FULL REVIEWER WRITTEN EXAM

COC1 PLAN TRAINING SESSION (PTS)

Please take note that sometimes, the expert panel may ask the written exam questions during Oral
Questioning (panel interview)
COC1-PTS 1
What were the questions you asked yourself when you started to write the session plan?

When I started to write the session plan, I asked myself the following questions.

What are the training needs of the students?

What are the expected learning outcomes?

How much time is required of the session?

What resources are required for the session? Who is the target group?

What are the trainees characteristics?

COC1-PTS 2
where did you get the answers to your questions?

The information need to answer the initial questions is found in the following supporting documents:
Training Regulations, Competency Based Curriculum, Competency Standards, Training Needs Analysis

COC1-PTS 3
What are the session plan components

My session plan will have the following components:

• Sector – Information Computer Technology
• Qualification – Visual Graphic Design
• Unit Of Competency – developing designs for print media
• Module Title – develop designs for print media
• Learning Outcomes – Prepare and Present starch Dishes
• Motivational Introduction to the session for the students
• Learning activities - actions the students will do to achieve the learning outcome
• Assessment Plan - method of evaluating the achievement of the learning outcome
COC1-PTS 4
Selection of Training methods

The factors that I considered in choosing training methods are content of the session, objective of the
session, cost of the training methods for the session, the target audience of the session, the duration of the
session and the time required to prepare the training materials, what resources are required for the
session and what resources are available.

COC1-PTS 5
Organization of the Learning Event

I followed Gagné’s theory of instruction by using the following sequence; Gaining attention, Informing
learners of the objective, Stimulating recall of prior learning, Presenting the stimulus, Providing learning
guidance, Eliciting performance, Providing feedback, Assessing performance, Enhancing retention and
transfer (generalisation).These events should satisfy or provide the necessary conditions for learning and
serve as the basis for designing instruction and selecting appropriate media. (Gagné, Briggs and Wager,
1992).
COC1-PTS 6
Assessment method

I chose two Assessment methods: demonstration and written test. The demonstration allows me to
observe and evaluate student performing the skills taught in the session. The written test allows to
evaluate the student ‘s understanding of the material taught in the session.

COC1-PTS 7
Assessment tools

When preparing the Assessment tools, I considered their validity in terms of relevant to the competency
standard, dimension competency and the rules of evidence. I also considered their cost effectiveness in
terms of proper utilization of tools and materials.

COC1-PTS 8
Table of Specifications.

It was necessary to prepare a table of specification for the written test to ensure an even distribution of
items and that all learning outcomes will be fully covered.

COC1-PTS 9
Adult Learning Principles

Two adult learning principles that I keep in mind when preparing a session plan are: Variety of training
methods and techniques, so the trainees do not get bored and different students have different preference
for learning method and Immediate feedback - Adult learners require immediate feedback so that they can
correct their mistakes and improve without wasting time.

COC1-FACILITATE TRAINING SESSION

Facilitation of a practical demonstration

1. Activities before the arrival of students

Before the arrival of the students, I will be preparing the training materials, handouts and certificates; as
well as checking out if the tools and equipment are available and safe for the students to be using it. Also, I
will be checking up on the lighting and ventilation making sure that the place is conducive to learning.

2. Enumerate the events that happened in this particular session

The events of the session are: the giving of instruction materials, student reads the instructions, teacher
asks student for any questions, student response, teacher answers any questions, teacher asked student to
begin their demonstration, student conducts the demonstration, teacher observes the demonstrations and
review the performance criteria checklist, teacher asks student the oral questions, student response,
teacher gives feedback to the student, student response, teacher updates achievement and progress chart,
teacher hands certificates of achievement to the student

3. Evaluate your choice of learning material

The primary materials for demonstration is the instruction sheets as the student had no question after
reading the instructions and successfully carried out the demonstration, there should be no reason to
change the materials.

4. Describe the type of questions you asked in this particular session

Teacher ask questions like do you have any questions about the CBLM?are you ready for your task? Are
you ready for the demonstration? Are you done? It is necessary to ask these questions to ensure that the
trainees ‘underpinning knowledge/understanding,readiness and full participation of the required task of
the competency.

5. How did you ensure participation from your students?

Ensuring student participation teacher asks the student to do demonstrations, and the teacher asks the
students the oral questions.

6. What document do you use to help you manage the class activities
Teacher records class activities in activity matrix

7. Describe an adult learning principle you always have in mind when you are facilitating a session
An adult learning principle that I have in mind when facilitating a session is that adults do not all learn the
same way.I applied the principle by giving the trainee written materials to study, verbally discussing it with
them and giving them practical examples and a physical demonstration where appropriate.

8. What assessment tools did you use in this particular session?

The main tool that I use is the performance criteria checklist. The checklist can be improved because when
I use it to evaluate students, I discovered it was missing the hygiene procedures at the end of the massage
treatment

9. How did you provide the feedback to your students?

The feedback should be done in a private area, one on one, face to face and following positive - negative -
positive model. The feedback should not cause a feeling of discomfort to the trainees. The only change that
I make to the way I give feedback is to give it in a private room rather than in a quiet area of the classroom.

10. Did you ask your students to evaluate the session?

Yes, I gave them Session evaluation forms for me to determine the areas of improvement. I learned that I
need to pay more attention to environmental factors such as the temperature of the workshop and that
the session far too long without a break.
 COC1- MAINTAIN TRAINING FACILITIES

Sketch the layout of your classroom/laboratory/workshop.

Note: kahit po box box lang yang sketch nyo, make sure that the 9 areas are naka sketch. okay

COC1-MTF 2
1. Enumerate the training equipment and machines that are in your classroom/laboratory/workshop

Note: Basta po Nakita nyo sa TR pwede nyo po isulat, pwede nyo din pong dagdagan based sa mga alam
nyong gamit sa qualification Ninyo.

Note: kahit po “enumerate” yan. Wag po mag bullet. ESSAY TYPE PO ANG EXAM.

2. Equipment and consumables inventory

Note: Basta po Nakita nyo sa TR pwede nyo po isulat, pwede nyo din pong dagdagan based sa mga alam
nyong gamit sa qualification Ninyo.

COC1-MTF 3
Enumerate the major maintenance and the housekeeping activities performed by all personnel involved
in the maintenance of your classroom/laboratory/workshop
Maintenance and Housekeeping
1. Inspect the computer workstation. Ensure the area is clean and free from any spills, dust, or
obstructions.
2. Check the power cord and connections for any damage or wear.
3. Ensure all peripherals (keyboard, mouse, monitor) are connected securely.
4. Power on the AVR/UPS if available and ensure it is functioning properly.
5. Press the power button on the computer to turn it on.
I would recommend that housekeeping staff and trainees are encouraged to
report maintenance and housekeeping issues immediately they are observed.
This is so that repairs or cleaning can be carried out before the problem
 becomes more serious and to minimize down-time.

COC1-MTF 4
What procedure do you follow to request for the purchase of additional tools, equipment and machines?

4. Purchase procedures
The person who identifies the need for the new equipment goes to the in-charge-housekeeping . The in -
charge-housekeeping confirms the need by reporting the defective item. The in-charge-housekeeping
completes the Purchase Request Form, specifying the item to be purchased, the reason it is required, the
person who initiated the request, the likely unit cost of the item, and quantity required, and the date by
which it is needed. The Purchase Request Form is passed on to the secretary who gives it to the president
for approval and signature. The secretary raises a purchase order which the president signs. The secretary
sends the purchase order to the approved supplier who delivers purchased items

COC1-MTF 5
What is the standard operating procedure of your institution when equipment is found to be out of
order?

5. Out of order equipment

The person who identifies the out of order equipment should notify the in–charge housekeeping. The in-
charge housekeeping inspects the equipment and determines if it needs to be repaired or replaced. If it is
to be repaired, they raise a work order listing the defective equipment, the repair that has to be carried
out, and the person who reported that issue. The work order is given to the secretary for the president to
approve and sign. If the defective item is to be replaced the procedure in Q3 above is followed
This procedure could be improved by tagging defective equipment so that it would not be used until it is
repaired or replaced.

COC1-MTF 6
Describe your institution’s waste disposal system

6. Waste Disposal
The following approaches are taken based on segregation of waste: Ink printer must be properly disposed
since it fall under hazardous or Toxic waste. Recyclable materials such as plastic bottles, latex gloves are
taken to local re-cycling centres.

COC1-MTF 7
Describe your institution’s recording and documentation of equipment/machine maintenance & repair

7. Maintenance and Repairs Documentation

The following documents are used to record and document equipment/machine maintenance and repairs
Equipment record with code and drawing/photo – This provides a description of each piece of equipment
including when it was purchased with PO number and ID number and location and how it is to be used.
Operation and maintenance manuals. Inspection, breakdown repair and maintenance records – these are
used to record all the maintenance activities for each piece of equipment
 COC1- SUPERVISED WORK-BASED TRAINING

How will you identify and establish relationships with potential participating companies?

1. Establishing relationships
The first step in establishing relationships with potential participating companies is to develop industry
linkages. Look for prospective partners who can support the training of a substantial proportion of course
components and can meet the standard of organized workplace training.
Then develop formal tie-ups, partnerships, and alliances using a memorandum of agreements (MOA) or
memorandum of understanding (MOU)

COC1-SWBL 2
Will you write a training plan for your students? Why?

2. Training Plan
The training plan is critical to the success of work-based training. The plan documents the expected
learning outcomes, the roles and responsibilities, duties of trainees and industry partners, the timeframe,
delivery method, and assessment methods.
The training plan must be confirmed in writing with the industry partner.

COC1-SWBL 3
Before you send your students to the participating company, what preparatory activities should you do?
Why?

3. Preparatory Activities
Before sending the students to the participating company they should be given an orientation briefing
about the training plan, the policies, and procedures of the work-based training and of the participating
company as well as the dos and don’ts in terms of behavior.

COC1-SWBL 4
How do you monitor the performance of the students?

4. Monitoring Tools
The three most common tools are the training plan, the trainee’s record book, and personal visits by the
trainer. Training plan – this is the basis of the training. The industry supervisor should have a copy of this
plan which they can use to monitor the activities of trainees. Trainee’s Record Book – the TRB is used to
record the achievement of competencies agreed upon within the training plan. It is kept by the trainee and
given to the trainer and industry supervisor when requested for inspection and update. The TRB contains
the activities of the training plan and the supervisor should sign each day to confirm completion and
monitoring. Personal visit – this allows the trainer to review the TRB and discuss overall performance and
any issues with the trainee and the industry supervisor

COC1-SWBL 5
If the participating company makes an unfavorable remark about the performance of the students, what
will you do?

5) Unfavorable Remarks
If the participating company makes an unfavorable remark about the trainee’s performance, then carry out
the following actions: Ask for a written report from the company, Conduct an investigation based on the
written report, Provide feedback to the trainee based on the report, Verify the truthfulness of the
remarks/report, Provide counseling to the trainee and Provide resolution of the issue of the participating
company
COC1-SWBL 6
How will you evaluate the effectiveness of work-based learning?

6) Evaluation of Work-Based Training

Use the training evaluation form completed by the trainee, together with the review of the trainee’s
journal/TRB and monitoring. The purpose of the evaluation is to determine whether the training plan
needs to be adjusted and whether the MOA/MOU with the participating company needs to be modified.

WRITTEN TEST – COC2

COC2-CCA 1
What is it that you should do prior to the assessment activity?

1) Prior to the assessment activity, I should organize and confirm the appointment at the centre, prepare
test equipment and tools and consumables that the candidate will need for the massage therapy
demonstration, and make sure the Assessor’s ID is ready to be shown to the candidates and that the
candidate IDs are ready to be issued to them, Prepare the attendance sheet, prepare the assessment
instructions and the candidates previously completed self-assessment guides, prepare the performance
criteria checklist, prepare Rating sheets, CARS and RWAC and prepare handouts needed by the students
during the demonstration

COC2-CCA 2
What will you explain during the orientation of the candidates?

2) During Orientation, I will show my Assessor’s ID, I will introduce the TESDA representative, confirm
attendance, show the self-assessment guide, confirm the subject of competency assessment, confirm the
method of evaluating competency with a copy of assessment tools, demonstration and oral questioning,
identify the location of CR and canteen, confirm dos and don’ts, Including not leaving the premises during
the assessment, questions can only be asked before assessment starts, confirm requirement to observe
safety and notify if an accident occurs, discuss end of assessment and issue of CARS, Competent/Not yet
competent assessment, decide what to do if the candidate is not happy with the result

COC2-CCA 3
What is the purpose of giving an orientation to the candidates?

3) Purpose of Orientation
The orientation is designed to ensure that candidates have a clear understanding of exactly what will
happen during the assessment, what they can and cannot do, and how they will find out the result. This
will help them to relax and allow them to focus on the assessment itself while this is taking place

COC2-CCA 4
How do you make sure that the candidate taking the assessment is the same person in the application
form?

4) Verification of identity. I will ask the candidate to sign the attendance sheet and ask them to hand over
their admission slip. Review the admission slip and compare the signature with that on the attendance
sheet

COC2-CCA 5
How do you make sure that the candidate understands the task to be performed?

5) Confirm Candidate’s Understanding. Discuss the task in detail with the candidate as part of the
orientation. Then ask them if they have any questions and to confirm that they understand what they have
to do. If they cannot understand it, translate it in their local dialect.
COC2-CCA 6
What is it that you do while the candidate is performing the tasks?
What is it that you should not do?

6) Assessor’s Role During Assessment

During the assessment, I will gather evidence using assessment methods specified in the relevant evidence
guide. I should observe candidates’ actions and mark them on the performance criteria checklist. Do not
ask a question, Do not leave the assessment room, or record my observation, I should not interrupt or
correct the candidates during their demonstrations unless their actions are likely to cause harm.
Candidates should not be corrected because this is not a training session for them to learn, it is an
assessment.

COC2-CCA 7
During interview or oral questioning, when the candidate’s answer is wrong do you provide the correct
answer immediately?

7) Corrections should not be provided during oral questioning. It may pre-emp the answer to the next
question. The candidate may think that the assessment is finished or the assessor is already providing
feedback. The correct answer should be given after the assessment is complete, during the final feedback

COC2-CCA 8
What will be the basis of your assessment decision?

8. The evidence must be judge in terms of the four dimensions of competency, rules of evidence, evidence
requirements, corroboration of the evidences to other evidences. The basis of the assessment decision is
the evidence collected during the assessment. This can be direct evidence such as observation of work
activity, oral questioning or demonstration of specific skills and indirect evidence such as assessment of
finish product, written test and review of previous work, testimonials from employers, colleagues and
clients. Overall, the evidence must be valid, authentic, current, consistent and recent. It should be analyzed
in terms of compatibility to the elements, Performance Criteria, Range of variables and Evidence guide to
the relevant units of competency. If there is still doubt about the decision, the candidate should be asked
to further evidence.

COC2-CCA 9
How do you provide the feedback?
In case the candidate does not agree with your decision, what will you do?

9. I give clear and constructive feedback to the candidate in line with the assessment guidelines. In
providing feedback, I use the positive - negative - positive model to identify what they did well and to
identify what needs to be improved, give findings of competent or not yet competent, and request
signatures on Rating Sheet and Cars. I provide advice on further training or practice to improve
performance.
If the candidate does not agree with the decision even after clear feedback, I will ask the candidate to
identify the area of disagreement and record it in the rating sheet for both of them to sign, prepare an
incident report and submit it to the TESDA representative.

ORAL QUESTIONING
Please note that sometimes, the expert panel will ask questions from the written exam

COC1-Oral 1
Name at least 3 principles in the CBT delivery system

1.1 The training is based on curriculum developed from the competency standards
1.2 Learning is modular in its structure
1.3 Training delivery is individualized and self-paced.
1.4 Training is based on work that must be performed
1.5 Training materials are directly related to the competency standards and the curriculum modules
1.6 Assessment is based on the collection of evidence of the performance of work to the industry required
standard
1.7 Training is based on both on and off the job components
1.8 Allows for recognition of prior learning (RPL)
1.9 Training allows for multiple entry and exit
1.10 Approved training programs are nationally accredited

COC1-Oral 1.1
The training is based on curriculum developed from the competency standards

Competency standards are developed in consultation with industry. The curriculum of the training
programs offered by training institutions is developed based on the competency standards

COC1-Oral 1.2
Learning is modular in its structure

Modular learning means the training program is designed and implemented using the modules identified in
the curriculum.

COC1-Oral 1.3
Training delivery is individualized and self-paced

The pace of learning is driven by the learner. Self-paced learning is not time bound. Learning is complete
when the learner can demonstrate competence. The self-paced learning environment is supported by a
range of learning materials, courseware and work sheets to assist learner management.

COC1-Oral 1.4
Training is based on work that must be performed

The knowledge, skills and attitudes to be learned by the learner is determined by the work or task to be
performed as defined in the competency standards.

COC1-Oral 1.5
Training materials are directly related to the competency standards and the curriculum modules

Training materials have a task focus related to the competency standard and their aim is not information
transmittal but experiential learning.

COC1-Oral 1.6
Assessment is based on the collection of evidence of the performance of work to the industry required
standard

Assessment is the process of collecting a range of evidence in order to judge the learner’s ability to
demonstrate competence. Evidence may be collected by the learner and the trainer. Evidence is based on
the performance of work to the industry standard.

COC1-Oral 1.7
Training is based on both on and off the job components

Training is divided between learning in a formal classroom/workshop setting and supervised training in the
workplace

COC1-Oral 1.8
Allows for recognition of prior learning (RPL)
Recognition of Prior Learning (RPL) allows a learner to present evidence to indicate current competence.
Evidence may include qualifications, relevant experience in the industry and sector or competencies gained
at another TESDA approved institution.

COC1-Oral 1.9
Training allows for multiple entry and exit

Multiple entry and exit refers to the structure of the training program. Training allows for multiple entry
and exit for learners leading to the receipt of certification for individual competencies

COC1-Oral 1.10
Approved training programs are nationally accredited.

Institution training programs are delivered on the basis of having appropriate equipment and resources for
training and assessment, including qualified instructors as certified by a registration certificate issued by
TESDA. After completing the course, learners can be nationally certified.

COC1-Oral 2
What are the factors considered in selecting training method?

Main factors to consider are:

• Content
• Objective
• Cost
• Target audience/trainees
• Time
• Resources.
Other factors to consider are:
• Size of audience - larger audiences often require more formal training methods with less audience
participation
• Maintaining attention through interaction - methods which involve the trainees in which instruction have
the advantage of maintaining attention and involving all participants.
• Variety - selection of different types of methods often maintains the interest of trainees
• Available resources/infrastructure - where resources are limited, the opportunity to use resource
intensive techniques like individual practice and demonstrations may also be limited.

COC1-Oral 3
What was your bases in sequencing the learning events?

I followed Gagné’s theory of instruction by using the following sequence:

1. Gaining attention
2. Informing learners of the objective

3. Stimulating recall of prior learning

4. Presenting the stimulus
5 Providing learning guidance
6. Eliciting performance
7. Providing feedback
8. Assessing performance
9. Enhancing retention and transfer (generalization)
These events should satisfy or provide the necessary conditions for learning and serve as the basis for
designing instruction and selecting appropriate media. (Gagné, Briggs and Wager, 1992).

COC1-Oral 4
Why is it important to provide enough time for trainees to practice?
The aim of CBT delivery is acquisition of competency, and it can only be done by repeated performance.

COC1-Oral 5
How do you evaluate and discuss feedback to learners?

• All comments should be based upon observable behaviour and not assumed motives or intents
• Positive comments should be made first in order to give student confidence and gain his/her attention
• Language should be descriptive of specific behaviour rather than general comments indicating value
judgments
• Feedback should emphasise the sharing of information. There should be opportunities for both parties to
contribute
• Feedback should not be so detailed or so broad as to “overload”the learner
• Feedback should deal with the behaviour the student can control and change
• Feedback requires the ability to tolerate a feeling of discomfort.

COC1-Oral 6
Name at least 3 benefits of using instructional materials.

• Providing a wide variety of learning resources and activities

• Providing learning materials that are available when trainees/students need them and can be used at
his/her own pace
• Providing needed structure to the learning process through detailed instructions about what and when to
do it
• Organizing the training program by competency, including built-in feedback for checking each
trainee’s/student’s progress toward mastering competency
• Allowing a system of learning that trainee/student prefers
• Ensuring that initially each trainee/student receives the same instruction as the rest of the group.

COC1-Oral 7
Why is it necessary to evaluate a training session?

Evaluation is a basis for improvement

COC1-Oral 8
Which part of the session plan can you make adjustments based on the session evaluation?

Changes can be made in presentation, practice, resources and nominal period.

COC2-Oral 1
How would you ensure that the evidence you gathered is sufficient and valid

Evidence is gathered in various forms and is based on all the components of a specific competency
standard in the current Training Regulations

COC2-Oral 2
What would you do if the candidate cannot understand the language used in the assessment
documents?

Translate in verbal form and in local dialect the language in the assessment documents that the candidate
found difficult

COC2-Oral 3
How do you ensure the confidentiality of the assessment process? Why is this important?

Information about the candidate as well as the assessment outcome is made available only to authorized
personnel. It is important that the integrity of the assessment process is upheld at all times.
COC2-Oral 4
What would you do if the workplace is unsafe for assessment?

Safety must be observed at all times. Assessment does not limit us to observation of actual work
performance in the workplace only. Evidence is also gathered in a simulated environment through various
structured activities.

COC2-Oral 5
What would you do if an accident occurred during assessment?

Immediately stop the assessment activity. Check the safety of the candidate and apply necessary first aid
treatment. Also, make sure that the equipment or power tools are turned off.

COC2-Oral 6
What evidence gathering method is used to assess the underpinning knowledge of the candidate?

The oral questioning or the interview are the tools that are used to measure the underpinning or the
knowledge-based requirements expected from the candidate.

COC2-Oral 7
How do you ensure that the assessment decision you make is correct?

The decision is based on the requirements of the unit of competency. It also conforms to the rules of
evidence and evidence gathered to corroborate and support other pieces of evidence and help complete a
picture of competent performance

COC2-Oral 8
What other evidence-gathering methods can be used to assess competence?

• Portfolio – a collection of evidence compiled by the candidate

• Third-party certification/report
• Direct observation with Oral questioning – real work and real-time activities

COC2-Oral 9
Define Reasonable Adjustment

Reasonable adjustment or allowable adjustment is designed to ensure that people are treated equally in
the assessment process. This is made to meet to the individual needs of the candidates

COC2-Oral 10
What are the different ways of communicating feedback?

• Face-to-face discussion
• Written comments
• Telephone, fax, email
• Combination of methods