
1.Based on your prepared table of specifcation from the previous
activity, construct a set of Test Questions of the following types:
a.True or False
b.Completion Type
c.Matching Type
d.Multiple Choice
e.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 No
Specifc instructions and assessment conditions are clear and easy to
understand
Written information are worded clearly and appropriately
Time allotted is enough to fnish the job
Assessment task address the evidence requirements for the
competencies being assessed
The task or test project is adequately described
The task or test project satisfy the criteria on cost efectiveness.
The task or test project contain a substantial number of competencies
that can be demonstrated
The level of difculty of the task appropriate to the competencies being
assessed.
The assessment tasks are based on realistic workplace activities
The assessment activity is suitable for use in other assessment
context
TOOLS AND EQUIPMENT
The tools and equipment needed during the assessment are
appropriate
The tools and equipment needed during the assessment are available
SUPPLIES AND MATERIALS
The supplies and materials specifed for the assessment are:
Appropriate
Adequately available
EVIDENCE CRITERIA
Validity
The evidence provided relate directly to the unit of competency being
assed
A variety of assessment method have been used as specifed in the
instructions
The skills and knowledge can be assed in an integrated way
Sufciency
The evidences provided by this assessment are sufcient for a
judgement of the candidates competence
The evidences gathered cover all the dimensions of the competency
The questions focus on the candidates ability to interpret and apply
knowledge and problem solving skills across a wide range of context
Consistency
The evidence collected from this assessment is consistent with the
assessments of other units of competencies belonging to the same
Qualifcation
Any inconsistencies between this evidence and other evidence collected
about the candidate can be explained
Authenticity
Evidences are verifable to be the candidates own work
Reliable
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The critical elements have been identifed to ensure that the most
important aspect are assessed
Consistent instructions to trainees and procedures for the undertaking
assessment are available
Clear guidelines are available to ensure that consistent decisions over
time and with diferent trainees
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SELF-CHECK LO1.4-10
1.Given the following hypothetical data compute the corresponding difculty
index, discrimination index and decide whether to retain, revise or discard
the item. Fill in the table for your fnal answers.

Item PU
(Uppe
r
27%)
PL
(Lowe
r
27%)
Difcul
ty
Index
(DF)
Descriptive
Interpretat
ion
Discriminator
y Index
(D)
Descriptive
interpretati
on
Decisio
n
1 76 20 0.47 AVERAGE 0.69 VERY
GOOD
retain
2 50 25
3 40 40
4 62 42
5 33 56
6 60 40
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JOB SHEET LO1.4-10
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Title: Conduct Item Analysis
Performance Objective: Given one 5 test items from the Trainers
Methodology Pre-assessment Instrument and the
result of the pre-assessment, you should be able
to conduct item analysis and fnalize the test
items assigned to you.
Supplies/Materials : TR and CBC, record of answers to test
items
Steps/Procedure:
1.Your trainer will assign fve (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 difculty index. Follow the steps below:
Steps for solving Item Difculty
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 = 7
c.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 0.71
e.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 = 0.29
f.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 difculty index.
The interpretation for item difculty index:
0.91 1.0 very easy Item
0.76 0.90 Easy Item
0.25 0.75 average
0.10 0.24 difcult item
0.00 0.09 very difcult item
For this example 0.50 is within the range 0.50-0.75 the item, therefore
is an averagely difcult item.
Job Sheet LO1.4-10
Trainees Name: ____________________________ Date: ________________________
CRITERIA YES N
O
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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BACK TO
LEARNING
EXPERIENCES
LEARNING EXPERIENCES
LEARNING OUTCOME 5
ORGANIZE LEARNING AND TEACHING RESOURCES
1. Read Information
Sheet 1.5-1:
Competency-Based
Training Facilities
1. If you feel you can identify and describe
the diferent 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 diferent 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
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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 flling 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
available
Remarks
Non Print Resources
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 qualifcation 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
qualifcation assigned to you, make a list of the Training
Resources in your workshop.
2.Use the suggested format given below.
Assessment Method:
Resources for Skills practice of Competency #1
______________________________
Supplies and Materials
Available Not
available
Remarks
Tools
Available Not
available
Remarks
Equipment
Available Not
available
Remarks
Resources for Knowledge/Skills practice
Operation Sheets
Availabl
e
Not available Remarks
(specify Operation sheet
numbers)
Task/Job Sheets
Availabl Not available Remarks
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e
Self-Checks
Availabl
e
Resources for Knowledge/Skills Feedback
Procedural Checklists Availabl
e
(specify Procedural checklist
numbers)
Checklist
Availabl
e
Self-Checks Answer
Keys
Availabl
e
Note: In the remarks section, remarks may include for repair, for replenishment,
for reproduction, for maintenance etc.
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Performance Checklist for
Job Sheet LO1.5-1 (Inventory of Training Resources)
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 specifed
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 foor 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 qualifcation 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
Diferent areas of competency-based facilities must be
present.
The fow of activity for diferent 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)
Criteria YES NO
1. List of equipment required is complete.
2. Diferent competency areas are indicated in the
shop layout.
3.Shop layout is drawn to scale.
4. Work stations are well-planned.
5. Work fow in the shop layout is considered.
6. Furniture required is shown on the shop layout.
Trainer: ___________________________ Date: ________________
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NOTE: *Critical aspects of competency

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