CCA

Before the assessment, I review the guidelines, schedule, and conduct a site inspection to check safety, ventilation, tools,
equipment, and consumables. I also verify the assessment packages, including rating sheets, assessor's guide, candidate instructions,
and CARS.
During the orientation, I will cover the context, physical setting, purpose of assessment, allowable adjustments (e.g.,
language, religion, culture, health, disability), right to appeal, confidentiality, free consent, transparent reporting, OH&S, quality
systems, assessor integrity, qualification title, units of competency, tasks, evidence collection, assessment methods, judgment,
recording, feedback, and review of the assessment process.
The purpose of the orientation is to prepare and relax the candidate, provide a supportive environment, and clarify the
competencies to be assessed, assessment methods, assessment flow, and the responsibilities of those involved.
To ensure that the candidate is the one who takes the assessment I will ask them to Submit Accomplished Admission slip
with ID picture, Present a Valid ID and ask them to Sign Attendance sheet and compare with signature in admission slip.
To ensure the candidate understands the task, I will explain it clearly, provide specific instructions, and allow the candidate
to read the task independently, giving time for any clarifications.
As an assessor, my responsibilities include: Record observations, ensure safety, and stop the assessment only if it risks
injury or property loss., do not interrupt, ask questions, or leave the assessment room.
During the interview, I will not provide the correct answer if the candidate is wrong to avoid influencing future responses or
giving the impression that the assessment is over.
My decisions are based on the four dimensions of competency, rules of evidence, evidence requirements, and the
corroboration of evidence against performance criteria.
For feedback, I will use a constructive approach, reinforcing good performance, explaining areas for improvement, offering
reassessment advice, and suggesting further training or practice. If the candidate disagrees with my decision after feedback, I will
record the disagreement on the rating sheet, have both of us sign it, prepare an incident report, and submit it to the TESDA
representative.

FLS
Before students arrive, I prepare learning materials, tools, equipment, and set up the workshop's 9 learning areas. I also
organize pre-assessment tools like the Self-Assessment Checklist and Pre-Test.
At the start of the session, I orient trainees on the CBT process, pre-assessment activities, and qualification requirements.
RPL is used to assess their current competencies, and I tailor the training based on learner types, including adult learners.
I use varied materials such as CBLMs, videos, and interactive resources, focusing on higher-order thinking skills (HOTS).
Job sheets, task sheets, and operation sheets guide skill demonstrations, while progress is tracked using charts and the Trainee Record
Book (TRB). I prioritize slow learners to ensure they meet qualification standards, using repetition and realistic tasks with immediate,
positive feedback.
Training methods include demonstrations, questioning, and written tests. After each task, I provide feedback, highlighting
strengths and suggesting improvements. Assessment methods include interviews, written tests, and demonstrations.
At the end of training, I conduct evaluations and a post-test to assess the training's effectiveness. The results are used to
improve future sessions.

PTS
The question that I used to ask before preparing session plans are what are the Training Needs of my student, what are
the Learning Outcomes, Time, Resources needed the Target group and Trainees Characteristics.
The answer to my questions is based from training needs analysis TNA forms/Pre-training forms or recognition of prior
learning RPL forms, competency-based curriculum CBC/module of instruction MOI, competency standard CS/training regulation TR.
The components of Session plan are Sector, Qualification, Unit of Competency, Learning Outcomes, Introduction, Learning
Activities, Assessment Plan.
The factors I consider in selecting training methods are Content, Objective, Cost, Target audience, Time, Resources
The learning events are based on Gagne’s Theory on 9 learning events (Gain attention, State objectives, Stimulate recall of
prior learning, Present stimuli, Guide learning, Elicit performance, Provide feedback, Assess performance and Enhance transfer)
Simple to complex, Hierarchy of learning.
I use Demonstration, Written test, Interview and Portfolio evaluation in assessing my trainees. In Demonstration to measure
Underpinning skills, Written test to measure Underpinning knowledge, Portfolio measure Underpinning knowledge and skills as
attested by external party, Interview to probe on the
breadth and depth of Underpinning knowledge and skills.
I Prepare assessment tools and consider validity in reference to Relevant to competency standard CS and Dimensions of
competency I consider cost effectiveness using by maximizing the of resources and assessment tools scope including all dimensions of
competency given limited resources.
I prepare table of specifications in making written test to distribute the number of test items based on the objectives, time
allotment and learning content stated in my session plan.
For adult learners, I emphasize goal orientation, practicality, respect, relevance, independence, and using past experiences.

SWBL
Work-based training occurs in a real work setting, requiring partnerships with industries where 60-70% of course content is
applicable. I choose partners that meet training standards, conduct site visits to assess facilities, and develop a training plan that serves
as an agreement with the industry. After finalizing the plan and signing the MOA, I place trainees and provide an orientation. I
regularly monitor their progress through visits, feedback, and discussions with supervisors, ensuring safety and competency
attainment. If issues arise, I investigate and resolve them. At the end of training, I evaluate its effectiveness using a questionnaire to
improve future programs.

MTS
Drawing kang workshop layout (pero ipaudyan ang pagdrawing)
In our school, we manage workshop maintenance by preparing layouts, scheduling housekeeping, and using an inspection
checklist. A flow chart is posted for process adherence. For purchasing, I use the Training Regulation (TR) as a guide, check
inventory, and submit requests for approval. Defective equipment is tagged and reported for quick repair. We practice waste
segregation (Recycle, Compost, Dispose) and store waste in recovery facilities. We conduct year-round inventories and maintain
equipment with a schedule and inspection checklist.