REVIEWER

CCA

 PREPARATIONS PRIOR/BEFORE THE ASSESSMENT

 Coordinate with the AC manager
 Conduct site inspections
 Tool, materials and equipment are complete and ready
 Workplace is safe and conducive for assessment
 Review/prepare the gathering evidence tools
 Prepare yourself for punctuality and well grooming
 WHAT WILL YOU ORIENT TO THE CANDIDATES
 Explain the context and physical setting
 Purpose of the assessment
 Allowable reasons such as religion, language, health conditions, culture,
disability
 Reasonable reasons such as there is no current during the assessment
 Right to appeal
 Free consent of the candidates
 OHS
 Qualification title or unit of competency
 Tasks to be performed
 Evidenced to be collected
 Methods of assessment
 Validity of NC/COC
 Special needs
 Do’s and don’ts (HOUSE RULES)
 Role of the assessor
 Confidentiality of the assessment
 WHEN THE CANDIDATE IS WRONG, DO YOU PROVIDE ANSWER
IMMEDIATELY?
*I will just simplify or rephrase the questions
 No, because the candidates will pre end to the next questions
 No, because they may think that the assessment is already finished
 BASIS OF THE ASSESSMENT DECISION
 Dimension of competency such as Task skills, task management skills, job role
and contingency management skills
 Rules of evidences, it should be valid and authentic
 Corroboration of evidences, if it is complement to one evidence to another
 All performance criteria are met
 WHY ORIENT THE CANDIDATES?
 For the candidates to familiarized the assessment activities that would take
place
 For them to be prepared and assured
 Feel comfortable
 Guide the candidates
 MAKING SURE THAT THE CANDIDATE IS THE SAME
 Check the ID
 Compare the signature from application to admission slip
 Compare the picture

 MAKING SURE THAT THE CANDIDATES UNDERSTAND THE TASK

 If you explain the task properly
 If you provide the candidates guide
 If you give the candidates time to clarify the task
 If they performed the task based on the criteria
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  DO’S AND DONT’S OF THE ASSESSOR
*Do’s
-Record the observation
-Observe safety
-Stop the assessment only if there is injury
*Dont’s
-Do not interrupt
-Do not ask questions
-Do not leave the candidates while performing the task
 PROVIDING FEEDBACK
 Constructive feedback
 Positive to give confidence
 Areas of improvement
*IF THE CANDIDATE DO NOT AGREE
- Area of disagreement
-Record in the rating sheet
-Both of you signed the incident report to be submitted to TESDA P.O
-Right to appeal

FLS

 THINGS TO CONSIDER BEFORE THE ARRIVAL OF THE TRAINEE

 Set up the training venue based on CBT lay out such as PWA,LRA,QCA,IAA,SSA
and TRA
 Learning materials such as CBLM
 Monitoring tools such as AC, PC and TAM
 Tools and equipment according to learning activities
 EVENTS HAPPENED IN MY SESSIONS
 Conducted and orientation
 Discuss the CT Principles
 Administer the pre assessment tools such as TNA, self assessment check and
pretest
 Recognition of Prior Learning
 Read the CBLM, View the multimedia and do the task assigned
 Students entered into diff.unit of competencies
 Each students progresses at their own paced, after mastering the task s/he can
move to another task
 It was LEARNER CENTERED
 DOCUMENTS TO MANAGE THE TASK
 Session plan
 Progress chart
 Achievement chart
 Training activity matrix

 ADULT PRINCIPLES THAT ALWAYS HAVE IN MIND WHEN FACILITATING

SESSION
 Demo skills are needed in order to learn skills
 Repetition is needed when training adult
 Adult learner likes feedback from trainer
 WHAT DO YOU MEAN BY UTPRAS?
 Unified TVET Program Registration and Accreditation System
 DESCRIBE THE TYPE OF QUESTIONS YOU ASKED. WHAT ARE THOSE?
 Questioning tool in PTS, Safety Questions, Job/Role environment questions
 HOW DID YOU ENSURE PARTICIPATION FROM YOUR STUDENT?

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  By means of checking their TRB, Progress Sheet, Achievement Chart and
Progress Chart
 WHAT DID YOU USE TO MANAGE CLASS ACTIVITIES?
 The Training Activity Matrix

PTS

 FACTORS IN PREPARING SESSION PLAN

 Target groups
 Training needs
 Learning outcome
 Time
 Resources, materials and tools
 Trainers characteristics
 LEARNING MATERIALS USED
 CBLM that includes job sheet, task sheet and information sheet
 Multimedia, TRB, Monitoring tools and session plan
*If most of the trainees are found not yet competent after the training, this is the
time that I will change the learning materials used based on the performance.
 ASSESSMENT TOOLS USED IN SEESION PLAN
 Demonstration (to get the skills)
 Oral questioning (knowledge)
 Portfolio (skills and knowledge)
 COMPONENTS OF SEESION PLAN
 Sector
 Qualification
 Unit of competencies
 Module title
 Learning outcomes (introduction and learning activities)
 Assessment plan
 Teacher’s reflection
 FACTORS IN CHOOSING TRAINING METHODS
 Content
 Objective
 Time
 Resources
 Cost
 Target audience
 ORGANIZE LEARNING EVENTS
 Based on the theory of Gagne by following the 9 nine principles of Condition of
Learning, the hierarchy of learning which is from simple to complex
 BASIS
 TR, CBC modular instruction
 TNA Form
 RPL Form
*Through oral questioning- contingency management skills
#VALID- if the evidence conforms to the current standards
#SUFFICIENT- if you see that they follow the rules of evidences based on the
assessment decision
*In doubt, revisit the Training regulations
 TYPES OF QUESTIONS
 HOTS, to challenge your trainees to think deeper
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  It includes safety questions and contingency questions like HOW and WHY
 TOS
 To ensure validity
 Equal distribution of test questions according to level
 TO ENSURE THAT THE TRAINEES ARE PARTICIPATING
 Trainees have continuous practice of task in practical area
 Utilization of multimedia
 Different tasks
 Check their participation in PC, AC and TRB
 DESCRIBE ADULT PRINCIPLE
 Adults are ready to learn
 Based on experience
 Aware of need to learn
 Variety of training methods and teaching
 Practice skills
 Repetition
 Immediate feedback

SWBT

 IDENTIFYING AND STABLISHING RELATIONSHIP WITH THE COMPANY

 By memorandum of agreement
 WILL YOU WRITE A TRAINING PLAN FOR THE STUDENTS?
 Yes, because training plan will serve as guide in the implementation of how the
training will be done by the industry
 PREPARATORY ACTIVITY BEFORE SENDING
 Conduct orientation
 Instruct the trainees to submit application form and resume
 MONITORING PERFORMANCE OF THE STUDENTS
 By using training plan and trainees record book and trainee’s progress chart
 HOW WILL YOU MONITOR THE PERFORMANCE OF THE STUDENTS?
 Progress Sheet
 TRB
 Feedback form
 IF THE COMPANY MADE AN UNFAVOURABLE REMARK ABOUT THE STUDENT,
WHAT WILL YOU DO?
 Validate first the remark of the supervisor, ask the other trainees before
making your final decision.
 HOW WILL YOU EVALUATE THE EFFECTIVENESS OF WORK BASE LEARNING?
 By means of Post Test and Program Evaluation Sheet

MTF

 SKETCH THE LAYOUT OF YOUR CLASSROOM (9 AREAS)

 ENUMERATE THE MAJOR MAINTENANCE IN THE CLASSROOM INCLUDING
THE HOUSEKEEPING ACTIVITIES
 Inventory
 Report Breakdown
 Monthly Inspection
 WHAT PROCEDURE DO YOU FOLLOW IN PURCHASING?
 Submit a purchasing request form
 WHAT IS THE SOP WHEN THE EQUIPMENT IS OUT OF FUNCTION?
 Request for inspection and request for repair
 DESCRIBE YOUR INSTITUTION WASTE DISPOSAL SYSTEM?
 My institution waste disposal agrees RA 9003 and that is Solid Waste
Management
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 DESCRIBE YOUR INSTITUTION RECORDING AND MAINTENANCE
 My institution uses inventory sheets and inspection forms.