Pre-assessment

In LO 1 of the module for Planning Training Sessions you were able to prepare the gathering tools to determine trainee’s characteristics and their training needs. In this module you will use the pre-assessment tools you prepared in Plan Training Session.

Pre-assessment is a very important process in CBT. This is very critical for the identification of training needs and appropriate methods of training for each individual trainee.

Purposes of pre-assessment

The following are some of the purposes of pre-assessment:

1.    To determine trainee’s characteristics

Trainee’s characteristics are inputs in the preparation and scheduling of the activities of each trainee. Training methods appropriate for the trainee will be dependent on his characteristics and learning styles. In the Plan Training Session, you were asked to prepare the Data Gathering Instrument for Trainees Characteristics. This should be administered to each trainee for reference.

2.   To recognize prior learning

CBT recognizes prior learning. This is especially important when planning the learning activities of each trainee. A pre-assessment is necessary to recognize the skills that are already learned previously through training or experience of the trainee. Before recognizing the prior learning however, pre-assessment should be done. It is recommended that the following methods of assessment shall be done to ensure that prior knowledge are recognized:

1. Self-assessment (use Form 4.1)
2. Portfolio assessment (use Form 4.2)
3. Interview  (use  the institutional competency evaluation tools)

After the self-assessment and portfolio assessment, it is necessary to make sure the trainee has a prior learning for recognition. If  in doubt about the portfolio submitted, the ultimate test is to let him demonstrate the skill. Before the demonstration  however,  it  is  more cost efficient to interview the trainee to establish  the  possibility that he can demonstrate. The Institutional Competency Evaluation Tool is the best source of the interview questions since these questions were based on the evidence plan.

• Demonstration method (use the institutional evaluation tools)

The ultimate test of competency is demonstration of  skills.  The Institutional Competency Evaluation Tool is most appropriate for this purpose.

Note: A Certificate of Achievement should be awarded to a trainee who has prior learning. The Certificate is the proof of recognizing the prior learning.

3. To determine training needs (use Form 4.3 & Form 4.4)

After assessing the skills of the trainee, Forms 4.3 and 4.4 are used. This will summarize the training needs of each trainee.

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Pre-assessment Activities

1. Determine the time for each student to accomplish all forms. Write them down on the board before the pre-assessment starts.

Nitko(2001, p.117) provides some estimates of time  to  complete  various types of questions for junior and senior high school students. Oosterhof(2001, p. 117), gives similar estimates but indicates poor readers might need more time.

Type of Test	Time to finish a question
True-False	15-30 seconds
Multiple Choice(recall questions  that are brief)	30-60 seconds
More complex multiple choice	60-90 seconds
Multiple choice problems with calculations	2-5 minutes
Short answer(one word)	30-60 seconds
Short answer(longer than one word)	1-4 minutes
Matching(5 premises, 6 responses)	2-4 minutes
Short essays	15-20 minutes
Data analyses/graphing	15-25 minutes
Drawing models/labeling	20-30 minutes
Extended essays	35-50 minutes

2. Explain the purpose of the pre-assessment which are the following:

3. Plan adjustments for trainees special needs such as the following:

• Providing written instructions for students with hearing problems
• Using large print, reading or recording the questions on audiotape (The student could record the answers on tape.)
• Having an aide or assistant write/mark  the  answers  for  the student who has coordination problems, or having the student record the answers on audiotape or type answers
• Using written assessments for students with speech problems
• Administering the test in sections if the entire test is too long.
• Asking the students to repeat the directions to make sure they understand what to do
• Starting each sentence on a new line helps students identify it as a new sentence Including an example with each type of question, showing how to mark answers

4. Check to see that directions for marking or scoring (point values, etc.) are included with each type of item.

5. Decide if students are to mark answers on the test, use a separate answer sheet, or use a blank sheet of paper.

6. Make an answer key. (This is easy to do as  you  write  the  questions.)

7. Prepare the following forms for the pre-assessment for  each  student:

• Form 4.1
• Form 4.2
• Form 4.3
• Form 4.4
• Questionnaire for determining learner’s characteristics

Pre-assessment

Before the pre-assessment

• Written Pre-assessment Instrument (pre-test)

A trainer’s test administration procedures can have great impact on trainee’s test performance. As you will see in the guidelines below, test administration involves more than simply handling out and  collecting  the  test.

1. Avoid instilling anxiety
2. Give as many of the necessary oral directions as possible before distributing the tests, but keep them to a minimum.
3. Explain the purpose of the test.
4. Give test-taking hints about guessing, skipping and coming back, etc.
5. Tell students the amount of time allowed for  the  test.  You  may want to put the length of time remaining for the test on the board. This can be changed periodically to help students monitor their progress. If a clock is prominently  available,  an  alternative  would be to write the time at which they must be finished.
6. Tell the students how to signal you if they have a question.
7. Tell the students what to do with their papers when they  are  finished (how papers are to be collected).
8. Tell the students what they are to do when they are finished, particularly if they are to go on to another activity (also write these directions on the chalkboard so they can refer back to them).
9. Rotate the method of distributing papers so you don’t always start from the left or the front row.
10. Make sure the room is well lighted and has a comfortable temperature.
11. If a student is absent, write his/her  name  on  a  blank  copy  of the test as a reminder that it needs to be made up.

During Pre-assessment

1. Distribute the following:

2. Ask trainees to fill-up the questionnaire and forms. Time  allotment is to be determined by the trainer.

3. Administer the pre-test.

After the Test

1. Collect the test paper and answer  sheets  immediately  after  a trainee finishes.
2. Check the answers of the pre-test. This will be one of your basis in assigning trainees in their work stations. This is also an input for the RPL.
3. Base on the data collected from Form 4.2 and the pre-test scores, determine trainees who possibly have RPL.
4. Set a schedule for interview and  demonstration  for  trainees  who  are candidates for RPL.
5. After the interview and demonstration of skill, recognize prior learning by awarding Certificate of Achievement.
6. Record results to the progress chart.
7. Identify individual training needs using Form 4.3 and 4.4.