Plan

Training
Session
Sample Data Gathering Instrument for Trainee’s 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, Average grade in: Average grade in:

literacy and English Math
numeracy (LL&N)
a. 95 and above a. 95 and above
b. 90 to 94 b. 90 to 94
c. 85 to 89 c. 85 to 89
d. 80 to 84 d. 80 to 84
a. 75 to 79 e. 75 to 79

Cultural and Ethnicity/culture:

language a. Ifugao
background
b. Igorot
c. Ibanag
d. Gaddang
e. Muslim
f. Ibaloy
g. Others( please specify)_____________

Education & Highest Educational Attainment:

general a. High School Level
knowledge
b. High School Graduate
c. College Level
d. College Graduate
e. with units in Master’s degree
f. Masteral Graduate
g. With units in Doctoral Level
h. Doctoral Graduate
Sex a. Male
b. Female

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 Characteristics of learners
Age Your age: _____
Physical ability 1. Disabilities(if any)_____________________
2. Existing Health Conditions (Existing illness
if any)
a. None
b. Asthma
c. Heart disease
d. Anemia
e. Hypertension
f. Diabetes
g. Others(please specify) ___________________

Previous TM Certificates
experience with a. TQ certified
the topic b. TM graduate
c. TM trainer
d. TM lead trainer
Number of years as a competency trainer
______

Previous List down trainings related to TM

learning ___________________________
experience ___________________________
___________________________
National Certificates acquired and NC level
Training Level
completed ___________________________
___________________________

Special courses Other courses related to TM

a. Units in education
b. Master’s degree units in education
c. Others(please specify)
_________________________

Learning styles 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
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 Characteristics of learners

environment.
b. Kinesthetic - described as the students in
the classroom, who have problems sitting
still and who often bounce their legs while
tapping their fingers 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.
d. Activist - Learns by having a go
e. Reflector - Learns most from activities
where they can watch, listen and then
review what has happened.
f. Theorist - Learns most when ideas are
linked to existing theories and concepts.
g. Pragmatist - Learns most from learning
activities that are directly relevant to
their situation.
Other needs a. Financially challenged
b. Working student
c. Solo parent
d. Others(please specify)
___________________________

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FORM 1.1 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 learner’s 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
3.1 Establish training requirements for trainees?
3.2 Monitor work-based training?
3.3 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?

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CORE COMPETENCIES
CAN I ? YES NO
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?
6.3 Maintain electronic media?

Note: In making the Self-Check for your Qualification, all required competencies
should be specified. It is therefore required of a Trainer to be well- versed
of the CBC or TR of the program qualification he is teaching.

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Evidences/Proof of Current Competencies(Sample)

Form 1.2: Evidence of Current Competencies acquired related to

Job/Occupation

Current
Proof/Evidence Means of validating
competencies
Prepare Session Complete session plan Submitted a complete
set
Plan with the prescribed
format of session plan
prepared by the trainer
Prepare basic Complete CBLM with the Submitted a complete
instructional prescribed format CBLM for one
qualification
materials prepared by the trainer
Organize Picture of actual Submitted the picture of
teaching workshop actual workshop layout
and learning layout of trainer certified by the
resources Vocational
Instruction Supervisor
Use Personal National Certificate in PC Submitted an
Computer in Operations authenticated copy of
Educational Projects such as National Certificate
Technology presentations, CBLM,
session plans, flyers and
other instructional
materials

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 Identifying Training Gaps

From the accomplished Self-Assessment Check (Form 1.1) and the

evidences of current competencies (Form 1.2), the Trainer will be able to
identify what the training needs of the prospective trainee are.

Form 1.3 Summary of Current Competencies Versus Required

Competencies (Sample)

Required Units of Current Training

Competency/Learning Competencies Gaps/Requiremen
Outcomes based on ts
CBC
1. Plan Training Session
1.1 Determine Determine trainee’s
trainee’s training training
requirements requirements
1.2 Determine Determine relevant
relevant training training methods,
methods, training training activities
activities and and training
delivery
training delivery
modes
modes
1.3 Prepare session Prepare session
plans
plans
1.4 Prepare basic Prepare basic
instructional instructional
materials materials
1.5 Organize Organize teaching
teaching and and learning
learning resources resources
Required Units of Current Training
Competency/Learning Competencies Gaps/Requiremen
Outcomes based on ts
CBC
2. Facilitate Learning Session
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 2.1 Orient trainers 2.1 Orient trainers
on
on the CBT
the CBT delivery
delivery system
system
2.2 Use appropriate 2.2 Use appropriate
methods based on methods based on
the level and the level and
characteristics of characteristics of
trainees trainees
2.3 Assist trainers Assist trainers in
in achieving learning
achieving learning outcomes
outcomes
2.4 Provide Provide necessary
necessary feedback to
feedback to improve
improve trainer’s trainer’s
competence
competence
3. Supervise Work-Based Learning
3.4 Establish Establish training
training requirements for
requirements for trainees
trainees
3.5 Monitor work- Monitor work-based
based training training
3.6 Review and Review and
evaluate
evaluate work-
based learning work-based
learning
effectiveness
effectiveness
4. Conduct Competency Assessment
4.1 Orient trainees 4.1 Orient trainees
on the evidence on the evidence
requirements in requirements in the

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 the relevant relevant evidence
evidence plan plan
4.2 Gather and 4.2 Gather and
document document
evidences
evidences using
using relevant
relevant
assessment tools
assessment tools
4.3 Evaluate and 4.3 Evaluate and
record assessment record assessment
results in results in
accordance
accordance with
with the approved
the approved
rating system
rating system
4.4 Use appropriate Use appropriate
feedback feedback
mechanism
mechanism to
to inform trainee of
inform trainee of
his progress
his progress
5. Maintain Training
Facilities
5.1 Implement 5.1 Implement
housekeeping housekeeping
activities activities
5.2 Maintain 5.2 Maintain
training training equipment
equipment and and tools
tools
6. Utilize
Electronic
Media In
Facilitating
Training
6.1 Inspect Inspect electronic
electronic media equipment
media equipment

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 6.2 Operate Operate electronic
electronic media media equipment
equipment
6.3 Maintain Maintain electronic
electronic media media equipment
equipment

Using Form No.1.4, convert the Training Gaps into a Training Needs/
Requirements. Refer to the CBC in identifying the Module Title or Unit of
Competency of the training needs identified.

Form No. 1.4: Training Needs (Sample)

Training Needs Module Title/Module of

Instruction
(Learning Outcomes)
Identify trainees’ training 1. Plan Training Session
requirements
Prepare assessment Instruments
Conduct Pre-assessment 2. Facilitate Learning
Facilitate training session Session
Review delivery of training session
Establish training requirements for 3. Supervise work-based
trainees learning
Monitor work-based training
Review and evaluate work-based
learning
effectiveness
Use appropriate feedback mechanism 4. Conduct Institutional
to Assessment
inform learner of his/her progress
Maintain training equipment and tools 5. Maintain Training
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 Facilities
Inspect electronic media equipment 6. Utilize Electronic
media in Facilitating
training
Operate electronic media equipment
to deliver lesson
Maintain electronic media

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 In template form, the session plan will look like this.
SESSION PLAN
Sector : GARMENTS
Qualification Title : DRESSMAKING NC II
Unit of Competency : Apply Finishing Touches on Casual Apparel
Module Title : Finishing Touches on Casual Apparel
Learning Outcomes:
 Apply finished touches
 Trim excess threads
 Press finished garments
 Packed the finish garment
A. INTRODUCTION
This unit covers the knowledge, skills and attitudes required in applying finishing touches and detailing on the
requirements such as attaching the needed accessories and accent, trimming of excess thread, pressing finished
garment and packaging of finished garment.

B. LEARNING ACTIVITIES

LO 1: Apply Finishing Touches on casual Apparel

Resource
Learning Content Methods Presentation Practice Feedback Time
s
1. Finishing  Lecture Read Information Answer Self- Compare CBLM 1
touches are  Group discusion Sheet 4.1-1 Check 4.1-1 answer to Laptop
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checked in  Interaction "Finishing touches and activity Answer Projector hour
accordance with  Reportrial are checked in 4.1-1 Key 4.1-1
garment accordance with "Finishing "Finishing
design/style garment touches are touches
specification. design/style checked in are
specification." accordance checked in
with accordance
garment with
design/style garment
specification design/styl
." e
specificatio
n."

2. Accessories and  Lecture Read Information Self-Check Key 4.1-2 CBLM 2

accents position  Group discussion Sheet 4.1-2 4.1-2 and Accessories Laptop hours
are marked and  Interaction "Accessories and activity 4.1-2 and accents Projecto
attached in  Reportrial accents position position are r
Accessories marked and
accordance with are marked and and accents attached in
garment attached in position are accordance
design/style accordance with marked and with
specification garment attached in garment
design/style accordance design/style
specification" specification
with
garment "
design/style
specification
"
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3. Accessories and  Lecture Read Information Self-Check Key 4.1-3 CBLM 2
Accents are sew  Group discussion Sheet 4.1-3 4.1-3 and "Accessorie Laptop hours
by hand or  Interaction "Accessories and activity 4.1-3 s and Projector
machine in  Reportrial Accents are sew "Accessories Accents
accordance with by hand or and Accents are sew by
garment machine in hand or
are sew by
design/style accordance to machine in
hand or
specifications. garment accordance
machine in
design/style with
accordance
specifications." garment
with
design/styl
garment
design/style e
specification specificatio
ns.”
s."
4. Finishing  Lecture Read Information Answer Self- Answer CBLM 2
operations are  Group discussion Sheet 4.1-4 Check 4.1-4 Key 4.1- Laptop hours
performed in  Interaction "Finishing and activity 4"Finishing Projector
accordance with operations are 4.1-4 operations
"Finishing
customers performed in are
operations
specifications and accordance with are
performed
company's customers performed in in
procedures specifications and accordance accordance
company's with with
procedures" customers customers
specifications specificatio
and ns and
company's company's
procedures" procedures

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 "

Self-Check Answer 2
5. Garments is  Lecture Read Information CBLM
4.1-5 and Key 4.1-5 hours
checked for loose  Group discussion Sheet 4.1-5 Laptop
activity 4.1-5 "Garments
threads, missing  Interaction "Garments is Projector
buttons and checked for loose "Garments is is checked
for loose
attachments threads, missing checked for
threads,
buttons and loose
missing
attachments" threads,
buttons
missing
buttons and and
attachments attachment
s"
"

LO 2: Trim Excess Threads

1.Trimming tools  Lecture Read Information Self-Check Answer CBLM 2
are prepared  Group discussion Sheet 4.2- 4.2-1 and Key 4.2-1 Laptop hours
 Interaction 1 "Trimming tools activity 4.2-1 "Trimming Projecto
 Reportrial are prepared" "Trimming tools are r
tools are prepared"
prepared"

2.Garments are  Lecture Read Information Read Self-Check CBLM 2

trimmed of excess  Group discussion Sheet 4.2- 2 Information 4.2-2 and Laptop hours
threads in  Interaction "Garments are Sheet 4.2- 2 activity Projecto
accordance with  Reportrial trimmed of excess "Garments 4.2-2 r
sewing procedures threads in are trimmed "Garments
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 accordance with of excess are
sewing threads in trimmed of
procedures" accordance excess
with sewing threads in
procedures" accordance
with
sewing
procedures
"
3.Garments are  Lecture Read Information Self-Check Answer CBLM 2
reversed and  Group discussion Sheet 4.2- 3 4.2-3 and Key 4.2-3 Laptop hours
hanged in  Interaction "Garments are activity 4.2-3 Projecto
"Garments
accordance with  Reportrial reversed and "Garments r
are
company's hanged in are reversed reversed
procedures accordance with and hanged and
company's in hanged in
procedures" accordance accordance
with with
company's company's
procedures" procedures
"

C. ASSESSMENT PLAN
 Written Test
 Performance Test

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A. TEACHER’S SELF-REFLECTION OF THE SESSION
Feedback from the learners/trainees regarding the use of the CBLM
Result of the Evaluation

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 PARTS OF A COMPETENCY-BASED LEARNING

References/Further Reading
Performance Criteria Checklist
Operation/Task/Job Sheet

Self Check Answer Key

Self Check

Information Sheet

Learning Experiences

Learning Outcome Summary

Module
Module Content
Content

Module
List of Competencies
Content

Module Content

Module Content

Front Page
In our efforts to standardize CBLM,
the above parts are recommended
for use in Competency Based
Training (CBT) in Technical Education
and Skills Development Authority
(TESDA) Technology Institutions.
The next sections will show you the
components and features of each
part.

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 (TRAINERS METHODOLOGY LEVEL 1)
COMPETENCY-BASED LEARNING MATERIALS

List of Competencies

No. Unit of Competency Module Title Code

Plan Training Planning Training

1. TVT232301
Session Session

Facilitate Learning Facilitating Learning

2. TVT232302
Session Session

Supervise Work-Based Supervising Work-Based

3. TVT232303
Learning Learning

Conduct Competency Conducting Competency

4. TVT232304
Assessment Assessment

Maintain Training Maintaining Training

5. TVT232305
Facilities Facilities

Utilize Electronic Utilizing Electronic

TVT232306
6. Media in Facilitating Media in Facilitating

Training Training

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 MODULE CONTENT

UNIT OF COMPETENCY Plan Training Session

MODULE TITLE: Planning Training Session

MODULE DESCRIPTOR:
This unit covers the knowledge, skills and attitude in planning a training
session. It includes identifying learner’s requirements, preparing session
plan, preparing basic instructional materials and organizing learning and
teaching resources

NOMINAL DURATION:

LEARNING OUTCOMES:
At the end of this module you MUST be able to:
1. Identify learner’s training requirements
2. Prepare session plan
3. Prepare instructional materials
4. Prepare assessment instruments (Institutional)
5. Organize learning and teaching resources

ASSESSMENT CRITERIA:

• Curriculum documents is reviewed and analyzed for training

purposes
• Current competencies of target group are determined
• Competencies required to be attained are compared with current
competencies of target group
• Results of comparison is used to determine training requirements
• Training requirements are validated with appropriate people. •
Training delivery modes are identified appropriate for the training
• Training methods that pertains to the required competencies are
addressed
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• Sequence of training activities are determined based on
competencies
standards
• Resources to support training are identified
• Session plan is finalized according to required format
• Instructional materials are prepared and focused on a key concept or
idea related to work activity.
• Text and illustrations are made clear and legible appropriate for the
training requirements of the trainees
• Languages , style and format of the materials are appropriate for the
trainees characteristics and needs
• Relevant modules of instruction are identified, read and interpreted
to identify required evidence
• Evidence requirements are determined which will show full coverage
of the training module to be assessed and consistent to the
performance of the training activities
• Suitable assessment methods are identified which are appropriate
with the learning outcome of the module of instruction.
• Assessment instrument are prepared in accordance with the content
and learning outcome specified under the assessment criteria of the
module of instruction.
• Assessment instruments are checked for validity, fairness, safety and
cost effectiveness.
• Resources required for training are checked for availability
• Appropriate training locations/venue are identified and arranged
according to training needs
• Training resources requirements are documented and access is
arranged in accordance with organization procedures and appropriate
staff.

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LEARNING OUTCOME NO. 4
Prepare Assessment Instruments (Institutional)

Contents:

1. Institutional Competency Evaluation

2. Evidence Plan
3. Table of Specification
4. Written Test
5. Performance Test
6. Questioning Tool
Assessment Criteria

1. Relevant modules of instruction are identified, read and interpreted

to
identify required evidence
2. Evidence requirements are determined which will show full coverage
of
the training module to be assessed and consistent to the
performance
of the training activities
3. Suitable assessment methods are identified which are appropriate
with the learning outcome of the module of instruction.
4. Assessment instrument are prepared in accordance with the content
and learning outcome specified under the assessment criteria of the
module of instruction.
5. Assessment instruments are checked for validity, fairness, safety
and
cost effectiveness.

Conditions
The participants will have access to:

1. Computers and relevant modules of instruction.

2. Evidence plan of the qualification.
3. Learning materials
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Assessment Method:

1. Portfolio
2. Written Test/Oral interview
3. Performance Criteria Checklist

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 Learning Experiences
Learning Outcome 1
DETERMINE LEARNER’S TRAINING REQUIREMENTS

Learning Activities Special Instructions

1. Read Information Sheet 1.1-1
on Competency-Based Training In this Learning Outcome you shall
2. Answer Self-Check 1.1-1 prepare tools and materials
needed
Compare answers with
Answer to determine training needs. To be
Key 1.1-1 able to do this, you should
3. Read Information Sheet 1.1-2 understand the characteristics of
on Training Regulations your trainees and analyze the
4. Answer Self-Check 1.1-2 following:
Compare answers with 1. CS
Answer 2. TR
Key 1.1-2 3. CBC
5. Read Information Sheet 1.1-3 Go through the Information Sheets
on Competency Standards and answer the self-checks to
6. Answer Self-Check 1.1-3 ensure that knowledge of the
Compare answers with standards in Competency-based
Answer
training are acquired.
Key 1.1-3
The outputs of your practice of
7. Read Information Sheet 1.1-3 this
on Competency-Based Learning Outcome are the
Curriculum following:
8. Answer Self-Check 1.1-4 1. TNA Forms
Compare answers with 2. Data gathering tool for
Answer trainees characteristics
Key 1.1-4 These forms will be a part of your
9. Read Information Sheet 1.1-5 portfolio for you Institutional
on Characteristics of Learners Competency Evaluation.
10. Answer Self-Check 1.1-5 Show your output to your trainer
Compare answers with for

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 Answer his feedback as you accomplish
Key 1.1-5 them.
11. Perform Task Sheet 1.1-5 on
how to develop a data gathering
tool for trainees characteristics
12. Evaluate your own output
using Performance Criteria
Checklist 1.1-5
13. Read Information Sheet 1.1-6
on Trainees’ Current
Competencies
14. Answer Self-Check 1.1-6
Compare answers with Answer
Key 1.1-6
15. Perform Job Sheet 1.1-6 on
how to prepare TNA forms
16. Evaluate your own output After doing all activities of
this
using Performance Criteria
LO, you are ready to proceed
Checklist 1.1-6
to
the next LO on preparing
session plans.

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 Information Sheet 1. 4-2
Evidence Plan

Learning Objectives:
After reading this INFORMATION SHEET, YOU MUST be able to:
1. explain the purpose of preparing an evidence plan;
2. determine the sources of the contents of the evidence plan;
3. identify methods appropriate for evaluating a performance
criteria.

One essential part of the Competency-Based Training Delivery is the

institutional assessment. Assessment is the process of collecting evidence
and making judgments on whether competency has been achieved. The
purpose of assessment is to confirm that an individual can perform to the
standards expected in the workplace as expressed in the relevant
competency standards.
In this lesson you will learn how to prepare the evidence plan of your
competency.

The Evidence Plan

In developing evidence gathering tools for an institutional assessment,
the first stage is to prepare an evidence plan.
Evidence plans are designed to –
 Serve as a planning tool 
 Support the assessment process
 Assist with the collection of evidence
 Inform the learners of what is expected of them before they begin
the assessment
 Serve as a guide for the trainer in determining the method of
assessment to be used

In making an Evidence Plan you should have the Competency

Standards (CS) of the chosen competency and the Evidence Plan
Template.

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 Parts of the Evidence Plan

1. Competency Standard – this is the title of your qualification

2. Unit of Competency – the institutional evaluation tool is packaged by
competency. The name of the competency is written in this portion.
3. Evidence Requirements – the criteria for judging the competency of the
trainee. These are written in the competency standards. Critical aspects
of competency should be marked with an asterisk (*). Refer to the CS for
the identification of the critical aspects of competency.
4. Methods of Assessment – the methods of collecting evidences per each
performance criteria. At least 2 methods of assessment should be chosen
for each criterion to allow for corroboration of evidences.
Knowledge, skills and attitudes and the four dimensions of
competency are to be assessed. To do this, the following methods are
recommended:

4.1 Written test – to test the acquisition of knowledge

4.2 Performance test – to test the demonstrated skills
4.2.1 Demonstration Method – this is the method used when the
performance of a particular skill is to be assessed within
the workshop.

4.2.2 Observation method – is used when the assessment is

done by observing the trainee on the actual job site while
the trainee is doing his job.
4.2.3 Portfolio evaluation – is used when projects or outputs are
required to collect evidences of competency. In
Institutional Evaluation, we use the Performance Criteria
Checklist to evaluate the output/project.

4.3 Interview/questioning – this is to verify evidences which are

not clearly demonstrated during performance test. This is also
the part of the competency evaluation where you can ask
questions to verify Job Role and Environment Management
Skills and Contingency Management Skills.

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 Self- Check 1. 4-2

Multiple Choice:
Choose the letter of the best answer. Write the letter of your choice on
your
answer sheet.

1. The planning tool for institutional competency evaluation is the

A. Evidence Plan
B. Rating Sheets
C. Table of Specification
D. Evaluation Tool Templates

2. The source of the evidence requirements for institutional

competency
evaluation is the
A. Critical aspects of competency
B. Performance criteria
C. Underpinning knowledge and skills
D. All of the above.

3. Which of the following evidence gathering methods is most

appropriately used to evaluation the acquisition of skills when
doing
institutional evaluation within a training program?
A. Demonstration method
B. Written Test
C. Observation method
D. Interview/Questioning

4. What evidence gathering method is used when the trainee is

observed
as he is doing his job in an actual job site?
A. Demonstration method
B. Written Test
C. Observation method
D. Interview/Questioning

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 ANSWER KEY ____

1. A
2. D
3. A
4. C

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 TASK SHEET 1. 4-2
Title: Prepare an Evidence Plan

Performance Objective: Given one competency of the qualification

assigned to you, you should be able to Prepare
an Evidence Plan using the required template.

Supplies/Materials : TR and CBC

Equipment : PC, printer with ink

Steps/Procedure:
1. From the CS, develop your evidence requirements from the
elements and performance criteria, underpinning skills and
knowledge and critical aspects of competency.
2. Write your evidence requirements on the first column of the
Evidence Plan Template. Use the present tense (s-form of the
verb) in constructing the list of evidence requirements.
3. Write the evidence-gathering method on the 2nd, 3rd and 4th
column along the first row of the Evidence Plan Template.
Choose at least two kinds of evidence-gathering methods that
would allow you to get the evidence required to determine
competency.
4. Place a check mark on the appropriate box to indicate what
method will be used to gather each evidence requirement. (at
least 2 methods per criteria)
5. Review the evidence plan to check that all evidence
requirements are covered especially the critical aspects of
competency.
6. Use the suggested format. 7. Present your work to your
trainer.
8. Keep a copy of this table for use in the next task sheet.

Assessment Method:
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Portfolio Assessment using Performance Criteria Checklist, Questioning

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 Performance Criteria Checklist 1. 4-2

CRITERIA
YES NO
Did you .
1. Are all evidence requirements covered in the evidence
plan?
2. Are the critical aspects of competency marked?
3. Are there enough methods of assessment included that
would allow the trainer to get the evidence required to
determine competency?
4. Are the boxes properly marked to indicate which method
to be used?
5. Is the correct format used?
6. Is the correct tense of the verb used in listing evidence
requirements?

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 JOB SHEET 1. 4-3
Title: Prepare Table of Specification

Performance Objective:
Given one competency of the qualification assigned to you, you
should be able to prepare a table of specification.

Supplies/Materials : TR and CBC

Equipment : PC, printer with ink

Steps/Procedure:
1. Based on your evidence plan, identify the evidences to be
gathered by the written test. Write these in the first column.

2. Decide on the percentage of distribution of test items based

on the emphasis of your training and the importance of the topic,
content or objective to the main skill to be mastered. Write the
percentages on the last column.

3.Set number of items for the whole test.

4.Compute for the number of items of each content.

5. Compute for the number of items per levels of learning.
6. Present your work to your trainer.
7. 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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 Performance Criteria Checklist 1. 4-3

CRITERIA
YES NO
Did you .
1. Are all contents/evidence requirements in the evidence
plan under the written test column considered in the
table of specifications?
2. Are the levels of learning 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?

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Evidence Plan

Competency
standard:
Unit of
competency:
Ways in which evidence will be collected:

Third party Report

[tick the column]

Demonstration &
Observation &

Portfolio

Written
The evidence must show that the trainee













NOTE: *Critical aspects of competency

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 TABLE OF SPECIFICATION

# of
Objectives/Content items/ PERCEN
Knowledge Comprehension Application
area/Topics % of TAGE
test

Training
4 2 2 8 20%
requirements

Session Plan 2 2 4 8 20%

assessment
4 4 8 20%
instruments

basic
instructional 4 4 4 12 30%
materials

learning and
teaching 2 2 4 10%
resources

TOTAL 10 14 16 40 100%

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Performance Test

Specific Instruction for the Candidate

Qualification DRESSMAKING NC II

Unit of Competency Drafting and cutting pattern

General Instruction: pattern drafting include design concept,measurements. Materials and

tools include pattern paper, ruler,pencils,erasers,measuring tape,french curve,scissors.
Pattern cutting: fabric preparation, pinning, cutting, notches and marking, seam allowance

Specific Instruction:

1. Gather instructions and relevant materials

2. Taking body measurements

3. Draft a pattern into a paper using pencil and other materials needed for drafting.

4. Layouting a pattern

5. Cutting

6. Sewing

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 Date Developed: Document No. 001
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QUESTIONING TOOL
Questions to probe the candidate’s underpinning Satisfactor
knowledge y response
Extension/Reflection Questions Yes No
1.  
2.  
3.  
4.  
Safety Questions
5.  
6.  
7.  
8.  
Contingency Questions
9.  
10.  
11.  
12.  
Job Role/Environment Questions  
13.  
14.  
15.  
16.  
Rules and Regulations  
17.  
18.  
19.  
20.  

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The candidate’s underpinning knowledge was:  Satisfactor  Not
y Satisfactory

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Templates for Inventory of Training Resources
Resources for presenting instruction
 Print Resources As per TR As per Remarks
Inventory

 Non Print Resources As per TR As per Remarks

Inventory

Resources for Skills practice of Competency #1

______________________________
 Supplies and Materials As per TR As per Remarks
Inventory

 Tools As per TR As per Remarks

Inventory

 Equipment As per TR As per Remarks

Inventory

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Note: In the remarks section, remarks may include for repair, for
replenishment, for reproduction, for maintenance etc.

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