238657761 plan training session workbook in tourguiding nc ii

8/10/2019 238657761 Plan Training Session Workbook in TOURGUIDING NC II

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Learning Experiences

Learning Outcome 1

DETERMINE LEARNERS TRAINING REQUIREMENTS

Learning Activities Special Instructions

1. ReadThe Philippine TVET

Trainers-Assessors

Qualification Framework

(LO1.1-1)

2.Answer Self-Check for

LO1.1-1

Compareanswers with the answer key. You are

required to get all answers correct. If not, read

the information sheets again to answer allquestions correctly.

3. Read the Procedures

Manual on Development of

Competency-Based

Curriculum (LO1.1-2)

4.Answer Self-Check for

LO1.1-2

Compareanswers 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. ReadInformation Sheet on

Identifying Current

Competencies(LO1.1-3)

A questionnaire on how to determine trainees

characteristic is also recommended.

6.AnswerSelf Check LO1.1-

3

Compareanswers with the answer key.

7. PerformJob Sheet LO1.1-

3

Evaluateyour own work using the Performance

Criteria.

Present your work to your trainer for evaluation

and recording.

8. Read InformationSheet

LO1.1-4

Thisinformation sheet discusses sample forms

and templates for determining current

competencies of your trainees.


4a

Use the Performance Criteria Checklist to

evaluateyourown work.


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Training

Methodology I

Planning Training

Session

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4b

Use the Performance Criteria Checklist to

evaluateyourown work.


11.AnswerSelf Check LO1.1-

4

Compareanswers 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 Training3.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.Certified 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 field of technical

vocational education and training.

d.supervises, develops and mentors technical trainers.

5.How many units of competencies has TQ Level I?

a.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 B3 C

4 D

5 B

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Answers to LO1.1-2

Procedures Manual on Developing Competency-Based Curriculum

1.

2.3.

4.

5.

Microsoft OceExcel Worksheet

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Methodology I

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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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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 Levelb.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.Anemiae.Hypertension

f.Diabetes

g.Others(please specify) ___________________

Previous experience

with the topic

TM Certificates

a.TQ certified

b.TM graduate

c.TM trainer

d.TM lead trainer

Number of years as acompetency trainer ______

Previous learning

experience

List down trainings related to TM

___________________________

___________________________

___________________________

Training Level

completed

National Certificates acquired and NC level

___________________________

___________________________

Special courses Other courses related to 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 containdiagrams 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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fingers on the desks. They are often referred to as

hyperactive students with concentration issues.

c.Auditory- a learner who has the ability toremember 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 affect learning outcome?

A.educational attainment

B.learning styles

C.previous experiences

D. all of the above

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

A.auditory

B.kinesthetic

C.mixture of visual and auditory

D.visual

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

A.auditory

B.kinesthetic

C.mixture of visual and auditory

D.visual

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

A.ability level

B.learning preferences

C.Training method

D.none of the above

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Training

Methodology I

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Answers

Self Check LO1.1-3

1.

2.3.

4.


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JOB SHEETJOB SHEETLO1.1-3LO1.1-3

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 theData 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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Name of Trainee


Language,LiteracyandNum

eracy(LLN&N)

Culturalandlanguagebackground

Education&

generalk

nowledge

Sex

Age

Physicalability

Previousexperiencewiththetopic

PreviousLearningexperience

TrainingLevelCompleted

SpecialCourses

LearningStyle

OtherNeeds

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Performance Criteria Checklist for

Job SheetLO1.1-3LO1.1-3

Identifying Trainees CharacteristicsIdentifying 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

eachtrainee.

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 questionsbelow.

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 effectiveness?

4. Conduct Institutional Assessment

4.1 Orient the trainee?

4.2 Gather evidence?

4.3 Make assessment decision?

4.4 Record assessment results?

4.5 Provide feedback to trainees?

5. Maintain Training 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 SheetLO1.1-4aLO1.1-4a

(Determining Training Need)(Determining Training Need)


Criteria YES NO

1.Evidences of current competencies are validated.

2.Current competencies are identified.

3.Discrepancies between current competencies and

required competencies are determined.

4.Training needs are completely listed.


Trainer: ___________________________ Date: ________

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JOB SHEETJOB SHEETLO1.1-4bLO1.1-4b

Title: Preparing Training Needs Analysis Forms

Performance Objective: Given the sample forms for Identifying Training

Needs Analysis, make Forms 4.1, 4.2, 4.3 and 4.4

for the qualification you are assigned to.

Supplies: Bond paper

Equipment: PC, printer with ink

Steps/Procedure:

1. Secure TR and CBC for the qualification you are assigned to.

2. Make the Self-Assessment Check (Form 4.1).

3. Using sampleEvidence of Current Competencies acquired related to

Job/Occupation(Form4.2) of Trainers Methodology, prepare a list of

possible evidences of current competencies.

4. Construct a blank form for determining discrepancies betweencompetencies 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:

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Form 4.2: Evidence of Current Competencies acquired related to

Job/Occupation

Current

competencies

Proof/Evidence Means of validating

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Job SheetLO1.1-4bLO1.1-4b

(Determining Training Need)(Determining Training Need)


Criteria YES NO

1.All required competencies are listed from BASIC,

COMMON to CORE(Form 4.1).

2.Possible evidences of current competencies are listed

(Form 4.2).

3.Means of validating evidences of competencies are

listed.

4.Templates in assessing discrepancies between

current and required competencies are prepared

(Form 4.3).

5.Training need form is prepared for basic, common

and core competencies (Form 4.4).


Trainer: ___________________________ Date: ________

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Self-Check LO1.1-4

Trainees Current Requirement

On your answer sheet, answer the questions that follow.

1.Why is it necessary to determine the current competencies of your

trainee before preparing your Session Plan?

2.What are the three factors to be considered in using evidences

submitted by a prospective trainee as proof of his current

competencies?

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

trainee?

4.What is a training gap?

Answers

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Learning Outcome 2

PREPARE SESSION PLAN


1. Read Information Sheet on

Training Delivery Modes and

Methods (LO1.2-1)

2. AnswerSelf-Check LO1.2-1 Compare your answers to the answer

key

3. Read Information Sheet on

Learning Resources (LO1.2-2)4.AnswerSelf-Check LO1.2-2

5. PerformJob 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.

6. Read Information Sheet

LO1.2-37. PerformJob Sheet LO1.2-3 Evaluate your own work using the

Performance Criteria.


evaluation.


activities.

8. Read Information Sheet

LO1.2-4

9. PerformJob Sheet LO1.2-4 Evaluate your own work using thePerformance Criteria.


evaluation.


activities.

10. PerformAssignment 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 difficulty of the techniques to be used

d.Number of participants

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

a.demonstration methodb.discussion method

c.lecture method

d.role playing

4. A training method wherein pairs or small groups are given, orally or in

writing, a specific situation, event, or incident and are asked to analyze

and solve it.

a.case study

b.demonstration methodc.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

reflects a chronological or historicaldevelopment of events.

_____________3. Chronological Orderc. A method based on the case of learning.

_____________4. Job Performance Order d. Provides a mechanisms for reviewing

and finalizing the completed curriculum.

_____________5. Training Content e. Most appropriate when the subject matter

dictates that one unit or topic will be

presented before another.

_____________6. Training Outline f. Content is presented based on the order in

which tasks and subtasks are accomplished

on the job.

_____________7. Training Objectivesg. Defines the order in which the curriculum

will be presented.

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

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Answers

Self-check LO1.2-3

1.2.

3.

4.

5.

6.

7.


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Template for Learning Activities


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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 qualification assigned

to you.

2.Identify instructional materials, tools and equipment which are

available in your workshop.

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

for your trainee.

Assessment Method:



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Performance Criteria Checklist

Job Sheet LO1. 2-2

Trainees Name: ___________________________________ Date: ___________________

CRITERIA Yes No

1.One unit of competency from the assigned qualification

is selected

2.Instructional materials, tools and equipment which are

available in the workshop are identified.

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

using the given template.


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Self-Check LO1.2-4

Written 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 flip chart is what type of a non-print material?

Still visuals

Language machine

Motion visuals

All of the above

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

a product tool or equipment.

Journal

References

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.


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Learning Resources Template

Competency Print

Materials

Non-print

materials

Tools Equipment

BASIC

COMMON

CORE

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JOB SHEET LO1.2-3

Title: Identifying Learning Resources

Performance Objective: Given the competencies of the

qualification assigned to you, you should be able

to identify learning resources for each

competency.

Supplies : Bond paper


Steps/Procedure:

1.List down all competencies of your qualification.

2.Using the template below, list down the learning resources

available in your workshop.

3.Present the template to your trainer.

Assessment Method:



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Job Sheet LO1. 2-3

Trainees Name: ____________________________ Date:

___________________

CRITERIA Yes No

1.List of competencies of the qualification 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 :

Qualification Title :

Unit of Competency :

Module Title :

Learning Outcomes:

A. INTRODUCTION

B. LEARNING ACTIVITIES

LO 1:

Learning Content Presentation Practice Feedback Resources Time

C. ASSESSMENT PLAN

Written Test

Performance Test

D. 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:



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Job Sheet LO1.2-4


Criteria YES NO1.Is the qualification title in the session plan the same with the

qualification title of the modules of instruction?

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

of instruction?

3.Is the nominal duration of the session plan the same with

duration indicated in the modules of instruction?

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

in the module?

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

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 requiredlearning 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 sufficient for the presentation, practiceand feedback activities?

16. Can the required resources be made available on the execution

of the learning experience?

17. Is the time allotment for each learning activity sufficient to

develop the required competence?

18. Is the total time allotment for each learning activity the same

with the nominal duration indicated?

19. Does the assessment plan provide information about the

assessment criteria?

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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 qualification, you should be able to make a complete

session plan for all Learning Outcomes.

Steps/Procedure:

1.Download the TR and CBC of the qualification assigned to you from the

TESDA website,www.tesda.gov.ph.

2.Make a complete session plan for your qualification.

3.Present your completed session plan on __________________________ .

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Assignment Sheet LO1.2-4


Criteria YES NO

1.Is the qualification title in the session plan the same with the

qualification title of the modules of instruction?

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

of instruction?

3.Is the nominal duration of the session plan the same with

duration indicated in the modules of instruction?

4.Does the introduction provide information on what is to be learnedin 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 instruction9.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 sufficient for the presentation, practice

and feedback activities?

16. Can the required resources be made available on the execution

of the learning experience?

17. Is the time allotment for each learning activity sufficient to

develop the required competence?

18. Is the total time allotment for each learning activity the same

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with the nominal duration indicated?

19. Does the assessment plan provide information about the

assessment criteria?


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

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.Answerself-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 thetask 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

Read information sheet.After



12. Perform the job sheet make a

CBLM Package

The learner may approach the

facilitator to check his/her work.

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odule %oe

odule %oe

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odule %oe%opeey uay

)eaig (uoe uay

)eaig *peiees

Ifoaio ee

elf %e

elf %e $s;e &ey

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Self- Check of L01.3-1

True or false: Write the wordTRUE 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 efficiency and affectivity of the CBT delivery is dependent on

the

quality of the Competency Based Learning Materials (CBLM).

___________ 3. The CBLM package must provide needed structure to the learning

process through detailed instructions about what to do and when to

do it.

___________ 4. The term job sheet is a 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 Qualification Title on top of the page and a

competency number, unit of competencies, module title and the

code in each column.

a)Front cover

b)List of competencies

c)Learning outcome summary

d)Module content

e)Unit of competencies

__________ 4. This page reflects the contents and the skills to be discussed as

stated in the

unit descriptor.

a)Front cover

b)List of competencies

c)Learning outcome summary

d)Module content

e)Unit of competencies

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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. Define new terms, and do not use

words or phrases that are unusual or

ambiguous.

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

3.Give specific directions that are clear and

concise. Carefully think through the sequence of

directions.

4.Limit each instruction sheet to one to two sheets

of paper if possible, but avoid overcrowding the

page.

5.Place together the various items, points, or

paragraphs by spacing, by numbers, letters or

bullets.

6.Develop a uniform format for all instruction

sheets so trainees can easily find the desired

information. Space the various divisions of the

sheet such as title, purpose, illustrations and

text to produce an easily to read and attractive

documents.

7.Using underlining to emphasize or to distinguish

between headings, subheadings, and content.

8.Be consistent in the use of terminology to avoid

confusion.

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Answers to LO1.3-3

1.

2.

3.

4.

5.

6.

7.

8.

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TASK SHEET LO1.3-3

Title: Develop an Information Sheet



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:



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Information Sheet

CRITERIA Yes NOInformation 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

legibleUncommon terms are marked for further defining

Acknowledgements are made per copied part of the sheet

Reading level matches that of your trainees

Paragraphs are short

Sentences are concise

Illustrations are located to the side or just below the sentences

referring to the illustrations

Information sheet is not too short but not too long

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Self Check LO1.3-4

Matching type

Direction: Match the descriptor from the column I against to the terminologiesin 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 islearned

B. Performance

Objectives

3.Statement which identify the

specific knowledge, skill or

attitude that the trainee

should gain

C. Task/job sheet

4.These are the external factors,

prerequisite for completing the

action described in a

performance objective

D. Supplies/materials

5.It is the basis for evaluating

the performance of the

trainee.

E. Condition

F. 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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will need identified?

Are operations sequenced in a logical manner?

Are safety precautions and procedures to be observed, and

sanitary conditions to be maintained and directions for

checking the accuracy of the job indicated?Are operations that cover the manipulative skills needed to

perform the job listed?

Is there a Performance Criteria Checklist for evaluation?

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CRITERIA Yes NoAre operations to be addressed by the job sheet identified?

Is the operation clearly described?

Is correct and accepted occupational and technical

terminology used?

Are all the steps involved in performing the operation listed in

proper order?

Are instructions stated in clear and concise language?

Are illustrations, diagrams or drawings used to clarify the

steps?Are critical points that are essential to the success of the

operation indicated?

Is there a Procedural Checklist to evaluate the performance

of the operation?

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TASK SHEET LO1.3-5

Title: Make an Operation Sheet


qualification assigned to you, you should be

able to make an Operation Sheet with

Procedural Checklist for at least one learning

content.



Steps/Procedure:

1.Choose one Learning Outcome of the qualification assigned to

you.

2.Make an Operation Sheet to practice the operation of a tool or

equipment involved in your learning outcome based on therecommended 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 qualification

assigned to you, you should be able to make a

complete CBLM Package.



Steps/Procedure:

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

prepare a complete CBLM Package.

2.Use the suggested format either for a self-contained or

resource-based CBLM.


Assessment Method:



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Making CBLM PackageMaking CBLM Package


Competency Learning Materials Checklist

Directions:Rate the CBLM against each of the following

criteria. Place anxon 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 becompleted in order to achieve each learning

outcomes

e.instructions sheet or reference to other resource

references containing the needed information

f. device for immediate feedback

g. a performance checklist designed to measure actual

trainee performance of the competency

2. The learning material also contains the following

components:

a. a listing of prerequisites

b. definition of terms

c. Job sheets/Task Sheets

d. Self-Checks

d. assessment instrument

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3.The learning material either includes all necessary

materials or clearly specifies what outside materials

are needed

4.The learning material contains a variety of activities tosuit 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

Evaluate your own work using the

Performance Criteria


evaluation

Keep a copy of your work.

3. Read Information

Sheet LO1.4-2(Table of

Specifications)

4. Perform Task SheetLO1.4-2

Evaluate your own work using thePerformance Criteria


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 PerformanceCriteria Checklist

6. Read Information

Sheet 1.4-3 (Written

Test)

7. Read information

Sheet 1.4-4(True-False)

8. Perform Task Sheet

LO1.4-4



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evaluation


9. Read information

Sheet 1.4-5(CompletionItems)


LO1.4 5




evaluation


11. Read information

Sheet 1.4-6(Matching

Items)12. Perform Task Sheet

LO1.4 6




evaluation



Sheet 1.4-7(Multiple

Choice)

14. Perform Task SheetLO1.4 7

Evaluate your own work using thePerformance Criteria


evaluation



Sheet 1.4 -8(Essay

Items)


LO1.4 8


Performance CriteriaPresent your work to your trainer for

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 -1022. 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. PerformJob 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.

3.Present your work to your trainer.4.Keep a copy of this table for use in the next task sheet.

Assessment Method:

Portfolio Assessment, Questioning, Performance Criteria Checklist


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Evidence Plan

Competency

standard:

Unit of

competency:

Ways in which evidence will be collected:

[tick the column]

Observation&Questioning

Demonstration&Questioning

ThirdpartyReport

Portfolio

Written

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 evidenceplan?

2.Are there enough methods of assessment included that

would allow the trainer to get the evidence required to

determine competency?

3.Are the boxes properly marked to indicate which method

to be used?

4.Is the correct format used?

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

requirements?

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TASK SHEET LO1.4-2

Title: Prepare Table of Specification


assigned to you, you should be able to prepare a

table of specification.



Steps/Procedure:

1.Based on your evidence plan, prepare a table of specification.



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

Assessment Method:



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ASSIGMENT SHEET LO1.4-2

Title: Prepare Table of Specification

Performance Objective: Given the qualification assigned to you, you

should be able to prepare a table of specifications

for the written test of the qualification.



Steps/Procedure:

1.Based on your evidence plan, prepare a table of specification for

each of the competencies of the qualification assigned to you.



Assessment Method:



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Criteria YES NO

1.Are all contents/evidence requirements in the evidence

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

2.Is the level of thinking given consideration?

3.Is the percentage of application items more than factual

or knowledge?

4.Is there enough number of questions to measure the

contents intended to be measured?

5.Does the table of specifications truly indicate the relative

emphasis to be given to each objective and each area of

content?

CHECKLIST FOR EVALUATING-REFERENCED TEST

ADEQUACY OF THE PLAN YES 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

emphasis to be given to each objective and each area of

content?3.Is the standard performance reasonable for the learning

outcome to be measured?

ADEQUACY OF THE TEST 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 definite tasks to be

performed?7.Are the test items free from nonfunctional materials?

8.Are the test items of appropriate difficulty for the

learning outcomes to be measured?

9.Are the test items of free from technical defects (clues,

ambiguity, inappropriate reading level?

10. Is the answer to each item one that experts would

agree upon?

11. Are the items of each type in harmony with the

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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 increasingdifficulty within each section of the test as a whole (to

extent possible)?

14. Does the item layout of the page contribute to ease

of reading and ease of scoring?

15. Are the test items numbered in consecutive order?

16. Are specific, clear directions provided for each

section of the test and for the test as a whole?

Adapted from Norman E. Gronlund, Preparing Criteion-Referenced Test for Classroom

Instruction. New York: The Macmillan Company, 1973.

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Performance Criteria for a True-false Test

CRITERIA YES NO

1.Is each item unambiguous (i.e. will each trainee interpret

the item in the same way?2.Are the items based upon statements that are absolutely

true or false, without qualifications or exceptions?

3.Has the central point of each questions been highlighted

by placing it in a prominent position?

4.Are the items free from statements that are partly true

and partly false?

5.Are the test items free from qualifiers, absolutes, and

ambiguous words which might give clues?

6.Have trick questions been avoided?7.Are negative question avoided?

8.Does each item contain only one distinct idea?

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TASK SHEET LO1.4-5

Title: Construct Completion Items


assigned to you, you should be able to construct

Completion Items



Steps/Procedure:

1.Choose a competency of your assigned qualification and

acquire the Information Sheet.

2.Construct at least five (5) Completion Items based on the

Performance Criteria of the competency.

3.Use the Performance Criteria Checklist for Completion Items to

check your work.


Assessment Method:



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Performance Criteria for making Completion Items

CRITERIA YES NO

1.Is each statement sufficiently unambiguous to limit

the correct answer to a few words or sentences?

2.Are the items specific without being trivial?

3.In most cases, does the omitted part of the incomplete

statement come at the end of the statement?

4.Is only one word omitted from each incomplete

statement?

5.Are the items free of verbal clues, or blanks whichsuggest 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:

1.Choose a competency of your assigned qualification and acquire

the Information Sheet.

2.Construct at least five (5) Matching Items based on the


3.Use the Performance Criteria Checklist for Matching Items to

check your work.


Assessment Method:



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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:

1.Choose a competency of your assigned qualification and acquire

the Information Sheet.

2.Construct at least five (5) Multiple Choice Items based on the


3.Use the Performance Criteria Checklist for Multiple Choice Items

to check your work.


Assessment Method:



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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 cluesavoided?

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:

1.Choose a competency of your assigned qualification and

acquire the Information Sheet.

2.Construct at least five (3) Essay Items based on the


3.Use the Performance Criteria Checklist for Essay Items to

check your work.


Assessment Method:



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Performance Checklist for Effective Essay Questions

CRITERIA YES NO

1.Are all questions restricted to objective not readily

measured by other types of questions?2.Does each question pose a specific problem adequately

delimited in scope?

3.In most cases, do you use several brief essay questions,

rather than one or two long ones?

4.Does each essay question indicate clearly and

accurately the desired extent and depth of each answer?

a.Does the question indicate how many

reasons, examples, or arguments are

expected for full credit?b.Do the directions indicate the type of

answer that will receive full credit?

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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 finish,

tolerance, clearance and others.

2.Time allowed to finish the job is indicated.

3.Proper use of tools/equipment & materials are specified as

a criteria for assessment

4.The extent to which the examinee should follow standard

safety precautions is indicated.

5.Critical criteria is identified and specifically marked.


Trainer: ____________________________ Date: ________________________

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SELF-CHECK LO1.4-9

DIRECTIONS: FOR EACH QUESTION BELOW, WRITE THE LETTER

CORRESPONDING TO YOUR ANSWER ON A SHEET OF PAPER.

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

A Before you write the test questions

B After you write the test questions

C After the students have taken the test

D ONLY when you have to create the test

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

A Yes, because they wrote the textbook

B Yes, because they have professionals who write the questions

C No, because they don't know what you have taught and what has been

emphasized

D No, because they dont know your teaching style

3. When should tests from the publisher be used?

A When you don't have time to construct oneB Any time

C None of the time

D When they correspond to your table of specifications

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

A Number of questions per cell

B Objectives or topics

C Percentage of test per topicD Total number of questions on the test

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

A How many questions can the students complete in a given amount of

time?

B Are the students average, above or below average?

C How can the accomplishment of objectives best be measured?

D How old are the students?

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Which of the following is/are recommended as they are stated when constructing

a test? Record an answer for each item as either Recommended (R) or Not

Recommended (NR).

R NR 6. Put all true-false questions together

R NR 7. Use the test from last year

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

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

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Answer

1.

2.

3.

4.

5.

6.

7.

8.

9.

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JOB SHEET LO1.4-9

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Title: Construct a Competency Assessment

Performance Objective: Given one table of specification prepared in

Job Sheet 1.4-1, you should be able to construct a

set of test questions for a Competency

Assessment.

Supplies/Materials : TR and CBC, table of specifications


Steps/Procedure:

1.Based on your prepared table of specification from the previous

activity, construct a set of Test Questions of the following types:

a.True or 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:



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ASSESSMENT TOOL Yes No

Specific instructions and assessment conditions are clear and easy to

understand

Written information are worded clearly and appropriately

Time allotted is enough to finish the job

Assessment task address the evidence requirements for the

competencies being assessed

The task or test project is adequately described

The task or test project satisfy the criteria on cost effectiveness.

The task or test project contain a substantial number of competencies

that can be demonstrated

The level of difficulty of the task appropriate to the competencies being

assessed.

The assessment tasks are based on realistic workplace activities

The assessment activity is suitable for use in other assessment

context

TOOLS AND EQUIPMENT

The tools and equipment needed during the assessment are

appropriate

The tools and equipment needed during the assessment are available

SUPPLIES AND MATERIALS

The supplies and materials specified for the assessment are:

Appropriate

Adequately available

EVIDENCE CRITERIAValidity

The evidence provided relate directly to the unit of competency being

assed

A variety of assessment method have been used as specified in the

instructions

The skills and knowledge can be assed in an integrated way

Sufficiency

The evidences provided by this assessment are sufficient 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

Qualification

Any inconsistencies between this evidence and other evidence collected

about the candidate can be explained

Authenticity

Evidences are verifiable to be the candidate

238657761 plan training session workbook in tourguiding nc ii

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