NATIONAL ASSESESSM3NT TRAINERS METHODOLOGY I REVIEWER 2024

(WRITTEN EXAM AND ORAL QUESTIONING)

Preparing a Session Plan

1. Questions you asked when you started to write a session

plan.
 Training needs
 Trainees’ characteristics
 Learning outcomes
 Time and resources\
 Target group

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

 Data gathering instrument for trainees’ characteristics
 Competency-based curriculum
 Training regulations

3. Components of your session plan

• Sector- where the qualification belongs as indicated in the TR
• Qualification- the course
• Unit of competency- competencies that comprise a qualification such as Basic, Common, and
Core
• Learning outcomes- learning blocks that comprises a module
• Introduction- part of the session plan that motivates the students to learn
• Learning activities- activities that the student will do to achieve the learning outcomes
• Assessment plan- indicates the method of evaluating the achievement of the learning
outcome
• Teachers’ reflection-serves the documentation on the conduct of the training
4. Factors to consider in selecting training methods
• Content
• Objective
• Cost
• Target audience
• Time
• Resources

5. How did you organize your learning events?

• Gagnes theory describes that the sequence of activities in the session plan should based
on the 9 events of instructions.

6. Assessment method you chose for that particular session plan

  Written test to measure the underpinning knowledge
 Demonstration to measure the underpinning knowledge

7. How did you consider validity and cost effectiveness?

 Should be in congruence with the assessment plan and can be obtained using any of the
following methods: written, interview, demonstration with questioning, and portfolio
 Cost effectiveness is when the assessment activity maximizes use of limited resources
while attaining all scope of competencies

8.Why was it necessary to prepare a table of specifications when you prepared your written test?
• To ensure the validity of the test

9. Two adult learning principles when preparing a session plan

• Adults learn by comparing past experiences with new experiences- adults compare their
previous knowledge when doing learning activities and check if it fits from what they
previously know.
• Adults want their learning to be practical- adults prefer to acquire new knowledge and
skills that can be used in real life situation

Supervise Work-Based Learning

1. Establish a relationship with potential participating companies.
 By having a Memorandum of Agreement between the training installation and partner
company, a relationship is established.
2. Will you write a training plan for your students? Why?
• Training plan shows how the training will be done, flow of the training from start to
finish.
• The training plan will outline who will deliver the training, when, and where.
3. Before sending the students to the partner company
 Proper orientation is given to the trainees prior to their actual participation to the
company.
4. Monitor the performance of the students by
• Schedule regular visitor inspection
• Check trainees’ performance and safety
• Request feedback from the trainers
• Talk to their supervisor on their performance
• Identify risks and hazards

5.If the participating company will make an unfavorable remark about a student’s
performance
• Ask for a written report from the company
• Make further investigation from the written report
• Provide feedback to trainees based in the written report
• Verify the truthfulness on the report
 • Provide counselling
• Provide resolution to the issue

6. How to evaluate the effectiveness of the work-based

learning.
• Review the training plan
• Evaluate and summarize the Trainees Progress Report
• Feedback from the trainers
• Self-evaluation
• It is important to perform training evaluation because it measures the trainees progress and
provides performance feedback to the instructor and identifies needed improvement in the
trainee’s performance.

Facilitate Training Session

1.Activities you did before the arrival of the students

• Prepare and set-up tools, supplies, equipment, and learning materials
• Prepare and set-up learning stations such as Practical Work Area, Contextual Learning Area,
Learning Resource Area, Trainers Resource Area, Computer Laboratory, Quality Control Area
• Prepare pre-assessment instruments such as SAC, learning style questionnaire, trainees,
characteristics, and pre-tests.

2.Events that happened in this particular session

• Discussed the context of his qualifications such as basic, common and core competencies
• Discussed and explained RPL, pre-test, self-assessment check (SAC), trainees’ characteristics,
learning style questionnaires and principles of adult learning
• Provide applicable assessment tools like written tests, demonstration with oral questioning
• Discussed the principles of CBT and process flow

3.Evaluted choice of learning materials

• Job sheet, tasks sheets, operations sheet, PowerPoint, and CBLM
• I will not change the choice of learning materials because the approach is very comprehensive

4.Type of questions you ask in this particular session

5. How did you ensure participation from your students? • You ask questions

• You ask students for ideas, questions, and clarifications

• Provide feedback
6. Document you sue to help manage the class activity

• Training matrix- tool you use to manage and schedule the activities and resources for the
day
• Progress chart- monitors the learning outcomes and competencies achieved by the trainee
• Achievement chart-monitors the required projects and activities in the CBLM
 • Attendance sheet- serves as basis for planning the activities for the day
• Trainees record book- monitoring tool used in the industry training of the trainees
• Discuss learning methodologies, learning resources, and time allotment for each task
7. Adult learning principle you have in mind

• Learning is most effective when students are aware of what they need to learn

8.Asessment tools you used in this particular session •

Written test
• There is no need to improve on the assessment tools as this is already based in the
Training Regulations

9.Provide feedback to the students

• Start with positive remarks, areas for improvement, and suggested activities for
improvement

10. Did you ask your students to evaluate the session?

• Yes, I provided them evaluation instruments and used statistical tools for interpretation
for the results.
• The results can help me make adjustments on the delivery of future training session

CONDUCTCOMPETENCY ASSESSMENT (WRITTEN REPORT)

1. Do prior the assessment activity
• Determine assessment guidelines, a schedule of the assessment, availability of the
assessment center
• Coordinate with the AC manager
• Prepare oneself and review the assessment procedure
• Check the roles of people involved
• Conduct site inspection
• Check the completeness of assessment resources
• Check and ensure safe assessment environment
• Check the assessment package
2. Explained during the orientation
• Explain the context/ physical setting
• Explained the purpose of assessment
• Explained allowable adjustments for the language, religion, culture health
condition, disability
• Explained the right to appeal
 • Confidentiality
• Transparent reporting, recording, and retrieval systems of assessment
• Discussed OH & S
• Integrity of assessors
• Explained the qualification title
• Unit of competency
• Tasks to be performed
• Evidence to be collected
• Methods of assessment
3. Purpose of giving orientation
• Orientation is part of preparing the candidate for assessment
• A means to make the candidate relax
• Means to provide supportive environment by allowing the candidates to be
clarified on competencies to be assessed, assessment methods, flow of assessment
4.How to make sure that the candidate taking the assessment is the same person in the
application form

• Ask the candidate to submit accomplished admission slip with ID picture

• Present valid ID
• Sign the attendance sheet and compare with signature in the admission slip

5.How to make sure that the candidate understands the task to be performed

• Explained the task to be performed orally

• Provide specific instructions to the candidate
• Provide time for the candidate to clarify the task
6. DOS AND DONTS of the sessor

• Do not interrupt
• Do not ask questions
• Do not leave the assessment room
• Record your observations
• Observe safety
• Stop assessment only if it will result to injury or loss of life and property

7. If the candidates answer is wrong

• No
• Do not provide the correct answer because it may preempt the answer to the next
question
 • The candidate may think that the assessment is finished
• The assessor is already providing feedback
8. Basis of assessment decision

• 4 dimensions of competency
• Rules of evidence
• Evidence requirements
• Corroboration of the evidence to other evidence
• If in doubt, make decisions based on evidences gathered in accordance to
performance criteria

9. How to provide feedback

• Reinforce good performance

• Explain specific areas for improvement
• Provide advise on further training or practice to improve performance
• If the candidate is not yet competent, provide advice on re-assessment and
suggestions on how to improve performance
• If the candidate does not agree with the decision even after clear feedback, ask the
candidate to identify area of disagreement and record in the rating sheet and sign
both by the assessor and candidate. Prepare incident report and submit to TESDA
rep.

Maintain Training Facilities

1. Layout of your classroom

2. Enumerate training equipment and tools
• Tools- sechi disk, refractometry, do meter.
• Equipment-generator, water dump, microscope, vehicle
• Materials- reference back, tide calendar
3.Major maintenance and housekeeping activities (Bookkeeping NC III)

• Clean and check tools and electronic equipment

• Clean and arrange working tables and chairs
• Clean and check floor, walls, windows, and ceilings
• Clean and check ventilation and illumination
• Clean and check computer set
• Clean and inspect air-conditioning unit
 • Clean and check restrooms
• Dispose waste materials
•
• 4.Procedure to follow to request for the purchase of additional tools
• Write a purchase request addressed to the administrator
• The request will state all the reasons why an additional purchase has to
be made
5.SOP of the institution for equipment found to be out of order

• Issue a Danger/Caution Tag-out index

• Look for a qualified technician for the repair
6. Waste disposal system

• The institutions waste disposal system segregates waste that are for recycle, compost, or
disposal

7. Recording and documentation of equipment and repair

• The institution uses breakdown and repair report for the defective equipment
• We keep maintenance record for the equipment
• And we write a maintenance or job request for equipment found in need of
maintenance
Contextual Computer Quality
Learning Laboratory Control
Laboratory Area

Fire
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Trainer
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Garbage

TM ORAL
FACILITATE LEARNING SEESSION

1. Name at least 3 principles in the CBT delivery system.

ANSWER:

• The training is based on curriculum developed from the competency standards.

Competency standards are developed in consultation with industry. The curriculum of the
training programs offered by training institutions is developed based on the competency
standards.
• Learning is modular in its structure.
Modular learning means the training program is designed and implemented using the
modules identified in the curriculum.

• Training delivery is individualized and self-paced.

The pace of learning is driven by the learner. Self-paced learning is not time bound.
Learning is complete when the learner can demonstrate competence. The self-paced
learning environment is supported by a range of learning materials, courseware and work
sheets to assist learner management.
• Training is based on work that must be performed.
The knowledge, skills and attitudes to be learned by the learner is determined by the work
or task to be performed as defined in the competency standards.

• Training materials are directly related to the competency standards and the curriculum
modules.
Training materials have a task focus related to the competency standard and their aim is
not information transmittal but experimental learning. TVT110-08119 Trainer’s
Methodology I
• Assessment is based in the collection of evidence of the performance of work to the
industry required standard.
• Assessment is the process of collecting a range of evidences in order to judge the learners
to demonstrate competence. Evidence may be collected by the learner and the trainer.
Evidence is based on the performance of work to the industry standard.
• Training is based both on and off the job components.
• Training is divided between learning in a formal classroom/workshop setting and
supervised training in the workplace.
• Allows for recognition of prior learning (RPL).
Recognition of Prior Learning (RPL) allows a learner to present evidence to indicate
current competence. Evidence may include qualifications, relevant experience in the
industry and sector or competencies gained at another TESDA approved institution.
• Training allows for multiple entry and exit. Multiple entry and exit refer to the structure
of the training program.
Training allows for multiple entry and exit for learners leading to the receipt of
certification for individual competencies.
• Approved training programs are nationally accredited.
Institution training programs are delivered on the basis of having the appropriate
equipment and resources for training and assessment, including qualified instructors as
certify by a registration certificate issued by TESDA.

2. What are the factors considered in selecting training methods?

 ANSWERS: Main factors to consider are: Content Cost Target audience/trainees
Time Resources other factors to consider are: Size of audience: larger audiences often
require more formal training methods with less audience participation.
3.What was your basis in sequencing the learning events?
ANSWER: Gagne suggests that learning tasks for intellectual skills can be organized in a
hierarchy according to complexity: stimulus recognition, response generation, procedure
following, use of terminology, discrimination, concept formation, rule application, and
problem solving. The primary significance of the hierarchy is to identify prerequisites
that should be completed to facilitate learning at each level. Prerequisites are identified
by doing a task analysis of a learning/training task. Learning hierarchies provide a basis
for the sequencing of instruction.
4.Why is it important to provide enough time for trainees to practice?
ANSWER: The aim of CBT delivery is acquisition of competency and it can only be
done by repeated performance.
5.How do you evaluate and discuss feedback to learners?
ANSWERS: All comments should be made first in order to give the student confidence
and gain intents. Positive comments should be made first in order to give the student
confidence and gain his/her attention. Language should be descriptive of specific
behavior rather than general comments indicating value judgements. Feedback should
emphasize the sharing of information. There should be opportunities for both parties to
contribute. Feedback should not be so detailed or broad so as to” overload” the learner.
Feedback should deal with the behavior the student can control and change. Feedback
requires the ability to tolerate a feeling of discomfort.
6. Name at least 3 benefits of using instructional materials.
ANSWERS: Providing a wide variety of learning resources and activities. Providing
learning materials that are available when trainees/ students need them and can be used at
his/her own pace. Providing needed structure to the learning process thru detailed
instructions about what and when to do it. Organizing the training program by
competency including built- in feedback for checking each trainees/student progress
toward mastering a competency. Allowing a system of learning that trainees/student
prefers. Ensuring that initially each trainee. Student receives the same instruction as the
rest of the group 7. Why is it necessary to evaluate a training session?
ANSWER: Evaluation is a basis for improvement
8. Which part of the session plan can you make adjustments based on the session
evaluation?
ANSWER: Changes can be made in presentation, practice, resources and nominal period

“UTILIZE ELECTRONIC MEDIA IN FACILITATING TRAINING”

1.What are the possible faults or problem areas you may experience when using an LCD?
 ANSWER:
• There is no communication between computer and LCD.LCD out of focus. Busted light
bulb
2.What are some of the advantages in using an LCD?
• The use of an LCD projector in class allows teachers to create demonstrations to
accompany their spoken lessons. This reinforces their points and enhances the learning
experience. Presentations projected onto a large screen help bring the teaching material to
life for the audience, and they make the information more interesting. This helps teachers
keep students’ attention more effectively. Many people are visual learners who greatly
benefit by seeing graphics and demonstrations that are incorporated into class lessons and
presented via an LCD projector.
3. What are some safety precautions when using an LCD projector
ANSWER: Some of the safety precautions are. Do not stare directly into the lens as eye
damage may result. Never expose the projector to rain or moisture. Keep away from
sources of liquid such as drinks. The projector should never be placed near or over a
radiator or other heat device. Handle the power cord carefully. A damaged cord can cause
electric shock or fire.
4. How you clean the air filter of an LCD projector?
ANSWER: Turn off the projector before cleaning. Remove the filter cover and take out
the filter. Use a small vacuum cleaner designed for computers and other office equipment
to suck out the dust from the filter or use a can of compressed air to blow the dust away.
Do not wash the filter with soap and water as the chemicals in the soap can damage the
filter membranes. If filters are heavily soiled the area where the filters are inserted to)
before re inserting the clean filters.
5. Why is it necessary to clean the air filter of an LCD projector?
ANSWER: All digital projectors have one or more fans which force air around the
projectors operating parts to remove the buildup of excess heat. But the surrounding air
contains dust and their particles. Therefore, it is necessary to prevent the buildup of dust
on the projectors moving parts. The buildup of dust on the projectors moving parts would
insulate the projector and keep heat inside the unit. The build up of heat is very damaging
especially to the projector lamp. Also, dust can get onto the LCD panels and projector
lens, reducing the quality of the displayed image.
6. How can you improver the overall life span of the projector lamp?
ANSWER; Consult their owner’s manual in order to get the manufacturers
recommendations for proper care of the projector lamp. There may be specific things that
your projector will require in order to keep it n top condition. Allow the projector lamp
time to cool. Do not unplug the projector until the bulb as fully cooled. The fans on most
projectors lamp time to cool. Do not unplug the projector until the bulb as fully cooled.
The fan on most projectors on most the projector will remain running after the power is
until the bulb as fully cooled. The fan on most projectors will remain running after the
power is switched off in order to cool their bulb. Avoid moving the projector until has
fully cooled.

“CONDUCT COMPETENCY
ASSESSMENT”

1. How would you ensure that the evidence you gathers are sufficient and valid?
ANSWER: Evidence is gathered in various forms and is based on all the components
of a specific competency standard in the current Training Regulations.
2. What would you do if the candidate cannot understand the language used in the
assessment documents?
ANSWER: Translate the language the candidate found to be difficult in the
assessment documents in verbal form and in local dialect.
3. How do you ensure the confidentiality of the assessment process? Why is this
important? ANSWER; Information about the candidate as well as the assessment
outcome is made available only to authorized personnel. It is important that the
integrity of the assessment process is uphold at all times.
4. What would you do if the workplace is unsafe for assessment?
ANSWER: Safety must observe at all times. Assessment does not limit us to
observation of actual work performance in the workplace only. Evidences are also
gathered in a simulated environment through various structured activities.
5. What would you do if an accident occurred during assessment/
ANSWER; The oral questioning or the Interview are the tools that are used to
measure the underpinning or the knowledge-based requirements expected from the
candidate
6. What evidence gathering method is used to assess the underpinning knowledge of the
candidate?
ANSWER: Immediately stop the assessment activity. Check the safety of the
candidate and apply necessary first aid treatment. Also, make sure that the equipment
or power tools are turned off.
7. How do you ensure that the assessment decision you make is correct?
ANSWER: The decision is based on the requirements of the unit of competency. It
also conforms the rules of evidence and evidences gathered corroborate and support
other pieces of evidences and help complete a picture of competent performance
8. What other evidence gathering methods can be used to assess competence?
ANSWER: Portfolio- collection of evidence compiled by the candidate. Third Party
Certification/Report Direct Observation with Oral Questioning-real work and real
time activities
9. Define reasonable Adjustment.
 ANSWER; Reasonable Adjustment or allowable adjustment is designed to ensure
that all people are treated equally in the assessment process. This is made to meet the
individual needs of the candidates.
10. ANSWER: Face to face discussion. Written comments. Telephone, fax, email.
Combination of methods