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! Federal'Democratic'Republic'of'Ethiopia'
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Training,'Teaching'and'''
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Learning'Materials'
Development'

Manual!

Ministry of Education
March 2012
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Table'of'Contents'
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Introduction! .......................................................................! 1!
The!Training,!Teaching,!Learning!Materials!(TTLM)! ...................! 2!
Components!of!!TTLM! .......................................................! !!3!
A.!!Teacher’s!Guide! .......................................................! !!!4!
B.!!Learning!Guide! .......................................................! !!!4!
C.!!Assessment!Packet! ......................................................! !!!5!
Guides!in!TTLM!Development! !.......................................! !!6!
Steps!in!Formulating!Learning!Guides! ..............................! 8!
Steps!in!the!Pilot!Run!of!Learning!Guides! ..............................! !10!
Content!Relationship!of!Learning!Module!and!TTLM! .............!!!!!!!11!
Appendix!A:!!Glossary!of!Terms! .........................................! !!14!
Appendix!B:!!TTLM!and!Learning!Guide!Coding! .......................! 15!
Appendix!C:!!Session!Plan!Coding! ...............................! !!!16!
Appendix!D:!!Sample!of!Teacher’s!!Guide! !...............................! !!!17!

Appendix!E:!!Sample!of!Learning!Guide! ...........................! !!!51!

Appendix!F:!!Sample!of!Assessment!Packet! ...........................! !!!84!

Appendix!G:!!Sample!Trainee’s!Record!Book!! ...........................! !!110!

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Ethiopia!TVET!System!
Guide!to!Training,!Teaching!and!Learning!Materials!Development! !
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Introduction''
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The!Ethiopian!TVET!System!is!now!focused!on!labor!market!demands!and!industry!
relevance.! ! This! translates! that! the! main! objective! of! TVET! System! is! to! qualify! its!
graduates!according!to!the!occupational!requirements!of!the!industry.!!TVET!delivery!
needs!to!ensure!that!the!trainees!of!TVET!programs!acquire!a!comprehensive!set!of!
occupational!competences!as!defined!in!the!occupational!standards.!And!to!address!
this!new!purpose,!TVET!system!adopted!the!outcome!based!training!delivery!approach!
in!combination!with!the!cooperative!training.!!!
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The!outcome!based!approach!facilitates!the!learning!process!in!a!way!that!trainees!
can!acquire!set!of!competences!required!at!the!workplace!as!defined!in!the!Ethiopia!
Occupational! Standards! (EOS).! It’s! focused! is! on! performance! and! demonstration/!
provision!of!evidence!of!knowledge,!skills!and!attitude!to!a!specific!level!of!competence!
in!accordance!with!a!national!occupational!standard.!!This!concept!of!outcome!based!
approach!demands!that!the!program!curriculum!design!define!appropriate!outcomes,!
contents! and! methods! or! strategies! of! learning! so! that! TVET! programs! facilitate!
learning!processes!which!assist!the!trainees!developed!the!required!competences.!
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Moreover,!the!roles!of!the!learning!facilitator/teacher!as!well!as!the!trainees!change!
significantly.! ! The! approach! required! much! involvement! of! the! trainee! specifically! in!
acquiring!and!mastering!the!learning!outcomes.!While!the!teacher/!facilitator!main!role!
is! to! provide! opportunities! aimed! at! helping! the! trainees! acquire! and! master! the!
required!competences.!
!!
In!this!context,!the!Training,!Teaching!and!Learning!Materials!or!TTLM!are!necessity!
in!the!learning!process.!TTLM!does!not!only!serve!as!the!enabling!element!but!also!as!
a!guide!to!both!the!facilitator/teacher!and!the!trainee!in!attaining!the!defined!learning!
outcomes!of!the!program.!!
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Thus,!this!manual!is!prepared!to!assist!teachers!and!anyone!else!willing!and!able!to!
undertake! or! participate! in! the! development! of! TTLM.! ! This! reference! manual! is!
intended! as! a! user! friendly,! practical! guide! to! preparing! an! outcome! based! TTLM.!!
Though!this!may!be!read!as!a!self.contained!reference,!optimum!benefit!will!be!gained!
if!the!user!approaches!this!guide!manual!after!becoming!familiar!with!the!content!of!
the!relevant!curriculum!and!learning!modules!which!serves!as!the!main!basis!of!the!
training!program.!
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This!manual!is!intended!to!–!
•! create! a! common! understanding! of! TTLM! development! process! including! scope,!
contents!and!format!!
•! serve!as!a!reference!guide!and!providing!user.friendly!help!and!advice!to!those!who!
wants!to!develop!a!TTLM!
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Moreover,! this! manual! presents! a! TTLM! design! that! presents! relevant! specific!
attitudinal,!knowledge!and!skills!based!information.!!
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The'Training,'Teaching'and'Learning'Materials'
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There!are!different!instructional!media,!aid!or!tool!that!helps!the!teacher!and!trainee!
facilitate! instructions! and! learning.! ! They! are! generally! categorized! into! two! types! –!
print! and! non.print! materials.! ! However,! the! most! desirable! are! those! that! are! most!
effective!in!terms!of!results!and!cost.!And!one!of!these!is!the!so!called!training,!teaching!
and!learning!materials.!!
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The! training,! teaching! and! learning! materials! are! teacher.made! printed! instructional!
aid!that!supplements!the!teacher’s!oral!and!visual!instructions.!!It!is!a!well.designed!
and!carefully!developed!learning!aid!that!provides!detailed!instructions!to!the!trainee.!!
They! are! self.instructions! to! guide! the! trainee! in! learning! and! progressing! at! a! rate!
comfortable!to!them.!!It!is!also!a!serve!a!support!in!acquiring!the!learning!outcomes!
reflecting!the!competence!requirements!of!the!particular!occupation!addressed!by!the!
program! curriculum.! ! Generally,! TTLM! is! instructional! media! that! facilitates!
individualized!learning.!
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There! are! two! types! of! TTLM,! the! ‘Resource.Based’! and! ‘Self.Contained’.! ! The!
resource.based! uses! additional! materials! available! internally! or! externally! of! the!
organization!or!institute!such!as!textbook,!journals,!periodicals,!handouts!or!manuals!
to! provide! the! needed! information! leading! to! acquisition! of! the! intended! learning!
outcome.! ! While! the! self.contained! TTLM! provides! all! the! necessary! information!
needed!to!understand!and!acquire!the!identified!learning!outcome.!!The!trainee!does!
not!need!to!access!additional!reference!material.!
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Features!of!training,!teaching!and!learning!material!–!
•! directly!related!to!the!occupational!standards!and!the!curriculum
•! an! instructional! media! that! is! individualized,! self.faced! instruction! allowing! the!
trainee!to!learn!and!move!along!independently!without!much!or!constant!direction,!
correction!and!instruction!from!the!teacher!
•! designed!by!the!teacher!to!fit!local!condition!and!appropriate!to!intended!trainees!
•! designed!in!a!way!that!address!the!learning!for!all!the!learning!outcomes!within!one!
learning!module!!
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TTLM!help!provide!effective!training!by!–!
•! presenting!a!wide!variety!of!learning!resourced!and!activities,!such!as!books,!
media!or!hands.on!practice!that!are!appropriate!for!the!competence!being!learned!
•! providing!learning!materials!that!are!available!when!trainees!need!them!and!that!
they!can!use!at!their!own!pace!
•! providing!needed!structure!to!the!learning!process!by!giving!detailed!instructions!
about!what!to!do!and!when!to!do!it!
•! organizing!the!training!program!by!competence!making!the!unit!of!competence!
the!basic!unit!of!the!curriculum!just!as!they!are!on!the!job!
•! providing!means!of!upgrading!the!quality!of!instructions!based!on!the!test!results!
and!inputs!from!trainees!

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•! checking!each!trainee’s!progress!towards!mastering!the!competence!
•! providing!a!system!of!learning!that!the!trainee!have!more!active!involvement!
•! ensuring!that!trainees!receive!the!same!instructions!with!the!rest!of!the!class!
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Benefits!of!TTLM!–!
•! useful!when!contents!are!not!available!in!textbooks,!manuals,!etc.!
•! helpful!in!ensuring!that!the!trainee!remember!the!required!information!
•! useful!in!providing!a!permanent!record!of!the!content!of!the!training!program!
•! useful!as!a!critical!component!of!an!individualized!instructional!system!
•! helpful!when!trainee!missed!a!lesson!
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Organization'of'TTLM'
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Chart!1:!!Organization!of!TTLM!from!the!Unit!of!Competence!
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' TTLM!
' Curriculum!
' Occupational' Learning!Outcome!1!
' Standard' Learning! Teacher’s!
Learning!Outcome!2! Guide!
' Module!
' Learning!Outcome!3!
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' Unit'of' OR'
' Competence'
' Learning!Outcome!1! Learning!
' Learning! Learning!Outcome!2! Guide!#3!
' Module!
Learning!
' Module!
' Learning!Outcome!1! Assessment!
' Learning!Outcome!2! Packet!
' Learning!Outcome!3!
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Components'of'TTLM''
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The!TTLM!is!composed!of!three!packages!that!serve!as!learning!aids!in!meeting!the!
learning!outcomes!of!the!training!program.!!The!titles!of!the!packages!are!the!following:!
a)! Teacher’s!Guide!
b)! Learning!Guides!
c)! Assessment!Packet!
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The!Teacher’s)Guide!is!a!companion!document!that!guides!the!teacher!in!facilitating!
the! learning! activities! in! accordance! with! the! curriculum! design.! There! is! only! one!
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Guide!to!Training,!Teaching!and!Learning!Materials!Development! !
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teacher’s!guide!for!every!TVET!program!and!it!must!contain!all!the!information!and!
activities! intended! as! designed! by! the! curriculum.! ! The! information! provided! in! this!
document!includes!the!following!–!
•! Cover!page!–!presents!the!title!and!qualification!level!of!the!TVET!program!that!the!
guide!addresses!and!the!institute!logo!and!title.!!!
•! Introduction!–!gives!the!teacher!the!overview!of!the!TTLM!and!general!introductory!
information!about!what!the!trainees!are!going!to!learn!and!the!activities!they!have!
to!perform,!the!mechanics!of!the!training!and!how!to!administer!the!learning!guides!
•! Matrix!of!Competence!–!provide!the!list!of!competences!that!the!trainee!have!to!
acquire!at!the!end!of!the!training!program!with!their!corresponding!learning!module!
title!and!learning!outcomes!
•! Learning!Methods!/!Training!Mechanics!–!explains!the!flow!of!training!and!learning!
activities!or!events,!the!learning!methodologies!and!strategies!that!will!be!used!or!
applied!for!the!attainment!of!the!overall!goal!of!the!program!
•! Session! Plans! –! detail! the! delivery! of! content! coverage! by! learning! outcome! as!
defined!in!the!learning!module!and!link!learning!guides!to!the!session!
•! Assessment! Context! –! provides! the! design! of! assessment! as! presented! in! the!
learning! guides! and! includes! the! evidence! plan,! key! to! correction! on! the! self.
assessment!and!LAP!testc!also!provides!the!summative!assessment!rating!sheet!
and!evaluation!guide.!
•! List! of! Support! /! Reference! Materials! –! the! complete! title! and! description! of!
reference!materials!or!textbooks!that!are!mentioned!in!the!learning!guide,!where!
they!are!located!or!can!be!obtained.!
•! Annexes!–!contains!the!Trainees!Test!Guide!(Practical!Test)!and!Knowledge!Test!
for!summative!assessment!!
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The!Learning)Guide!is!either!a!self.contained!or!resource.based!packet!of!information!
and!learning!activities.!!It!tells!the!trainee!what!need!to!do,!when!and!how!to!do!it!and!
what!the!teacher!expects!from!him/her!to!know!and!be!able!to!do!once!the!learning!
activities!are!completed.!!It!informs!the!trainee!what!is!to!be!learned!and!masteredc!!!
motivates!trainee!to!want!to!learnc!recalls!the!trainee!of!any!pre.requisite!learning!or!
background!knowledge!or!skills!needed!to!master!the!required!learning!outcomes!or!
tasksc!presents!instructions!appropriate!for!the!tasks!for!each!learning!outcomec!and!
lastly,!provide!appropriate!application!or!practice!of!what!was!presented.!
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The!following!are!the!parts!of!the!learning!guide:!
•! Cover)page!presents!the!title!and!qualification!level!of!the!TVET!program,!the!unit!
of!competence!and!module!title!and!number!and!the!learning!guide!is!intended,!the!
learning!guide!(LG)!code,!the!institute!logo!and!title,!and!the!number!of!the!learning!
guide!in!reference!to!the!whole!program.!
•! Instruction)sheet!tells!the!trainee!the!objectives!of!the!learning!guide!and!the!step!
by!step!of!what!to!do!to!complete!the!learning!activities.!!This!portion!also!informs!
the! trainee! of! what! ‘must! need! to! know’! and! be! able! to! do! once! the! activity! is!
completed,!how!the!knowledge,!attitudes!and!skills!will!be!evaluated!and!what!level!

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of! performance! is! expected.! ! It! also! provides! relation! to! what! has! already! been!
learned,!!the!pre.requisite!knowledge!attitudes!or!skills!the!trainee!must!have!before!
beginning! learning! guide,! the! criticality! of! the! task! and! importance! to! job!
performance.!
•! Information) sheet! contains! the! background! information! and! cognitive! or!
knowledge! necessary! to! understand! the! subject/topic! or! task.! ! Mostly! the!
underpinning! knowledge! and! information! are! in! forms! of! concept,! theories,! and!
trade!data.!!It!also!provides!the!lecture!notes!and!reading!assignments!that!may!be!
supplemented!with!audio,!video,!text,!illustrations,!drawings,!etc.!
•! Self;check)sheet!provides!the!self.assessment!activity!or!sets!of!questions!which!
give!the!trainee!a!chance!to!apply!or!determine!what!have!just!learned!from!reading!
the!information!sheet,!suggested!readings!or!viewing!a!film,!etc.!!Self.assessment!
questions!are!for!the!trainee!own!use.!!They!are!not!to!be!checked!by!the!teacher!
unless!the!trainee!wants!it.!It!is!never!used!as!a!basis!for!awarding!marks!or!grades.!
•! Operation) sheet! is! a! task! sheet! containing! a! set! of! instructions! or! step.by.step!
procedures!on!‘how’!to!perform!a!specific!operation,!process,!task!or!skill!that!is!
required!in!the!learning!outcome.!!It!instruct!the!trainee!to!do!a!task!or!series!of!
tasks!that!may!involve!one!or!more!operations!and!that!may!be!supplemented!with!
a!video,!audio,!book,!pictures,!illustrations!or!text,!etc.!!This!portion!of!the!learning!
guide! is! considered! the! learning! step.! ! It! contains! the! three! essential! events! in!
learning! –! presentation,! practice! and! feedback.! The! trainee! is! presented! some!
instructions!appropriate!for!the!learning!outcome!then,!provided!an!opportunity!to!
practice!or!apply!the!competence!(KSA)!presented,!and!finally,!given!the!immediate!
feedback!on!the!success!of!that!practice!by!evaluating!finished!product!or!critique!
the!performance!of!procedures.!
•! Learning)activity)performance)test)(LAP)Test)!is!the!test!designed!to!measure!
what!the!trainee!have!learned!from!the!learning!guide.!!It!is!also!a!measure!if!the!
trainee! can! put! all! the! information! together! and! make! use! of! them! to! be! able! to!
actually!do!the!job!function.!The!job!can!be!a!product,!service!or!both.!!This!is!an!
assessment! in! performing! the! specified! learning! outcome! and! form! part! of! the!
formative!assessment.!
•! List)of)Reference)Materials!is!the!enumerated!sources!where!information!used!in!
the!learning!guide!are!derived.!!
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The!Assessment)Packet!contains!the!necessary!information!that!guides!the!teacher!
in!designing!a!teacher.made!assessment!tools.!!It!can!be!in!the!form!of!written!test,!
practical! simulation/demonstration! with! oral! questioning! or! observation! of! trainee!
performing!the!actual!task!in!the!workplace.!The!packet!includes!the!template!that!can!
be! used! by! the! teacher! to! develop! assessment! tools.! It! also! describes! the!
recommended!procedures!in!conducting!outcome–based!institutional!assessment.!
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The!packet!is!more!of!a!guide!in!developing!and!conducting!institutional!assessment!
which! comprise! of! formative! and! summative! evaluation.! Summative! evaluation! is!
usually!conducted!to!determine!if!the!trainee!can!now!apply!the!competences!acquired!
during! training.! ! Generally,! this! type! of! assessment! is! used! to! measure! the! holistic!
achievement!of!the!learning!outcomes.!!While!the!formative!assessments!are!those!
assessments!administered!during!and/or!every!completion!of!learning!outcome.!!Some!
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of!them!are!contained!in!the!learning!guides.!The!LAP!test!form!part!of!the!formative!
assessment.!
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There!is!only!one!assessment!packet!for!every!TVET!program!
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Guides'in'TTLM'Development'!
The!learning!materials!must!be!of!high!quality!and!usable!to!the!trainees.!They!must!
be!well!written!and!at!the!appropriate!level.!Writing!well!means!that!explanations!are!
brief! and! clear.! Sentences! are! complete! (subject,! verb,! and! object)! and! correctly!
punctuated.!Words!are!spelled!right!and!capitalized!according!to!the!rules.!
!
It!also!means!that!the!contents!are!logically!organized,!with!the!transitions!provided!
between!ideas.!Paragraph!should!start!with!a!clear!and!appropriate!topic!sentence!and!
the!words!used!are!not!only!the!best!words!to!clearly!state!the!idea,!but!are!words!in!
the!trainee’s!vocabulary.!Finally,!once!written,!a!reading.level!check!indicates!that!the!
material!is!appropriate!to!intended!trainees.!
!
TTLM! writer! can! improve! the! writing! skills,! if! necessary,! by! referring! to! appropriate!
English!texts!or!taking!a!technical!writing!course!as!part!of!professional!development!
activities.!!Tips!in!preparing!TTLM!–!
•! use!language!that!is!straightforward!and!easily!understood!by!the!trainee!
•! supplement!the!words!with!illustrations!and!diagrams!
•! limit!each!instruction!sheet!to!one!or!two!sheets!only!!
•! separate!the!various!items,!points!or!paragraph!by!spacing,!and!by!number!or!
bullets!
•! develop!a!uniform!format!for!all!instruction!sheets!
•! use!bold!or!italicized!!fonts!to!emphasize!or!to!distinguish!between!heading,!
subheading!and!content!
•! writing!style!should!be!on!active!voice!/!verb!
•! be!consistent!with!the!use!of!!terminology!to!avoid!confusion!
•! include!only!relevant!information!and!present!them!in!a!logical!order!
•! illustrations!need!to!be!well!presented!and!clearly!labeled!
•! material!must!be!carefully!!proofread!and!corrected!before!production!
•! in!writing!information!sheet!observe!the!following!–!
!! start!with!an!outline!by!identifying!the!major!key!points!
!! write!the!content!within!the!reading!level!of!the!trainees!
!! acknowledge!the!sources!of!information!
!! suggest!additional!sources!of!information!
!! construct!the!sheet!so!that!it!is!usable!and!easy!to!file!for!future!!

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reference!
!! make!the!sheet!attractive!in!appearance)
•! in!writing!operation!sheet!observe!the!following!–!
!! describe!or!name!the!operation!clearly!
!! use!the!correct!and!accepted!occupational!and!technical!terminology!
!! list!in!proper!order!all!the!steps!involved!in!performing!the!operation!
!! state!the!instructions!in!clear!and!concise!language!
!! use!illustrations,!diagrams,!or!drawings!to!clarify!the!steps!
!! indicate!any!special!safety!precautions!or!sanitary!standards!to!be!met!
!! indicate!any!critical!points!that!are!essential!to!the!success!of!the!operation!
!! state!the!accepted!criteria!for!the!quality!of!the!operation!
!! list!jobs!in!which!the!operation!may!appear!
•! in!writing!or!preparing!the!LAP!test!observe!the!following!–!
!! identify!the!operations!to!be!addressed!by!the!lap!test!!
!! select!a!job!task!that!relates!to!the!performance!objectives!of!the!training!
program!
!! identify!the!tools,!equipment,!supplies,!and!materials!the!trainee!will!need!
!! include!illustrations,!plans!and!specifications,!and!drawings!to!aid!trainee!in!
doing!the!job!
!! sequence!the!operations!in!a!logical!manner!
!! indicate!how!the!trainee’s!work!will!be!evaluated!and!directions!for!checking!
the!accuracy!in!the!performance!of!the!tasks!
!! indicate!safety!precautions!to!be!observed,!sanitary!conditions!to!be!
maintained!!
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Steps'in'Formulating'Learning'Guides'
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Step)1' Identify'your'users!
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! • identify!you!intended!user!
! • determine!their!needs!–!
! ! low!literacy!
! ! preferred!learning!style!
! ! ! ! attitude!to!learning,!etc.!
! ! ! ! ! ! ! ! !
)
Step)2! Select'a'learning'module!
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! • identify!the!TVET!program!you!want!to!prepare!TTLM!
! • review!the!prepared!curriculum!
! • select!the!learning!module!you!want!to!do!first!from!the!prepared!
) curriculum!!
)
Step)3!! Identify'the'learning'outcomes'
!
! • identify!the!corresponding!learning!outcomes!of!the!learning!module!
! • learning!outcomes!are!already!stated!in!the!learning!modules!
! • write!each!learning!outcome!on!a!separate!sheet!of!!paper!
) • review!the!written!module!content!coverage!
• separate!the!contents!by!learning!outcome!!
))))))))))))))))))))))))
) • identify!the!knowledge,!attitudes!and!skills!–!based!content!
)
Step)4!! Develop'a'content'plan''
!
! A! content! plan! is! a! content! plan! that! provides! a! map! of! the! learning!
! experiences! that! you! intended! to! involve! your! trainees.! ! It! connects!
! learning!activities!and!assessment!tasks!to!the!learning!process.!!It!is!
! also!a!working!document!that!outlines!the!proposed!learning!experience!
! for!your!trainees.!!In!brief,!content!plan!should!–!
! ! outline!the!sequence!of!the!learning!outcomes!as!designed!in!the!
! curriculum!!
! ! identify!major!headings!and!subheadings!(topics,!themes,!issues)!
! ! list!in!bulleted!form!your!proposed!content!(teaching!points)!
! ! outline!the!sequence!of!the!proposed!content!
! ! include!proposed!learning!activities!
! ! include!proposed!assessment!tasks!
) Good!content!plan!helps!the!writing!process!by!giving!a!framework!and!
) structure!to!follow.!
) Generally,! the! content! coverage! should! follow! the! content! of! the!
) learning!module.!However,!content!can!be!added!if!necessary.!There!is!
) the!rule!of!the!thumb!that!“you!can!add!but!you!cannot!minus”!from!the!
) content!of!the!learning!module.!
Step)5! Prepare'session'plans!
!
• finalize!the!main!topics,!theme!and!issues!by!the!learning!outcome!
• you!can!decide!by!–!
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!
! brainstorming!with!other!related!teachers!and!subject!matter!experts!
! review!how!the!topics!have!been!delivered!before!!
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)
)
)
)
)
)
)
)
)
Step)6! Sequence'the'learning!
!
Once!you!have!decided!on!the!content!of!the!materials!and!any!links!that!
!
need! to! be! made,! you! need! to! decide! on! the! overall! sequence! and!
!
structure!of!the!content.!You!can!ask!yourself!the!question!“in!what!order!
!
am!I!going!to!teach!the!content?”!
!
! Try! to! arrange! the! topics! into! a! logical! teaching! sequence! or! learning!
! process! by! allocating! numbers! against! them.! What! will! you! teach! first,!
! second,!etc.!!After!finalizing!the!sequence!of!topics,!rearrange!also!your!
) sequence!in!the!session!plan.!!Learning!guide!topics!and!session!plan!
topics! must! be! the! same! in! sequence! and! title.! And! they! must! be!
) presented!in!the!Learning!Guide!as!sequenced!in!the!session!plan.!
)
) !
Step)7! Draw'out'the'teaching'points!
!
! What!are!the!main!teaching!points!you!want!to!make!about!each!topic?!
! Your!teaching!points!are!the!main!statements!you!want!to!make!about!
! the!subject!matter.!!For!example!–!
! • definition,!facts!and!explanation!
! • safety!points!(attitudes)!
! • underpinning!skills!and!knowledge!
) • diagrams,!graphics,!illustrations,!etc.!
) • procedures,!methods!or!steps!
) Each!teaching!points!may!form!the!basis!for!a!paragraph!or!two.!!If!you!
) are!writing!more,!you!may!need!to!include!some!sub!topics.!
)
Step)8! Develop'learning'activities!
! • vary! learning! activities! to! keep! trainees! interested! and! to! cater! for!
! different!learning!styles!
! • give!clear!instructions!–!
!
! what!exactly!do!you!want!the!trainee!to!do!!
!
! ! if! you! are! asking! the! trainee! to! do! some! tasks! make! sure! you!
! describe!the!essential!steps!the!trainee!need!to!do!and!why!
! ! if!you!asking!for!a!written!response!!be!specific!about!how!big!the!
answer!you!expect!for!example,!list!three!reasons!why!…!
)
Step)9! Develop'assessment'tasks'
!
Make!sure!the!assessment!tasks!–!
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! • address!the!assessment!criteria!and!methods!of!assessment!
!
• require!demonstration!of!competence!in!a!real!or!simulated!workplace!
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!
!
!
!
!
!
)
Step)10!Start'writing'and'put'all'them'in'the'approved'format'and'templates!
!
!
Steps'in'the'Pilot'Run'of'Learning'Guides'
!
Even!though!the!writer.developer!went!to!a!deal!of!effort!to!prepare!the!TTLM,!it!may!
not!use!well.!The!only!way!one!can!find!out!is!to!try!it!out.!Testing!the!newly!developed!
learning!materials!involved!two!stages.!The!first!stage!is!to!have!a!two!or!three!trainees!
sit!down!with!the!rough!draft!and!go!through!it!from!beginning!to!end.!!See!if!it!makes!
sense!and!ironed!out!rough!spots,!and!then!the!retype!incorporating!the!corrections!
and!acceptable!modifications!or!changes.!
!
Phase!two!is!to!give!the!retyped!version!to!a!small!number!of!trainees!for!field!testing!
to!see!if!they!can!master!the!task.!After!correcting!any!problems,!the!TTLM!is!ready!for!
general!use.!!
!
The!goal!in!the!initial!tryout!is!not!really!to!see!how!well!the!learning!material!works.!
But!to!see!if!a!typical!or!average!trainee!can!easily!follow!it!from!start!to!finishc!does!
the!learning!guide!make!efficient!use!of!the!trainee’s!time!and!!can!it!help!in!attaining!
the! targeted! learning! outcome.! ! Here! are! some! steps! that! can! assist! in! conducting!
initial!tryout!of!a!new!TTLM!–.!
!
Step)1' Go! back! through! the! rough! draft! once! more! and! make! sure! that! all!
components! are! there.! Check! the! competence,! introduction,! LOs,! and!
learning!steps!for!accuracy!and!completeness.!For!this!initial!try!out!the!
guide! need! not! be! typed,! make! sure! that! it! is! legible,! through.print! if!
possible.!
!
Step)2! Assemble!all!learning'resources!called!for!in!the!learning!steps.!Check!
to!make!sure!that!the!external!resources,!such!as!books!are!referred!to!
accurately.!Make!sure!that!instruction!sheets!and!self.checks!referred!to!
in!the!guide!are!included.!
!
Step)3!! Place!all!learning!resources!where!they!normally!would!be.!Place!tools!
in! their! proper! location,! materials! where! they! are! typically! stored,! and!
reference!books!and!media!where!they!will!be!kept!for!general!use.!
!
Step)4!! Select! one! or! two! average! or! above.average! trainees! to! conduct! the!
initial!tryout.!Selecting!a!trainee!of!exceptionally!high!or!low!ability!will!not!
give! you! a! fair! test.! If! possible,! have! each! trainee! try! out! the! guide!
separately.!
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Step)5! Orient!the!trainees.!Explain!exactly!what!you!are!doing!and!why.!It!is!very!
important!that!trainees!understand!that!they!are!not!being!evaluated.the!
competence.based!learning!material!is.!Tell!them!to!expect!them!to!find!
problems!with!the!learning!materials!that!is!why!you!are!trying!it!out.!Tell!
them! to! go! through! the! learning! materials! and! its! resources! just! as! a!
typical! trainee! would.! Ask! them! to! mark! anything! in! the! competence.
based!learning!material!that!is!unclear.!
!
Step)6!!!Look!and!listen.!Get!out!of!the!way!and!carefully!observe!that!trainee!go!
through!the!learning!materials.!Every!place!the!trainee!must!ask!you!a!
question! or! get! a! clarification! in! a! trouble! spot.! On! a! photo! copy! of! a!
guide,!take!notes!each!time!a!trainee!has!a!problem!or!a!question.!
!
Step)7!! Ask!each!trainee!what!they!thought!of!the!learning!material.!Do!not!ever!
discourage!criticism!from!the!traineec!Encourage!them!to!be!honest.!Ask!
them!what!they!like,!what!they!do!not!like,!and!what!was!confusing.!Their!
comments!could!help!improve!the!learning!materials!and!make!it!more!
effective.!
!!
Step)8)Make!the!necessary!changes!in!the!TTLM!and!have!it!typed!and!duplicated!
for!a!number!of!copies!for!the!field!test.!

'
Content'Relationship'of'Learning'Module'(LM)'and'TTLM'
'
The!teaching!of!knowledge,!attitudes!and!skills!has!to!be!conducted!in!relation!to!the!
Curriculum! and! the! Units! of! Competence.! ! The! Curriculum! has! to! be! seen! as!
assistance!to!the!teacher,!a!helping!hand,!in!delivering!the!training.!
'
In!the!outcome.based!TVET,!no!occupation!can!be!learnt!without!the!necessary!theory.!
For!this!reason!the!applied!theory!of!the!occupation!taught!must!be!imbedded!in!every!
sequence!of!practical!learning!and!should!take!place!not!only!in!the!classroom!but!also!
in!the!real!workplace!or!industry.!!
!
The! confrontation! with! the! theory! promotes! the! process! of! enlightenment! in! the!
practical!work!and!allows!the!learners/trainees!to!place!the!momentary!task!in!a!larger!
context.!The!theory!is!at!the!same!time!the!foundation!for!further!training!and!education!
and! up.grading.! It! must! be! imparted! in! a! special! manner,! running! parallel! to! the!
practical!work!as!much!as!possible.!!!
!
Hence,!all!the!topics!of!the!practical!training!are!related!to!the!topics!of!the!theory!and,!
these!topics!must!be!also!related!or!derived!from!the!learning!modules.!!Remember!
the! learning! modules! are! the! translation! of! the! units! of! competence! in! the! training!
context.!!The!content!relationship!is!illustrated!in!the!succeeding!pages!–!
!
Chart'2:'Content'Relationship'of'OS,'Curriculum'and'TTLM'
'
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!
Session'Plan'
1! Teacher’s'
Learning' Guide!
Unit'of' Session'Plan'
Outcome'1!
Learni Learning'
Competenc 2!
ng' Learning' Guide'#3!
e! Modul Session'Plan'
Outcome'2!
e! 3! Assessment'
Learning' Packet!
Outcome'3!
!
!
The! following! are! sample! illustrations! of! how! information! from! learning! module! is!
transferred!to!the!TTLM!particularly!in!the!Teachers!Guide!and!Learning!Guide.!The!
session! plan! represents! the! Teachers! Guide! while! the! Instruction! Sheet! for! the!
Learning!Guide.!
'''''''
Learning'Module' ' ' '''''''''Session'Plan'

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Session'Plan! Learning'Guide!
'
Instruction Sheet Learning Guide #1

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!

This!learning!guide!is!developed!to!
provide!you!the!necessary!
information!regarding!the!following!
content!coverage!and!topics!–!
• Introduction!to!the!Module!
• Definition!of!Terms!
• Understanding!Job!
Specifications!and!
Requirements!
• Material!Specifications,!Uses,!
Handling!and!Preparation!
• !Different!Tools,!Equipment,!Its!
Uses!and!Operations!
This!guide!will!also!assist!you!to!
attain!the!learning!outcome!stated!in!
the!cover!page.!Specifically,!upon!
completion!of!this!Learning!Guide,!
you!will!be!able!to!–!
• !understand!job!specifications!
and!requirements!
• !organize!work!to!maximize!
safety!and!productivity!
• !prepare!materials,!tools!and!
equipment!
• !establish!safe!working!
environment!!
• !identify!suitable!electrical!
power!outlet!
Learning'Activities!
1. Read!the!specific!objectives!
of!this!Learning!Guide.!!
2. Read!the!information!written!
in!the!“Information!Sheet!”.!
3. Accomplish!the!“Self.check!”!
in!pages!6.7.!
4. If!you!earned!a!satisfactory!
evaluation!proceed!to!
“Operation!Sheet”!in!page!8.!!
However,!if!your!rating!is!
unsatisfactory,!see!your!
teacher!for!further!instructions!
or!go!back!to!Learning!Activity!
#2.!
5. Read!the!“Operation!Sheet”,!
try!to!understand!the!
description!and!procedures!
discussed!and!practice!the!
exercises!illustrated.!Go!to!
your!teacher!if!you!need!
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answers!to!your!questions!or!
!
! you!need!assistance!in!
understanding!a!particular!
'
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'

Appendix'A:' Glossary'of'Terms''
Term' Definition'
Assessment! Process!of!collecting!evidence!and!making!judgments!on!
whether!competence!has!been!achieved.!
Competence! The!possession!and!application!of!knowledge,!skills!and!
attitudes!to!perform!work!activities!to!the!standard!
expected!in!the!workplace.!
Cooperative! TVET!that!is!provided!in!cooperation!between!employers!
Training! and!a!TVET!institution.!Cooperative!training!usually!takes!
the!form!of!training!at!a!public!or!private!TVET!institution!
for!part!of!the!time!and!in!the!industry!for!the!other!part!of!
the!program!duration.!
Curriculum! A!comprehensive!description!about!all!relevant!aspects!of!
a!TVET!Program,!including!TVET!Program!Design!and!
Learning!Modules.!A!plan!incorporating!a!structured!series!
of!intended!learning!outcomes!and!associated!learning!
experiences.!Curricula!are!based!on!the!applicable!
Ethiopian!Occupational!Standard!(EOS)!the!TVET!
Program!is!addressing.!!
Ethiopian! Defines!the!competences!that!a!person!or!individual!must!
Occupational! possess!to!be!able!to!perform!and!be!productive!in!the!
Standard!(EOS)! world!of!work.!!It!is!composed!of!units!of!competence!that!
define!a!particular!scope!of!work!resulting!in!a!product,!
service!or!decision.!
Occupational! Process!of!determining!if!the!person!possessed!the!required!
Assessment! competences!stated!in!the!occupational!standard.!
Training.,! Training,! Teaching! and! Learning! Materials! (TTLM)! are! all!
Teaching.!and! types! of! materials! suitable! or! specifically! designed! and!
Learning!Materials!! developed!to!support!occupational!learning!processes!.!and!
thus!.!helping!to!achieve!the!desired!learning!outcomes.!
Occupation! Is!the!type!of!work,!which!an!individual!does!to!earn!a!
living,!often!defined!in!terms!of!the!broad!range!of!
competences!or!duties!required!to!do!it.!
Qualification! The! certification! awarded! to! a! person! as! recognition! of!
achievement! of! cluster/group! of! competence! that! meet!
industry! requirements! for! useful! work! and! in! accordance!
with! the! title! and! description! of! the! National! TVET!
Qualifications!Framework!or!NTQF.!
'
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Appendix'B:''TTLM'and'Learning'Guide'(LG)'Coding'
!
!
TTLM!Title:!!!!Masonry!Level!II!
!
TTLM!Code:!!CON!MAS2!!TTLM!!!0112v1! !
!!
Fourth!group!of!six!numbers!
signify!the!month!and!the!year!of!
development!and!the!letter!with!
number!present!the!version!of!
the!TTLM!!
!
Third!group!of!four!letters!stand!for!Training,!
Teaching!and!Learning!Material!
!
!
Four!characters!in!the!second!group!signify!the!
occupational!title!expressed!as!a!work!function!
e.g.! MASONRY' LEVEL' II' and! qualification!
level!written!in!numerical!form''
!
First!three!characters!signify!the!industry/sector!acronym!
e.g.!CONSTRUCTION!
!
!
!
LG!Code:!!CON!MAS2!!M01!!LO7.07!
!
Fourth!group!of!four!characters!
signify!the!Learning!Outcome!
and!Learning!guide!number!(the!
learning!guide!number!is!in!
series/continuous!for!the!whole!
program)!!
!
Third!group!with!letter!M!(stand!for!Module)!
and!two!numbers!signify!the!numerical!order!
of!the!specific!Module!
!
Four!characters!in!the!second!group!signify!the!
occupational!title!expressed!as!a!work!function!
e.g.! MASONRY' LEVEL' II' and! qualification!
level!written!in!numerical!form''
!
First!three!characters!signify!the!industry/sector!acronym!
e.g.!CONSTRUCTION!
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Appendix'C:''Session'Plan'Coding'
!
''''''''''''''''''''''
Code:!!! !!!!!Session'PlanS7''(M01SLO7)!!!!!!
!!
Third!group!of!letters!and!
number!signify!the!acronym!
and!number!of!Learning!
Outcome!as!stated!in!the!
Learning!Module!
!
The!letter!M!and!number!signify!the!
Learning!Module!number!as!
sequenced!in!the!Curriculum!being!
addressed!by!the!session!plan!!
!
The!words!and!number!here!signify!the!term!
‘Session!Plan’!in!title!case!form!with!a!dash!and!
number!of!session!plan!in!series!for!the!whole!
program!/!course'
!
!!!!!!!!!!!!
!
!
!
!
!
!
!
!
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!
Appendix'D:''Sample'Teacher’s'Guide'
!
(Please note 1 - in this sample teacher’s guide, statements written in blue ink are
additional explanation or information and they should be deleted when preparing the
actual teacher’s guide; the statements in red ink are samples only and they should
be changed with the actual content.)
(Please note 2 - this sample also serves as format of the teacher’s guide.)
!
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! !
Logo! Name!of!Institution!
'
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Masonry Level II
!
!
!
!

TTLM Code: CON MAS2 TTLM 0112v1

!
!

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!
Introduction' '
!
This! Teacher’s! Guide! is! developed! to! assist! you! in! delivering! the! Masonry! Level! II!
training!program.!!It!is!usually!designed!as!a!resource!to!support!the!learning!activity.!!
!
The! Masonry! Level! II! Training! is! developed! to! equip! the! trainees! with! the! required!
competences!in!setting.out!masonry!structures,!producing!bricks!and!blocks,!erecting!
brick! and! block! structures,! laying! multi.thickness! walls! and! piers,! repairing! and!
rectifying! masonry! structure,! using! brick/block! laying! tools! and! equipment,! laying!
natural! stone,! constructing! masonry! steps! and! stairs,! working! in! team! environment,!
participating! in! workplace! communication! and! lastly,! developing! business! practice.!!
The!Program!is!consists!of!eleven!(11)!learning!modules!covering!the!eleven!(11)!units!
of!competence.!
!
This!teacher’s!guide!covers!all!the!eleven!(11)!learning!modules!and!it!will!assist!you!
in!delivering!the!said!program!and!achieving!its!learning!objectives!and!outcomes.!!It!
also!provides!information!in!the!organization!of!the!learning!guides!and!assessment!
packets.!!The!learning!guides!are!aid!to!the!trainees!by!telling!them!what!need!to!do,!
when!and!how!to!do!it!and!the!expectations!once!the!learning!activities!are!completed.!!
While! the! assessment! packet! guide! you! in! developing! the! tools! or! instruments! to!
measure!trainee’s!overall!achievement!of!the!stated!competence.!Thus!it!is!important!
for!you!to!understand!the!design!of!this!program!and!the!mechanics!in!which!it!shall!be!
delivered.!
!
Your! role! as! the! teacher! is! to! provide! opportunities! aimed! at! helping! the! trainees!
develop!and!improve!their!competences.!You!are!expected!to!guide!and!assist!them!
as!they!go!through!the!learning!activities!and!actual!work.!!!
!
!
Learning'Modules'

Unit'of'Competence' Learning'Modules'and'Code'
CON!MAS2!01!0210! Set.out!Masonry! CON!MAS2!M01!0210!
Structures! Setting.out!Masonry!Structures!
CON!MAS2!02!0210! Produce!Bricks!and! CON!MAS2!M02!0210!
Blocks! Producing!Bricks!and!Blocks!
CON!MAS2!03!0210! Erect!Bricks!and! CON!MAS2!M03!0210!
Blocks!Structures! Erecting!Bricks!and!Blocks!Structures!
CON!MAS2!04!0210! Lay!Multi.thickness! CON!MAS2!M04!0210!
Walls!and!Piers! Laying!Multi.thickness!Walls!and!Piers!
CON!MAS2!05!0210! Repair!and!Rectify! CON!MAS2!M05!0210!
Masonry!Structures! Repairing!and!Rectifying!Masonry!
Structures!

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CON!MAS2!06!0210! Use!Brick/Block! CON!MAS2!M06!0210!

Laying!Tools!and! Using!Brick/Block!Laying!Tools!and!
Equipment! Equipment!
CON!MAS2!n…! ! !
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Learning'Outcomes'and'Assessment'Criteria'!
Unit'of'Competence' SetSout'Masonry'Structures'
Module'Title' CON'MAS2'M01'0210''SettingSout'Masonry'Structures'
LO'1' Plan'and'prepare'for'work'
Assessment!Criteria! •! Work!instructions,!including!plans,!specifications,!quality!
requirements!and!operational!details!are!obtained,!
confirmed!and!applied.!
•! Safety!requirements!are!followed!in!accordance!with!
safety!plans!and!policies.!
•! Signage!or!marks!for!the!fence!requirements!are!identified!
and!implemented.!
•! Tools!and!equipment!selected!to!carry!out!tasks!are!made!
consistent!with!requirements!of!job,!checked!for!
serviceability!and!any!faults!are!rectified!or!reported!prior!
to!commencement.!
•! Materials!are!identified!and!quantity!requirements!
calculated!in!accordance!with!plans!and/or!specifications.!
•! Materials!appropriate!to!the!work!application!are!obtained,!
prepared,!safely!handled!and!located!ready!for!use.!
•! Environmental!protection!requirements!are!identified!for!
the!project!in!accordance!with!environmental!plans!and!
regulatory!obligations!and!applied.!
LO'2' Identify'and'indicate'site'boundaries'
Assessment!Criteria! •! Survey!pegs!at!corners!of!site!are!located!and!identified!in!
accordance!with!job!drawings!and!specifications.!
•! String!lines!are!set!accurately!into!position!to!identify!
boundaries!of!site!in!accordance!with!site!plan!and!survey!
pegs.!!
LO'3' Set'out'first'line'for'building'alignment'
Assessment!Criteria! •! Measurements!of!building!line!from!boundary!or!existing!
building!are!determined!from!site!drawings.!
•! Approximate!position!and!length!of!line,!plus!building!
clearance!measurement!at!each!end!is!determined!for!
profile!location!in!accordance!with!site!plan!and!survey!
pegs.!
•! Pegs!and!profiles!are!installed!approximately!level!across!
and!between!one!another!with!adequate!provision!to!mark!

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footing!width!on!profile!in!accordance!with!job!drawings!
and!specifications.!
•! Location!for!line!is!accurately!marked!with!nails!on!profiles!
and!line!set!taut!into!position!to!true!alignment!with!
boundary!in!accordance!with!job!drawings!and!
specifications!without!error.!
LO'4' Set'out'right'angled'corners'
Assessment!Criteria! •! Corner!of!building!is!determined!on!set!building!line!to!
true!measurement!from!adjacent!boundary!and!
marked!with!peg!in!accordance!with!job!drawings!and!
specifications.!
•! Right!angle!is!set!up!to!line!from!corner!peg!using!3!–!
4!–!5!methods.!
•! Profiles!are!installed!to!approximate!level!of!other!
profiles!and!line!set!taut!to!right!angled!alignment.!
LO'5' Install'other'building'lines'
Assessment!Criteria! •! Profiles!for!remaining!building!lines!are!installed!to!
appropriate!locations,!approximately!level!with!
established!hurdles!in!accordance!with!job!drawings!
and!specifications.!
•! Measurement!for!remaining!building!lines!are!
accurately!marked!and!nailed!on!profiles!to!
dimensions!from!site!drawings.!
•! String!lines!are!set!taut!into!position!to!nailed!locations!
on!hurdles!in!accordance!with!job!drawings!and!
specifications.!
LO'6' Checked'building'lines'for'squareness'
Assessment!Criteria! •! Diagonal!measurements!are!checked!for!square!and!
! lines!adjusted!to!provide!square!relationship!within!5!
! mm!tolerance!over!minimum!diagonal!length!of!15!m.!!
•! Measurements!are!checked!for!accuracy.!
LO'7' Clean'up'
Assessment!Criteria! •! Work!area!is!cleared!and!materials!disposed!of,!
reused!or!recycled!in!accordance!with!
legislation/regulations/codes!of!practice!and!job!
specification.!
•! Tools!and!equipment!are!cleaned,!checked,!
maintained!and!stored!in!accordance!with!
manufacturers’!recommendations!and!standard!work!
practices.!
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Unit'of'Competence' '
Module'Title' '

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LO'1' '
Assessment!Criteria! •! !
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LO'2''''''''''' '
Assessment!Criteria!! •! !
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LO'3''''''''''' '
Assessment!Criteria!! •! !
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LO'4''''''''''' '

Assessment!Criteria! •! !
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LO'5''''''''''' '

Assessment!Criteria! •! !
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LO'6''''''''''' '

Assessment!Criteria! •! !
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LO'1' '
Assessment!Criteria! •! !

LO'2' '

Assessment!Criteria! •! !

LO'3' '

Assessment!Criteria! •! !

LO'4' '

Assessment!Criteria! •! !

LO'5' '

Assessment!Criteria! •! !
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LO'6' '

Assessment!Criteria! •! !

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LO'7' '

Assessment!Criteria! •! !
•! !
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Training'Mechanics'(The!statements!written!below!explain!the!delivery!system!of!the!program.!
They!are!samples!only.!You!can!make!your!own!design!delivery!but!it!must!be!approved!by!the!institution!
management)'
!

The!Outcome.Based!Training!is!one!form!of!an!independent!learning!approach.!!This!
approach!enables!trainees!to!be!master!of!their!own!environment!and!in!charge!of!their!
learning.!!It!is!also!characterized!by!the!integration!of!theory!and!application!as!two!
dimensions!of!an!effective!learning!process.!!In!this!program,!the!competence.based!
system! is! consists! of! a! combination! of! lecture.discussion,! individualized! learning!
activities,!mentoring,!field!immersion!and!feedback.!
!
In!this!program!the!trainees!will!be!given!individual!learning!guide!to!go!through!and!
accomplish.!!They!will!be!instructed!through!this!learning!guide!to!accomplish!learning!
activities!as!part!of!the!mechanism!for!transfer!of!learning!from!the!training!situation!to!
the!job!situation.!!For!each!competence!area,!trainees!will!formulate!a!specific!learning!
plan!as!a!guide!for!applying!their!learning!to!work!setting!and!for!their!own!continuing!
self.development.! ! At! this! point,! your! role! as! the! teacher/facilitator! is! to! guide! the!
trainee!in!preparing!and!accomplishing!their!plan.!!
!
Lecture!and!discussion!of!the!topics!outlined!in!the!session!plan!should!be!performed!
first!before!the!trainees!are!instructed!to!go!to!the!workshop.!!You!are!also!required!to!
demonstrate!the!correct!steps/procedures!and!techniques!to!your!trainees!before!you!
let!them!practice.!!Insure!that!they!are!practicing!safely.!
)
Most! part! of! the! training! activities! will! be! conducted! in! the! workshop! for! better!
development!of!specific!skills.!!Aside!from!motivating!them!to!relate!concepts!and!skills!
to! their! own! work! situations,! make! sure! to! provide! the! necessary! opportunity! for!
competence!practice!and!better!internalization!of!such!concepts!and!techniques.!!The!
trainees!should!also!be!provided!the!opportunity!to!blend!with!the!actual!working!unit!
in!the!industry.!
!!
In! this! system,! it! is! important! to! develop! a! sustained! relationship! with! the! trainees!
through! a! continued! involvement,! where! you! are! to! offer! support,! guidance! and!
assistance!as!the!trainee!go!through!the!learning!activities!and!actual!work.!!!
!
With! the! mentoring! approach,! the! trainees! are! grouped! in! learning! teams! with! one!
facilitator.mentor!per!team.!!Before!learning!session!or!workshop!start!in!the!morning,!
each!team!and!mentor!meets!to!give!feedback!regarding!their!work,!or!how!the!group!
improves,!acquire!set!of!skills!for!the!members!to!become!more!effective!trainees.!!You!
are!also!to!asses!them!at!the!end!of!each!module.!!However,!they!have!to!be!ready!
before!the!assessment!and!it!should!be!them!to!request!for!it.!
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Before!the!training!start!you!should!conduct!an!orientation!session!to!brief!the!trainees!
on!how!the!training!will!proceed.!!!!
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Session'Plans'(Statements!written!in!black!ink!are!part!of!the!format)!
Session'PlanS1'(M01SLO1)'
Unit!of!Competence!! Set.out!Masonry!Structures!
Module!Title!!!!!!!!!!! Setting.out!Masonry!Structures!
LO!1!!!!!!!!!!!!!!!!!!!!!!!!!!!Plan!and!prepare!for!work!
Session!Objectives:!!!!!At!the!end!of!this!session!the!trainees!shall!be!able!to!–!
•!obtain,!confirm!and!apply!work!instructions,!including!
plans,!specifications,!quality!requirements!and!
operational!details!!
•!follow!safety!requirements!in!accordance!with!safety!
plans!and!policies!
•!identify!and!implement!signage!or!marks!for!the!fence!
requirements!are!identified!and!implemented!
! •!select,!check!for!serviceability!and!rectify!or!report!faults!
of!the!tools!and!equipment!required!to!carry!out!tasks!
•!calculate!material!quantity!requirements!in!accordance!
with!plans!and/or!specifications!
•!identify,!obtain,!prepare!and!safely!handle!materials!
appropriate!to!the!work!application!and!make!ready!for!use!
•!identify!environmental!protection!requirements!for!the!
project!in!accordance!with!environmental!plans!and!
apply!regulatory!obligations!
Nominal'
Activities' Contents' Methods''
Duration'
Sessions! 10!mins! Introduction!to!the!Module! Orientation!
Lecture.
15!mins! Work!Instruction!Contents!and!Format!
discussion!
Safety!Requirements!and!Practices!in! Lecture.
15!mins!
Setting.out!Masonry!Structures! discussion!
Regulatory!and!Environmental!Protection!
Lecture.
15!mins! Requirements!in!Setting.out!Masonry!
discussion!
Structures!
Setting.out!Masonry!Materials!Types,! Lecture.
30!mins!
Characteristics,!Handling!and!Uses! discussion!
Setting.out!Masonry!Tools!and!Equipment! Lecture.
45!mins!
Specifications,!Uses!and!Operations!! discussion!
Material!!Calculations!including!Volume,! Lecture.
45!mins!
Ratio!!and!Proportion!!! discussion!

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Individual!
Evaluation! 15!mins! Accomplishment!of!LAP!Test!
Activity!
Summary! 5!mins! Wrap.up!and!Feedback!! Discussion!
Resources! •! Learning!Guide!#1!
•! Safety!Manual!and!Guide!!
•! Working!drawing/work!instructions!
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Session'PlanS2'(M01SLO2)'
Unit!of!Competence!!!! Set.out!Masonry!Structures!
Module!Title!!!!!!!!!!!! Setting.out!Masonry!Structures!
LO!2!!!!!!!!!!!!!!!!!!!!!!!!!!! Identify!and!indicate!site!boundaries!
Session!Objectives:!!!!!At!the!end!of!this!session!the!trainees!shall!be!able!to!–!

●! locate!and!identify!survey!pegs!at!corners!of!site!in!
accordance!with!job!drawings!and!specifications!
! ●! set!accurately!string!lines!into!position!to!identify!
boundaries!of!site!in!accordance!with!site!plan!and!survey!
pegs!
Nominal'
Activities' Contents' Methods''
Duration'
Sessions! 10!mins! Recapitulation! Discussion!
Lecture.
15!mins! Boundary!Drawings!and!Specifications!
discussion!
Lecture.
15!mins! Site!Plan!Reading!and!Understanding!
discussion!
Lecture.
15!mins! Survey!Pegs!and!String.lines!Setting!
discussion!
Individual!
Evaluation! 30!mins! Accomplishment!of!LAP!Test!
Activity!
Question!and!
Summary! 5!mins! Wrap.up!and!Feedback!!
Answer!
Resources! •! Sample!site!plan!!and!job/working!drawing!
•! Job!specifications!
•! Marking!tools,!string!and!pegs!
•! Learning!Guide!#2!
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Session'PlanS3'(M01SLO3)'
Unit!of!Competence!! Set.out!Masonry!Structures!
Module!Title!!!!!!!!!!! Setting.out!Masonry!Structures!
LO!3!!!!!!!!!!!!!!!!!!!!!!!!!! Set.out!first!line!for!building!alignment!
Session!Objectives:!!!! At!the!end!of!this!session!the!trainees!shall!be!able!to!–!

! •! determine!measurement!of!building!lines!from!boundary!or!
existing!building!in!accordance!with!site!drawing!
•! determine!approximate!position!and!length!of!line,!plus!
building!clearance!measurement!at!each!end!for!profile!
location!in!accordance!with!site!plan!and!survey!pegs!
•! install!approximately!pegs!and!profiles!level!across!and!
between!one!another!with!adequate!provision!to!mark!
footing!width!on!profile!in!accordance!with!job!drawings!
and!specifications!
•! mark!accurately!location!for!line!with!nails!on!profiles!and!
line!set!taut!into!position!to!true!alignment!with!boundary!in!
accordance!with!job!drawings!and!specifications!without!
error!
Nominal'
Activities' Contents' Methods''
Duration'
Sessions! 10!mins! Recapitulation! Question!&!Answer!
Linear!Measurements!and!
60!mins! Calculations!including!Unit! Lecture.discussion!
Conversions!
Location!Line!Lay.outing!and!
15!mins! Lecture.discussion!
Marking!
Pegs!and!Profile!Formation!and! Lecture.discussion!
15!mins!
Installation! and!Demonstration!
Evaluation! 35!mins! Accomplishment!of!LAP!Test! Individual!Activity!
Discussion!of!LAP!
Summary! 10!mins! Wrap.up!and!Feedback!!
Test!Answers!

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Resources! •! Site!plan!and!drawing!
•! Marking!tools!
•! Pegs!and!string!
•! Learning!Guide!#3!

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Session'PlanS4'(M01SLO4)'
Unit!of!Competence!! Set.out!Masonry!Structures!
Module.2!Title!!!!!!!!!!! Setting.out!Masonry!Structures!
LO4!!!!!!!!!!!!!!!!!!!!!!!!!! Set.out!right!angled!corners!
Session!Objectives!!!!! At!the!end!of!this!session!the!trainees!shall!be!able!to!–!
•! corner!of!building!is!determined!on!set!building!line!to!
true!measurement!from!adjacent!boundary!and!marked!
with!peg!in!accordance!with!job!drawings!and!
specifications!
!
•! right!angle!is!set!up!to!line!from!corner!peg!using!3!–!4!–!
5!methods!
•! profiles!are!installed!to!approximate!level!of!other!
profiles!and!line!set!taut!to!right!angled!alignment!
Nominal'
Activities' Contents' Methods''
Duration'
Sessions! 10!mins! Recapitulation! Discussion!
15!mins! Building!Corners!and!Line! Lecture.discussion!
Concept!and!Application!of!3.4.5!
20!mins! Lecture.discussion!
Method!
! Right!Angle!Line!Formation!and!
20!mins! Lecture.discussion!
Alignment!
Lecture.discussion!
! 20!mins! Profiles!and!Its!Installation!
and!Demonstration!
Evaluation! 45!mins! Accomplishment!of!LAP!Test! Individual!Activity!
Summary! 5!mins! Wrap.up!and!Feedback!! Question!&!Answer!
Resources! •! Learning!Guide!#4!
•! Sample!site!plan!and!drawings!
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Session'PlanS5'(M01SLO5)'
Unit!of!Competence!! Set.out!Masonry!Structures!
Module!Title!!!!!!!!!!! Setting.out!Masonry!Structures!
LO5!!!!!!!!!!!!!!!!!!!!!!!!!! Install!other!building!lines!
Session!Objectives!!!!! At!the!end!of!this!session!the!trainees!shall!be!able!to!–!
•! install!profiles!for!remaining!building!lines!to!appropriate!
locations,!approximately!level!with!established!hurdles!in!
accordance!with!job!drawings!and!specifications!
! •! mark!accurately!measurement!for!remaining!building!lines!
and!nail!on!profiles!to!dimensions!from!site!drawings!
•! set!taut!into!position!to!nailed!locations!on!hurdles!the!
string!lines!in!accordance!with!job!drawings!and!
specifications!
Nominal'
Activities' Contents' Methods''
Duration'
Sessions! 10!mins! Recapitulation! Discussion!
15!mins! Profiles!of!Other!Building!Lines!! Lecture.discussion!
Profile!Installation!of!Other!Building!
20!mins! Lecture.discussion!
Lines!
! Measurement!and!Marking!of!Other! Lecture.discussion!and!
20!mins!
Building!Lines!Profiles!! Demonstration!
Lecture.discussion!and!
! 20!mins! String.lines!Setting!
Demonstration!
Evaluation! 85!mins! Accomplishment!of!LAP!Test! Individual!Activity!
Summary! 5!mins! Wrap.up!and!Feedback!! Question!&!Answer!
Resources! •! Learning!Guide!#5!
•! Sample!site!plan!and!drawings!
•! Sample!job!specifications!
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Session'PlanS6'(M01SLO6)'
Unit!of!Competence!! Set.out!Masonry!Structures!
Module!Title!!!!!!!!!!! Setting.out!Masonry!Structures!
LO6!!!!!!!!!!!!!!!!!!!!!!!!!! Check!building!lines!for!squareness!
Session!Objectives!!!!! At!the!end!of!this!session!the!trainees!shall!be!able!to!–!
•! check!diagonal!measurements!for!square!and!lines!
adjustment!to!provide!square!relationship!within!5!mm!
! tolerance!over!minimum!diagonal!length!of!15!m!
•! check!accuracy!of!measurements!!
Nominal'
Activities' Contents' Methods''
Duration'
Sessions! 10!mins! Recapitulation! Discussion!
Diagonal!Measurement!of!Square!
30!mins! and!Lines!Adjustment!and! Lecture.discussion!
Tolerance!
Procedures!and!Techniques!of! Lecture.discussion!and!
20!mins!
Checking!Measurement!Accuracy! Demonstration!
! Application!of!Techniques!and! Lecture.discussion!and!
20!mins!
Procedures! Demonstration!
Evaluation! 45!mins! Accomplishment!of!LAP!Test! Individual!Activity!
Summary! 5!mins! Wrap.up!and!Feedback!! Question!&!Answer!
Resources! •! Learning!Guide!#6!
•! Sample!site!plan!and!drawings!
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Session'PlanS7'(M01SLO7)'
Unit!of!Competence!! Set.out!Masonry!Structures!
Module!Title!!!!!!!!!!! Setting.out!Masonry!Structures!
LO7!!!!!!!!!!!!!!!!!!!!!!!!!! Clean!up!
Session!Objectives:!!!!! At!the!end!of!this!session!the!trainees!shall!be!able!to!–!
•! clear!work!area!and!dispose!reused!or!recycled!
materials!in!accordance!with!
legislation/regulations/codes!of!practice!and!job!
! specification!
•! clean,!check,!maintain!and!store!tools!and!equipment!
in!accordance!with!manufacturers’!recommendations!
and!standard!work!practices!
Nominal'
Activities' Contents' Methods''
Duration'
Sessions! 10!mins! Recapitulation! Discussion!
30!mins! Housekeeping!and!5S! Lecture.discussion!
Tools!and!Equipment!Cleaning!
20!mins! Lecture.discussion!
and!Maintenance!
! Concept!and!Procedures!of!
Lecture.discussion!
30!mins! Material!Disposal,!Recycling!and!
and!Demonstration!
Reuse!
! 15!mins! Waste!Management! Lecture.discussion!
Evaluation! 45!mins! Accomplishment!of!LAP!Test! Individual!Activity!
Summary! 5!mins! Wrap.up!and!Feedback!! Question!&!Answer!
Resources! •! Learning!Guide!#7!
•! Sample!materials!
•! Masonry!common!tools!and!equipment!
!
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Session'PlanS8'(M02SLO1)'
Unit!of!Competence!! !
Module!Title!!!!!!!!!!! !
LO1!!!!!!!!!!!!!!!!!!!!!!!!!! !
Session!Objectives:!!!!! At!the!end!of!this!session!the!trainees!shall!be!able!to!–!
•! !
•! !
•! !
! •! !
•! !
•! !
•! !
Nominal'
Activities' Contents' Methods'
Duration'
Sessions! ! ! !
! ! !
! ! ! !
! ! ! !
! ! ! !
! ! ! !
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Evaluation! ! ! !
Summary! ! ! !
Resources! •! !

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Session'PlanS9'(M02SLO2)'
Unit!of!Competence!! !
Module!Title!!!!!!!!!!! !
LO2!!!!!!!!!!!!!!!!!!!!!!!!!! !
Session!Objectives:!!!!! At!the!end!of!this!session!the!trainees!shall!be!able!to!–!

•! !
•! !
•! !
!
•! !
•! !
•! !
Nominal'
Activities' Contents' Methods'
Duration'
Sessions! ! ! !
! ! !
! ! !
! ! ! !
! ! ! !
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Evaluation! ! ! !
Summary! ! ! !
Resources! •! !
•! !
•! !
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Session'PlanS10'(M02SLO3)'
Unit!of!Competence!! !
Module!Title!!!!!!!!!!! !
LO3!!!!!!!!!!!!!!!!!!!!!!!!!! !
Session!Objectives!!!!! At!the!end!of!this!session!the!trainees!shall!be!able!to!–!
•! !

Nominal'
Activities' Contents' Methods'
Duration'
Sessions! ! ! !
! ! !
! ! !
! ! ! !
! ! ! !
! ! ! !
! ! ! !
Evaluation! ! ! !
Summary! ! ! !
Resources! •! !

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Assessment'Context''
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There! are! two! types! of! evaluation! used! in! determining! the! extent! to! which! learning!
outcomes!are!achieved.!!The!specific!learning!outcomes!are!stated!in!the!modules.!In!
assessing!them,!verifiable!and!observable!indicators!and!standards!shall!be!used.!!
!
The!formative)assessment!is!incorporated!in!the!learning!modules!and!form!part!of!
the! learning! process.! Formative! evaluation! provides! the! trainee! with! feedback!
regarding!success!or!failure!in!attaining!learning!outcomes.!!It!identifies!the!specific!
learning!errors!that!need!to!be!corrected,!and!provides!reinforcement!for!successful!
performance! as! well.! ! For! the! trainer/facilitator,! formative! evaluation! provides!
information!for!making!instruction!and!remedial!work!more!effective.!In!this!program!
the!LAP!Test!serves!as!the!formative!assessment.!
!
Summative)Evaluation!the!other!form!of!evaluation!is!given!when!all!the!modules!of!
the!program!have!been!accomplished.!!It!determines!the!extent!to!which!competence!
have!been!achieved.!!This!will!be!given!in!the!form!of!written!test!for!the!underpinning!
knowledge!and!demonstration!for!the!attitudes!and!skills!portion.!And,!the!result!of!the!
assessment!decision!shall!be!expressed!in!the!term!‘competent!or!not!yet!competent’.!!!
!
These! two! types! of! evaluation! form! part! of! the! training! and! they! are! considered! as!
institutional!assessment.!
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Evaluation'Tools'
'
a)! Formative!Assessment!!
•! Written!test!
•! LAP!test!
'
b)! Summative!Evaluation!
•! Comprehensive!Written!test!
►!Knowledge!Test!
•! Demonstration!with!Oral!questioning!!
►!Trainee!Test!Guide!
!

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Evidence'Plan'(Template)'
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''TVET'Program:'

Learning'Modules'covered:' !

Batch'Class:' !

Knowledge!Test!
!!Demonstration!
Ways!in!which!evidence!will!be!collected:))
)

!Questioning!

LAP!Test!
!!with!Oral!
The!evidence!must!show!that!the!trainee……!
(Statement should be in present, singular form, e.g. checks tools following standard
procedures, cleans equipment in accordance with manufacturer’s instructions, etc.) ) ! !

! ) ! !

! ) ! !

! ) ! !

! ) ! !

! ) ! !

! ) ! !

! ) ! !

! ) ! !

! ) ! !

! ) ! !

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! ) ! !
*!Critical!criteria! ) !

Prepared!by:! ! Date:! !
Checked!by:! ! Date:! !
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(Trainee!Test!Guide!Template!use!for!summative!assessment)!
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Logo' Name'of'Institution'
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TRAINEE'TEST'GUIDE'
PERFORMANCE!TEST!
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TVET!Program!title!
_______________________________'
NTQF'Level'___'
' '

Learning!Modules! !
covered! !
!
'

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General'Instructions:'
a)! This!practical!test!covers!the!following!Learning!Modules!–!
•! ....!
•! ....!
•! ....!
•! ....!
b)! You!are!to!accomplish!the!tasks!provided!in!the!specific!instructions.!
c)! You!are!given!____!hours!to!complete!them.!
d)! You!will!be!provided!with!the!following!to!complete!the!tasks!–!
•! ....
•! ....
•! ....

e)! All!your!questions!and!clarifications!should!be!addressed!to!the!teacher!
only.!
f)! Submit!this!booklet!to!your!teacher!upon!completion.!
g)! After!you!finish!this!assessment,!you!are!not!allowed!to!copy!anything!or!
tear!any!page!from!this!booklet.!!

!
Specific'Instructions:'
A.! You!are!to!accomplish!the!following!and!....!
1.! .....!
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2.! .....!
3.! .....!
4.! .....!!!
B.! ......!

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Logo' ! Name'of'Institution'
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TVET!Program!and!Level!
__________________________!
!
KNOWLEDGE!TEST!
SET!A!
!
!
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!

Name! !
Batch!Class! !

Date! !

Final!Mark! !
!
!
!
!
!
!
'

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TVET!Program!Title!and!Level!
____________"'
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KNOWLEDGE'TEST'''
SET'A'
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TABLE'OF'SPECIFICATIONS'
Total'Number' Equivalent' Earned'Marks'
Content' (Satisfactory/Not'
of'Test'Items' Marks' Satisfactory'
Test!I:!!!Multiple!Choice!Questions! ! ! !
Test!II.!!Matching!Type!Questions! ! ! !
Test!III:!!Short!Answer!Questions! ! ! !
Overall'Rating' ' '
'
INSTRUCTIONS'
'
Read!the!directions!carefully.!
!
Write!your!name,'batch'class!and'date'today'in!the!space!provided!on!the!cover!page!
of!this!test!booklet.!
!
All!written!responses!must!be!in!English.!!You!have!60'minutes!to!complete!this!test,!
but!if!you!can!finish!it!earlier,!you!may!hand!in!your!booklet!to!your!Proctor.!
!
This!is!a!MULTIPLE;CHOICE,)MATCHING)TYPE)and!SHORT)ANSWER)TYPE!of!
tests.!!!
'
'
TEST'I:' 'MULTIPLE'CHOICE'TYPE'
•! There!are!twenty![15]!questions!in!Test!I.!
•! Select! the! best! answer! for! each! question.! Do! this! by! encircling! the! letter! that!
corresponds!to!your!answer.!
•! If!you!wish!to!change!an!answer,!place!an!X!through!the!letter!you!have!encircled!
and!then!encircle!your!preferred!answer.!
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•! A!correct!answer!scores!1!point!and!an!incorrect!answer!scores!0!point.!No!marks!
will!be!given!for!a!question!if!more!than!one!answer!is!supplied.!
'
EXAMPLE:' Which!of!the!following!does!not!belong!in!the!group?!
A.! Computer!
B.! Printer!
C.! Photocopier!
D.! UPS!
The!correct!answer!is!Photocopier'so!encircle!the!letter!C.!
!
IMPORTANT:'DO'NOT'TURN'THIS'PAGE'UNTIL'YOU'ARE'TOLD'TO'DO'SO.'
'
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TEST'BEGINS'HERE:'
Test'I:'Multiple'Choice'
!
1.! Which!_________________!

A.! ____!

B.! ____!

C.! ____!

D.! ____!
'
2.! Which!_________________!

A.! ____!

B.! ____!

C.! ____!

D.! ____!
'
3.! Which!_________________!

A.! ____!

B.! ____!

C.! ____!

D.! ____!
'
4.! Which!_________________!
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A.! ____!

B.! ____!

C.! ____!

D.! ____!
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Test'II:'Matching'Type'
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Teacher'Evaluation'Guide''
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Key'to'Corrections'(Learning'Guides)'
!

Learning'Guide'#1'

A.' SelfScheck'__'

B.' Learning'Activity'Performance'(LAP)'Test''
'

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!

Learning'Guide'#2'

A.' SelfScheck'__'

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B.' Learning'Activity'Performance'(LAP)'Test''
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!
Rating' Sheet' for' Demonstration' (Formative! Assessment)! (This! serves! as! the! assessment!
guide!of!the!teacher)!(Statements!written!in!red!ink!are!samples!only)!
Trainee’s'Name:' '
Teacher’s'Name:' '
Program' Masonry!Level!II!
Learning'Module'Title:' Setting.out!Masonry!Structures!
Learning'Outcome'covered:!' LO7:!Clean!–!up!(LAP!Test)!
Batch'Class:' '
Date'of'assessment:' '
Time'of'assessment:' '
Instructions'for'the'teacher:'
You!are!to!instruct!your!trainees!to!perform!5!tasks!within!2!hours.!Specific!instructions!are!provided!
in! the! LAP! Test! of! the! Learning! Guide! #7.! ! You! are! to! provide! the! trainees! the! necessary! tools,!
equipment,!templates!and!workshop!area!as!written!in!the!instructions!of!the!LAP!Test.!!Check!the!
appropriate!box!
Materials'and'equipment'
Templates,!workshop!area,!cleaning!materials,!standard!masonry!tools!and!common!equipment.'

OBSERVATION:!
During'the'demonstration'of'skills,'did'the'trainee:' Yes' No' N/A'
!
!! !! !!
!
!
!! !! !!
!
!
!! !! !!
!
!
!! !! !!
!
!
!! !! !!
!
!
!! !! !!
!
!
!! !! !!
!
The'trainee’s'demonstration'was:'
' Satisfactory'' "' ' ' ' Not'Satisfactory' "'

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Satisfactory'
Questions'
response'
The'trainee'should'answer'the'following'questions:' Yes' No'
!
!! !!
!
!
! !! !!
!
! !! !!
!
!! !!
!
! !! !!

The'trainee’s'underpinning'knowledge'was:'
' Satisfactory' !' ' ' ' Not'Satisfactory' !'
Feedback'to'trainee:'
!
!
!
!
!
!
!
!
The'trainee’s'overall'performance'was:'
' Satisfactory' !' ' ' ' Not'Satisfactory' !'
'
Trainee'signature:' Date:'

Teacher'signature:' Date:'
!
Note:!!This!document!serves!as!the!rating!sheet!of!the!teacher!in!evaluating!the!trainee’s!performance!
during!the!LAP!Test!as!part!of!the!formative!assessment.!!This!must!be!accomplished!for!each!
trainee.!
!
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Key'Answer'for'Knowledge'Test'(Summative!Assessment)!
TEST'ITEM' KEY'ANSWER' MARK'

Multiple'Choice'
1! ! !
2! ! !
3! ! !
4! ! !
5! ) !
6! ! !
7! ! !
8! ! !
9! ! !
10! ! !
(Multiple)Choice)))Total)points) '
'
TEST'ITEM' ANSWER' MARK'

Matching'Type'
1! ! !
2! ! !
3! ! !
4! ! !
5! ) !
6! ! !
7! ! !
8! ! !
9! ! !
10! ! !
(Matching)Type)))Total)points) '
'

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TEST'ITEM' KEY'ANSWER' MARK'

Short'Answer'Questions'
1! ! !
i)! !
2! ii)!
iii)!
3! ! !
4! ) !
(Short)Answer)Questions)))Total)points) !
'
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Rating'Sheet'for'Demonstration!(Summative!Assessment)!(Performance!Evaluation!Guide)!

Trainee’s'name' '

Teacher’s'name' '

Program' Masonry!Level!II!
Learning'Modules'
M01!–!M06!
covered:'
Batch'Class:'' '

Date'of'assessment:' '

Venue'of'assessment:' '
Instructions!for!the!Teacher!
•! Prepare the Trainee’s Test Guide for performance test and knowledge test.
•! Provide them to the Trainee during your summative assessment.
•! Observe the Trainees while demonstrating the assigned task written in the test guide.
•! Describe the assessment activity and the date on which it was undertaken.
•! Place a check in the box below to show that the Trainee completed each aspect of the activity
to the standard expected.
•! Ask the Trainee a selection of the questions from the attached list to confirm his/her
underpinning knowledge
•! Place a check in the corresponding box to show that the Trainee answered the questions
correctly.
•! Complete the feedback sections of this form.
Please!check!(!)!to!show!if!
OBSERVATION' evidence!is!demonstrated!
During!the!demonstration!of!skills,!did!the!trainee:' Yes' No' N/A'
' !! !! !!
' !! !! !!

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' !! !! !!
' !! !! !!
' !! !! !!
' !! !! !!
' !! !! !!

The!trainee’s!demonstration!was:!
Satisfactory'"''''''''''''''''''''''''''''''''''''Not'Satisfactory''''"'

Note:!!This!document!serves!as!the!rating!sheet!of!the!teacher!in!evaluating!the!trainee’s!performance!
during!the!summative!assessment.!!This!must!be!accomplished!for!each!trainee.!
'

Oral'Questions' Satisfactory'response'
The!trainee!should!answer!the!following!questions:! Yes' No'
1.' ' !! !!
2.' ' !! !!
3.' ' !! !!

4.' ' !! !!
5.' ' !! !!

6.' ' !! !!

The'trainee’s'knowledge'was:' "!Satisfactory' "! Not'Satisfactory'

Feedback'to'trainee:'

The'trainee’s'overall'performance'was:'
' Satisfactory'!' ' ' ' Not'Satisfactory' !'

Trainee’s'signature:' Date:'
Teacher’s'signature:' Date:'

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''''Note:!!This!document!serves!as!the!rating!sheet!of!the!teacher!in!evaluating!the!trainee’s!
performance!during!the!summative!assessment.!!This!must!be!accomplished!for!each!trainee.!
'
Recommended'answers'for'oral'questions'
No Question'
Recommended'Answer'
.'
1! ! !
2! ! !
3! ! !
4! ! !
5! ! !
6! ! !
Assessment'Summary'Results'(form!part!of!the!Teacher’s!Report!for!overall!grading)!
Trainee’s!Name! !
Teacher’s!Name! !
TVET!Program!Title! !
Batch!Class! !
Module!Title!! !
Date!of!Assessment! !
Not'
The!performance!of!the!trainee!is!–!! Satisfactory'
Satisfactory'
! !

A.!!!Demonstration!with!Oral!questioning!
! !

!B.!!!!Written!Test!

Did!the!trainee’s!overall!performance!meet!
"! 'Yes' "! 'No'
the!required!evidences!/!standards?!

OVERALL''EVALUATION'' "!COMPETENT'' "!NOT'YET'COMPETENT''

General!Comments![Strengths!/!Improvements!needed]!

Trainee's!signature:! ! Date:!

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Teacher’s!signature:! ! Date:!
!
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Sample'only'
_____________!(TVET!Program)!_____________!
TERMINAL!REPORT!
!
!!!Batch!Class:!_______________!!

FINAL!MARK!
REGISTRATION!
NO.! Trainee’s!Name!
NUMBER! [Competent!/!Not!Yet!Competent]!

1.! !! ! !

2.! !! ! !

3.! !! ! !

4.! !! ! !

5.! !! ! !

6.! !! ! !

7.! !! ! !

8.! !! ! !

9.! !! ! !

10.! !! ! !

11.! !! ! !

12.! !! ! !

13.! !! ! !

14.! !! ! !

15.! !! ! !

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Legend:!!NYC!–!Not!Yet!Competent!!!!!!!!!!!!!!!!!C!–!Competent!
!
!
!
!
__________________________!
Teacher’s!Name!and!Signature!
!
________________!
Date!
!
!
!
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List'of'Support'/'Reference'Materials'
!
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Appendix'E:''Sample'Learning'Guide'
!
(Please note - this sample also serves as format of the learning guide.)
!
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!
!
!
!
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Logo! Name!of!Institution!
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Masonry Level II
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Unit of Competence: Set-out Masonry Structures

Module Title: Setting-out Masonry Structures
LG Code: CON MAS2 M01 LO7-07
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TTLM Code: CON MAS2 TTLM 0112v1

LO 7: Clean up
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Instruction'Sheet' Learning'Guide'#7'
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This!learning!guide!is!developed!to!provide!you!the!necessary!information!regarding!
the!following!content!coverage!and!topics!–!
•! Housekeeping!and!5S!
•! Tools!and!Equipment!Cleaning!and!Maintenance!
•! Concept!and!Procedures!of!Material!Disposal,!Recycling!and!Reuse!
•! Waste!Management!

This!guide!will!also!assist!you!to!attain!the!learning!outcome!stated!in!the!cover!page.!
Specifically,!upon!completion!of!this!Learning!Guide,!you!will!be!able!to!–!
•! clear!work!area!and!dispose!reused!or!recycled!materials!in!accordance!with!
legislation!/!regulations!/!code!of!practice!and!job!specifications!
•! clean,!check,!maintain!and!store!tools!and!equipment!in!accordance!with!
manufacturer’s!!recommendation!and!standard!work!practices!
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Learning'Instructions:''
1.! Read!the!specific!objectives!of!this!Learning!Guide.!!
2.! Follow!the!instructions!described!in!number!3!to!20.!!
3.! Read!the!information!written!in!the!“Information!Sheets!1”.!Try!to!understand!what!
are! being! discussed.! Ask! you! teacher! for! assistance! if! you! have! hard! time!
understanding!them.!

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4.! Accomplish!the!“Self.check!1”!in!page!__.!!
5.! Ask!from!your!teacher!the!key!to!correction!(key!answers)!or!you!can!request!your!
teacher!to!correct!your!work.!(You!are!to!get!the!key!answer!only!after!you!finished!
answering!the!Self.check!1).!
6.! If!you!earned!a!satisfactory!evaluation!proceed!to!“Information!Sheet!2”.!!However,!
if!your!rating!is!unsatisfactory,!see!your!teacher!for!further!instructions!or!go!back!
to!Learning!Activity!#2.!
7.! Submit!your!accomplished!Self.check.!!This!will!form!part!of!your!training!portfolio.!
8.! Read!the!information!written!in!the!“Information!Sheet!2”.!Try!to!understand!what!
are! being! discussed.! Ask! you! teacher! for! assistance! if! you! have! hard! time!
understanding!them.!
9.! Accomplish!the!“Self.check!2”!in!page!__.!!
10.! Ask!from!your!teacher!the!key!to!correction!(key!answers)!or!you!can!request!your!
teacher!to!correct!your!work.!(You!are!to!get!the!key!answer!only!after!you!finished!
answering!the!Self.check!2).!
11.! Read!the!information!written!in!the!“Information!Sheets!3!and!4”.!Try!to!understand!
what! are! being! discussed.! Ask! you! teacher! for! assistance! if! you! have! hard! time!
understanding!them.!
12.! Accomplish!the!“Self.check!3”!in!page!__.!!

13.! Ask!from!your!teacher!the!key!to!correction!(key!answers)!or!you!can!request!your!
teacher!to!correct!your!work.!(You!are!to!get!the!key!answer!only!after!you!finished!
answering!the!Self.check!3).!
14.! If!you!earned!a!satisfactory!evaluation!proceed!to!“Operation!Sheet!1”!in!page!_.!!
However,!if!your!rating!is!unsatisfactory,!see!your!teacher!for!further!instructions!or!
go!back!to!Learning!Activity!#6.!
15.! Read!the!“Operation!Sheet!1”!and!try!to!understand!the!procedures!discussed.!

16.! You! are! provided! with! a! CD! containing! lessons! on! how! to! clean! and! maintain!
equipment.!!Before!you!open!the!CD!read!the!information!written!in!the!“Information!
Sheets! 1.2”! in! pages! ___.! ! You! will! be! also! provided! with! additional! reference!
reading!materials!regarding!the!cleaning!of!masonry!handtools.!
17.! Request!a!desktop!computer!or!laptop!from!your!teacher.!!Make!sure!the!unit!is!
plugged!to!a!power!source!before!turning!on!the!power!O.!!Then!insert!the!CD!in!
the!CD!drive!located!in!your!computer.!!Access!the!information!as!described!in!the!
Operation!Sheet!1!in!page!__.!
18.! Read!all!the!contents!of!the!CD!and!try!to!understand!the!procedures!discussed.!!

19.! Request!access!to!the!equipment!and!software!described!in!the!CD.!Practice!the!
steps! or! procedures! as! illustrated! in! your! CD.! Go! to! your! teacher! if! you! need!
clarification! or! you! want! answers! to! your! questions! or! you! need! assistance! in!
understanding!a!particular!step!or!procedure.!

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20.! Do!the!“LAP!test”!in!page!__!(if!you!are!ready).!Request!your!teacher!to!evaluate!
your! performance! and! outputs.! ! Your! teacher! will! give! you! feedback! and! the!
evaluation!will!be!either!satisfactory!or!unsatisfactory.!!If!unsatisfactory,!your!teacher!
shall!advice!you!on!additional!work.!!But!if!satisfactory!you!can!proceed!to!Learning!
Guide!#8.!
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Information'SheetS1' Housekeeping'and'5S'
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Housekeeping'
Good! housekeeping! involves! every! phase! of! industrial! operations! and! should! apply!
throughout!the!entire!premises,!indoors!and!out.!It!is!more!than!mere!cleanliness.!It!
requires!orderly!conditions,!the!avoidance!of!congestion,!and!attention!to!such!details!
as!an!orderly!layout!of!the!whole!workplace,!the!marking!of!aisles,!adequate!storage!
arrangements,!and!suitable!provision!for!cleaning!and!maintenance.'
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Efficient! production! and! a! good! working! environment! are! complementary.! The!
elimination!of!inefficiencies!and!accident!hazards!caused!by!unfavorable!conditions!in!
and!about!the!workplace!is!essential!in!getting!the!job!done!properly!and!safely.!The!
attention!to!these!important!details—which!may!be!overlooked!when!management’s!
attention! is! concentrated! upon! such! amenities! as! good! cloakrooms,! canteens,! rest!
rooms,!recreational!facilities,!etc.—is!widely!referred!to!as!“good!housekeeping”.!Good!
housekeeping! involves! every! phase! of! industrial! operations! and! should! apply!
throughout!the!entire!premises,!indoors!and!out.!It!is!more!than!mere!cleanliness.!It!
requires!orderly!conditions,!the!avoidance!of!congestion,!and!attention!to!such!details!
as!an!orderly!layout!of!the!whole!workplace,!the!marking!of!aisles,!adequate!storage!
arrangements,!and!suitable!provision!for!cleaning!and!maintenance.!
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A!clean,!well.ordered,!attractive!work!environment!sets!the!tone!of!your!establishment.!
It!encourages!tidy!work!habits!in!employees.!It!helps!reduce!fatigue.!It!promotes!good!
worker.management! relations.! It! also! gives! a! lift! to! morale,! which! is! reflected! in! the!
quality! of! production! and! overall! efficiency.! Good! housekeeping! is! also! a! good!
advertisement!for!your!company.!Customers!and!clients!have!more!confidence!in!an!
organization!when!they!we!work!being!carried!out!efficiently!in!clean,!pleasant,!well!

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ordered! surroundings.! There’s! an! even! more! important! reason! why! good!
housekeeping!matters!—!it!makes!the!undertaking!a!safer!place!to!work!in.'
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Good!housekeeping!is!a!vital!factor!in!preventing!accidents.!The!great!majority!of!all!
work!accidents!are!caused!during!the!handling!of!goods!or!materials,!and!by!people!
falling,!being!hit!by!falling!objects,!or!striking!against!objects!in!the!workplace.!All!these!
causes!can!be!reduced!by!good!housekeeping!practices—in!fact,!good!housekeeping!
is!the!only!cure!for!hundreds!of!accidents!that!occur.!Here!are!some!kinds!of!accidents!
commonly!caused!by!bad!housekeeping:!
●! Tripping!over!loose!objects!on!floors,!stairs!and!platforms!
●! Articles!dropping!from!above!
●! Slipping!on!greasy,!wet!or!dirty!surfaces!
●! Striking!against!projecting,!poorly!stacked,!or!misplaced!material!
●! Tearing!the!hands!or!other!parts!of!the!body!on!projecting!nails,!wire,!steel!
strapping!on!bales!or!crates,!etc.!
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Typical!examples!of!poor!housekeeping!that!lead!to!these!accidents!are:!
●! Excessive!material,!waste!or!chips!in!the!working!area!
●! Congested!aisles!
●! Tools!left!on!machines!
●! Waste!containers!overflowing!
●! Lockers!and!workrooms!in!disorder!
●! Acids!in!open!containers!
●! Broken!glass!
●! Electric!leads!or!air!lines!across!aisles!
●! Dirty!light!fittings,!windows!and!skylights'
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Where! housekeeping! is! bad,! fire! is! a! constant! hazard.! It! can! be! caused! by! many!
housekeeping! problems—such! as! oil.soaked! rags! and! clothing! igniting! from!
spontaneous!combustionc!dust!collectors!not!being!properly!or!frequently!cleanedc!or!
piles! of! paper! and! other! packing! materials! being! allowed! to! accumulate.! Poor!
housekeeping!can!also!lead!to!infestation!by!pests!such!as!rodents!and!cockroaches!
and!create!serious!health!risks.!
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Elements'of'a'Good'Housekeeping'
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The!following!are!the!basic!elements!of!a!good!housekeeping:!
Aisles! .! Wide! enough! for! traffic! movements,! marked! off! by! floor! lines! from! work!
positions!and!storage!areas.!
Space' .! insuring!sufficient!room!for!the!individual!to!work.!
Storage!.!Adequate!and!convenient!space!for!materials!and!tools.!

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Materials' Handling! .! Layout! planned! for! materials! flow,! with! efficient! methods! and!
equipment.!
Ventilation!.! Good! general! ventilation! plus! local! exhaust! ventilation! to! remove! air!
contaminants!at!the!source.!
Floors'and'Walls!.!of!construction!and!materials!that!are!easy!to!keep!clean!and!in!
good!repair.!
Lighting!.!Well.distributed!artificial!light!and!effective!use!of!available!daylight.!
Amenities! .! Clean,! up.to.date! washrooms! and! lockers! for! clothing,! and! clean! and!
inviting!lunch!room!for!employees!to!eat!their!meals.!
Waste'Removal!.!Adequate!facilities!to!prevent!congestion!and!disorder.!Let!us!look!
at!some!of!these!elements!in!detail.!
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Keep'Aisles'Clear:!Aisle!space!should!be!reserved!for!the!movement!of!personnel,!
products!and!materials.!It!should!be!kept!clean!and!clear!and!should!never!be!used!for!
“bottleneck”!or!“overflow’’!storage.!This!also!applies!to!passageways!and!emergency!
exits.!Blind!corners!should!be!eliminated!or!be!adequately!protected!by!warning!signs.!
Aisle!boundary!markings!should!be!drawn!to!show!clearly!the!space!which!has!been!
reserved!for!traffic.!Markings!should!be!sufficiently!wide!(say!a!minimum!of!30!mm)!
and!of!a!color!to!make!them!clearly!visible.!Paint!or!durable!plastic!strips!can!be!used.!
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Improve'Storage'Facilities:!Tidiness!and!order!are!essential!in!overcoming!storage!
problems,!both!in!storerooms!and!in!the!yard.!Good!storage!utilizes!air!space!instead!
of!floor!space,!and!also!saves!time.wasting!delays.!It’s!important!to!prevent!stores!and!
scraps!accumulating!on!the!floor!and!around!machines.!Never!keep!more!stores!and!
materials!than!necessary!near!machines!and!provide!proper!facilities!(such!as!bins,!
shelves,!boxes,!racks,!etc.)!in!which!to!store!them.!
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Keep' Floors' Clean:! Every! year! thousands! of! work! injuries! are! caused! by! people!
falling.!Floor!conditions!are!responsible!for!many!of!these!accidents.!When!floors!are!
given!the!right!treatment!they!are!much!easier!to!keep!clean!and!hygienic.!
Spilt! oil! and! other! liquids! should! be! cleaned! up! at! once.! Chips,! shavings,! dust,! and!
similar! wastes! should! never! be! allowed! to! accumulate.! They! should! be! removed!
frequently,!or!better!still,!be!suitably!trapped!before!they!reach!the!floor!
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Paint'the'Walls:!Paint!is!one!of!the!cheapest!means!of!renovating!walls,!and!a!fresh!
coat!of!paint!can!give!a!boost!to!morale.!Light.colored!walls!reflect!light.!Dirty!or!dark.
colored! walls! absorb! light.! Dirty! walls! have! a! depressing! effect! and! encourage! dirty!
habits!and!sloppy!attitudes.!Choose!suitable!colors!to!paint!walls,!ceilings!and!working!
surfaces.!See!that!the!paintwork!is!cleaned!down!periodically.!
Color!can!be!harnessed!to!assist!with!safety.!For!example!it!can!be!used!to!warn!of!
physical!hazards!and!to!mark!obstructions!such!as!pillars.!Painting!handrails,!machine!
guards! and! other! safety! equipment! renders! them! distinctive! and! also! prevents! rust.!
Color! can! be! used! to! highlight! the! hazardous! parts! of! machinery! but! it! can! never!
substitute!for!a!needed!guard.!
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Maintain'Light'Fittings:!Attention!to!light!fittings!should!be!an!integral!part!of!any!good!
housekeeping! programme.! Dirty! lamps! and! shades,! and! lamps! whose! output! has!
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deteriorated!with!use,!deprive!employees!of!essential!light.!It’s!been!found!that!lighting!
efficiency! may! be! improved! by! 20! to! 30! percent! simply! by! cleaning! the! lamps! and!
reflectors.!
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Clean'the'Windows:!Clean!windows!let!in!lightc!dirty!ones!keep!it!out.!Insufficient!light!
causes! eye! strain! and! leads! to! accidents! because! employees! are! unable! to! see!
properly.!Ensure!that!windows!are!not!blocked!by!stacked!
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Dispose'of'Scrap'and'Prevent'Spillage:'It’s!a!common!practice!to!let!the!floor!catch!
all!the!waste!and!then!spend!time!and!energy!cleaning!it!up.!It!is!obviously!better!to!
provide! convenient! containers! for! scrap! and! waste! and! educate! employees! to! use!
them.!Safety!will!benefit,!expense!will!be!saved,!and!the!factory!will!be!a!better!place!
in!which!to!work.!Oily!floors!are!a!common!accident!and!fire!hazard.!Splash!guards!
and! drip! pans! should! be! installed! wherever! oil! spills! or! drips! may! occur.! Prevent!
accidents!by!keeping!oil!and!grease!off!the!floor.!
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Get'Rid'of'Dust'and'Dirt:'In!some!jobs,!dust,!dirt,!chips,!etc.,!are!unavoidable.!If!they!
can’t!be!collected!as!part!of!the!process!(e.g.!by!enclosure!and!exhaust!methods)!you!
need!a!way!to!clean!them!up.!Vacuum!cleaners!are!suitable!for!removing!light!dust!
and! dirt.! Industrial! models! have! special! fittings! for! cleaning! walls,! ceilings,! ledges,!
machinery,!and!other!hard.to.reach!places!where!dust!and!dirt!collect.!If!light!dust!is!
removed!by!sweeping,!floors!should!be!dampened!first!rather!than!swept!dry.!Oiling!
floors!occasionally!with!light!oil!helps!to!lay!the!dust!but!take!care!that!slipping!hazards!
do!not!occur.!Remember,!it!is!not!only!floors!that!need!sweeping.!Dust!and!grime!also!
collect! on! ledges,! shelves,! piping,! conduits,! lamps,! reflectors,! windows,! cupboards,!
lockers,!and!so!on—and!all!these!places!need!attention.!
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Maintain' a' High' Standard' in' Meal' Rooms,' Rest' Rooms,' etc:' No! housekeeping!
program! should! ignore! the! facilities! provided! for! meals,! rest! and! sanitation,! where!
cleanliness! is! essential! for! walls,! floors,! and! fixtures.! A! light.colored! paint! can! work!
wonders!in!these!places!and!set!a!standard!to!which!employees!will!try!to!conform.!
Soap!and!towels!should!be!renewed!regularly!and!wash!basins!properly!cleaned.!
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Keep'Tools'Tidy:'Tool!housekeeping!is!very!important,!whether!in!the!tool!room,!on!
the!rack,!out!in!the!yard,!or!on!the!bench.!Suitable!fixtures!for!tools!are!required!to!
provide!orderly!arrangement,!both!in!the!tool!room!and!near!the!work!bench,!and!a!
regular!system!of!inspecting,!cleaning,!and!repairing!is!an!essential!part!of!any!
programme.!
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Look'after'Your'First'Aid'Gear:'First!aid!facilities!and!equipment!should!be!kept!
under!spotlessly!clean!conditions!and!fully!stocked!so!that!they!are!always!ready!in!
the!event!of!accidents!or!illness.!
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Inspect' FireSControl' Equipment:' It! is! essential! to! ensure! that! all! fire.fighting!
equipment!such!as!extinguishers!and!fire!hoses!is!regularly!inspected!and!kept!in!good!
working!order.!Fire!protection!facilities!—!fire!doors!and!exits,!automatic!alarms,!etc.—!
should! be! in! good! working! order.! Doors! and! exits! should! always! be! kept! clear! of!
obstructions.!
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Attend' Regularly' To' Maintenance:! Perhaps! the! most! important! element! of! good!
housekeeping! is! the! attention! paid! to! maintenance! of! buildings! and! equipment.! If!
something!gets!broken!or!damaged!it!should!be!replaced!or!fixed!as!quickly!as!possible!
(e.g.,! defective! ladders,! broken! handrails,! steps,! etc.).! Apart! from! the! possibility! of!
causing! accidents,! a! workplace! can! take! on! a! very! neglected! appearance! if! broken!
windows,!damaged!doors,!defective!plumbing,!leaking!gutters,!broken!floor!surfaces!
and!the!like!are!allowed!to!remain!in!that!condition.!Employees!may!take!the!hint!in!a!
neglectful!attitude!to!their!jobs.!A!good!maintenance!programme!will!make!provision!
for!the!inspection,!lubrication,!upkeep!and!repair!of!tools,!equipment,!machines!and!
processes.!
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Assign' Responsibility' for' Cleaning:! Where! practicable,! the! cleaning! of! the!
workplace!should!be!the!responsibility!of!a!special!cleaning!staff!and!not!an!additional!
job!for!employees!engaged!in!production.!Where!this!is!not!possible,!adequate!time!
during! working! hours! should! be! allowed! for! cleaning! up! to! be! done.! Responsibility!
should! be! clearly! assigned! as! to! who! is! to! do! the! cleaning! and! what! area! is! to! be!
cleaned.! If! this! is! not! done,! out.of.the! way! places! such! as! shelves,! yards,! small!
buildings,!sheds,!cellars,!basements,!and!boiler!rooms!are!overlooked!until!they!get!
into!a!deplorable!state.!
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Prepare' Check' List:' A! sound! method! to! ensure! that! housekeeping! is! done! is! for!
management! to! prepare! a! check! list! to! suit! the! requirements! of! the! workplace.! The!
following!can!serve!as!a!guide!for!nearly!all!industries.'
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Sample'Checklist:'
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Buildings'
(1)!Walls!clean.!
(2)!Windows!clean.!
(3)!Walls!free!of!unnecessary!hangings.!
(4)!Proper!light!provided.!
(5)!Platforms!in!good!condition.!
(6)!Stairs!clean!and!well!lit.!Handrails!and!steps!of!sound!construction!and!well!
maintained.!
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Floors'
(1)!Good!floor!surface.!
(2)!Kept!clean!and!free!of!loose!material.!Clean!in!corners,!behind!radiators,!along!
walls,!and!around!pillars!or!columns.!
(3)!Free!of!oil,!grease,!etc.!
(4)!Operating!floors,!or!work!positions!free!of!loose!scrap,!metal!or!other!materials.!
(5)!Free!of!unnecessary!articles.!
(6)!Bins!provided!for!refuse.!
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Aisles'
(1)!Free!of!obstructions.!
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(2)!Safe!and!free!passage!to!fire.fighting!equipment!and!fire!exits.!
(3)!Safe!and!free!access!to!work!positions.!
(4)!Clearly!defined.!
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The! good! housekeeping! checklist! Check! off! your! housekeeping! programme! against!
this!checklist.!Better!still,!make!a!more!comprehensive!list!of!your!own.!
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Machinery'and'Equipment'
(1)!Clean!and!free!of!unnecessary!material.!
(2)!Free!of!unnecessary!dripping!of!oil!or!grease.!
(3)!Area!around!machines!clean!and!free!of!rags,!paper,!etc.!
(4)!Lockers!and!cupboards!clean!and!free!of!unnecessary!material!both!on!top!and!
inside.!
(5)!Benches!and!seats!clean!and!in!good!condition.!
(6)!Drinking!fountains!clean.!
(7)!Toilet!facilities!clean!and!well!ventilated.!
(8)!Proper!guards!provided!and!in!good!condition.!
(9)!First.aid!facilities!and!equipment!fully!stocked!and!in!clean!condition.!
'
Stock'and'Material'
(1)!Properly!piled!and!arranged!
(2)!Kept!in!storage!areas.!
'
Tools'
(1)!Properly!arranged!in!place.!
(2)!Free!of!oil!and!grease.!
(3)!Inspected!and!maintained!in!good!order.!
(4)!Tool!rooms!and!racks!in!clean!and!orderly!condition.!
'
Grounds'
(1)!Yard!and!building!surrounds!free!of!refuse!such!as!fruit!peelings,!scrap,!wood,!
iron,!etc.!
(2)!Grounds!kept!free!of!weeds!and!overgrown!vegetation.!
(3)!Wastes!and!refuse!removed!frequently.'
'
Good!housekeeping!helps!to!create:!
•! Better!working!conditions!
•! Safer!workplaces!
•! Greater!efficiency.'
'
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What'is'5S?''
A! systematized! approach! to! organize! work! areas,! keeps! rules! and! standards,! and!
maintains!the!discipline!needed!to!do!a!good!job.!
5S!is!a!set!of!techniques!described!as!being!the!standard!approach!to!housekeeping!
within!Lean,!although!it!is!often!promoted!as!being!far!more!than!simply!housekeeping!
and! some! of! the! elements! described! below! certainly! move! into! broader! areas.! It!
originated,!as!did!most!of!the!elements!of!Lean,!within!Toyota.!

A!cornerstone!of!5S!is!that!untidy,!cluttered!work!areas!are!not!productive.!As!well!as!
the! physical! implications! of! junk! getting! in! everybody’s! way! and! dirt! compromising!
quality,!people!are!happier!in!a!clean!and!tidy!environment!and!hence!more!inclined!to!
work!hard!and!with!due!care!and!attention.!

Naturally!enough,!the!elements!of!5S!are!all!Japanese!words!beginning!with!the!letter!
S.! Since! their! adoption! within! Western! implementations! of! lean,! various! anglicized!
versions!of!the!terms!have!been!adopted!by!different!writers!and!educators.!These!are!
listed!below!against!the!individual!elements!and!it!can!be!seen!that!none!are!entirely!
satisfactory.!

The!individual!items!within!5S!are!known!as!the!‘pillars’!and!are:!

1.)Seiri!

Seiri! is! the! identification! of! the! best! physical! Organisation! of! the! workplace.! It! has!
been!variously!anglicised!as!Sort,!Systematisation!or!Simplify'by!those!wishing!to!
retain!the!S!as!the!initial!letter!of!each!element.!

Basically!this!is!the!series!of!steps!in!which!we!identify!things!which!are!being!held!in!
the! workplace! when! they! shouldn’t,! or! are! being! held! in! the! wrong! area! of! the!
workplace.!Put!simply,!we!may!identify!a!large!area!devoted!to!tools!or!gauges,!some!
of! which! are! needed! regularly! and! some! used! infrequently.! This! brings! all! sorts! of!
problems,!including:!

●! Operators!unable!to!find!the!item!they!need,!being!unable!to!see!wood!for!
trees.!The!time!spent!searching!is!a!waste!(or!in!Japanese!lean.speak!a!muda)!
and!if!we!only!held!the!items!needed!regularly!in!a!prominent!position!we!would!
save!time.!
●! Quality!issues!when!gauges!are!not!calibrated!on!time!because!too!many!are!held.!
●! Safety!issues!when!people!fall!over!things.!
●! Lockers!and!racking!cluttering!the!production!area!making!it!hard!for!people!to!
move!around!or!to!see!each!other!and!communicate.!

Some! of! the! standard! texts! also! talk! about! the! elimination! of! excess! materials! and!
WIP.!This!is!a!complete!re.statement!of!all!the!original!JIT!goals!of!releasing!capital,!
reduced!movement,!and!shorter!cycle!times!and!so!on.!The!question!may!be!asked:!
should!we!then!see!inventory!and!WIP!reduction!as!part!of!the!implementation!of!the!
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lean!approach!or!as!an!element!of!5S?!The!answer,!as!ever,!is!that!keeping!inventory!
and!WIP!to!a!minimum!is!simple!best!practice.!Whether!we!view!it!as!JIT,!or!lean,!or!
5S!or!assign!any!other!term!is!quite!frankly!irrelevant.!We!can!spend!forever!on!the!
semantics!of!the!subject!or!we!can!get!on!with!improving!our!businessc!the!option!we!
chose! depends! whether! we! are! undertaking! a! project! to! bring! about! change! or! to!
provide!collateral!for!an!MBA!or!other!such!academic!qualification.!!

The!major!element!of!Seiri!is!simply!a!critical!look!at!the!area.!Involving!cross.functional!
teams,!or!getting!people!to!look!at!each!other’s!areas,!are!an!obvious!first!step.!People!
tend!to!be!blind!to!failings!in!their!own!area!and!a!fresh!pair!of!eyes!can!be!useful.!

Another!element!of!the!standard!approach!is!‘red!tagging’!where!items!are!given!a!tag!
which!says!what!the!item!is,!which!location!it!is!in!and!when!it!was!identified!in!this!
location.!We!then!leave!the!area!for!a!while!and!anybody!using!the!item!notes!this.!We!
go!back!some!time!later!and!can!readily!identify!things!that!haven’t!moved,!or!been!
used.!!

Items!which!have!not!been!used!can!then!potentially!be!disposed!of.!As!a!first!pass!we!
should!perhaps!create!a!quarantine!area!before!throwing!items!away,!selling!them!or!
re.working!them!into!something!else.!Other!items!may!be!deemed!necessary!but!used!
infrequently! and! so! an! alternative! location! can! be! found.! If! the! operator! needs! a!
particular! tool! only! once! or! twice! a! month! then! a! 20.yard! walk! is! not! a! problem! –!
especially! if! the! space! thus! saved! on! the! workbench! helps! to! make! the! area! more!
productive,!or!helps!address!quality!issues.!

(As!with!all!tools,!the!fact!that!red!tagging!exists!as!a!defined!approach!does!not!mean!
we!have!to!use!it.!After!all,!we!often!undertake!journeys!in!our!cars!when!we!make!no!
use!at!all!of!the!airbags!!If!people!can!readily!identify!items!that!can!be!moved,!then!
move!them.)!

2.)Seiton!
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Seiton!is!the!series!of!steps!by!which!the!optimum!organization!identified!in!the!first!
pillar!are!put!into!place.!The!standard!translation!is!Orderliness!but!again!some!wish!
to!keep!the!initial!S!and!use!Sort!(yes,!that!is!also!one!of!the!translations!of!Seiri),!Set'
in'order,!Straighten!and!Standardization.!

The! sorting! out! process! is! essentially! a! continuation! of! that! described! in! the! Seiri!
phase.!Removing!items!to!be!discarded!or!held!in!an!alternative!location!will!create!
space.!This!space!will!be!visible!and!facilitate!the!alternative!layout!of!the!area.!In!some!
cases,!of!course,!we!are!talking!about!what!a!fitter!will!have!on!his!bench,!or!in!racks!
alongside!the!bench.!In!other!cases!we!may!be!considering!where!we!should!locate!a!
piece! of! plant! –! for! example! we! may! re.locate! a! coin! press! to! enable! items! to! be!
completed! in! one! work! area! rather! than! requiring! significant! movement! through! the!
factory.!

(This!is!something!which!we!also!undertake!when!adopting!cellular!manufacturing.!We!
then!look!at!how!we!can!re.structure!the!work!content!so!that!certain!operations!can!
be!carried!out!within!the!cycle!of!others!–!for!example!we!may!carry!out!a!trimming!
operation!on!a!steel!component!while!the!press!which!produced!it!is!busy!creating!the!
next! one.! Again,! is! this! a! 5S! initiative,! or! part! of! a! kaizen! program,! or! something!
else?!Again,!who!cares,!as!long!as!we!get!on!and!achieve!an!improvement!in!business!
performance?)!

Standardization! includes! all! the! elements! of! setting! out! a! consistent! way! of! doing!
things.!This!includes!standard!manufacturing!methodologies,!standard!equipment!and!
tooling,! component! rationalization,! drawing! standardization,! consistency! in! the!
documentation! which! accompanies! work,! design! for! manufacture! (or! ‘concurrent!
engineering’)!and!standardization!in!the!clerical!processes!which!deliver!work!to!the!
shop!floor!and!track!its!progress.!

All!of!this!could!be!said!to!be!part!of!a!basic!Total!Quality!approach.!The!standard!ways!
of! doing! things! should! include! poka! yoke! or! error.proofing.! Again! it! might! be! asked!
whether!this!is!part!of!5S!or!one!aspect!of!a!broader!program.!!!

3.)Seiso!

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Anglicised! as! Cleanliness! but! again! the! initial! S! can! be! retained! in! Shine,!
or!Sweeping.!The!principle!here!is!that!people!are!happier!and!hence!more!productive!
in!clean,!bright!environments.!There!is!a!more!practical!element!in!that!if!everything!is!
clean! it! is! immediately! ready! for! use.! We! would! not! want! a! precision! product! to! be!
adjusted!by!a!spanner!that!is!covered!in!grease!which!may!get!into!some!pneumatic!
or!hydraulic!fittings.!We!would!not!wish!to!compromise!a!PCB!assembly!by!metallic!
dust! picked! up! from! an! unclean! work! surface.! Other! issues! are! health! and! safety!
(people!perhaps!slipping!in!a!puddle!of!oil,!shavings!blowing!into!people’s!eyes)!and!
machine!tools!damaged!by!coolant!contaminated!by!grease!and!dust.!

The! task! is! to! establish! the! maintenance! of! a! clean! environment! as! an! ongoing,!
continuous!program.!Some!time!should!be!set!aside!for!cleaning!each!day,!or!each!
shift.!(We!may!have!cleaners!who!come!in!to!sweep!office!floors,!and!even!clean!the!
floor!in!a!production!area,!but!they!do!not!clean!the!production!equipment.!Even!if!they!
did,! this! would! miss! one! of! the! opportunities! available! –! an! operator! cleaning! and!
lubricating!his!machine!tool!will!spot!worn!or!damaged!components.)!

Cleaning! then! begins! to! impinge! upon! what! we! already! know! as! preventive!
maintenance! (PM).! Cleaning! critical! components! of! a! piece! of! equipment! is! already!
one!element!of!the!activities!carried!out!under!the!PM!banner.!

The! implementation! of! Seiso! revolves! around! two! main! elements.! The! first! is! the!
assignment!map!which!identifies!who!is!responsible!for!which!areas.!The!second!is!the!
schedule!which!says!who!does!what!at!which!times!and!on!which!days.!Some!of!these!
happen!before!a!shift!begins,!some!during!the!shift!and!some!at!the!end.!Again,!this!is!
very!reminiscent!of!what!we!do!when!adopting!PM.!

The!standard!texts!such!as!that!of!Hiroyuki!Hirano!then!go!on!to!talk!about!establishing!
the!shine!method!for!each!item!/!area.!This!includes!such!elements!as!agreeing!an!
inspection!step!at!the!beginning!of!each!shift,!establishing!exactly!how!each!activity!
within!the!programme!is!to!be!carried!out.!A!key!aspect!is!very!much!akin!to!set.up!
reduction!(or!SMED)!in!that!we!should!be!aiming!as!much!as!possible!to!internalize!
the!activities!–!in!other!words,!to!minimize!the!downtime!needed!to!keep!the!facilities!
clean.!!

Finally!the!standard!texts!talk!about!preparation!–!making!sure!the!equipment!needed!
to!clean!is!always!available,!always!ready!for!use.!The!best!parallel!to!this!is,!again,!
with!set.up!reduction,!which!itself!is!often!compared!to!Grand!Prix!teams!preparing!to!
change!tyres.!As!with!many!such!topics,!what!we!are!talking!about!here!is!to!a!large!
extent!simply!common!sense.!We!do!not!wish!to!allocate!5!minutes!for!a!bed!to!be!
swept! on! a! piece! of! grinding! equipment! if! the! operator! is! going! to! spend! 4! minutes!
finding!his!brush.!

!! !

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)
4.)Seiketsu!

This! is! best! described! as! Standardised' cleanSup,! but! other! names! adopted!
include! Standardisation! (not! to! be! confused! with! the! second!
pillar),!Systematisation!and!Sanitation.!

Seiketsu!can!be!the!thought!of!as!the!mechanical!means!by!which!we!maintain!the!first!
three!pillars.!There!is,!obviously,!a!danger!in!any!improvement!activity!that!once!the!
focus!is!removed!and!another!‘hot!button’!grabs!management!attention,!things!go!back!
to!the!way!they!were!before.!Seiketsu!is!the!set!of!techniques!adopted!to!prevent!this!
happening.!Basically!this!involves!setting!a!schedule!by!which!all!the!elements!are!re.
visited!on!a!regular!basis!–!usually!referred!to!as!the!‘5S!Job!Cycle.’!!

The!first!step!in!the!cycle!is!a!periodic!review!of!the!area,!perhaps!involving!red!tagging!
on!an!occasional!basis.!This!will!identify!where!standards!have!slipped!–!for!example!
where!pieces!of!tooling!or!fixtures!which!are!used!infrequently!are!no!longer!being!put!
in!the!remote!location!agreed!at!the!outset!and!consequently!a!bench!is!now!cluttered!
with!the!regularly.used!items!buried!under!a!pile!of!those!used!only!occasionally.!(In!
other! words,! the! Seiri! phase! is! undertaken! periodically! –! usually! monthly,! perhaps!
quarterly.)!

The!second!step!is!to!undertake!Seiton!activities!as!required!–!that!is,!as!prompted!by!
the!first!step.!

Finally!within!Seiketsu,!people!from!other!areas!visit!and!cast!a!critical!eye!over!the!
state!of!the!area.!Again,!an!external!assessor!may!notice!degradation!that!is!not!clear!
to!the!people!who!work!in!the!area.!Hirano!talks!of!a!checklist!within!Seiketsu!whereby!
the!external!visitors!mark!the!area!on!a!number!of!key!criteria!defined!at!the!outset!of!
the!programme.!For!example,!are!the!storage!areas!still!clearly!defined?!Does!the!tool!
rack!still!have!clear!outlines!or!profiles!for!each!item!stored!in!it?!Does!the!area!meet!
the!general!standards!of!cleanliness?!

! !)

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5.)Shitsuke!

The!basic!translation!of!the!final!stage!is!Discipline.!For!those!who!wish!to!retain!the!
use!of!initial!S’s!in!English!this!is!often!listed!as!Sustain'or!SelfSdiscipline.!

Although!both!Seiketsu!and!Shitsuke!are!aimed!at!ongoing!maintenance!of!5S,!the!two!
approach!the!objective!from!completely!angles.!The!fourth!pillar!is!the!introduction!of!
a!formal,!rigorous!review!programme!–!the!mechanical!aspects!of!maintenance.!The!
fifth!is!the!set!of!approaches!we!use!to!win!hearts!and!minds,!to!make!people!want!to!
keep! applying! best! practice! in! shop! organization! and! housekeeping.! In! this! sense,!
‘discipline’! is! an! unfortunate! term! as! it! implies! people! forced! to! do! something,! with!
consequent!penalties!if!they!do!not.!

The!way!in!which!management!achieves!this!establishment!of!ongoing!commitment!
within!the!workforce!depends,!of!course,!on!the!culture!already!in!place.!As!with!the!
adoption!of!kaizen!(continuous!improvement)!or!quality!circles!we!have!to!press!the!
right!buttons!to!stimulate!people.!If!the!business!has!a!history!of!treating!people!like!
cattle,! giving! no! credence! to! their! suggestions! and! simply! trying! to! improve!
performance! by! driving! the! workers! ever! harder,! then! enthusiasm! for! any! sort! of!
initiative!aimed!at!building!a!better!environment!is!going!to!be!hard!to!generate.!

There!are!a!number!of!elements!to!winning!hearts!and!minds!in!this!way.!Whichever!
elements! take! pre.eminence! in! a! particular! organization! varies! with! the! history! and!
culture!of!that!organization.!Suffice!to!say!that!key!points!are:!

●! Communication!.!we!need!people!to!be!aware!of!what!we!are!trying!to!achieve,!
and!why.!
●! Education!.!they!need!to!understand!the!concepts!and!the!individual!techniques.!
●! Rewards!and!Recognition!.!people!need!to!feel!that!their!efforts!are!
recognized.!Whether!the!reward!is!a!senior!manager!walking!past!and!saying!
“that’s!very!good,!well!done”!or!some!form!of!award!(financial!gain,!prize!or!formal!
presentation!of!a!certificate)!depends!on!the!organization.!
●! Time!.!if!we!want!people!to!spend!five!minutes!every!four!hours!removing!swarf!
from!the!floor!around!their!machine!we!have!to!make!sure!that!we!allow!them!this!
time.!We!cannot!give!this!as!an!instruction!yet!at!the!same!time!push!for!more!
time!spent!achieving!productivity!targets.!
●! Structure!.!we!need!to!identify!what!is!to!be!done,!by!whom,!and!ensure!that!
schedules!are!updated!and!clearly!visible.!!

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!!
!
!
Focus'of'5S' ' Results'of'5S'
●! visual!order! ' ●! improved!profitability!
●! organization! ●! efficiency!
●! cleanliness! ●! service!
●! standardization' ●! safety!!
!
!
Summary'of'5S'
'

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!
!
!
!
!
!
!
SelfSCheck'1' Written'Test'
!

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Directions:!!Answer!all!the!questions!listed!below.!Use!the!Answer!sheet!provided!in!
the!next!page:!
'
1.! What!is!good!housekeeping?!(1!point)!
2.! Why!good!housekeeping!matters?!(2!points)!
3.! Give!5!accidents!and!their!causes!as!a!result!of!bad!housekeeping!(10!points)!
4.! What!are!the!elements!of!good!housekeeping?!(9!points)!
5.! What!are!the!5S?!(5!points)!
6.! Describe!the!5S!in!not!more!than!3!sentences?!(5!points)!
7.! What!are!the!focuses!of!5S?!(4!points)!
8.! What!are!the!results!of!5S!(4!points)!
!
!
!
!
!
!
!
!
!
!
!
!
!
!
!
!
!
!
!
!
!
!
!
!
!
!
!Note:'Satisfactory'rating'S'20'points'' ''''''''''Unsatisfactory'S'below'20'points''
You!can!ask!you!teacher!for!the!copy!of!the!correct!answers.!
'
Answer'Sheet' Score!=!___________!
! Rating:!____________!

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!
Name:!!_________________________!! !!!!!!!!!!!Date:!!_______________!
'
Short'Answer'Questions'

1.! ________________________________________________________________!

________________________________________________________________!

________________________________________________________________!

________________________________________________________________!
!

2.! ________________________________________________________________!

________________________________________________________________!

________________________________________________________________!

________________________________________________________________!
!

3.! ________________________________________________________________!

________________________________________________________________!

________________________________________________________________!

________________________________________________________________!

________________________________________________________________!

________________________________________________________________!

________________________________________________________________!

________________________________________________________________!

________________________________________________________________!
!

4.! ________________________________________________________________!

________________________________________________________________!

________________________________________________________________!

________________________________________________________________!
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________________________________________________________________!

________________________________________________________________!

________________________________________________________________!

________________________________________________________________!
!

5.! ________________________________________________________________!

________________________________________________________________!

________________________________________________________________!

________________________________________________________________!

________________________________________________________________!
!

6.! ________________________________________________________________!

________________________________________________________________!

________________________________________________________________!

________________________________________________________________!

________________________________________________________________!
!

7.! ________________________________________________________________!

________________________________________________________________!

________________________________________________________________!

________________________________________________________________!
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8.! ________________________________________________________________!

________________________________________________________________!

________________________________________________________________!
Tools'and'Equipment'Cleaning'and'
Information'Sheet'2'
Maintenance'
!

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Note:!Read!Reference!Reading!#1!for!guidelines!and!procedures!in!cleaning!tools!and!equipment!and!
Reference! Reading! #2! for! guidelines! and! regulations! in! equipment! maintenance.! These! are!
accompanying!documents!of!this!Learning!Guide.!
'
Tools'and'Equipment'
●!Rough!Terrain!Brick! ●!Rough!Terrain!Brick!and! ●!Mortar!Mixers!
Cart! Block!Cart!

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●!Veneer!Scaffold! ●!!Mortar!Board!Stand! ●!Plaster!and!Mason!Stand!

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Use'of'Tools'and'Equipment''
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Tools'and'Equipment'Cleaning'and'Maintenance'

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SelfSCheck'2' Written'Test'
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Instructions:!Answer!all!the!questions!listed!below.!Illustrations!may!be!necessary!
to!aid!some!explanations/answers.!!Write!your!answers!in!the!sheet!
provided!in!the!next!page.!
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You!can!ask!you!teacher!for!the!copy!of!the!correct!answers.!
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Answer'Sheet' Score!=!___________!
! Rating:!____________!
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Name:!!_________________________!! !!!!!!!!!!!Date:!!_______________!
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Short'Answer'Questions'

1.! ________________________________________________________________!

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2.! ________________________________________________________________!

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3.! ________________________________________________________________!

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4.! ________________________________________________________________!

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5.! ________________________________________________________________!

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Concept'and'Procedures'of'Material'
Information'Sheet'3'
Disposal,'Recycling'and'Reuse'
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Information'Sheet'4' Waste'Management'
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SelfSCheck'3' Written'Test'
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Instructions:!!!Perform!the!following!tasks.!Write!your!answers!in!the!answer!sheet!
provided:!

1.! Show!by!a!diagram!the!recycling!process!of!materials.!(5!points)!
2.! Show!using!an!illustration!the!material!disposal!procedures.!(5!points)!
3.! Explain!the!categories!of!waste.!(2!points)!
4.! Discuss!waste!management.!(3!points)!
5.! Explain!the!!different!methods!of!waste!reduction!(15!points)!
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You!can!ask!you!teacher!for!the!copy!of!the!correct!answers.!
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Operation'Sheet'1' Procedures'in'Implementing'5S''
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Sequence'of'5S'
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Steps'to'be'undertaken'to'meet'5S'
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Procedures'in'Maintenance'of'Tools'and'
Operation'Sheet'2'
Equipment''
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Techniques'and'Procedures'in'Cleaning'Tools'
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Operation'Sheet'3' ''Steps'in'Waste'Management'and'Reduction''
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LAP'Test' Practical'Demonstration'
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Name:!!_____________________________!!!Date:!!________________!
Time!started:!________________________!!! Time!finished:!!________________!
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Instructions:!Given! necessary! templates,! workshop,! tools! and! materials! you! are!
required!to!perform!the!following!tasks!within!3!hours.!
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Task!1:! Clean!the!given!tools!and!equipment.!
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Task!2:! Using!the!given!template,!list!the!different!wastes!produced!and!
accumulated!in!a!particular!technology!area,!then!identify!whether!these!are!
for!composting,!recycling!or!disposal.!!!
Task!3:! !Using!the!given!template,!prepare!a!housekeeping!schedule!for!the!specific!
area!in!the!workshop.!In!preparing!the!housekeeping!schedule!.!!!
! .!identify!the:!
●!person!.in.charge!
●!technology!workshop!
●!work!station!

-! consider!the:!
●! workplace!procedures!and!standards!(work!area)!
●! frequency!of!maintenance!activities!

Task!4:!Using!a!given!template,!list!the!different!wastes!produced!and!accumulated!
in!a!particular!technology!area,!then!identify!whether!these!are!for!
composting,!recycling!or!disposal.!!!
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Task!5:!!Perform!the!5S!in!the!assigned!workshop:!
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List'of'Reference'Materials'
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Appendix'F:''Sample'Assessment'Packet'
(Please note - this sample also serves as pro-forma of the assessment packet)
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' Logo! Name!of!Institution!
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_______________ TVET!Program!title!

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TTLM Code: CON MAS2 TTLM 0112v1

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OutcomeSBased'Assessment'
Assessment!is!the!process!of!collecting!evidence!and!making!judgments!on!whether!
competence!has!been!achieved.!!As!such!the!purpose!of!assessment!is!to!confirm!that!
the!trainee!can!perform!to!the!standards!expected!in!the!workplace!as!expressed!in!
the!relevant!occupational!standard.!
!
The!three!key!messages!that!emerge!from!this!definition!of!assessment!are!that:!
•! assessment!involves!the!collection!of!evidence!
•! assessment!involves!the!making!of!professional!judgments!
•! the!benchmarks!for!assessment!are!competence!standard!!
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Understanding'Evidence'
Evidence!is!information!gathered!which!provides!proof!of!competence.!!Evidence!can!
take! many! forms! and! be! gathered! from! a! number! of! sources.! As! illustrated! in! the!
following!diagram,!evidence!may!be!either!direct!or!indirect.!!
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! FORMS'OF'EVIDENCE'
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! DIRECT' INDIRECT'
! EVIDENCE' EVIDENCE''
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Direct!evidence!is!evidence!that!can!be!observed!or!witnessed!by!the!teacher.!!This!
may!include:!
•! observations!by!the!teacher!of!the!trainee!carrying!out!work!activities!!
•! oral!questioning!of!the!trainee!
•! demonstration!of!specific!skills!needed!to!complete!the!task!
!
Indirect!evidence!is!evidence!of!the!trainee’s!work!that!can!be!reviewed!or!examined!
by!the!teacher.!!This!may!include:!
•! assessment!of!technical!qualities!of!finished!product!made!by!the!trainees!
•! written!test!of!underpinning!knowledge!
•! review!of!project!accomplished!!
!
Contrary!to!what!many!teachers!believe!there!is!no!hierarchy!of!evidence.!!In!other!
words,!‘direct’!evidence!is!not!necessarily!more!valid!or!reliable!than!‘indirect’!evidence.!!
Each!form!of!evidence!is!useful!and!relevant!to!the!assessment!process.!!Hence,!it!is!
better!to!use!the!combination!of!these!evidences.!

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Factors'Influencing'the'Selection'of'Evidence'
The!type!and!amount!of!evidence!that!the!teacher!decides!to!collect!is!influenced!by!
a!number!of!things,!including:!
•!nature!of!the!competence!being!assessed!
•!characteristics!of!the!trainee!
•!context!of!the!assessment!
•!skills!and!expertise!of!the!teacher!
•!cost!
•!resources,!facilities!and!time!
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Strategic'Collection'of'Evidence'
Efficient! assessment! processes! involve! a! strategic! approach! to! the! collection,!
consideration!and!judgment!of!evidence!
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A!strategic!approach!involves:!
•! focusing!on!evidence!that!gives!an!immediate!indication!of!competence!
•! using!other!evidence!to!address!less!critical!areas,!fill!gaps!or!confirm!judgment!
Ways'of'Gathering'Evidence'
"! Multiple!observations!by!the!teacher!of!the!trainee!carrying!out!work!activities!
"! Assessment!of!technical!qualities!of!finished!product!
"! Written!test!of!underpinning!knowledge!
"! Oral!questioning!of!trainee!
"! Demonstration!of!specific!skills!needed!to!complete!the!task!
"! Review!of!previous!work!performed!such!as!project!or!assignments!
!
Evidence!collected!by!the!teachers!–!!
"! Practical!demonstration!
.!Observation!of!real!or!simulated!work!!
"! Questions!/!Interviews!/!Test!
.! Confirmation!of!underpinning!knowledge!
.! Capacity!to!deal!with!emergencies!
.! Clarification!of!ethics,!values!and!attitudes!

Preparing'an'Evidence'Plan'
An!evidence!plan!is!a!planning!tool.!!It!is!the!first!step!in!developing!an!evidence!
gathering!tool.!!The!evidence!plan!is!a!list!of!the!evidence!that!the!teacher!must!
gather!when!conducting!an!assessment!of!a!particular!unit!of!competence.!!It!also!
identifies!the!evidence!gathering!methods!that!will!be!used.!
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The!key!steps!in!constructing!an!evidence!plan!are:!
1.! Identify!the!learning!outcome!to!be!assessed!
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2.! Read!the!complete!performance!criteria!of!each!learning!outcome!
3.! Identify!the!evidence!that!an!individual!who!can!competently!perform!the!work!
activity!should!be!able!to!provide:!
«! consider!the!four!dimensions!of!competence!
#! task!skillsc!task!management!skillsc!contingency!management!skillsc!job!
role!/!environment!skills!
«!consider!the!underpinning!knowledge!and!skills!
«!consider!the!critical!aspects!of!competence!
!
In!identifying!the!evidence!requirements,!the!teacher!may!pose!questions!such!as:!
"! What!are!the!key!tasks!performed!by!the!competent!person?!
"! What!level!of!performance!is!required!of!the!competent!person?!
"! What!knowledge!does!the!competent!person!require!and!how!might!this!be!
applied!in!performing!the!work!activity?!
"! What!contingencies!might!arise!in!this!work!and!how!does!the!competent!
person!deal!with!them?!
"! What!level!of!supervision!does!the!competent!person!require?!
"! How!much!autonomy!does!the!competent!person!have?!
"! What!would!the!competent!person!not!do?!
"! How!does!the!competent!person!interact!with!others!in!the!workplace?!
"! How!does!the!competent!person!manage!the!different!tasks!associated!
with!this!work!activity?!
"! How!much!responsibility!does!the!competent!person!have!for!others?!
!
4.! Develop!a!list!of!the!evidence!that!the!person!should!be!able!to!provide!–!do!
this!by!completing!the!left!hand!column!of!the!plan!
5.! Identify!the!best!way!of!collecting!the!evidence!listed!in!the!evidence!plan.!!!
6.! Read! the! ‘Methods! of! Assessment’! section! of! the! learning! module! as! the!
evidence!collection!methods!are!specified.!!Aim!to!use!more!than!one!evidence!
collection!tool!and!ensure!that!different!types!of!tools!are!used.!!However,!it!is!
unlikely!that!more!than!three!tools!would!be!required.!
7.! Indicate!which!tools!will!be!used!to!gather!each!item!of!evidence.!!
8.! Document!evidence!plan.!Retain!the!Evidence!Plan!for!use!in!constructing!the!
evidence!gathering!tools.!
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Evidence'Plan'Template'(Formative!Assessment)'
TVET'Program:' !
Learning'Module'Title:' !
•! __!
Learning'Outcome(s)'covered' •! __!
•! __!

Demonstration)with)
Ways)in)which)evidence)will)be)collected:))

Oral)Questioning)
)

Observation)

Written)Test)
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Interview))

LAP)Test)
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The)evidence)must)show)that)the)trainee……)

•! (assessment!criteria)! ) ! ! ! !
•! ! ) ! ! ! !
•! ! ) ! ! ! !
•! ! ) ! ! ! !
•! ! ) ! ! ! !
•! ! ) ! ! ! !
•! ! ) ! ! ! !
•! ! ) ! ! ! !
•! ! ) ! ! ! !
*Critical!aspects!!
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Prepared!by:! ! Date:! !
Checked!by:! ! Date:! !
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Evidence'Plan'Template'(Summative!Assessment)'
TVET'Program:' !

Batch'Class:' !
•! __!
Learning'Module(s)'covered' •! __!
•! __!

Demonstration)with)
Ways)in)which)evidence)will)be)collected:))

Oral)Questioning)
)

Observation)

Written)Test)
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Interview))

LAP)Test)
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The)evidence)must)show)that)the)trainee……)

•! (assessment!criteria)! ) ! ! ! !
•! ! ) ! ! ! !
•! ! ) ! ! ! !
•! ! ) ! ! ! !
•! ! ) ! ! ! !
•! ! ) ! ! ! !
•! ! ) ! ! ! !
•! ! ) ! ! ! !
•! ! ) ! ! ! !
*Critical!aspects!of!competence!
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Prepared!by:! ! Date:! !
Checked!by:! ! Date:! !
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Evidence'Plan'
"! Help!trainee!understand!what!is!expected!
"! Focus!for!the!teacher!in!evidence!gathering!
"! Record!assessment!outcomes!
"! Identify!what!action!is!needed!to!address!skill!and!knowledge!gaps!
!
Evidence'Gathering'Tools'
The!evidence!gathering!tools!are!the!actual!instruments!that!the!competent!teacher!
uses!to!collect!evidence.!Such!as!–!
"! Observation!checklist!
"! Questions!list!
"! Demonstration!of!work!activity!
"! Written!test!
"! interview!
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Knowledge'Test'
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Knowledge!test!is!a!set!of!questions!or!a!series!of!tasks!that!trainees!answer!in!
writing.!!It!is!conducted!for!a!variety!of!purposes!–!
•! find!out!what!the!trainee!has!learned!
•! determine!the!trainee’s!strengths!and!weaknesses!in!regards!to!the!knowledge!
that!underpins!competent!performance!
•! find!out!what!the!trainee!needs!to!learn!
!
Characteristics'of'a'Good'Test'
•! Valid!(actually!measures!that!is!supposed!to!measure)!
•! Reliable!(measures!accurately!and!consistently)!
•! Objective!(fair!to!the!examinee)!
•! Discriminative!(pick!up!the!good!examinee!from!the!poor)!
•! Ease!of!administration!and!scoring!(right!length!and!level!of!sophistication)!
!
Multiple'Choice'Test'Item'
•! The!stem!of!the!item!must!present!a!single,!clearly!formulated!central!problem!
•! The!item!should!be!practical!and!realistic!
•! Make!sure!distractors!are!plausible!
•! Present!options/choices!in!a!logical!manner!and!on!separate!lines!
•! Place!the!correct!answer!at!random!
•! Make!the!questions!independent!of!the!other!questions!
•! Have!at!least!four!(4)!options/choices!
•! Use!capital!letters!to!label!the!options!or!choices!
•! Avoid!using!double!negatives!
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•! Highlight!negative!word!that!requires!negative!response!
•! Avoid!using!‘all!of!the!above!‘!or!‘none!of!the!above’!as!distractor!!
•! Use!illustrations!if!possible!
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Components'of'Multiple'Choice'
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Stem'with'central'
1. What'do'you'call'the'
problem!
cost'that'vary'directly'with'
Key'
Choi the'production'of' answer !

ces! additional'unit?!Distrac
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A. Total'variable'cost! !

Variable'unit'cost
!
!
Matching'Type'Test'Item'
•! It!has!at!least!five!(5)!and!not!more!than!twelve!responses!in!each!matching!
exercises!
•! Use!a!homogeneous!or!related!materials!in!any!one!exercise!
•! It!includes!at!least!three!(3)!plausible!extra!choices!from!which!responses!must!
be!selected!
•! Column!containing!the!longest!statement!are!placed!on!the!left!side!of!the!page!
•! Uses!illustrations!whenever!possible!
•! Selection!are!arranged!by!column!in!a!logical!order!
•! The!entire!exercise!appear!on!one!page!
•! The!direction!are!specific!
•! Uses!capital!letters!to!label!the!parts!in!the!column!from!which!the!responses!
are!to!be!selected!
!
!
!
!
!
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Sample'Matching'Type'Exercise!
Direction:!Listed!below!are!different!terms!used!in!Sales!and!their!definition.!!Match!
column!A!with!column!B.!Use!each!letter!only!once!and!write!it!in!the!blank!space!
provided.!
!
'''''''''''''''''''''''''''''''''Column'A' ' ' ' Column'B'

____!A.!No.!of!units!of!the!product! A.!Unit!price!
projected!! B.!Expected!unit!
____!B.!
! The!amount!of!
to!be!sold!over!a!specific! C.!Variable!unit!
money!charged!to!! sales!
time
____!C.!the!customer!for!
The!product!of!
! D.!Total!variable!
cost!
expected!unit!sales! E.!!Fixed!cost
cost! !
____!D.!each!unit.!
Costs!that!vary! F.!!Profit!
and!variable!unit!
directly!with!the! G.!Total!cost!
____!E.!cost.!
The!sum!of!the!fixed!!
!
production!of!one! H.!Total!revenue!
and!total!cost!for!
additional!unit!
! any!given!level!of!
production!! !!
!
Short'Answer'Questions'
This!type!of!knowledge!test!concentrates!on!a!single!issue!or!concept.!!It!can!also!
be!used!to!illicit!a!brief!response!that!is!more!than!just!the!choice!in!a!completion!
question!but!less!than!an!extended!response.!
!
Short.answer!questions!take!two!general!forms!.!
1.! a!statement!
2.! a!question!
!
Guide'in'Writing'ShortSAnswer'Questions'
1.! Frame!the!question!so!that!there!is!a!correct!response,!a!response!that!people!
knowledgeable!in!the!field!would!agree!is!correct.!
2.! Question!should!illicit!a!specific!information!or!answer!
3.! Avoid!starting!questions!with!“In!your!opinion!...”!and!other!lead.ins!that!can!
be!challenged!for!accuracy.!
4.! Questions!should!be!formulated!precisely!and!concisely.!
5.! Break!the!question!into!two!or!three!manageable!sub!questions!if!you!do!not!
require!the!trainee!to!structure!the!answer!as!part!of!the!skill!you!are!testing.!
6.! Insure!your!questions!fit!the!objectives!of!your!test.!

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7.! There!should!be!a!single!or!defined!number!of!correct!answers.!!The!space!
provided!and!the!marks!allocated!should!provide!the!trainee!with!guidance!on!
the!expected!length!of!their!answers.!
!
Sample'Short'Answer'Question'
Example)Statement)
!
Q!1.!!List!four!(4)!types!of!information!that!should!be!contained!in!the!minutes!of!
meeting.!![2!marks]!
1.! ___________________________________________________________!

2.! ___________________________________________________________!

3.! ___________________________________________________________!

4.! ___________________________________________________________!

!
Q2.! List!the!three!receiving!procedures!to!be!followed!on!delivery!of!services.!!!!!!!!!!
[3!marks]!
!
1.! ___________________________________________________________!

2.! ___________________________________________________________!

3.! ___________________________________________________________!

!
Q3.! Describe,!in!not!more!than!20!words,!what!is!meant!by!the!term!‘process!flow’!!!!!!!!!!
[5!marks]!
!
____________________________________________________________________!

____________________________________________________________________!

____________________________________________________________________!

!
Example)Question)
!
Q2.! Which!three!receiving!procedures!should!be!followed!on!delivery!of!services?!
1.! ___________________________________________________________!

2.! ___________________________________________________________!

3.! ___________________________________________________________!

!
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!
!
!
Performance'Test'
Sample'Demonstration'Evidence'Gathering'Tool'(Sample'for'Formative'Assessment)'
Trainee’s'Name:'
Teacher’s'Name:' '
Learning'Module'Title:' '
Learning'Outcome'covered:!' '
Batch'Class:' '
Date'of'assessment:' '
Time'of'assessment:' '
Instructions'for'the'teacher'
!
!
!

Materials'and'equipment'
'
'

OBSERVATION!! Please check (!) to show if

evidence is demonstrated
During!the!demonstration!of!skills,!did!the!trainee:! Yes' No' N/A'
!
!! !! !!
!
!
!! !! !!
!
!
!! !! !!
!
!
!! !! !!
!
! !! !! !!
!
!
!! !! !!
!
!
!! !! !!
!
The'trainee’s'demonstration'was:'
' Satisfactory'' "' ' ' ' Not'Satisfactory' "'
*Critical!criteria!
!
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Note:!!This!document!serves!as!the!rating!sheet!of!the!teacher!in!evaluating!the!
trainee’s!performance.!!This!must!be!accomplished!for!each!trainee.!

Sample!Demonstration!Evidence!Gathering!Tool![Continued]!

Questions' Satisfactory'
' response'
The'trainee'should'answer'the'following'questions:' Yes' No'
!
!! !!
!
!
!! !!
!
!
!! !!
!
!
!! !!
!
!
!! !!
!
!
!! !!
!
The'trainee’s'underpinning'knowledge'was:'
' Satisfactory'!' ' ' ' Not'Satisfactory' !'

Feedback'to'trainee:'
!
!
!
!
!
!
!
!
The'trainee’s'overall'performance'was:'
' Satisfactory' !' ' ' ' Not'Satisfactory' !'
'
Trainee'signature:' Date:'
Teacher'signature:' Date:'

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Sample'Recording'Sheet'for'Oral'Questioning'/'Interview'

Trainee’s!Name:! '
Teacher’s!Name:! '
Batch!Class:! '
Learning!Module!Title:! '
Learning!Outcome/s!covered:! '
Satisfactory'response'
Oral/interview'questions'
Yes' No'
Q1! "! "!

Q2! "! "!

Q3! "! "!

Q4! "! "!

Q5! "! "!

The!trainee’s!underpinning!knowledge!was:!
' Satisfactory'' ' "' ' ' ' Not'satisfactory'"'
Teacher’s'Signature:! Date:!
Feedback'to'trainee:'
!
!
!
!
!
!
!
!
Acceptable'answers'are:'
Q1!
Q2!
Q3!
Q4!
Q5!
'
'

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Demonstration!(Sample'for'Summative'Assessment)'
Trainee’s!name:! '

Teacher’s!name:! '

Program!Title:! '

Learning!Module!covered:! '
Batch!Class:!! '

Date!of!assessment:! '

Venue!of!assessment:! '

Instructions'for'the'teacher'
'

Please!check!(!)!to!show!if!
evidence!is!demonstrated'
During!the!demonstration!of!skills,!did!the!trainee:! Yes' No' N/A'
' !! !! !!
' !! !! !!
' !! !! !!
' !! !! !!
' !! !! !!
' !! !! !!
' !! !! !!

The'trainee’s'
Satisfactory'"' ' Not'Satisfactory''''"'
demonstration'was:'

*Critical!criteria!
'
Note:!!This!document!serves!as!the!rating!sheet!of!the!teacher!in!evaluating!the!
trainee’s!performance.!!This!must!be!accomplished!for!each!trainee.!
'
'
'
'
'

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Oral'Questions' Satisfactory'response'
The!trainee!should!answer!the!following!questions:! Yes' No'
' !! !!
' !! !!
' !! !!

' !! !!
' !! !!

' !! !!

The'trainee’s'knowledge'was:' "! Satisfactory' "! Not'Satisfactory'

Feedback'to'trainee:'

The!trainee’s!overall!performance!was:!
' Satisfactory'!' ' ' ' Not'Satisfactory' !'

Trainee’s'signature:' Date:'
Teacher’s'signature:' Date:'
'
'
'
'
'
'
'
'
'
'
'
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Assessment'Summary'Results'(form!part!of!the!Teacher’s!Report)!
Trainee’s!Name! !
Teacher’s!Name! !
TVET!Program!Title! !
Batch!Class! !
Module!Title!! !
Date!of!Assessment! !

The!performance!of!the!trainee!is!–!! Satisfactory! Not!Satisfactory!

! !

A.!!!Demonstration!with!Oral!questioning!
! !

!B.!!!!Written!Test!

Did!the!trainee’s!overall!performance!meet!
"! !Yes! "! !No!
the!required!evidences!/!standards?!

OVERALL''EVALUATION'' "!COMPETENT'' "!NOT'YET'COMPETENT''

General!Comments![Strengths!/!Improvements!needed]!

Trainee's!signature:! ! Date:!

Teacher’s!signature:! ! Date:!
!
!
'
'
'
'
'
'
'
'
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Purpose'of'Assessment'
•! determine!the!progress!of!the!trainees!
•! measure!the!extent!of!learning!
•! determine!the!extent!to!which!competence!have!been!achieved!
'
The'Assessment'Process'
!
The! assessment! process! is! the! series! of! steps! that! trainees! and! teachers! move!
through!while!determining!the!achievement!of!competences.!!It!includes!preparing,!
conducting,!recording,!reporting!and!reviewing!the!assessment.!
'
! Establish!the!assessment!context! !

! $! !

! Prepare!the!trainee! !

! $! !

! Plan!and!prepare!the!evidence!gathering!process! !

! $! !

! Collect!the!evidence!and!make!the!assessment!decision! !

! $! !

! Provide!feedback!on!the!assessment!result!! !

! $! !

! Record!and!report!the!result! !

! $! !

! Review!the!assessment!process! !

!
'
'
'
'
'
'
'
'
'
'
'
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The!following!diagram!describes!the!preferred!process!for!conducting!assessment!!
!
Step'1' The!Teacher:!
! • establishes!the!context!and!purpose!of!the!
Establish'the'
! assessment' assessment!
context'! • identifies!the!relevant!learning!modules!!and!
! learning!outcomes!
• reads!the!assessment!criteria!and!identifies!the!
! evidence!requirements!
! !

!
Step'2' !!The!Teacher!meets!with!the!learner!to:!
! Prepare'the'
• explain!the!context!and!purpose!of!the!assessment!
! learner'! and!the!assessment!process!
! • explain!the!learning!modules/learning!outcomes!to!be!
assessed!and!the!evidence!to!be!collected!!
!
• outline!the!assessment!procedure,!the!preparation!
! which!the!learner!should!undertake!and!answer!any!
questions!!
!
• assess!the!needs!of!the!learner!and!establish!any!
! allowable!adjustments!in!the!assessment!procedure!
! • seek!feedback!regarding!the!learner's!understanding!!
of!the!learning!outcomes,!evidence!requirements!!!and!
!
assessment!process!
! • determine!if!the!learner!is!ready!for!assessment!and!
! decide!on!the!time!and!place!of!the!assessment!

!
The!Teacher!must:!
! Step'3'
Plan'and'prepare' • establish!a!plan!for!gathering!evidence!about!
! the'evidence' the!learner’s!performance!in!order!to!make!the!
! gathering' assessment!decision!
process!
! • organize!equipment!or!resources!required!to!
support!the!evidence!gathering!process!
! • coordinate!and!brief!other!personnel!involved!
! in!the!evidence!gathering!process!

! • obtain!and/or!prepare!the!evidence!gathering!
tools!
!
!
!
!
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Step'4' ! The!Teacher!must:!
! Collect'the' • Implement!the!evidence!gathering!process!and!
evidence'and' ensure!its!validity,!reliability,!fairness!and!flexibility!
! make'the'
assessment' • collect!appropriate!evidence!and!match!compatibility!
! to!the!learning!outcomes,!assessment!criteria,!in!the!
decision'
relevant!learning!modules!
!
• evaluate!evidence!in!terms!of!the!four!dimensions!of!
! competency!–!task!skills,!task!management!skills,!
! contingency!management!skills!and!job/role!
environment!skills!
!
• incorporate!specified!allowable!adjustments!to!the!
! assessment!procedure,!where!appropriate!
! • record!details!of!evidence!collected!
! • make!a!judgment!about!the!trainee's!competence!
based!on!the!evidence!and!the!relevant!learning!
! modules/learning!outcomes!
!
! Step'5' The!Teacher!must!provide!advice!to!the!learner!about!
Provide'feedback'on' the!outcomes!of!the!assessment!process.!!This!
! the'assessment'! includes!providing!the!learner!with:!
! • clear!and!constructive!feedback!on!the!
assessment!decision!
!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!
• information!on!ways!of!overcoming!any!identified!
! gaps!in!competence!revealed!by!the!assessment!
! • the!opportunity!to!discuss!the!assessment!process!
and!outcome!
!
• information!on!reassessment!process,!if!required!
!
!
!
Step'6' The!Teacher!must:!
!
Record'and'report' • record!the!assessment!outcome!
the'result'!
! • maintain!records!of!the!assessment!procedure,!
evidence!collected!and!the!outcome!according!
!
to!the!policies!and!procedures!of!the!school!
! • maintain!the!confidentiality!of!the!assessment!
! outcome!

! • endorse!assessment!results/outcomes!to!school!
registrar!or!appropriate!personnel!
!
• facilitate/recommend!the!issuance!of!Certificate!
! of!Training!!
!
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! On!completion!of!the!assessment!process,!the!
Step'7'
!Review'the' Teacher!must:!
assessment' • review!the!assessment!process!
!process'!
• report!on!the!positive!and!negative!features!of!
!
the!assessment!to!those!responsible!for!the!
! procedures!
• make!suggestions!on!improving!the!assessment!
procedures!!
• participate!in!any!organized!review!of!the!
assessment!process!!

Role'of'Teacher'and'Trainee'in'the'Assessment'Process'
People!make!assessment!decisions!every!day.!!While!the!process!is!fairly!simple!there!
is!a!lot!involved.!!To!undertake!this!role,!the!teacher!must!be!able!to:!
•!identify!and!interpret!the!relevant!assessment!criteria!
•!select!the!appropriate!evidence!gathering!method!
•!develop!the!evidence!gathering!tool!
•!make!the!assessment!decision!!
•!demonstrate!the!required!interpersonal!skills!
!
The!teacher!and!trainee!must!be!partners!in!the!assessment!process.!!This!means!that!
the!trainee!must!be!directly!involved.!!This!enables!trainee!gain!an!accurate!picture!of!
their! own! level! of! competence! and! identifies! their! additional! training! needs.! ! The!
teacher!needs!to!ensure!that!the!trainee:!
•!understands!the!purpose!of!assessment!
•!knows!the!unit!of!competence!that!is!being!assessed!
•!is!aware!of!the!conditions!under!which!the!assessment!will!take!place,!including:!
#! the!time!and!place!of!assessment!
#! the!evidence!gathering!method!
#! any!preparations!which!must!be!made!for!the!assessment!
!
Critical'Principles'in'the'Assessment'Process'
The!judgments!that!teachers!make!about!people!affect!their!daily!lives.!!Teachers!must!
ensure!that!the!trainee’s!rights!are!observed.!!These!rights!include!‘free!consent’!and!
‘confidentiality’.!
•! Free!consent!means!that!trainees!should!not!be!pressured!in!any!way!to!be!
assessed.!
•! Confidentiality!means!that!information!about!a!trainee’s!assessment!should!be:!
!! made!available!only!to!authorized!personnel!
!! kept!secure!

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Preparing'the'Trainee'for'Assessment'
'
Context'of'Assessment'
The! context! of! assessment! is! the! environment! or! setting! in! which! the! assessment!
activity!takes!place.!!It!includes!the!following:!
•! Physical!setting!–!assessment!venue!must!be!suitable!for!the!assessment!activity!!
•! Tools,!equipment!and!facilities!needed!to!conduct!the!assessment!activity!
•! Materials!–!access!to!materials!required!to!undertake!the!assessment.!!Are!these!
supplied!by!the!trainee!or!the!teacher?!
•! Purpose!of!assessment!!
!
Assessment'Guidelines''
Assessment!Guidelines!should!be!developed!in!order!to!ensure!that:!
•! assessment!processes!are!fair!to!all!trainees!
•! assessment!processes!are!implemented!in!a!consistent!manner!
•! assessment!processes!produce!high!quality!and!consistent!outcomes!
!
Regardless! of! the! assessment! context,! the! teacher! must! provide! a! supportive!
environment!before!commencing!the!assessment!by:!
•! making!sure!the!environment!is!suitable!for!the!assessment!
•! ensuring!that!the!trainee!is!relaxed!and!not!apprehensive!
•! greeting,!welcoming!and!establishing!a!rapport!with!the!trainee!
•! allowing!the!trainee!time!to!settle!in!and!feel!comfortable!!
•! giving!the!trainee!a!brief!overview!of!the!assessment!process!in!terms!that!are!
easily!understood!
•! inviting!the!trainee!to!ask!questions!
•! advising!the!trainees!when!they!can!begin!the!assessment!task!
!
A! key! stage! in! the! assessment! process! involves! informing! the! trainee.! ! The! trainee!
should!be!provided!with!clear!information!about!the:!
•! what!are!to!be!assessed!(learning!outcome!and!assessment!criteria)!
•! formative!or!summative!assessment!
•! evidence!he!or!she!is!required!to!present!
•! evidence!gathering!process!
•! role!of!the!teacher!
This!information!may!be!presented!to!the!trainee!in!verbal!or!written!form.!
'
Making'Decisions'
Evidence!is!information!gathered!which,!when!matched!against!the!assessment!criteria!
and!provides!proof!of!competence.!!!

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In!making!assessment!decisions,!the!teacher!must!consider!the!following:!
•! Requirements!of!the!learning!module!–!does!the!evidence!match!the!
requirements!of!the!leaning!outcome!and!assessment!criteria?!!Does!the!
evidence!address!the!critical!aspects!of!competence!and!the!underpinning!
knowledge!and!skill?!
•! Dimensions!of!competence!–!does!the!evidence!show!that!the!trainee!is!able!to!
meet!the!four!dimensions!of!competence!
!! Task!skills!
!! Task!management!skills!
!! Contingency!management!skills!
!! Job/role!environment!skills!

•! Corroboration!of!evidence!–!does!one!piece!of!evidence!support!other!pieces!of!
evidence!and!help!to!build!a!‘picture’!of!competent!performance.!!For!example!is!
the!teacher’s!observation!of!the!trainee!supported!by!results!of!performance!and!
knowledge!tests,!LAP!test,!project!or!the!trainee’s!response!to!oral!questions.!!!
!
Assessment!may!be!a!once!off!or!an!on.going!process.!!!This!means!it!is!necessary!to!
record!outcomes!as!they!are!achieved!and!provide!on.going!feedback!to!trainees.!
!
Feedback!is!the!process!of!identifying!assessment!outcomes!and!explaining!them!to!
the! trainee.! ! It! includes! a! description! of! the! assessment! process,! the! teacher’s!
techniques,! the! assessment! decision! and! what! the! trainee! should! do! following! the!
assessment.!
Providing! feedback! on! performance! is! very! simple! when! a! trainee! has! been! judged!
competent.! ! However! not! all! assessment! judgment! is! positive! and! the! competent!
teacher! must! realize! that! all! trainees! need! to! be! given! detailed! information! on! their!
performance.!
'
Approaches'to'Obtaining'Feedback'
Good! communication! skills! are! important! in! the! process! of! obtaining! and! giving!
feedback!to!trainees.!!Assessment!performance!maybe!discussed!and!confirmed!with!
trainees.!!If!the!teacher!has!established!good!rapport!with!a!trainee!before!and!during!
the!assessment,!it!is!easier!to!discuss!performance.!
!
Effective'Ways'of'Providing'Feedback'
1.! Start!by!asking!the!trainee!to!judge!how!well!he!or!she!performed!
2.! Reinforce!all!the!positive!aspects!of!the!assessment!
3.! Ask!the!trainee!to!suggest!areas!for!improvement!
4.! Discuss!the!areas!for!improvement!in!detail!
5.! Discuss!the!need!for!further!evidence!
6.! Inform!the!trainee!of!your!proposed!final!decision!
7.! Discuss!agreement!or!disagreement!with!the!decision!
8.! Work!out!ways!in!which!the!gaps!from!the!assessment!maybe!filled!

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9.! Remind!the!trainee!of!the!next!procedures.!e.g.!recording!information,!signing!
the!assessment!forms!
10.! Ask!the!trainee!how!you!can!improve!assessments!for!other!trainees!in!the!
future.!
'
Tips'on'How'to'Provide'Feedback'to'Trainees'Who'Failed'to'Achieve'the'
Required'Level'of'Competence'
1.! Be!as!positive!as!the!circumstances!permit,!without!raising!any!false!
expectations.!
2.! Be!as!precise!as!possible!about!the!gaps!in!the!trainee’s!competence.!
3.! Identify!whether!any!part(s)!of!the!assessment!need!be!repeated!and,!if!so,!
which!parts.!
4.! Emphasize!and!explain!the!results,!“Which!competence!has!been!and!has!not!
been!achieved?”!
5.! Suggest!strategies!to!the!trainee!for!further!learning!or!practice!to!fix!the!gaps.!
6.! Arrange!a!further!opportunity!for!the!trainee!to!attempt!to!complete!the!
assessment!requirements.!
'
Advantages'of'Providing'Feedback'on'Assessment'Performance'
Trainees!are!usually!anxious!about!results!of!assessment!and!can!be!more!so!if!they!
have!not!completed!all!the!outcomes!successfully.!!It!is!important,!therefore,!that!
debriefing!should!be!a!thorough!and!positive!experience!for!the!trainee.!!!
!
Feedback!is!beneficial!both!to!the!teacher!and!the!trainee!since!it!provides!for!the!
following:!
•! review/evaluation!of!teacher’s!performance!
•! review/evaluation!of!assessment!process!and!assessment!documents!
•! chance!to!explain!assessment!decisions!made!
•! identifying!the!trainee’s!strengths!and!weaknesses!
•! giving!guidance!for!further!training!or!practice!
•! encouragement!for!a!trainee!who!has!not!achieved!the!required!level!of!
competence!
!
'

Reassessment''
Reassessment!involves!a!trainee!who!is!assessed!as!‘not!yet!competent’!seeking!
another!assessment!in!order!to!demonstrate!competence.!
!
Trainees!may!request!for!re.assessment!of!the!whole!or!only!those!parts!where!they!
failed! to! meet! the! requirements! specified! in! the! relevant! learning! module.! The!
trainees!will!again!undergo!the!same!process!as!when!they!first!requested!for!taking!
the!formative!or!summative!assessment.!
!
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The!teacher!must!provide!the!following!information!to!the!trainee!who!wishes!to!be!
reassessed:!
1.! schedule!of!the!next!!assessment!
2.! place!/venue!of!assessment!
3.! preparation!that!must!be!done!
'
'
Recording'and'Reporting'Result'
Assessment!recording!is!the!process!of!documenting!assessment!results.!!It!must!be!
planned!and!integrated!into!the!assessment!process.!!The!assessment!record!should!
track!the!whole!assessment!process.!
!
Assessment!reporting!involves!conveying!information!on!the!assessment!outcome!to!
appropriate!personnel!such!as!school!administrators.!
'
Importance'of'Assessment'Recording'and'Reporting'
Effective!assessment!reporting!and!recording!systems:!
•! provide!proof!of!the!trainee’s!competence!that!can!be!used!as!evidence!in!training!
•! provide!a!basis!for!feedback!
•! provide!information!for!further!enhancement!of!the!learning!process!
•! provide!proof!that!the!assessment!activity!actually!took!place!
!
Characteristics'of'an'Effective'Assessment'Reporting'and'Recording'Process'
Each!organization!should!have!its!own!procedures!for!reporting!and!recording!results!
that! indicate! the! trainee’s! competences.! ! It! is! a! good! practice! to! have! a! uniform!
procedure!for!reporting!and!recording!results!throughout!an!organization.!!The!qualities!
of!an!effective!system!include:!
•! ease!of!use!
•! cost!of!operation!and!maintenance!
•! ease!of!retrieval!of!information!
•! relevance!of!assessment!information!held!in!the!records!
•! data!security!
•! compliance!with!the!system!by!all!users!
•! control!documentation!and!documented!procedures!
•! review!process!
!
Role'of'the'Teacher'in'Recording'and'Reporting'Assessment'Outcomes'
1.! Reviews!assessment!decision!against!evidence!plan!and!evidence!gathering!
tools!
2.! Records!assessment!results!using!the!approved!recording!format!
3.! Checks!that!results!have!been!recorded!correctly!

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4.! Discusses!assessment!record!with!the!trainee!
5.! Submits!assessment!record!to!person!responsible!for!keeping!the!documents!
6.! Signs!assessment!record!
!
Teachers!should!not!overlook!the!importance!of!restricting!access!to!the!assessment!
record!of!each!trainee.!!The!organization!should!have!a!clear!policy!and!procedures!
on!keeping!the!assessment!record!confidential.!
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Appendix'G:'Sample'Trainee’s'Record'Book'
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______________________
!
Recommendations:!
! !
! ______!Endorsement!for!Graduation! !!!!!!!!!!!(TTI)!_________!
! ______!Endorsement!for!NC!Assessment!!!!!!!!!!!!!!(TTI)!_________! __ ____________
!
! ______!For!completion!of!_____!modules!!!!!!!!!!!!!!(TTI)!_________!
(print!name!of!!teacher!in!this!space)!!!!!! ! ! !!!!!!!Date!
! ! !!!!!!!!!!!!!!!!!!Teacher!
! ______________________! ! ! ___________!
Completed!Other!Courses:!
! !!!!!!!!(print!name!of!Registrar!in!this!space)!!!!! ! ! !!!!!!!!Date!!
! ! Civic!Programs!! ! ! ! (TTI)!_________! !!!!!!!!!!!!!!!!!!!!!!!!Registrar!

! ______________________! ! ! ___________!!!!!!!!!
! Gender!Sensitivity!Training! ! !!!!!!!!!!!!(TTI)!_________! !TVET!College!Dean/Center!Administrator! !!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!Date!
! ! !
! ! ! ! ! !
! Remarks:! ! ! (place!here!name!of!TVET!institution)!
! ________________________________________________________ (place!here!location!of!the!institution)!
! !
! ________________________________________________________ !
________________________________________________________ !
________________________________________________________! !
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______________________
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__ ____________
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!!!!Trainee!/!Trainee!/!Student! ! ! ! !!!!!!!Date!
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! !
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! !
!!!!!!!!!!!!!!!!!!!!!NAME!OF!STUDENT! !
Program!Title:!_________________________!
! !
Picture!
Program!Title:!!_________________________! !
Batch!Class:!!!!_________________________! !
Date!(Start!of!Training):!!__________________!
!
Date!(End!of!Training):!!!__________________!
Competences!Acquired:! Progress!Check!(Formative!Assessment)!
st nd
Summative!Assessment! Module! Learning!
DS! DF!
No.!of! 1 !Try! 2 !Try!
Remarks!
Institutional! Code! Outcomes! Hours! C! NYC! C! NYC!
Module! No.!of! Assessment! !
Competence! DS! DF! Result! TRI! TTI!
Code! Hours! ! ! ! ! ! ! ! ! !
C! NYC!

! ! ! ! ! ! ! ! ! !
! ! ! ! ! ! ! ! !

! ! ! ! ! ! ! ! ! !
! ! ! ! ! ! ! ! !
! ! ! ! ! ! ! ! !
!
! ! ! ! ! ! ! ! !
! ! ! ! ! ! ! ! !
!
! ! ! ! ! ! ! ! ! !
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• TRI!–Trainee’s!Initial! • LO!!–!Learning!Outcome!
• TTI!–!Teacher’s!Initial! TTLM Development Manual
• C!–!Competent! Date: March 2012
Page 114 of 113
• DS!–!Date!Started! Revision: 2 • NYC!–!Not!Yet!Competent!
Author: ecbp/MoE – TVET Outcome Based Training Core Process
!• DF!–!Date!Finished!
• !
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Attendance! Work!Requirements!
Trainee’s! Teacher’s!
Date! Course!Title! Teacher’s!
Signature! Signature! Date! Work!Assignment! Rating!
Signature!
! !
! ! ! !
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! ! ! !
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! ! ! !
! ! ! !
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