TESDA Post Test With Answers Reviewer

Training Methodologies and Assessment (-MA) Pre/Post TEST TRUE OR FALSE : Write TRUE if the statement is correct and FALSE if the statement is not correct. Write your answer on your answer sheets 1. Competency-based Learning Material is a must in Competency Based Training. True 2. CBLM is the only training resource material used in CBT. False 3.

Enhancement activities for skills outside the Competency Standards is allowed in CBT. True

4.

Multiple Choice Type of Test can effectively measure the acquisition of skills. False

5.

Group work and group assessment is allowed in CBT. False

6. The statement, "You are a latecomer", is a good feedback because it reminds the

trainee about his being late alwayS. False 7.

Shop layout should depend on trainees needs. True

8.

Work-based training is a must in CBT. False

9. T he Competency Based Learning Material may or may not contain

everything that has to be

learned by a trainee. True

M U LT I P L E C H O I C E : Instructions: Read the questions carefully. Choose the best answer from the given choices. Write the letter of your choice on your answer sheet. If the answer is not among the choices, write letter E. Please use capital letters only. 1. The main basis of Performance Criteria for a Qualification is the A. Competency Based Curriculum B. Competency Based Learning Materials C. Competency Standards D. Requirement of a company 2. The training delivery mode for technology-based education and training, in which learning take place alternately in two venues: the school or the training center and the company.

A. Learnership Program B. C. D.

Dual Training System Career Shadowing Work-Based Training

3. The school supervised career exploration activity wherein trainees visit worksites and imitate employees as they perform their jobs. It emphasizes on observing the workplace, not participating as a productive worker.

A.Learnership Program

B.

Dual Training System

C. Career Shadowing D. Work-Based Training 4. The type of maintenance performed at a scheduled point in time when the maintenance is most cost effective and before the equipment fails.

A. Planned Maintenance B. Predictive Maintenance C. Controlled Maintenance D. Preventive Maintenance 12. Which instructional sheet serves as a self evaluation tool for a trainee? A. Assignment sheet B. Information Sheet C. Job Sheet D. Performance Checklist 13. This is the category of assessment that is done before and during training which aims to collect immediate evidences about learning so that adjustments can be done to training sessions. A. Formative assessment B. Knowledge assessment C. Skill assessment D. Summative assessment 14. Which of the following activities is not applicable in CBT? A. Demonstration- performance B. Focus Group discussion C. Role play D. Simulation' E. None of the above 15. When A. B. C. D.

is it appropriate to construct a table of specifications? After the students have taken the test After you write the test questions Before you write the test questions ONLY when you have to create the test

16. Are tests from book publishers better than those you develop? A. No, because they don't know your teaching style B. No, because they don't know what you have taught and what has been emphasized C. Yes, because they have professionals who write the questions D. Yes, because they wrote the textbook 17. Which of the following is the first information entered into the table of specifications?

A. B. C. D.

Number of questions per cell Objectives or topics Percentage 'of test per topic Total number of questions on the test

18. The training method that simulates strategic decision-making situations is the A . case study B. equipment simulation C. demonstratiOn D. role play

19. This method allows immediate practice and feedback

A. B. C. D.

c a s e st u d y equipment simulation demonstration role play

20. This one of the trainer's concern when selecting training methods.

A. B. C. D.

Are these all :readily available? Are they capable of using the method?" How difficult are the techniques to use? How many participants are there?

21. A competency-based workshop component that enables learning provision outside the training institution.

A. B. C. D.

Computer laboratory Distance, Learning Area Learning Resource Area Support Service Area

22. 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 23. The area where in the learners acquires the skills and knowledge components of the competencies prescribed by the standard. A. Contextual Learning Area B. Learning, Resource Area C. Trainers Resource Area D. Practical Work Area 24. 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 25. A training method wherein pairs or small groups are given orally or in writing a specific situation, event, or incident and asked to analyse and solve it. A. case study B. demonstration method C. discussion method

D. lecture method 26. A training method that can help participants improve skills, attitudes, and perceptions in real situations. A. demonstration method B. discussion method C. lecture met hod D. role playing 27. Question number 27 is a multiple choice question that measures A. Application B. Comprehension C. Knowledge D. All of the above 28. CBT allows for multiple entr y and multiple exit, this means that A. A trainee can enter the workshop anytime he likes B. A trainee can be allowed to be absent anytime C. A trainee may graduate anytime of the year D. A trainee can schedule his training anytime 29. Reports on performance of a trainee in the performance of his job can be sources of competency evidences which includes testimonials, report from employers or supervisors, certificate of training, etc. Evidences like these are collected through A. Observation B. Review C. Structured Evaluation D. Third Party Feedback 30. Which of the following refers to the arrangement or organization of necessary items in good order? A. Seiketsu/standardize B. Seiri/sort C. Seiso/sweep D. Seiton/systematize 31. Taking out and disposing of unnecessary items is a good housekeeping practice. In 5S it is otherwise called A. Seiketsu/standardize B. Seiri/sort C. Seiso/sweep D. Seiton/systematize 32. The A. B. C. D.

best reference for the proper use and maintenance of an equipment is the: Maintenance program User's or manufacturer's manual Inspection checklist Technician's handbook

33. Why is there a need for work scheduling? A. Provide customers with an opportunity to air their complaints B. Document inspection C. Improve the efficiency of the maintenance department D. Control of the quality of work accomplished by maintenance craftsmen 34. Scheduling is a method of planning that A. Cites specific objectives in relation to time. B. Specifies the work assignments distributed in relation to skill C. Defines work per employee in relation to place. D. Cites the workstations where trainees will learn 35. Housekeeping of workshop covers which of the following activities? A. Repair or replacing parts to restore a piece of equipment to full operating condition, and to allev,iate undesirable conditions found during periodic maintenance or breakdown B. Construction and rehabilitation of building, modifying, and restoring structures. C. Janitorial and grounds keeping activities necessary to provide clean and orderly facilities and grounds. D. All of the 'above 36. The gap between the required competencies and the current competencies in which the trainee needs to achieve/learn.

A. Trainee's Current Competencies B. Trainee's Training Requirement C. Trainee's Characteristics D. Trainee's Learning Style 37. The routine assessment of on-going activities and progress to ensure trainees attainment of the required comptencies A. Evaluation B. Monitoring C. Scheduling D. Training 38. A computer primar y storage that stores data during and after processing. It is also known as a working memor y. A . C D - RO M B. Memor y stick

C. D.

RAM ROM

39. A projector resolution that fi ts to a 4X3 projection screen. A . S VG A ( 8 0 0 x 6 0 0 B. XGA (1,024x768) C. SXGA (1,280x1,024)

D. SXGA+ (1,400x1,050) 40. This L CD component lets you project a larger or smaller image on your screen depending the distance between your projector and the screen.

A. D ich ro ic pa n el B. L C D Pa n e l C. P ro j ec t i o n la mp D. P ro ject ion len s 41. A fl ip char t is what type of a non-pr int mater ial?

A. Still visu als. B. L a n g u a ge m a ch i n e C. Motion visuals D. All of the above 42. 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. 43. 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. 44. 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

45. 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 46. 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 47. 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

48. 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 49. 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 50. Imaginative thinkers who believe and reflects on their experiences are

A. Activitist B. pragmatist C. reflector D. theorist 51. A trainee who perceive information concretely and process it actively and by trial and error

A. B. C. D.

Activitist pragmatist reflector theorist

52. In the hierarchy of learning which of the following is the simplest?

A. B. C. D.

Attitudes Cognitive strategies Intellectual skills Verbal information

53. A test that discriminates trainees who learned the training and those who did not learn is

A. difficult B. objective C. reliable D. valid

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

A. difficult B. objective C. reliable D. valid

55. A tool that ensures validity of your written test is the

A. B. C. D.

evidence plan item analysis table of specification Performance Criteria Checklist

56. 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

ENUMERATION: Ten Principles of CBT 1. The training is based on curriculum developed from the competency standards. 2. Learning is competency-based or modular in structure. 3. Training delivery is individualized and self-paced. 4. Training is based on work that must be performed. 5. Training materials are directly related to the competency standards and the curriculum. 6. Assessment of learners is based in the collection of evidences of work performance based on industry or organizational required standards. 7. Training is based on and off the job components. 8. The system allows Recognition of Prior Learning (RPL) 9. The system allows for learner to enter and exit programs at different times and levels and to receive an award for competencies attained at any point. 10. Approved training programs are nationally accredited. (registered within UTPRAS – Unified TVET Program Registration and Accreditation System. Factors to be considered when developing the CBLM 1. Principles of CBT 2. Training regulations 3. Trainees characteristics 4. Characteristics of Adult learners 5. Learning styles 6. Nine events of instruction 7. Dimensions of Competency Parts of CBLM 1. Front page 2. List of Competencies 3. Competency Summary 4. Learning Outcome Summary 5. Learning Experiencies 6. Information sheet 7. Self Check 8. Self Check answer key 9. Operation/Task/Job sheet 10. Performance criteria checklist 11. References/Further reading Factors to be considered in using evidences submitted by trainees as proof of current competencies: 1. Authenticity of the document 2. Date when the competencies were acquired (currency) 3. Standing of the company/employer who issued the certificate (validity) Ways in determining current competencies of a trainee.

1. Self-assessment checklist 2. Proof of competencies such as employment certificates, projects personally done by the trainee, awards and other related proofs 3. Pre-assessment result Enumerate 5 adult learning principles and explain each in relation to how you will design your training sessions. 1 2

3 4

5 6 7

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

Enumerate the 9 events of Instruction in proper order 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 Characteristics of good evaluation tool 1. Reliability – consistency of scores 2. Validity – the degree to which the test actually measures what it purports to measure. It provides a direct check on how well the test fulfills its functions. 3. Objectivity – fair to all examinee 4. Discrimination – must pick up the good examinees from the poor 5. Ease of Administration and scoring – test must have the right length and level of sophistication to do the job. Enumerate the aspects of the training that needs to be explained during the orientation. 1. CBT procedures 2. The role of the trainer

3. 4. 5. 6. 7. 8.

The role of the trainee The competencies that has to be covered based on TR The use of the CBLM Instructional Facilities and Resources Workshop and its stations The evaluation system

IDENTIFICATION: Competency Standard 1. A 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. Essay: 1. Why is it necessary to determine the current competencies of your trainee before preparing your session plan? 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.