1. In CBT, the trainer is a facilitator.

True
2. Competency Based Learning Material is a must in CBT. True
3. Superised Industry Training is a must in CBT. False
!. In peer teaching, fast learners are the trainer"facilitator of training. False
#. Multiple entry and multiple e$it means a trainee can enter a class in any time he
%ishes and learns in his o%n pace. False
&. 'ssessment is al%ays done after eery actiity. (alse
). The *o+ Sheet is a tool used to assess the competency of a trainee. False
1. In CBT, learning is self,paced. True
2. CBT is dependent on the Training -egulations. True
3. The aaila+ility of training materials limits the e.ciency of CBT. True
!. Learning actiities in CBT is al%ays indiiduali/ed. False
#. The trainer is the proider of information in CBT. False
1. -epetition is needed %hen training adults. True
2. 0emonstration of s1ill is needed +y adults in order to learn s1ills. True
3. 0emonstration is the only method appropriate for adult learners. False
!. 'dult learners do not li1e feed+ac1 coming from the trainer. False
#. The trainer in CBT should +e a person of authority. False
1. 2aining attention
2. Informing the learner of the o+3ectie
3. Stimulating recall of prior learning
!. 4resenting the stimulus
#. 4roiding learner guidance
&. 5liciting performance
). 4roiding (eed+ac1
6. 'ssessing performance
7. 5nhancing retention and transfer
1. 8hich of the follo%ing learning station is used %hen the use of a machine is
necessary9
-ole,play area
-eading area
Simulation area
Bench %or1 area
2. 8hich of the follo%ing area is most appropriate %hen you need to practice
customer serice9
Role-play area
-eading area
Simulation area
Bench %or1 area
3. 8hich of the follo%ing learning stations %ill you set,up %hen a trainee needs to
learn the 1no%ledge aspect of your competency9
-ole,play area
Reading area
Simulation area
Bench %or1 area
1. The Training 'ctiity Matri$ is updated daily. True
2. The session plan is a plan prepared daily. False
3. 'ctiities in the Matri$ are di:erent from the actiities in the session plan. False
!. The Matri$ is a monitoring tool for the trainees. False
#. The Matri$ is used to schedule the use of e;uipment. True
&. Limited num+er of e;uipment may+e allo%ed to idle %hen no trainees need
the e;uipment. False
). More than # trainees may+e scheduled in a %or1station during a group
%or1. False
1. 're the s1ills and 1no%ledge used in the %or1 force no%9
2. 're the s1ills and 1no%ledge gained else%here releant to the particular
;uali<cation9
3. 're the s1ills and 1no%ledge at a standard appropriate for current re;uirements
as per Competency Standards9
!. Can the trainee demonstrate a s1ill re;uired for the competency9
#. 0oes the trainee hae eidence of his s1ills and 1no%ledge9
&. 're the s1ills and 1no%ledge releant to the particular ;uali<cation9
'. 'uthenticity
B. -eleance
C. Transfera+ility
0. =uality
5. Currency
(. >alidity
2. -elia+ility
1. The form that is used to determine learner?s characteristics %hich is
administered during pre,assessment. Gathering Tool for Trainees
Characteristics
2. The form that is used for self, assessment. Form 4.1(Self-Assessment Form
3. The form used to collect data on the pro<le of the trainee. Trainee!s "ro#le
!. The form %here the trainee %rites the eidences of his competency. Form 4.$
#. The test gien during pre,assessment to measure prior learning of trainees. "re-
assessment
&. The form that summari/es the trainee?s training needs. Form 4.4
). Three forms that are needed as +ases for recognition of prior learning. Form
4.1% 4.$% 4.&
6. It is the proof that prior learning %as recogni/ed. Certi#cate of Achie'ement
5numerate the purposes of pre,assessment
1. -ecognition of prior learning
2. 2ather trainees characteristics
3. 5sta+lish training needs
1. Trainers focus on managing learning
2. >ery little continuous feed+ac1 is gien.
&. As 'acancies are #lled% trainees! enrollment remains at ma(imum
capacity all year long.
!. -etesting is discouraged or not allo%ed at all
). The trainer must *e a*le to ans+er ,uestions on many di-erent
tas.s each day.
&. 'll trainees are usually tested once.
/. 0ach trainee progresses at his or her o+n pace
1. Trainees enter 'arious times throughout the year
2. 3f possi*le% trainees determine the se,uence of tas.s.
1@. Trainees all proceed from one topic to the ne$t at the same time
3mportance of Feed*ac. in Training
1. Ma$imi/e their potential at di:erent stages of training,
2. -aise their a%areness of strengths and areas for improement,
3. Identify actions to +e ta1en to improe performance.
4odes of pro'iding feed*ac.5
!. Aral
#. 'ns%er 1ey
&. 4erformance criteria chec1list
). 5aluation -esults
6. Monitoring tools such as the
progress chart
achieement chart
trainees record +oo1
4urpose of feed+ac1 characteristics Characteristic 4urpose
Timing
(or students to get feed+ac1 %hile they are still mindful of the learning target.
(or student to get feed+ac1 %hile there is still time for them to act on it.
Amount
(or students to get enough feed+ac1 so that they understand %hat to do +ut
not so much that the %or1 has +een done for them Bdi:ers case +y caseC.
(or students to get feed+ac1 on Dteacha+le momentE points +ut not an
oer%helming num+er.
Focus
To descri+e speci<c ;ualities of the %or1 in relation to the learning targets.
To ma1e o+seration a+out students? learning processes and strategies that
%ill help them <gure out ho% to improe.
To foster student,e.cacy +y dra%ing connections +et%een students? %or1 and
their mindful, intentional e:orts.
To aoid personal comments.
Function
To descri+e student %or1.
To aoid ealuating or D3udgingE student %or1 in a %ay that %ould stop students
from trying to improe.
1. 8hich of the follo%ing does not +elong to the group9
4rogress Chart
'chieement Chart
Session "lan
Trainee?s -ecord Boo1
2. 8hat monitoring tool is used %hen monitoring the outputs of learning9
4rogress Chart
Achie'ement Chart
Session 4lan
Trainee?s -ecord Boo1
3. 8hat chart contains the learning outcomes of a competency9
"rogress Chart
'chieement Chart
Session 4lan
Trainee?s -ecord Boo1
Aspects of the training that needs to *e e(plained during the orientation.
1. CBT 4rocedures
2. The role of the trainer
3. The role of the trainee
!. The competencies that has to +e coered +ased on T-
#. The use of the CBLM
&. Instructional (acilities and -esources
). 8or1shop and its stations
6. The ealuation system
1. In a focus group discussion, he leads the discussion.
4oderator
Secretary
Trainer
'ssistant leader
2. ' mem+er of the focus group %ho ta1es notes of the discussions and
decisions made.
Moderator
Secretary
Trainer
'ssistant leader
3. The documentation of the discussions and decisions made in a focus group
discussion is the
4inutes of the meeting
A+seration result
Moderator?s notes
4ictures
Tips on ho+ to encourage a mem*er!s participation in a focus group
discussion.
's1 participants to thin1 a+out an issue for a fe% minutes and %rite do%n their
responses.
's1 each participant to read, and ela+orate on, one of their responses.
Fote the responses on a %hite+oard.
Ance eeryone has gien a response, participants %ill +e as1ed for a second
or third response, until all of their ans%ers hae +een noted.
These responses can then +e discussed.
0on?t as1 more than one ;uestion at a time, een if the ;uestions go
together. 4articipants usually cannot remem+er seeral ;uestions at one time,
and as1ing multiple ;uestions ma1es it hard for them to 1no% %here to start.
(re;uently repeat 1ey phrases from the ;uestion. 4articipants tend to lose focus
on the ;uestion after 2,3 other participants hae responded to it. -epeating
1ey phrases from the ;uestion at strategic times, or as1ing participants to lin1 their
response to 1ey terms in the ;uestion %ill help participants stay focused.
Be Comforta+le %ith Silence. It is also important that moderators +e
comforta+le %ith silence and Dpregnant pauses.E Some participants may
participate more if they hae more time to consider the ;uestion +efore they spea1.
6uestions +hich may *e as.ed to get more information on the responses
of a mem*er.
a. 8ould you e$plain further9
+. 8ould you gie me an e$ample of %hat you mean9
c. 8ould you say more9
d. Tell us more.
e. Is there anything else9
f. 4lease descri+e %hat you mean.
g. I don?t understand.
h. 0oes anyone see it di:erently9
i. Gas anyone had a di:erent e$perience9
) +ays of e'aluating and re'ie+ing the e-ecti'ity of training sessions
1. Training 5aluation
2. (ocus 2roup 0iscussion
3. 0ocument -eie%
!. Self,5aluation
#. (eed+ac1
1. The test or e$amination that is used to get data on the +aseline
1no%ledge of a trainee is the
pre-test
post,test
performance test
%ritten test
2. The test gien to test the achieement of trainees is the
pre,test
post-test
performance test
%ritten test
3. The statistical tool that is used to test the signi<cant di:erences +et%een t%o
treatment means.
4aired t,test
T-test
'nalysis of ariance
'lpha
!. 8hich of the follo%ing is a null hypothesis9
There are signi<cant di:erences +et%een the pre,test and post test score
There is an increase in the yield of a ariety of rice organic fertili/er is used.
There are no signi#cant di-erences *et+een the gro+th rate of sample A
and sample 7.
The aerage scores of group ' is not e;ual to the aerage scores of group B
1. 8hich of the follo%ing are ealuated in training program ealuations9
'. 'ttitude
B. Hno%ledge
C. S1ill
8. All of the a*o'e
2. 8hich of the follo%ing parts of the report state the purpose of ealuating the
training program9
'. e$ecutie summary
B. methodology
C. o+3ecties
8. rationale
3. 8hat part of the training ealuation report contains a +rief of the
o+3ecties, methods, conclusions and recommendations9
'. Conclusions
7. 0(ecuti'e summary
C. -ationale
0. -esults and discussion
!. In %hat part of the report %ill the ta+les and graphs +e presented9
'. Conclusions
B. 5$ecutie summary
C. -ationale
8. Results and discussion
) sources of information +hich could *e a *asis for ad9usting training
session.
1. 'nalysis of 4retest and 4osttest scores
2. Training 4rogram 5aluation
3. Trainee?s (eed+ac1 on Training Session
!. Instructors? Self 5aluation of the training
#. Trainees? Satisfaction Surey results