SELF CHECK 1.

1-1

TRUE OR FALSE:
Tell whether the given statement about CBT is true or false. Write (T) if the
statement True and (F) if the statement is False. Write your answer to a
separate sheet.

T 1. The CBT approach is useful in determining the capability of the

trainers to apply into practice the obtained knowledge, skills and
attitude from the training.

F 2. CBT focuses on the learning process within a specified time or

duration rather than on the expected outcome.

F 3. The same with the traditional approach it begins with the

demand/needs of the customer, specifically the industry.

T 4. Institutions/schools are obliged to meet the set requirement of the

Authority before a training program is implemented.

T 5. Evidences are used in the evaluation of the obtained skills and

knowledge of the trainee according to the standard.

F 6. Group work/team is the main training delivery necessary in the

conduct of CBT.

T 7. Various trainees could be trained for different unit of competency in

one program.

F 8. CBT concentrates on managing instructions.

F 9. Trainers are allowed to give little feedback to maximize the time.

T 10. Trainers/instructor encouraged trainees for re-evaluation.

Identification: Given the following statements, identify what dimension of is

being described in the situations. (Task Management Skills, Task Skills,
Contingency Management Skills or Job/Role Environment Skills)
1. Notification of shift availability, or non-attendance for shift, is given
without undue delay and according to store policies and
procedures. JOB/ROLE ENVIRONMENT SKILLS
2. Relevant safety systems information is accessed, analyzed and
used in responding to an identified hazard. CONTINGENCY
MANAGEMENT SKILLS

3. Following presentation, feedback on product design is

obtained from the appropriate personnel. Any modifications are
identified and incorporated into the final design. TASK MANAGEMENT
SKILLS
4. Tools and equipment are cleaned and stored in accordance with
 workplace requirements. TASK SKILLS
5. Trainers manage unexpected circumstances happened during the actual
conduct of the tasks. CONTINGENCY MANAGEMENT SKILLS

ANSWER KEY 1.1-1

I. TRUE OR FALSE
1. T
2. F
3. F
4. T
5. T
6. F
7. T
8. F
9. F
10. T

II. IDENTIFICATION

1. JOB/ROLE ENVIRONMENT SKILLS

2. CONTINGENCY MANAGEMENT SKILLS

3. TASK MANAGEMENT SKILLS

4. TASK SKILLS

5. CONTINGENCY MANAGEMENT SKILLS

Self-Check 1.1-2

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

1. The authority that is mandated to develop the Competency Standards is

A. TESDA
B. NTTA
C. DEPED
D. CHED
2. The main basis of the assessment tools and instructional materials of
competency based training and assessment is the
A. Competency based curriculum
B. Competency standards
 C. Training regulations
D. training standards
3. This section enumerates the job titles of workers who are competent in
the qualification described in the Training Regulation.
A. Section 1. Definition of Qualification
B. Section 2. Competency Standards
C. Section 3. Training Standards
D. Section 4. National Assessment and Certification
Arrangement
4. This section contains information and requirements in designing
training programs for the qualification.
A. Section 1. Definition of Qualification
B. Section 2. Competency Standards
C. Section 3. Training Standards
D. Section 4. National Assessment and Certification
Arrangement

5. This section gives the specifications of competencies required for

effective work performance.
A. Section 1. Definition of Qualification
B. Section 2. Competency Standards
C. Section 3. Training Standards
D. Section 4. National Assessment and Certification
Arrangement

Answer Key 1.1-2

1. A
2. B
3. A
4. C
5. B
 Self-Check 1.1-3

Multiple Choice:
Choose the letter of the best answer. Write the letter of your choice on your
answer sheet.
1. The written specification of the knowledge, skills and attitudes and
values required for the performance of a job, occupation or trade and the
corresponding standard of performance required for these in the workplace
is the
A. Training Regulations
B. Competency Standards
C. Competency-Based Curriculum
D. Competency Based Learning Materials
2. The building blocks of a unit of competency that describes the worker is
able to perform are the
A. Elements
B. Skills
C. Tasks
D. Performance criteria
3. This part of the competency standard identifies the knowledge
evidence, productive evidence and process evidence that are essential for
successful performance of the competency.
A. Evidence plan
B. Underpinning knowledge
C. Underpinning skills
D. Critical aspects of the competency
4. This part of the competency standards defines boundaries within
which the unit of competency applies
A. Evidence Plan
B. Nominal duration
C. Range of variables
D. Critical aspects of the competency

5. Generic and industry specific skills needed to achieve the elements and
performance criteria are listed in this part of the competency
standards.
A. Evidence plan
B. Underpinning knowledge
C. Underpinning skills
D. Critical aspects of the competency
6. This part of the CS describes in output terms the functions that a
person who works in a particular area of work is able to do.
 A. Elements
B. Evidence plan
C. Performance criteria
D. Underpinning knowledge
7. These are the evaluative statements that specify what is to be assessed
and the required level of performance.
A. Elements
B. Evidence plan
C. Performance criteria
D. Underpinning knowledge

Answer Key 1.1-3

1. B
2. A
3. D
4. C
5. C
6. A
7. C

SELF CHECK 1.1-4

Direction: Read the question below carefully. Choose the correct letter
which represents the best answer. Write your answers on a separate sheet.

1. The specifications of a qualification – the methodologies, resources,

facilities, infrastructure and other materials required both for
training and assessment strategies is the
A. Competency Standards
B. Qualification Title
C. Training Regulations
D. Competency Based Curriculum
2. This is a statement of one or combinations of different learning
approaches, methods and techniques to deliver learning activity/ies for
the qualification which are consistent with CBT principles.
A. conditions
B. contents
C. methodologies
 D. learning outcomes
3. The statement on the coverage of the course, its relevance in the
industry sector, and the possible occupations the trainee will have
after completion is written in the
A. Assessment criteria
B. Course content
C. Course descriptor
D. Course title
4. This part of the CBC specifies the performance outcome the learner
will be expected to demonstrate at the conclusion of the learning
outcome.
A. Assessment criteria
B. Course content
C. Learning outcome
D. Performance criteria

5. What part of the CBC specifies the context of the training, this include
list of tools and equipment, access to learning resources and equipment
manuals, and types of facility?
A. content
B. outline
C. condition
D. descriptor
6. It is a statement that specifies what learner will be able to do as result of
the learning process. It is written in
A. Assessment criteria B.
Learning outcome C.
Module content
D. Module descriptor

ANSWER KEY 1.1-4

1. D
2. C
3. C
4. A
5. C
6. B
 Self –Check 1.1-5

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
5. A trainee that perceives things abstractly and process them actively
and learns by testing theories and applying common sense is an
A. Activist
B. Pragmatist
C. Reflector
D. Theorist

6. Imaginative thinkers who believe and reflects on their experiences are

A. Activist
B. Pragmatist
C. Reflector
D. Theorist
7. A trainee who form theories and concepts by integrating his
observations into what is known. He needs to know what the experts think.
 A. Activist
B. Pragmatist
C. Reflector
D. Theorist
8. A trainee who perceive information concretely and process it actively
and by trial and error.
A. Activist
B. Pragmatist
C. Reflector
D. Theorist

Answer Key 1.1-5

1. D
2. C
3. B
4. D
5. B
6. C
7. D
8. A

Self-Check 1.1-6

On your answer sheet, answer the following questions:

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?

Answer Key 1.1-6

1. To ensure that the current competencies of the trainee are

recognized and learning activities related to the current
 competencies are no longer assigned to him, trainees current
competencies has to be determined.
2. a. authenticity of the document
b. date when the competencies were acquired (currency) c.
standing of the company/employer who issued the
certificate (validity)
3. a. Self-Assessment Checklist
b. Proof of competencies such as employment certificates,
projects personally done by the trainee, awards and other
related proofs
c. Pre-assessment result
4. A training gap is the difference between the current
competencies and those required.

Self-Check 1.2-2

Matching Type:
Match the learning activities on Column B with the events of instruction in Column
A. Write the letters of your choice on your answer sheet.
 C Column B
o
l A. Gaining attention
u B. Informing the learner of the objective
m
n C. Stimulating recall of prior learning
A D. Presenting the stimulus
1. Trainer E. Providing learner guidance
Demonstration
of a skill F. Eliciting performance

2. Video G. Providing Feedback

presentation H. Assessing performance
3. Introduction I. Enhancing retention and transfer
of the topic
4. Self-check Enumerate 5 adult learning Principles
and explain each in relation to how you
5. Evaluation will design your training sessions.
of the
performance
by the Answer Key 1.2-1
trainer
I. Matching Type
6. On-the-Job
training 1. E
7. Review of the 2. D
previous topic
3. A
8. Explaining
the 4. F
performance
objectives of 5. H
the Job 6. I
Sheet.
7. C
9. Discussing
the steps of a 8. B
task
9. E
10. Discussing
the result 10. G.
of the
evaluation Answer Key 1.2-1
with the
trainee

II. Enumeration:
Model answers
Adults learn by comparing past experience with new experience
Provide activities for sharing their experiences
Adults will learn only what they feel they need to learn
Keep learning activities relevant to what they need to learn. Make sure you
look at issues, and how to work through them, and keep on track.
Adults must want to learn
Motivate trainees before giving learning activities
Adults need immediate feedback concerning their progress
Providing self assessment questionnaires or check lists and quizzes are useful
techniques for learners to track their progress. Make sure answers are readily
available
Adults want their learning to be practical

Try to provide opportunities for learners to link their learning with people,
issues or activities in their lives
Adults try to avoid failure
Ensure the ‘real’ consequences of failure are low. Begin with easy
learning activities and build complexity once learners have experienced success.
Adults do not all learn the same way
Provide learning materials that cater to varied learning preference

Self-Check 1.2-2
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 trainer’s 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 method
B. 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 method
C. discussion method
D. lecture method

5. A training method that can help participants improve skills,

attitudes, and perceptions in real situations is .

E. demonstration method
F. discussion method
G. lecture method
H. role-playing

Answer Key 1.2-2

1. C

2. C

3. C

4. A

5. D

Self-Check 1.2-
3

Multiple Choice:
Choose the best answer. Write the letter of your choice to your
answer sheet.
1. This is a clearly stated trainer aid in conducting CBT.
A. Lesson plan
B. Session plan
C. Training activity matrix
D. Workshop layout
 2. The main basis in planning a training session is the Competency
standard. What part of the competency standards dictates the criteria in
evaluating a skill or a competency?
A. Assessment
criteria B.
Performance criteria
C. Underpinning
skills
D. Critical aspect of competency

3. The learning units of a module which is termed as the elements in the CS

are called in the
CBC.
A. Learning outcome
B. Performance objective
C. Learning content
D. Dimension of competency
4. In the hierarchy of learning which of the following is the simplest?
A. attitudes
B. Cognitive strategies
C. Intellectual skills
D. verbal information

III. II. Enumeration

Enumerate the 9 events of Instruction in proper order.

Answer Key 1.2-3

I. Multiple Choice
1. B
2. B
3. A
4. D
Answer Key 1.2-3

II. Enumeration
1. Gain Attention
2. Inform Learners of Objectives
3. Stimulate Recall of Prior Knowledge
4. Present the stimulus/material
5. Provide guidance for learning
6. Elicit performance
7. Provide feedback
8. Assess performance
9. Enhance retention and transfer

Self-Check
1.2-4
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 f
ro practice and feedback.
A. Mock-ups
B. Cassette tape
C. Job sheet
D. None of the above
3. A flip chart is what type of a non-print material?
A. Still visuals
B. Language machine
C. Motion visuals
D. All of the above
4. Contains a step-by-step for performing task using specific make or
model of a product tool or equipment.
A. Journal
B. References
 C. Manufacturer’s manual
D. None of the a
bove
5. Contains a recording of specialized sounds or noises.
A. Film strip
B. Records
C. Simulations
D. All of the above

Answer Key 1.2-4

1. B
2. A
3. A
4. C
5. B

Self-Check 1.3
-1

I. Enumeration
1-5 Principle of CBT that have to be considered in developing the CBLM
6-10 Factors to be considered when developing the CBLM
11-15 Characteristics of Adult Learners
16–20 Principles of Adult Learning

Answer Key 1.3-1

1-5 Principle of CBT that have to be considered in developing the

CBLM

1. Learning is based on competency required in a workplace;

2. Training materials are directly related to the competency standards
and the curriculum;
3. Training is geared toward performance activities;
4. Criteria for assessing is based on workplace standard;
5. Assessment uses actual performance or evidence related to work
requirement;
 Learning is done by the learner at own pace.

6-10 Factors to be considered when developing the CBLM

6. Principles of CBT
7. Training regulations
8. Trainees characteristics
9. Characteristics of Adult Learners
10. Learning styles
* Nine events of instruction
* Dimensions of Competency

11-15 Characteristics of Adult Learners

Adult learners desire that learning be:
• relevant;
• task-oriented;
• participatory (two-way communication);
• friendly (controlled stress, positive feedback);
• varied (demonstrations, case-studies, role play; not just
lectures); and
• built on past experience.
16-20 Principles of adult learning
• Learning is most productive when the student is ready to learn.
Although motivation is internal, it is up to the clinical trainer to
create a climate that will nurture motivation.

• Learning is most effective when it builds on what the student

already knows or has experienced.
• Learning is most effective when students are aware of what they
need to learn.
• Learning is made easier by using a variety of training methods and
techniques.
• Opportunities to practice skills initially in controlled or simulated
situations (e.g., through role play or use of anatomic models) are
essential for skill acquisition and for development of skill
competency.
• Repetition is necessary to become competent or proficient in a skill.
• The more realistic the learning situation, the more effective the
learning.
• To be effective, feedback should be immediate, positive and
nonjudgmental
 Self- Check of 1.3-2

Multiple Choice: Choose the correct letter that best describe the statement.
Write your answer in capital letter on your answer sheet.

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

ANSWER KEY 1.3-2

1. A
2. B
3. B
4. D
 Self Check 1.3-3

Multiple Choice:
Choose the best answer. Write the letter of your choice on your
answer sheet.
1. Learning Objectives of the information sheets should be SMART. S stand
for Specific. A specific objective
A. is clear and detailed
B. relates to the objective or skill to be mastered
C. observable and measurable
D. attainable
2. Which of the following verbs is a good action word for a SMART objective?
A. identify
B. know
C. learn
D. understand
3. Which of the following action words is in a knowledge level?
A. develop
B. explain
C. p
ackage D.
weld
4. Which of the following is contained in the body of the Information sheet?
A. introduction
B. objectives
C. title
D. development of the content/topic
5. Which part of the Information Sheet covers the review of the previous
lesson?
A. introductory paragraph
B. learning objectives
C. title
D. body/text

Answer Key 1.3-3

1. A
2. A
3. B
 4. D
5. A

Self Check 1.3-4

Matching type
Direction: Match the descriptor from the column I against to the
terminologies in the column II. Write only the letter on your
answer sheet.
I II
1. The page in your CBLM that is A. Performance
used to practice a particular
task.
2. The observable behavior that B. Performance
a student will do to Objectives
demonstrate that the lesson is
learned
3. Statement which identify the C. Task Sheet
specific knowledge, skill or
attitude that the trainee
should gain.
4. These are the external factors, D. Performance Criteria
prerequisite for completing the Checklist
action described in a
performance objective
5. The element of the E. Condition
performance objective which is
the basis for evaluating the
performance of the trainee.
6. The page in the CBLM that is F. Criterion
used by the trainee to practice
how to use an equipment or
machine essential in the
performance of a skill.
7. The page that is used to train G. Steps/Procedure
or practice a combination of
tasks and operations and
produce a product or a service
8. The page that contains the list H. Assessment method
of criteria in evaluating the
performance or a product in a
task/job/operation sheet.
I. Job Sheet
J. Operation Sheet
 Answer K
ey 1.3-4

1. C
2. A
3. B
4. E
5. F
6. J
7. I
8. D.

Self-Check 1.4-1

K. Multiple Choice:

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

1. The systematic collection and analysis of data needed to make decisions

whether a trainee is competent or not yet competent is the
A. Competency Evaluation
B. Demonstration Method
C. Interview/Questioning
D. Performance Test

2. A test that discriminates trainees who learned the training and those who
did not learn is
A. difficult
B. objective
C. reliable
D. valid

3. A test package that measures what it intends to measure is

A. difficult
B. objecti
ve C.
reliable D.
valid
4. The tool that ensures validity of your written test is the
A. evidence plan
B. item analysis
C. table of specification
D. Performance Criteria Checklist

5. The tool that ensures reliability of your written test is the

A. evidence plan
B. item analysis
C. table of specification
D. Performance Criteria Checklist

IV. Enumeration
Characteristics of a good Evaluation Tools
1.
2.
3.
4.
5.

Answer Key 1.4-1

I. Multiple Choice
1. A
2. C
3. D
4. C
5. B

II. Enumeration
1. Reliable
2. Valid
3. Objective
4. Discriminates poor trainees from good trainees
5. Easy to administer
 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

Answer Key 1.4-2

1. A
2. D

3. A
4. C
 SELF-CHECK 1.4-3

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 don’t know your teaching style

3. When should tests from the publisher be used?

A. When you don't have time to construct one

B. 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 topic/content
D. 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. can the accomplishment of objectives best be measured?
D. How old are the students?
 Answer Key 1.4-3

1. A
2. C
3. D
4. B
5. C
Enumeration:
Self-Check1.4-6
Enumerate the 5 classifications of questions required in a questioning tool
1.
2.
3.
4.
5.

Answer Key 1.4-

6

Questions that will evaluate:

1. Task Skills
2. Task Management Skills
3. Job Role and Environment Management Skills
4. Contingency Management Skills
Questions that will evaluate knowledge and application of:
1. OHS practices
2. Laws, rules and regulations

SELF-CHECK 1.5-
1

Directions: Select the correct answer from the choices listed

below each item. Write your answer on your answer
sheet.

1. A competency-based workshop component that enables learning

provision outside the training institution is .
A. Computer
laboratory
B. Distance Learning
Area C. Learning
Resource Area D.
Support Service Area

2. This area provides the learner with the knowledge requirements in

the various modules responding to the competencies.
 A. Computer
Laboratory
B. Contextual Learning
Area C. Learning Resource
Area D. Trainers Resource
Area

3. The area where in the learners acquires the skills and knowledge
components of the competencies prescribed by the standard is
.
A. Contextual Learning
Area
B. Learning Resource
Area C. Trainers
Resource Area D.
Practical Work Area

4. This area provides the mechanism for assessing the completion

of competencies of a learner.
A. Computer Laboratory
Area
B. Institutional Assessment
Area
C. Quality Control
Area
D. Support Service
Area

5. This area ensures that the underpinning knowledge, the science,

mathematics and communication principles as applied to the
technology are provided to the learner.
A. Contextual Learning
Area B. Learning Resource
Area C. Trainers Resource
Area
D. Support Service Area
 SELF-CHECK 1.5-
1

1. B

2. C

3. D

4. B

5. A