ASSESSMENT IN LEARNING II
WITH FOCUS ON TRAINERS’
METHODOLOGY I & II
Prepared by:
ANGELICA G. MANTILLA
Faculty
.
Module 1: Plan Training Session
1.1. Who is Trainer and/or Assessor
1.2. Competencies of a Trainer and/or Assessor
1.3. Competency-Based Training (CBT)
LO:
1. defined Competency-Based Training (CBT) and its principles;
2. differentiated between the benefits of CBT and traditional training
methods;
3. understood the roles of trainers and assessors in implementing CBT;
4. applied practical skills to align training with specific, measurable
competencies and embrace learner-centered and outcome-driven training
approaches.
INTRODUCTION
• Plan Training Session is one of the six competencies to
be mastered in Trainers Methodology I (TM I). But
before we focus on planning, let us have an overview of
the whole training program. In this lesson, you will learn
the role as trainer or assessor. As a trainer or assessor,
you need to know what and how to teach, and how to
work effectively with others
What is a TVET Trainer?
• TVET Trainer is a professional who enables a learner or
a group of learners to develop competencies to
performing a particular trade or technical work.
Towards this end, a TVET Trainer may assume various
roles such as training facilitator, competency assessor,
training designer, developer or training supervisor
What is a Trainer / Assessor?
• From the Training Regulation, a Trainer is a person who enables group
of learners to develop competencies toward performing a particular
trade or technical work while an Assessor is an individual accredited
and authorized to evaluate or assess competencies of a candidate
applying for certification or any one of the purpose of assessment.
• Trainer/Assessor is at least NC II holder and who has achieved all the
required units of competency identified in the Trainers Methodology
Level I (TM Level I) under the PTTQF. He is also a holder of National
TVET Trainer Certificate Level I (NTTC I) 2. A Trainer is an Assessor; an
Assessor is a Trainer 3.
Basic and Core Competencies
• Basic Competencies (or skills and knowledge that everyone needs for work):
• Lead workplace Communication
• Apply math and science principles in technical training
• Apply environmental principles and advocate conservation
• Utilize IT applications in technical training
• Lead small teams
• Apply work ethics, values and quality principles
• Work effectively in vocational education and training
• Foster and promote a learning culture
• Ensure a healthy and safe learning environment
• Maintain and enhance professional practice
• Develop and promote appreciation for cost-benefits of technical training
• Develop and promote global understanding of labor market
Core Competencies (or specific skills and knowledge
needed in TM1):
• Plan training sessions
• Facilitate learning sessions
• Supervise work-based learning
• Conduct competency assessment
• Maintain training facilities
• Utilize electronic media in facilitating training
Competency-Based Training (CBT)
Competency-Based Training
(CBT)
• The framework in teaching skill-based lesson is called
Competency Based Training (or CBT). It focuses on skills
development that is why its approach differs from the
traditional education.
• In traditional education, the teacher controls the
environment (or called teacher- centered approach);
while in CBT, the learners control and manipulate the
tools and equipments with the guide of a teacher
CBT Terminologies
1. Knowledge
2. Skill
3. Competency
• Competency Standard are industry-determined
specification of competencies required for effective
work performance. They are expressed as outcomes
and they focus on work place activity rather than
training or personal attributes, and capture the ability
to apply skills in new situations and changing work
organization 6.
• Recognition of Prior Learning (RPL) is the
acknowledgement of an individual’s skills, knowledge
and attitudes gained from life and work experiences
outside registered training programs 7.
• Qualification is cluster of units of competency that
meets job roles and is significant in the workplace. It
is also a certification awarded to a person on
successful completion of a course and/or in
recognition of having demonstrated competencies
relevant to an industry 7.
• Basic Competency – skills and knowledge that everyone
needs for work
• Common Competency – skills and knowledge needed by
people working in a particular industry
• Core Competency – specific skills and knowledge needed
in a particular area of work-industry
sector/occupation/job role
CBT includes:
• Competency-Based Curriculum (CBC) is the specification for a course
or subject (module) which describes all the learning experience a
student or learner undergoes. It specifies outcomes which are
consistent with the requirements of the workplace as agreed through
industry or community consultations.
• Competency-Based Learning Material (CBLM)refers to the print and
non-print instructional media used as guide in learning workplace
activities.
The flow of CBT differs from the traditional education
approach. To see the big picture is important before planning
a session plan. Below is the CBT delivery framework:
1. Trainee enters the program. Trainer conducts pre-training assessment to
identify learner’s training needs. Orientation of CBT program on Recognition
of Prior Learning (RPL) and roles of trainer & trainee follows.
2. Trainee selects competency from the identified training needs and
receives instruction from the trainer. The trainer administers learning
contract or agreement between him and his trainees, then provides CBLM
materials and introduces the use of progress and achievement chart.
3. With the selected competency, the trainee studies the module by
doing the following learning activities (in any order): review learning
package, view multimedia materials, use manuals, observe
demonstration, practice skills in workshop, and receive assistance and
advice.
4. While the trainee practices the skill, the trainer observes and records
the performance on the Progress Chart. Student will attempt the task
until he masters the skill with the help of trainer’s immediate and
constructive feedback.
5. Once the trainee determines by himself that he is
competent to do the skill, he will call the attention of
trainer. The trainer will observe and rate the performance
based on the Performance Criteria Checklist and will
record the result on the Achievement Chart. If the skill is
satisfactorily performed, he will then select another unit of
competency. If the skill is not satisfactorily performed, the
trainee will study again the module.
6. To exit the training program, trainee must satisfactorily
perform the skill and must have enough units of
competencies (or has completed all the modules). If the
trainee doesn’t have enough units of competencies, he will
then select another unit of competency, and repeat the
competency-based training process.
Ten (10) Principles of CBT
Ten (10) Principles of CBT
• Principle One: The training is based on curriculum (CBC) developed from
the competency standards (CS).
• Principle Two: Learning is competency based or modular in structure.
• Principle Three: Training delivery is individualized and self-paced.
• Principle Four: Training is based on work that must be performed.
• Principle Five: Training materials are directly related to the
competency standards and the curriculum modules.
Ten (10) Principles of CBT
• Principle Six: Assessment is based in the collection of evidences of the
performance of work to the industry required standard.
• Principle Seven: Training is based both on and off the job components.
• Principle Eight: The system allows Recognition of Prior Learning (RPL) and
or current competencies.
• Principle Nine: Training allows multiple entry and exit in the training
program.
• Principle Ten: Approved training programs are nationally accredited.
Programs of each institution or training center are registered with UTPRAS
(Unified TVET Program Registration and Accreditation System).
