Lesson 1: Who Is Trainer And/or Assessor?: Objectives
Lesson 1: Who Is Trainer And/or Assessor?: Objectives
Lesson 1: Who Is Trainer And/or Assessor?: Objectives
Objectives
Session Objectives
At the end of the session, you should be able to:
TVET Trainer is a professional who enables a learner or a group of learners to develop competencies to performing a
particular trade or technical work. Towards this end, a TVET Trainer may assume various roles such as training
facilitator, competency assessor, training designer, developer or training supervisor 1.
What is a Trainer / Assessor?
From the Training Regulation, a Trainer is a person who enables group of learners to develop competencies toward
performing a particular trade or technical work while an Assessor is an individual accredited and authorized to evaluate
or assess competencies of a candidate applying for certification or any one of the purpose of assessment.
Trainer/Assessor is at least NC II holder and who has achieved all the required units of competency identified in the
Trainers Methodology Level I (TM Level I) under the PTTQF. He is also a holder of National TVET Trainer Certificate
Level I (NTTC I) 2. A Trainer is an Assessor; an Assessor is a Trainer 3.
To qualify for this course, a candidate or trainee must satisfy the following requirements:
Graduate of baccalaureate degree or equivalent in training or experience along the field of Technical Vocational
Education and Training
Certified at the same or higher NC Level in the qualification that will be handled (for technical trainers)
Able to communicate orally and in writing
Physically fit and mentally healthy
Proficient in quantitative and qualitative analysis
Proficient in verbal reasoning
1
TESDA Circular No. 14 Series of 20112 TESDA Circular No. 14 Series of 20113 TESDA Circular No. 13 Series of
2011
Determine the skills and knowledge that a trainer or assessor should have
Explain required skills as a trainer and or assessor
The framework in teaching skill-based lesson is called Competency Based Training (or CBT). It focuses on skills
development that is why its approach differs from the traditional education.
In traditional education, the teacher controls the environment (or called teacher-centered approach); while in CBT, the
learners control and manipulate the tools and equipments with the guide of a teacher (also known as student-centered
approach).
In addition to that, learners are not compared among each other, instead their skills are compared against the norms or
standard set by the industry. The training is also self-paced; an example of this is when the trainer allows the students
to study the materials & practice the skill on their own. Lastly, the focus of CBT is on the outcome or the end product.
Knowledge is the cognitive representation of ideas, events, activities or tasks derived from practical or
professional experience as well as from formal instruction or study, e.g. memory, understanding, analysis 1.
Skill refers to the acquired and practiced ability to carry out a task or job 2.
Competency, as used in TESDA, is a) the application of knowledge, skills and attitude required to complete a
work activities to the standard expected in the workplace 3; or b) the possession and application of knowledge, skills
and attitudes to the standard of performance required in the workplace 4.
II. Task Management Skills – managing a number of different tasks to complete the entire work activity
III. Contingency Management Skills – responding to problems, irregularities and breakdown in routine
when undertaking the work activity
IV. Job/Role Environment Skills – dealing with the responsibilities and expectations of the work
environment when undertaking a work activity
Qualification is cluster of units of competency that meets job roles and is significant in the workplace. It is also
a certification awarded to a person on successful completion of a course and/or in recognition of having
demonstrated competencies relevant to an industry 7.
I. Basic Competency – skills and knowledge that everyone needs for work
II. Common Competency – skills and knowledge needed by people working in a particular industry
III. Core Competency – specific skills and knowledge needed in a particular area of work-industry
sector/occupation/job role
II. Competency-Based Learning Material (CBLM)refers to the print and non-print instructional media
used as guide in learning workplace activities.
1
CEDEFOP 2008, Europe2 RA 7796/TESDA Law3 Procedures Manual on TR Development4 Guidelines on
Assessment and Certification under the Philippine TVET Competency Assessment and Certification System –
PTCACS5 CBT Primer6 Training Regulations Framework7 ILO8 Quality Procedures Manual – CBC Development
1. Trainee enters the program. Trainer conducts pre-training assessment to identify learner’s training needs.
Orientation of CBT program on Recognition of Prior Learning (RPL) and roles of trainer & trainee follows.
2. Trainee selects competency from the identified training needs and receives instruction from the trainer. The
trainer administers learning contract or agreement between him and his trainees, then provides CBLM materials and
introduces the use of progress and achievement chart.
3. With the selected competency, the trainee studies the module by doing the following learning activities (in any
order): review learning package, view multimedia materials, use manuals, observe demonstration, practice skills in
workshop, and receive assistance and advice.
4. While the trainee practices the skill, the trainer observes and records the performance on the Progress Chart.
Student will attempt the task until he masters the skill with the help of trainer’s immediate and constructive feedback.
5. Once the trainee determines by himself that he is competent to do the skill, he will call the attention of trainer.
The trainer will observe and rate the performance based on the Performance Criteria Checklist and will record the
result on the Achievement Chart. If the skill is satisfactorily performed, he will then select another unit of competency.
If the skill is not satisfactorily performed, the trainee will study again the module.
6. To exit the training program, trainee must satisfactorily perform the skill and must have enough units of
competencies (or has completed all the modules). If the trainee doesn’t have enough units of competencies, he will
then select another unit of competency, and repeat the comp
etency-
based training process.
Principle One: The training is based on curriculum (CBC) developed from the competency standards (CS).
Principle Five: Training materials are directly related to the competency standards and the curriculum
modules.
Principle Six: Assessment is based on the collection of pieces of evidence of the performance of work to the
industry required standard.
Principle Eight: The system allows Recognition of Prior Learning (RPL) and or current competencies.
Principle Nine: Training allows multiple entries and exit in the training program.
Principle Ten: Approved training programs are nationally accredited. Programs of each institution or training
center are registered with UTPRAS (Unified TVET Program Registration and Accreditation System).
Now it is your turn to refresh memory on how your teacher taught you and compare it to how Competency-Based
Training works. How will you teach skill-based session? Does it have any difference? Will you make that change for the
better? Get a paper and take down notes on its differences.
It is a must for us teachers to know our students – their characteristics as adult learners, their educational background,
and their culture - not only because we need data for filing purposes, but for us to use these data to analyze and
determine their training needs.
Who are our learners? What are the characteristics we need to include in their profile? What type of learners are they?
Those are our some highlight questions you might encounter as you proceed in this lesson.
Our training enables adult learners attain skills for them to land a job. Teaching them requires different teaching
approaches and methodologies; thus, understanding them will surely help in preparing an effective session plan.
Understanding how adults learn will also enable the trainer to think of teaching strategies that focused on adults. This is
based on the theory called Andragogy (Knowles), also known as adult education. The study came up with the
characteristics of adult learner, and they are the following:
Here is a best scenario on how to apply this theory: The trainer enters a class consisting of adult learners. They are all
different in terms of age, educational background, gender etc., but they all have one thing in common - they are all adult
learners. A trainer, on his conscious state, will then use strategies to meet the needs of adult learners.
A best example of strategy especially in developing working with teams is the use of Situated Learning
Experience (SLE). It would be a very good application of adult learning principles since they are given specific
instruction to achieve and explore solution and course of actions to attain it.
An example is the creation of a tallest tower using limited supply of materials. In this SLE, the goal is to make the
highest tower. The devising of strategies and trying it out—gives adult learners autonomy and direct their own learning,
and it also allows the students to bring in their previous experiences and knowledge. When participants are asked to
give their insights on their SLE experience, this allows learners to give respect to their classmates, as the application of
insights becomes practical and self-motivating.
Note that the methods and strategies we construct, consciously and unconsciously, should meet the needs of our adult
learners, and will surely make an effective transfer of learning.
What is learning style? Learning style is one’s own way of learning new information and ideas. It will give us an idea
on how a person receive and transfer information.
Suggested learning styles are VARK Learning Style Model and PART Learning Styles. Feel free to choose between the
two in determining trainees’ learning style/s.
Everyone learn differently since we all have preferred way to absorb, comprehend and retain new information.
VARK Learning styles, as proposed by Fleming and Mills (1992), is a model that describes how a person takes-in
and gives-out information while learning. These learning styles are visual (learns best by seeing graphs, charts, and
other symbols), auditory (learns best by listening), read/write (learns best by reading text-based information) and
kinesthetic (learns best by doing).
Use VARK Learning Style self-assessment questionnaire as a tool in determining your trainees’ learning style/s.
Note that a trainee can have one or more learning styles.
Another model is PART Learning Styles. It is developed by Honey & Mumford but the idea originated from Kolb’s
Learning Style Model.
o Activists ‘having an experience’ or ’needs to do’ Activists put together experience and application as
they perceive information concretely and process it actively. They would likely tackle problems by brainstorming.
Activists learn by trial and error, & by self-discovery method.
o Reflectors ‘reflecting on it’ or ’needs time to think over information’ Reflectors integrate or put together
experience within oneself as they perceive information concretely and process it reflectively. They learn by
listening and sharing ideas.
o Theorists ‘drawing out own conclusion’ or ’needs to know theory behind information’ Theorists put
together observations into complex but logically sound theory as they perceive information abstractly and process
it reflectively. They learn by thinking through ideas.
Use PART Learning Styles questionnaire to find out your trainees’ approach in learning.
Download #2:
Self-Assessment Guide is a pre-assessment tool to help the candidate and assessor determine what evidence is
available, when gaps exist, including readiness for assessment 1.
Portfolio Assessment refers to the process of determining whether an applicant is competent through evaluation of his
or her records of achievement 2.
You can confirm the authenticity of evidence of competency by:
Calling or asking personally the signatories and confirm the information listed in the certificate of
award/employment.
Calling or visiting the workplace where projects are done.
Pre-Test or Diagnostic Test is a type of formative assessment that involves collecting evidence to diagnose or identify
a training need or performance problem. (NVSC Handbook) Prepare the pre-test/diagnostic test according to the
guidelines written in the lesson ‘Preparing Assessment Instruments’.
An assessor can use the portfolio assessment and pre-test results as a source of evidence and a tool for verifying
learner’s current competency and prior learning. Pre-training assessment and analysis is done prior to the actual
training program.
1
www.tesda.gov.ph2 TESDA Circular no. 23, s. 2008 – Implementing Guidelines on PTQCS
Under the CBT approach, each learner is assessed to find the gap between the skills they need (as described in the
Training Package) and the skills they already have. The difference between the two is called the training gap.
‘Skills Required’ refers to the competencies listed in the competency standards and specified by the industry; On the
other hand, ‘Current Skills’ referred to as validated competencies gathered in the pre-training assessment.
A training program is then developed to help the learner acquire the skill deficiency. Therefore,Self-Assessment Guide
(SAG) with Training Needs Analysis (TNA) Tool is an important tool to use in determining training gap.