WRITTEN REPORT GUIDE

PTS (PLAN TRAINING SESSION)

Review and Analyze Relevant Curriculum:

 Training Needs, Learning Outcomes, Time Resources, Target Group, Training

characteristics

Evidence requirements:

 Written, Interview, Demo w/Questioning, Portfolio

Validity of evidence:

 Should be relevant to CS, dimension of competency and rules of evidence

Cost effective:

 Proper utilization of tools and materials

Table of specifications ensuring that:

 It has well-distributed items

 Learning outcome is scoped in written exams

Parts of Session plan (discuss the description of each parts):

 Sector, Qualification, Unit of Competency, Learning Outcomes, Introduction, Learning

Activities and Assessment Plan

Factors to consider in selecting training methods:

 Content, Objective, Cost, Target Audience, Time and Resources

Sequence of training activities:

 Gagnes Theory, Simple to Complex, Hierarchy of Learning

Explain two appropriate assessment methods

 Demonstration – underpinning skills

 Written test – underpinning knowledge
 Portfolio – underpinning skills
 Interview – underpinning knowledge

Underlying learning principles:

Ready to learn, based on experience, assess what they need to learn, variety of training methods
and techniques, practical skills, repetition, realistic, immediate feedback

FLS (FACILITATE LEARNING SESSION)

Enumerate and document appropriate training activities which includes:

 Tools and Equipment and Learning materials

enumerate learning stations according to learning activites:

Practical Work Area, Contextual Learning Area, Learning Resource Area, Trainer’s Resource Area,
Computer Laboratory and Quality Control Area

Enumerate equipment tools and supplies with appropriate learning activities

 List of tools, list of supplies and materials

Enumerate data gathering methods:

 Self-assessment checklist, learning style questionnaire, trainer’s characteristics

Discuss the content and procedure of qualification:

 Current competence and RPL

Provide assessment tolls applicable:

Interview questions, written exams and performance tools

Discussed pre-test and CBT:

 Pre-testing, RPL and learners characteristics and CBT principles

Enumerate learning materials appropriate to the method:

 Job sheet, task sheets, operation sheet, powerpoint and video presentation

Discuss training activity matrix, progress sheet, achievement chart, attendance and monitoring
sheet, trainees record book

Discuss feedbacking:

 start positive remarks then areas for improvement, suggesting activities for improvement
 face to face, based upon observable behaviour, description of specific behavior

Discuss the assessment methods applicable for institutional assessment:

 written test
 demonstration
 achievement chart
 progress chart

Session evaluation form

MTF (MAINTAIN TRAINING FACILITIES)

Sketch shop lay out with list of equipment and tools

Inventory and list of equipment tools and supplies

Maintenance activities, resources schedules indicated

Signed maintenance schedule and inspection checklist

Describe the process in preparing purchase request and justify purpose

Prepare equipment inspection/breakdown report

Breakdown report, request for assistance for faults and repair outside

Describe the following:

 waste management system/segregation

 Regular checking of waste
 Signature of personnel in charge

Describe the process in preparing the following:

Maintenance record, equipment breakdown report, maintenance/lab request

Describe process in safe-keeping documents:

 Filing cabinet or equivalent

SWBL (SUPERVISED WORK-BASED LEARNING)

Describe theory of the following key-terms:

 tie ups, partnership, linkages, alliances, coordination, benchmarking, MOA

Discuss process of writing training plan

Purpose and importance of training plan

Preparation of training plan

 Expected Los to be learned in industry

 Elements of TP

Discuss process of writing a training plan w/ responsible relevant personnel

Coordination with the participating company was stated in the report

Preparatory activities:

1. Coordination with the participating companies

2. Prepare training plan

Describe the following:

 Schedule a regular inspection

 Check trainees performance
 Request feedback from industry
 talk to supervisor about trainee’s performance
 Identify risks and hazards

Describe performance of students discussed with supervisor

Describe process how to facilitate discussion between trainee and supervisor

Gather feedback and monitoring

Ask written report from company, make further investigation based on the written report, provide
feedback for fairness based on the written report, with actions to verify the truthfulness of the
report

 Provide counselling
 Provided resolution to the issue

Used Program evaluation tool – to be accomplished by trainee

Evaluation for trainee, read trainer’s journal/ TRB performance of students, monitoring reports

 Feedback
 Recommendation

CCA (CONDUCT COMPETENCY ASSESSMENT)

Right to appeal, confidentiality free consent of candidates, transparent reporting, recording, OSH<
adhere to quality system and policies and procedures

Qualification Title, Unit of competency, tasks to be performed, evidence to be collected, methods of

assessment

Assessment procedure:

Establish the content and purpose of assessment, purpose of orientation, gather the evidence,
make judgement, recording and reporting, provide feedback and review the assessment process

The orientation is part of preparing the candidate for assessment

It is a means to make the candidate relax and not apprehensive

It is a means to provide supportive environment by allowing the candidate to be oriented on:

 the competencies to be assessed

 the assessment methods to be used
 the flow of assessment
 the responsibilities of the people involved in the assessment

Ask the candidate to:

 submit accomplished admission slip with ID picture

 present a valid ID
 sign attendance sheet and complete with signature in admission slip

Explain task to be performed, provided with specific instructions, provide time for the candidate to
clarify tasks

DO’s and DON’T’s

 Do not interrupt
 Do not ask questions
 Do not leave the assessment area
 Record your observations
 Observe
 Stop assessment only if it will result to injury or loss of life

Bases of decision are:

 4 dimensions of competency
 Rules of evidence
 Evidence requirements
 Corroboration of the evidence in other evidences

Reinforce good performance

Explain specific areas for improvement

If judgement is not yet completed, provide advice for re-assessment. And suggestions on how to
improve performance

In case the candidate does not agree with my decision, even after clear feedback. I will ask the
candidate to identify area of disagreement and record it in rating sheet for both of us to sign.

Prepare incident report and submit to TESDA Rep