​Objectives

​At the end of the session, you should be able to:

• ​Describe pre-training assessment and training needs analysis

• ​Realize the importance of having a pre-training assessment before starting the session

• ​Disengage current competency from the skills required to determine the training gap

​Introduction

​“In a differentiated classroom, teachers begin where students are, not the front of a curriculum guide”. – Carol Ann Tomlinson, 1999. As quoted by Tomlinson, we start our session based on our pre-assessment, not in the Competency-Based Curriculum. Pre-assessment evaluates trainee’s knowledge, skills, strengths and weaknesses prior to teaching.

​Pre-Training Assessment is conducted to recognize current competency (RCC) and recognition of prior learning (RPL). This assessment is done before the training starts. Listed are reasons why it is needed:

• ​It allows us to see their mastered competencies.

• ​It serves as a point of reference in assessing our trainees.

• ​It gives students a quick look at the future lesson.

​Pre-Training Assessment can be done either of the following:

• Learners assess themselves using the self-assessment guide.

  ​A trainer assesses learners’ previous experience through portfolio assessment

• ​The trainer assesses learners’ skills and knowledge through pre-test or diagnostic test

​Self-Assessment Guide is a pre-assessment tool to help the candidate and assessor determine what evidence is available, when gaps exist, including readiness for assessment.

​Self-Assessment Guide (SAG) – a pre-assessment tool to help the candidate and the assessor determine what evidence is available, where gaps exist, including readiness for assessment. This document can

• ​identify the candidate’s skills and knowledge;

• ​highlight gaps in the candidate’s skills and knowledge;

• ​provide critical guidance to the assessor n the evidence that needs to be presented;

• ​provide guidance to the candidate on the evidence that needs to be presented; and

• ​assist the candidate to identify key areas in which practice is needed or additional information or skills should be gained prior to the assessment.

​Portfolio Assessment refers to the process of determining whether an applicant is competent through evaluation of his or her records of achievement.

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​You can confirm the authenticity of evidence of competency by:

• ​Calling or asking personally the signatories and confirm the information listed in the certificate of award/employment.

• ​Calling or visiting the workplace where projects are done.

​Pre-Test or Diagnostic Test is a type of formative assessment that involves collecting evidence to diagnose or identify a training need or performance problem. (NVSC Handbook) Prepare the pre-test/diagnostic test according to the guidelines written in the lesson ‘Preparing Assessment Instruments’.

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An assessor can use the portfolio assessment and pre-test results as a source of evidence and a tool for verifying the learner’s current competency and prior learning. Pre-training assessment and analysis is done prior to the actual training program.

​Determining Training Gap through Training Needs Analysis (TNA)

​Under the CBT approach, each learner is assessed to find the gap between the skills they need (as described in the Training Package) and the skills they already have. The difference between the two is called the training gap.

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​Skills Required* – Current Skills** = Training Gap = Training Needs

​‘Skills Required’ refers to the competencies listed in the competency standards and specified by the industry; On the other hand, ‘Current Skills’ referred to as validated competencies gathered in the pre-training assessment.

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​A training program is then developed to help the learner acquire the skill deficiency. Therefore, Self-Assessment Guide (SAG) with Training Needs Analysis (TNA) Tool is an important tool to use in determining training gap.

​Assignment

Direction: Search the following terminologies:

​1. Training Regulation

​2. Qualification

​3. Competency Standards

​4. Training Standards

​5. Assessment