Information Sheet 3.

1-2
Pre-assessment

Learning Objectives:
After reading this information sheet you should be able to:
1. identify and explain the purposes of pre-assessment;
2. enumerate the materials needed for pre-assessment.

In LO 1 of the module for Planning Training Sessions you were able to

prepare the gathering tools to determine trainee’s characteristics and their
training needs. In this module you will use the pre-assessment tools you
prepared in Plan Training Session.
Pre-assessment is a very important process in CBT. This is very
critical for the identification of training needs and appropriate methods of
training for each individual trainee.

Purposes of pre-assessment
The following are some of the purposes of pre-assessment:

1. To determine trainee’s characteristics

Trainee’s characteristics are inputs in the preparation and
scheduling of the activities of each trainee. Training methods
appropriate for the trainee will be dependent on his characteristics
and learning styles. In the Plan Training Session, you were asked
to prepare the Data Gathering Instrument for Trainees
Characteristics. This should be administered to each trainee for
reference.

2. To recognize prior learning

CBT recognizes prior learning. This is especially important when
planning the learning activities of each trainee. A pre-assessment is
necessary to recognize the skills that are already learned previously through
training or experience of the trainee. Before recognizing the prior learning
however, pre-assessment should be done. It is recommended that the
following methods of assessment shall be done to ensure that prior
knowledge are recognized:
a. Self-assessment (use Form 4.1)
b. Portfolio assessment (use Form 4.2)
c. Interview (use the institutional competency evaluation tools)
After the self-assessment and portfolio assessment, it is necessary to
 make sure the trainee has a prior learning for recognition. If in
doubt about the portfolio submitted, the ultimate test is to let him
demonstrate the skill. Before the demonstration however, it is
more cost efficient to interview the trainee to establish the
possibility that he can demonstrate. The Institutional Competency
Evaluation Tool is the best source of the interview questions since
these questions were based on the evidence plan.
d. Demonstration method (use the institutional evaluation tools)
The ultimate test of competency is demonstration of skills.
The Institutional Competency Evaluation Tool is most
appropriate for this purpose.
Note: A Certificate of Achievement should be awarded to a trainee who has
prior learning. The Certificate is the proof of recognizing the prior
learning.

3. To determine training needs (use Form 4.3 & Form 4.4)

After assessing the skills of the trainee, Forms 4.3 and 4.4 are
used. This will summarize the training needs of each trainee.

Pre-assessment Activities
1. Determine the time for each student to accomplish all forms. Write
them down on the board before the pre-assessment starts.
Nitko(2001, p.117) provides some estimates of time to complete
various types of questions for junior and senior high school students.
Oosterhof(2001, p. 117), gives similar estimates but indicates poor readers
might need more time.

Type of Test Time to finish a question

True-False 15-30 seconds
Multiple Choice(recall questions that 30-60 seconds
are brief)
More complex multiple choice 60-90 seconds
Multiple choice problems with 2-5 minutes
calculations
Short answer(one word) 30-60 seconds
Short answer(longer than one word) 1-4 minutes
Matching(5 premises, 6 responses) 2-4 minutes
Short essays 15-20 minutes
Data analyses/graphing 15-25 minutes
Drawing models/labeling 20-30 minutes
Extended essays 35-50 minutes
2. Explain the purpose of the pre-assessment which are the following:
a. To determine the learner’s characteristics
b. To determine current competencies
c. To recognize prior learning
d. To determine training needs
e. The data gathered will be used to adjust learning methods,
facilities/resources to fit individual training needs
3. Plan adjustments for trainees special needs such as the following:
i. Providing written instructions for students with hearing
problems
ii. Using large print, reading or recording the questions on
audiotape (The student could record the answers on tape.)
iii. Having an aide or assistant write/mark the answers for the
student who has coordination problems, or having the student
record the answers on audiotape or type answers
iv. Using written assessments for students with speech problems
v. Administering the test in sections if the entire test is too long.
vi. Asking the students to repeat the directions to make sure they
understand what to do
vii. Starting each sentence on a new line helps students identify
it as a new sentence Including an example with each type of
question, showing how to mark answers
4. Check to see that directions for marking or scoring (point values,
etc.) are included with each type of item.
5. Decide if students are to mark answers on the test, use a separate
answer sheet, or use a blank sheet of paper.
6. Make an answer key. (This is easy to do as you write the questions.)
7. Prepare the following forms for the pre-assessment for each student:
 Form 4.1
 Form 4.2
 Form 4.3
  Form 4.4
 Questionnaire for determining learner’s characteristics

#17-Pre-assessment
Before the pre-assessment

 Written Pre-assessment Instrument (pre-test)

A trainer’s test administration procedures can have great impact on
trainee’s test performance. As you will see in the guidelines below, test
administration involves more than simply handling out and collecting the
test.
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 test-taking hints about guessing, skipping and 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 students what 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 don't 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.

During Pre-assessment
1. Distribute the following:
a. Data Gathering Tool for Trainees Characteristics
b. Form 4.1
 c. Form 4.2
2. Ask trainees to fill-up the questionnaire and forms. Time allotment is
to be determined by the trainer.
3. Administer the pre-test.

After the Test

1. Collect the test paper and answer sheets immediately after a trainee
finishes.
2. Check the answers of the pre-test. This will be one of your basis in
assigning trainees in their work stations. This is also an input for the
RPL.
3. Base on the data collected from Form 4.2 and the pre-test scores,
determine trainees who possibly have RPL.
4. Set a schedule for interview and demonstration for trainees who are
candidates for RPL.
5. After the interview and demonstration of skill, recognize prior
learning by awarding Certificate of Achievement.
6. Record results to the progress chart.
7. Identify individual training needs using Form 4.3 and 4.4.
 Self-check 3.1-2

Identification: Identify the words or group of words described by the

phrases. Write your answers on your answer sheet.

1. The form that is used to determine learners

characteristics which is adminstered during pre-assessment
2. The form that is used for self- assessment
3. The form used to collect data on the profile of the trainee
4. The form where the trainee writes the evidences of his
competency.
5. The test given during pre-assessment to measure prior
learning of trainees.
6. The form that summarizes the trainee’s training needs
7. Three forms that are needed as bases for recognition of
prior learning.
8. It is the proof that prior learning was recognized.

Enumeration: Enumerate the purposes of pre-assessment

1.
2.
3.
 Answer Key 3.1-2
Identification:
1. Gathering Tool for Trainees Characteristics
2. Form 4.1(Self Assessment Form)
3. Trainee’s Profile
4. Form 4.2
5. Pre-assessment
6. Form 4.4
7. Form 4.1, 4.2, 4.3
8. Certificate of Achievement

Enumeration:
1. recognition of prior learning
2. gather trainees characteristics
3. establish training needs
 Job Sheet 3.1-2

Title: Conduct Pre-assessment

Performance Objective: Given the TNA instruments, you must be
able to:
1. conduct pre-training assessment and
2. produce the following:
a. Pre-assessment result
b. Individual trainee’s characteristics
c. Individual Trainee’s training needs

Supplies/Materials : TR and CBC

Equipment : PC, printer with ink

Steps/Procedure:
1. Get copies of the pre-assessment instrument of the
qualification assigned to you, Forms 1-4 you developed in LO1
of Plan Training and the Gathering Instrument of Trainees’
Characteristics.
2. Prepare copies enough for every trainee.
3. Distribute the following:
a. Data gathering tool for trainee’s characteristics
b. Form 4.1 and 4.2
4. Orient the trainees on the following:
b. Purpose for collecting the data through these forms and
questionnaire
c. Instruction on how to accomplish the form
5. Let trainees accomplish the forms.
6. Collect the forms for analysis.
7. Administer the pre-test
7.1 Distribute the test papers and answer sheets.
7.2 Orient the trainees on the following:
a. Purpose of the test
b. Type of test
 c. Test instructions
d. Time allotment
e. Scoring
7.3 Solicit feedback from trainees about instructions to
ensure of their understanding.
7.4 Be at the testing room all the time as the test is going on
to assist trainees.
7.5 Collect the test papers and the answer sheet.
8. Check the answers for pre-test.
9. Score each paper.
10. Secure 3 filled-up forms (Form 4.1 & 4.2) from your trainer. This
will be the basis for your analysis in preparing the training
needs of your trainees.
11. Based on the Self-assessment Form (Form 4.1) and the
Validation of Competency Evidences (Form 4.2) decide who
among the trainees are qualified for recognition of prior
learning (RPL).
12. Recommend actions on how RPL should be administered to
trainees who are candidates for RPL as per your analysis.
13. Prepare the summary of Current Competencies versus required
competencies(Form 4.3) and the Training Needs Form(4.4) for
each trainee
14. Present your work to your trainer.

Assessment Method:
Portfolio Assessment, Questioning
 Performance Criteria Checklist 3.1-2

CRITERIA YES NO
Did you
Orient the trainees on the following:
 Purposes of the pre-assessment?
 Type of test?
 Instructions
 Time allotted for the test?
 Scoring?
Prepare the answer key before the assessment?
Check and score the test immediately?
Analyze Forms 4.1 and 4.2?
Identify trainees who are candidate for RPL?
Recommend methods of assessment for trainees who are
candidate for RPL?
Prepare Form 4.3 and 4.4 for each trainee?
 LEARNING OUTCOME #4 Facilitate Training Session
CONTENTS:
1. Competency Based Training Delivery
2. Feedback Mechanism
3. CBT Monitoring Tools
4. Competency-Based Training Procedures
5. Focused Group Discussion

ASSESSMENT CRITERIA:
1. CBT delivery system is explained to the learners
2. Appropriate training methods are used based on the level and
characteristics of the learners.
3. Learning session is conducted according to session plan
4. Learners are assisted to achieve session outcomes.
5. Enough opportunities to participate in the session are provided for
the learner
6. Works and learning activities are monitored based on training plan.
7. Feedback are provided to improve learners competence.
8. Learners records are maintained and stored according to institutional
policy
CONDITION:
Students/Trainees must be provided with the following:
1. WORKPLACE LOCATION
EQUIPMENT
Computer
LCD
2. TOOLS, ACCESSORIES AND SUPPLIES
White board
CD
Tapes
3. TRAINING MATERIALS
Learning Packages
Bond Paper
Ball pens
 Manuals

Competency Standards
Training Regulations
ASSESSMENT METHOD:

Demonstration & Oral Questioning

Portfolio

Written Test
 Learning Experiences

Learning Outcome 4 Facilitate

Training Session

Learning Activities Special Instructions

1. Read Information Sheet 4.1-1 on the

Competency-Based Training Delivery
This learning outcome
deals on your practice in
2. Answer Self-Check 2.3-1
delivering competency-
Compare answers with Answer Key 4.1-1
based training.
3. Perform Job Sheet 2.3-1 on how to prepare You shall use the tools
a Demonstration-Performance Method and plans that you
Training Session prepared in Plan
Training Sessions to be
Evaluate performance using the performance able to deliver CBT.
criteria checklist
Your delivery shall
4. Read Information Sheet 4.1-2 on Feedback consist of the following:
Mechanism  Pre-assessment
 Orientation
5. Answer Self-Check 4.1-2  Training
 monitoring
Compare answers to Answer Key 4.1-2  Evaluation
6. Read Information Sheet 4.1-3 on CBT A video of a sample
Monitoring Tools demonstration shall be
provided to you by your
7. Answer Self-Check 4.1-3 facilitator. You may view
it on your laptop or on
Compare answers to Answer Key 4.1-3 the LCD projector.

8. Perform Task Sheet 4.1-3 a on how to Outputs of this LO aside

prepare the progress chart of your from the actual delivery
qualification shall be the following:
 achievement chart
Evaluate performance using performance  progress chart
criteria checklist  minutes of the
meeting for the
9. Perform Task Sheet 4.1-3 b on how to FGD
prepare the achievement chart of your
qualification In some learning
activities you need to
 Evaluate performance using the performancecreate a small group of
criteria checklist at most 5 members who
shall alternately act as
10. Read Information Sheet 4.1-4 on trainees and trainers.
Competency-Based Training Procedures
You will need your
11. Answer Self-Check 4.1-4 overall understanding of
CBT approach in all of
Compare answers to Answer Key 4.1-4 the learning activities of
this Learning Outcome.
12. Perform Job Sheet 4.1-4on how to Feel free to consult your
facilitate training session facilitator for guidance.

Evaluate performance using the performance

criteria checklist

13. Read Information Sheet 4.1-5 on

Focused Group Discussion

14. Answer Self-Check 4.1-5

Compare answers to Answer Key 4.1-5

15. Perform Job Sheet 4.1-5 on how to

undergo focus group discussions

Evaluate performance using performance

criteria checklist
 Information Sheet 4.1-1
Competency Based Training Delivery

Learning Object: After reading this INFORMATION SHEET, YOU MUST be able to:
1. illustrate the sequence of activities in a CBT workshop;
2. enumerate the roles of the trainer;
3. enumerate the roles of a trainee; and
The Module on Planning Training Session presents your session plan
which is a documentation of how you will be undergoing the training. In
this module, Facilitating Learning Session you will be implementing your
plan. However, before the sessions, different learning management tools
should be prepared to help you manage your learning session.
In CBT approach the trainees are given opportunities to learn in their
own pace but the trainer, like in any teaching-learning approach, is still an
integral part in the success of the trainees. All trainees may require
guidance and support to actively participate in the learning process. It is,
therefore, very important for the trainee to know exactly what you expect
them to do.

YES
Student enters
Review learning
program
 Orientation package Satisfactorily
View multi-media performed
 Role of trainer/trainee materials
Instructor Instructor Competency
 Administer RPL/TNA
observes rates
 Identify training Needs performance performance
Use manuals
NO

Student Student rates

Observe
Student selects demonstration Have
Competency and attempts task own
receive instructions performance enough
competency
 Administer Learning Practice skills in been
Agreement Provide Materials workshop

Receive assistance
 Introduce CBLM materials EXIT PROGRAM YES
and feedback
 Use of Achievement/ Progress

Competency Based Training Delivery

 The Competency Based Training Delivery approach should be
explained so that the trainee will know exactly what activities he needs to
undergo to acquire the required competencies. The diagram above shows
the CBT process.

#19Managing CBT versus Traditional Programs

There is always a tendency for you, the trainer, to go back to the
traditional approach of teaching because of the Law or Primacy in learn#ing.
That is, the things that are learned first are very difficult to re -learn but if
you are aware of the advantages of CBT you would be more conscious about
this tendency.
The following table differentiates Traditional Approach and CBT
Approach.
Traditional Approach CBT Approach

Instructors focus on managing Trainers focus on managing learning

instruction

Most students enter at about the Trainees enter various times

same time throughout the year

Students all cover the same material Different trainees may be training for
different occupations within the same
program

Students all proceed from one topic Each trainee moves on to next task
to the next at the same time only after mastering the task he she is
currently working on.

The instructor controls the learning Each trainee progresses at his or her
pace own pace

All students are usually tested once Each trainee is tested when ready to
demonstrate mastery

Very little continuous feedback is Immediate feedback is given to each

given trainee at critical points in the learning
process.

The instructor is involved in teaching The trainer must be able to answer

only one topic at a time questions on many different tasks each
day.

Retesting is discouraged or not Retesting is encouraged for mastery

allowed at all
 Traditional Approach CBT Approach

Materials, tools and supplies for only The trainer must see that all materials
one topic are needed at a time. needed for many tasks are readily
available.

The number of students enrolled is As vacancies are filled, trainees

maximum capacity at the beginning enrollment remains at maximum
of the year or term and declines to capacity all year long.
half or less toward the end

Most instruction is delivered by or The trainer must manage the use of a

dependent upon the instructor wide variety of instructional media and
materials each day

The program is usually closed down The program usually operates year
or shortened during the summer round
months.

The instructor controls the sequence If possible, trainees determine the

in which topics will be covered. sequence of tasks.

The evening program is usually Day and evening programs both have
separate and distinct from day access to all learning guides and
program. resources.

#20-Role of the CBT Trainer

Your major role as the trainer is one of “coordinating learning
activities” other than traditional “dispensing of information”. Trainer in a
CBT system spend the major portion of training time giving demonstrations,
assigning tasks to students, providing individual and small group
assistance, evaluating trainee’s progress and providing individual
consultation. The following functions outline the role of the trainer in learner-
centered instructional situations.
1. Serves as a team member to determine what is to be learned
2. Stimulates trainees’ motivation.
3. Manages learning: a consultation rather than a provider of
information; a facilitator of the of the facilitator of the learning
4. Diagnose and solves learning problems
5. Evaluates student achievement
6. Assist learners to obtain individualized rewards
7. Assist each trainee in designing a personalized plan of study.
8. Installs confidence in the learner by providing experiences where
 learners may succeed
9. Serves as a model for desirable work habits, attitudes and tasks
performance in the occupational field
10. Spends more time interacting with students on a 1:1 or small group
basis
11. Helps those students who really need help
12. Accepts responsibility along with the student for the tasks learned
or not learned.

Role of the CBT Trainee

Competency Based Training is individualized and “Learner-centered”.
Trainees, therefore, pursue instructions for their personal goals and
objectives. The trainee spends most of his time in directed self-study and
practice, supervised by the trainer who can provide immediate assistance
and feedback.
In CBT, Trainees have the following roles:
1. Trainees may select what they want to learn and when they want to
learn it, within reason.
2. Trainees learn at their own rate within program guidelines. They may
speed up, slow down, stop or even repeat a task.
3. Trainees may request to receive credit for what they already know. This
is done either through pre-testing or through a review o a task list
completed at another training site.
4. Trainees may choose how they want to learn-individually, on a one- to-
one basis, in small group, in large groups or with audio-visuals.
5. Trainees are responsible for what they learn and when they learn it.
6. Trainees decide when they are ready to perform each task or
demonstrate mastery of learning to a job-like level of proficiency before
receiving credit for the task.
7. Trainees help develop personalized prescription for learning worked out
cooperatively and based upon what the students already knows, his
preference for learning, learning style and other needs.
8. Trainees compete against pres job standards and not against other
students and are graded on achievement of the standards or criteria
of each task.
9. Trainees know “up front”, before instruction begins what they are
expected to know and do to complete the program.
10. Trainees evaluate their own progress to see how well they are
 doing.
11. Trainees move freely in the workshop, laboratory and or training center.
12. Trainees know they will be rated mainly on performance, while paper
and pencil tests will be used mainly to check their knowledge of the
task.
13. Trainees learn according to their interest, needs and abilities – not
14. according to teacher timelines and expediency.
The diagram on the Competency Based Training Delivery would show
how learning in a CBT approach is undergone. After discussing the
Trainer’s and the Trainee’s Role in the acquisition of learning, the trainee
should be oriented on his training environment which include the workshop,
the facilities and the training resources available.
 SELF-CHECK 4.1-1
Identification: Identify which of the following statement is a characteristic
of a CBT approach. On your answer sheet, write down the number of the
item which characterizes CBT.
1. Trainers focus on managing learning
2. Very little continuous feedback is given.
3. As vacancies are filled, trainees’ enrollment remains at maximum
capacity all year long.
4. Retesting is discouraged or not allowed at all
5. The trainer must be able to answer questions on many different tasks
each day.
6. All trainees are usually tested once.
7. Each trainee progresses at his or her own pace
8. Trainees enter various times throughout the year
9. If possible, trainees determine the sequence of tasks.
10. Trainees all proceed from one topic to the next at the same time
 Answer Key 4.1-1
1, 3, 5, 7, 8, 9
 Job Sheet 4.1-1

Title: Prepare a Demonstration-Performance Method

Training Session
Performance Objective: Given a skill in the qualification assigned to
you, you should be able to demonstrate how to use demonstration method
in training following recommended steps.

Supplies/Materials : TR and CBC

Equipment : PC, printer with ink

Steps/Procedure:

1. Select a skill for demonstration from the skills of the qualification

assigned to you.
2. Using the following steps, prepare the plan:

4. Prepare the equipment, facilities, supplies and materials needed

for the demonstration.
5. Demonstrate the skill. Explain to trainees how to use the
Performance Criteria Checklist as a self-evaluation tool or a peer-
evaluation instrument.
6. Select a trainee or a pair of trainees to perform the same skills.
7. Evaluate their performance using the Performance Criteria
Checklist.

Assessment Method:
Portfolio Assessment, Questioning, Demonstration
 Information Sheet 4.1-2
Feedback Mechanism

Learning Objective:
After reading this INFORMATION SHEET, YOU MUST be able to:
1. explain the importance of feedback in effective learning process;
2. enumerate and explain feedback strategies.

What is Feedback?
Feedback is a dialogue between people which reflects back how
another person sees someone else behavior or performance. As people we get
feedback from the way people react to us. As managers, coaches, trainers
and peers we may have more formal conversations about performance, or
how someone could carry out an aspect of their job role more effectively.

Types of Feedback
Positive Feedback – serves to sustain behavior that is appropriate and
effective.
Negative or coercive Feedback – serves to change behavior that is
inappropriate or ineffective.

Principles in Giving Effective Feedback

 Give feedback only when asked to do so or when your offer is
accepted.
 Give feedback as soon after the event as possible.
 Focus on the positive.
 Feedback needs to be given privately wherever possible, especially
more negative feedback.
 Feedback needs to be part of the overall communication process and
‘developmental dialogue’. Use skills such as rapport or mirroring,
developing respect and trust with the learner.
 Stay in the ‘here and now’ don’t bring up old concerns or previous
mistakes, unless this is to highlight a pattern of behaviors.
 Focus on behaviors that can be changed, not personality traits.
 Talk about and describe specific behaviors, giving examples where
possible and do not evaluate or assume motives.
 Use ‘I’ and give your experience of the behavior (‘when you said…, I
thought that you were…’).
 When giving negative feedback, suggest alternative behaviors.
 Feedback is for the recipient, not the giver – be sensitive to the
impact of your message.
 Consider the content of the message, the process of giving feedback
and the congruence between your verbal and non- verbal messages.
 Encourage reflection. This will involve posing open questions such
as:
(a) Did it go as planned? If not why not?
(b) If you were doing it again what would you do the same
next time and what would you do differently? Why?
(c) How did you feel during the session? How would you feel
about doing it again?
(d) How do you think the patient felt? What makes you think
that?
(e) What did you learn from this session?
 Be clear about what you are giving feedback on and link this to the
learner’s overall professional development and/or intended
programme outcomes.
 Do not overload – identify two or three key messages that you
summarize at the end.
#22-Feedback Strategies

Characteristics Purpose

Timing For students to get feedback while they are still mindful
of the learning target.
For student to get feedback while there is still time for
them to act on it.

Amount For students to get enough feedback so that they

understand what to do but not so much that the work
has been done for them (differs case by case).
For students to get feedback on “teachable moment”
points but not an overwhelming number.

Mode To communicate the feedback message in the most

appropriate way.
The following tools provides written feedback about a
trainee’s performance:
Answer Key
Accomplished Performance Criteria Checklist
Evaluative Feedback(Examination Result)
Progress chart
Achievement chart
Trainees record book

Audience To reach the appropriate students with specific

feedback.
To communicate, through feedback, that student
learning is valued.
Focus To describe specific qualities of the work in relation to
the learning targets.
To make observation about students’ learning processes
and strategies that will help them figure out how to
improve.
To foster student-efficacy by drawing connections
between students’ work and their mindful, intentional
efforts.
To avoid personal comments.
 Characteristics Purpose

Comparison Usually, to compare student work with established

criteria.
Sometimes, to compare a student’s work with his or her
own past performance.
Rarely, to compare a student’s work with the work of
other students.

Function To describe student work.

To avoid evaluating or “judging” student work in a way
that would stop students from trying to improve.

Valence To use positive comments that describe what is well

done.
To make suggestions about what could be done for
improvement.

#23- Barriers in Giving Feedback

 A fear of upsetting the trainee or damaging the trainee–trainer

relationship
 A fear of doing more harm than good
 The trainee being resistant or defensive when receiving criticism.
Poor handling of a reaction to negative feedback can result in
feedback being disregarded thereafter
 Feedback being too generalized and not related to specific facts or
observations
 Feedback not giving guidance on how to rectify behavior
 Inconsistent feedback from multiple sources
 A lack of respect for the source of feedback.

The Role of Feedback in Learning

Learning involves the interaction of new information provided by
instruction with existing information already in the trainee’s memory.
Feedback’s role in the learning process is not simply information processing,
but a more complex milieu with feedback having an influence on the
learner’s affective and motivational processes, along with cues, participation,
and reinforcement as one of his four elements to determine the quality of
 instruction. It is an important construct for improving instruction and
performance.
Feedback is an essential part of education and training programmes.
It helps learners to 1) maximize their potential at different stages of training,
2) raise their awareness of strengths and areas for improvement, and 3) identify
actions to be taken to improve performance. It is part of the overall dialogue or
interaction between trainer and trainee and not a one-way communication.
Feedback can be seen as informal (e.g. day to day encounters between trainer
and trainee, between peers or colleagues) or formal (for example as part of
written or clinical assessment). It is very important to ensure that the feedback
given to the learner is aligned with the overall learning outcomes of the
programme/teaching session in which the learner is engaged.

Feedback in Competency-Based Learning

Feedback is vital to success of competency-based training, we all
know that this is a self-paced approach, continuous and instantaneous. The
learning materials provide the means for continuous progress checks.
Results are known quickly, correction and reinforcement are immediate. It is
giving specific information about a trainee’s current behaviour in order to
help him/her either continue the behaviour or modify the behavior.
Providing regular feedback to the trainee regarding his/her work with
you is the most powerful teaching tool a trainer has. It is also the area most
commonly cited as lacking when trainees evaluate trainers. Quite simply,
feedback is the sharing of information about the trainee’s performance. The
feedback should be specific enough that the trainee understands which
behaviours are appropriate and which ones need to be changed. It is most
meaningful when it is based on solid data obtained while observing or
interacting with the trainee. An experienced trainer who has worked on
developing this skill can incorporate feedback comfortably and quickly into
regular interactions with a trainee.

#24-Tools in providing feedback

In CBT, feedback should be immediate and continuous. When using
the modular self-paced method, the trainer is not always there to give face- to-
face feedback but the following tools are used so that the trainee can evaluate
the progress of his learning:

1. Answer key – the answer key in the module is a way of checking

whether the trainee is learning what he has to learn from the
Information Sheet. You should instruct your trainees to always compare
his answers to self-checks with the answer key provided in the CBLM.
Apprehensions on developing dishonesty will be
 resolved if your trainees know that there will be a written test given
as a part of your institutional competency evaluation. Motivate
them to learn knowledge on their own through this process.

2. Performance criteria checklist – this tool is provided in the CBLM.

This is a tool that a trainee can use to evaluate his own performance
when practicing skill. This is a list of criteria which you should see in the
performance of the task or job. Motivate your trainee to use this as a
tool for self-evaluation, peer evaluation and ultimately for trainer
evaluation. Self-evaluation is only good if the criteria is well-written and
well planned.
The Performance Criteria Checklist should include on the list
the four dimensions of competency so that Knowledge, Skills and
Attitude is checked against this list while the task/job is being
practiced.
3. Evaluative feedback – this are feedback given by the trainer as a result
of evaluation. This can be given in a written form as in the use of the
Competency Assessment Result or giving back the checked and scored
test papers. This can also be given orally while evaluating the
performance of a task or job or after a competency evaluation.
Feedback about the result of competency assessment such as
scores and acquired competency are very important information
which the trainee should be notified of as soon as possible.
Immediate feedback is very critical in learning. The trainee should,
therefore, be informed about his performance, his mistakes and the
gaps in his performance just after the assessment.
4. Other monitoring tool – monitoring tools such as the progress chart,
achievement chart, trainees record book can also be effective feedback
and constant reminders on the learning activities of a trainee.

#25-Characteristics of Effective Feedback

• It is specific and performance based.
• It is descriptive, not labeling.
• It focuses on the behavior, not the trainee.
• It is based on observations, repeated if possible.
• It begins with "I" statements.
• It balances negative and positive comments.
• It is well timed.
 • It is anchored to common goals (for example, the trainee’s learning or
performance).
• It provides for two-way communication, soliciting, and considering the
receiver’s input.
• It is brief. (Be alert to signs of resistance).
• It is based on trust, honesty, and concern.
• It is private, particularly if it is negative.
• It is part of your regular teaching process, not an exception to the
norm.
• It provides for follow-up.

Guidelines for Providing Constructive

Feedback
• All comments should be based upon observable behavior and not
assumed motives or intents.
• Positive comments should be made first in order to give the trainee
confidence and gain his/her attention.
• Language should be descriptive of specific behaviors rather than
general comments indicating value judgments.
• Feedback should emphasize the sharing of information. There should
be opportunities for both parties to contribute.
• Feedback should not be so detailed and broad. It should not "overload"
the trainee.
• Feedback should deal with the behaviors the trainee can control and
change.
• Feedback requires the ability to tolerate a feeling of discomfort.
 Self-Check 4.1-2
Enumeration:
Enumerate the following:
Importance of Feedback in Training
1.
2.
3.
Modes of Providing Feedback
4.
5.
6.
7.

Explain the purpose of the following feedback

characteristics
1. Timing
2. Amount
3. Focus
4. Function
 Answer Key 4.1-2

Enumeration:

Importance of Feedback in Training

1. maximize their potential at different stages of training,
2. raise their awareness of strengths and areas for improvement,
3. identify actions to be taken to improve performance.

Modes of providing feedback:

4. Oral
5. Answer key
6. Performance criteria checklist
7. Evaluation Results
8. Monitoring tools such as the
progress chart
achievement chart
trainees record book

Purpose of feedback characteristics

Characteristic Purpose

Timing For students to get feedback while they are still mindful
of the learning target.
For student to get feedback while there is still time for
them to act on it.

Amount For students to get enough feedback so that they

understand what to do but not so much that the work
has been done for them (differs case by case).
For students to get feedback on “teachable moment”
points but not an overwhelming number.

Focus To describe specific qualities of the work in relation to the

learning targets.
 To make observation about students’ learning processes
and strategies that will help them figure out how to
improve.
To foster student-efficacy by drawing connections
between students’ work and their mindful, intentional
efforts.
To avoid personal comments.

Function To describe student work.

To avoid evaluating or “judging” student work in a way
that would stop students from trying to improve.
 Information Sheet 4.1-3
CBT Monitoring Tools

Learning Objectives:
After reading this INFORMATION SHEET, you should be able to:
1. Enumerate the monitoring tools used in CBT;
2. Differentiate a progress chart from an achievement chart; and
3. Identify the contents that should be in the monitoring tools.

Monitoring is a very important activity in CBT. As a trainer, you

should be able to monitor daily activities of each trainee so that their
training progress is recorded. In this lesson, you will learn how to make and
use the monitoring tools.

Monitoring Tools used in CBT

1.Progress chart – This chart is a monitor of the Learning Outcomes and
competencies achieved by each trainee. It is displayed on a place
within the training area frequented by the trainees.
2. Achievement chart – This chart is a monitor of the required projects
and activities usually in the job sheets of the CBLM. These
requirements are needed in the attainment of the skills of the
competency.
The achievement chart is most recommended specially for
qualifications that requires many activities and requirements to
finish a learning outcome. Oftentimes, if this happens your
trainees will not see progress on the progress chart. The
achievement chart is made so that you can monitor daily
accomplishments of trainees.
3. Trainees Record Book – this is the monitoring tool for trainees in the
Supervised Industry Training or On-the-Job training. This monitoring tool
is kept by the trainee but the supervisor signs the TRB for every
accomplishment he has within the training period.
4. Trainees Progress Sheet - this is also a monitoring sheet for industry
training. It is however, kept by the industry coordinator as a of the
trainee’s accomplishment reflected from the TRB. This monitor is
accomplished during the monitoring visits.
#27-Guidelines in Making the Progress Chart
1. Recommended dimensions of the chart is 4 feet by 6 feet in dimension
so that it can be glanced at by the trainee from any corner of the
workshop
2. The Qualification Title should be written on top
3. It should contain all the Learning Outcomes as reflected in the
Training Regulation.
4. The names of the trainees are reflected on the second column in
alphabetical order.
5. The training duration reflects the nominal duration of the
qualification.
6. All trainers involved in the training are reflected in space provided.
7. Write the legend for recording the accomplishments of trainees.
8. To accomplish the chart, put a check on every learning outcome finished
and a letter “C” on the column for the competency if the trainee passes
the Institutional Competency Evaluation.

Guidelines in making the Achievement Chart

1. Recommended dimensions of the chart is 4 feet by 6 feet in dimension
so that it can be glanced at by the trainee from any corner of the
workshop
2. The qualification title should be written on top.
3. Instead of the Learning Outcomes, the required activities and
outputs are written.
4. The names of the trainees are reflected on the second column in
alphabetical order.
5. The training duration reflects the nominal duration of the
qualification.
6. All trainers involved in the training are reflected in space provided.
7. Write the legend for recording the accomplishments of trainees.
8. To accomplish the chart, put a check on every requirement satisfied
by the trainee and a letter “C” on the column for the competency if the
trainee passes the Institutional Competency Evaluation.
Note: The guidelines in making the Trainees Record Book and the Trainees
Progress Sheet shall be discussed in the competency Supervise Work-based
Learning.
Achievement Chart
 Self-Check 4.1-3
Multiple Choice:

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

1. Which of the following does not belong to the group?

Progress Chart
Achievement Chart
Session Plan
Trainee’s Record Book

2. What monitoring tool is used when monitoring the outputs of learning?

Progress Chart
Achievement Chart
Session Plan
Trainee’s Record Book

3. What chart contains the learning outcomes of a competency?

Progress Chart
Achievement Chart
Session Plan
Trainee’s Record Book
 Answer Key 4.1-3
1. C
2. B
3. A