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Before and After Pre-Assessment

The document provides guidelines for administering a pre-assessment test to trainees. It details steps to take before and after the test, including explaining the purpose and time limits, distributing materials, and collecting tests and answer sheets after completion.

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Francine Dator
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17 views2 pages

Before and After Pre-Assessment

The document provides guidelines for administering a pre-assessment test to trainees. It details steps to take before and after the test, including explaining the purpose and time limits, distributing materials, and collecting tests and answer sheets after completion.

Uploaded by

Francine Dator
Copyright
© © All Rights Reserved
We take content rights seriously. If you suspect this is your content, claim it here.
Available Formats
Download as DOCX, PDF, TXT or read online on Scribd
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Pre-assessment

Before the Pre-assessment

 Written pre-assessment instrument (pre-test)

A trainer’s test administration procedures can have a great impact on trainees' test performance. As you
will see in the guidelines below, test administration involves more than simply handling out and
collecting the test.

Before

1. avoid instilling anxiety.

2. give as many of the necessary oral directions as possible before distributing the tests, but keep them
to a minimum.

3. explain the purpose of the test.

4. give tasking hints about guessing, skipping , coming back, etc.

5. Tell students the amount of time allowed for the test. You may want to put the length of time
remaining for the test on the board. This can be changed periodically to help students monitor their
progress. If a clock is prominently available, an alternative would be to write the time at which they
must be finished.

6. Tell the students how to signal you if they have a question.

7. tell the student what they are to do with their papers when they are finished ( how papers are to be
collected).

8. Tell the students what they are to do when they are finished. Particularly if they are to go on to
another activity (also write these directions on the chalkboard so they can refer back to them.)

9. Rotate the method of distributing papers so you do not always start from the left or the front row.

10. Make sure the room is well-lighted and has a comfortable temperature.

11. If a student is absent, write his/her name on a blank copy of the test as a reminder that it needs to
be made up.

12. Distribute the following:

a. Data Gathering Tool for Trainees Characteristic

b. Form 4.1

c. Form 4.2

13. Ask trainees to fill out the questionnaire and forms. Time allotment is to be determined by the
trainer.

14. Administer the pre-test.


After

1. Collect the test paper and answer sheets immediately after a trainee finishes.

2. Check the answers to the pre-test.

3. Based on the data collected from form 4.2 and the pre-test score; determine trainees who possibly
have RPL

4. Set a schedule for interviews and demonstrations for trainees who are candidates for RPL.

5. After the interview and demonstration of skill, recognize prior learning by awarding the certificate of
achievement.

6. Record results on the progress chart.

7. Identify individual training needs using forms 4.3 and 4.4.

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