3a_ppt1_intro_to_course_sy12-13.pdf
TRANSCRIPT
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PROCESS AUTOMATION AND
CONTROL SYSTEMS
RM MFI 27
MFI FOUNDATION, INC.TECHNOLOGY PROGRAM MANAGEMENT DEPARTMENT
ELECTRICAL TECHNOLOGY:
COURSE TITLE:
INSTRUCTOR: MAURO ROGEL B. BARROGA
(ICT 311A)
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ACTIVITY #1
FILL-UP/UPDATE ITP STUDENT PROFILE (10 MINS.)
ACTIVITY #2
FILL-UP TRAINING EXPECTATION SHEET(15 MINS.)
ACTIVITY #3
DISCUSSION ON STUDENTS EXPECTATIONS (25 MINS.)
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ABOUT THE INSTRUCTOR:
MAURO ROGEL B. BARROGA
GRADUATE OF MFI INSTRU. TECHOJT @ SHELL BATANGAS AND I&CS PAMPANGA
BOILER OPERATOR IN MECHANIC IN BCPI, CAVITE
INSTRUMENTATION TECHNICIAN IN SAUDI ARABIA
SALES AND SERVICE ENGINEER FOR ANRITSU PHILS., TRAINED IN JAPAN
PRODUCTION SUPERVISOR IN DUNLOP PHILS.
EDUCATION ASSOCIATE IN MFI FOR 8 YEARS
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ABOUT THE INSTRUCTOR:
MAURO ROGEL B. BARROGA
PURSUED HIGHER EDUCATION BS INDL TECH PRC REGISTERED MASTER ELEC. / MEMBER OF IIEE
PICS CERTIFIED INSTRU. ENGR. AND TECHNICIAN
TESDA CERTIFIED I&C SERVICING NC II & III AND MECHA SERVICING NC II
CHEM. TANKER ON-BOARD EXPOSURE IN SHANGHAI CHINA MARCH 2010
ATTENDED TRAINING IN SINGAPORE MAY JUN 2010
CURRENTLY PURSUING MAIT IN RTU.
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ACTIVITY 4 We are going to watch a video clip twice. Take note of the important data you got
from the clip.
After watching the clip, you will be grouped in 6 teams. Select a name of your group,
one Group Moderator/Secretary.
For 10 minutes, write you group name, group members, share and write all data
that you can remember from the clip on the
whiteboard.
Wait for the instructor to discuss your work.
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ACTIVITY 4:
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AUTHENTIC CONTEXT: 2011 JOB HIRING
POSITION: ELECTRICAL & INSTRUMENTATION TECHNICIAN
Job Description: Seeking candidates with an Technical degree or two years
of experience working in the operation, maintenance, and repair of industrial instrumentation and electrical equipment.
Experience in performing work related to the installation, maintenance, repair, inspection, and testing of a variety of control systems and electrical equipment (e.g. AC, DC and synchronous motor control, Distributed Control Systems, control valves, and process measurement instrumentation) is preferred.
Must have some knowledge of principles underlying the construction and use of control instrumentation, construction and use of low voltage and medium voltage AC motor starters, and the construction and use of Programmable Logic Controllers, Analog and digital system fault diagnostic techniques and procedures, Electro-pneumatic and hydraulics control systems.
EMPLOYER: International Paper, Mansfield USA
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COURSE DESCRIPTIONThis course deals with the study of Industrial
Automation as defined by the core competencies
under Tesda Training Regulation on I&C
(Instrumentation and Control) Servicing and
Mechatronics Servicing NC II, which leads the
trainees towards the qualification as Electrical and
Instrumentation Technicians.
Lecture, discussion, demonstration and practical
laboratory exercises are the training methodologies
that will be used. Written and Practical Examinations
are the methods of assessment to be used to
validate the competencies acquired by the trainees.
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COURSE OBJECTIVES:Upon completion of this course, the trainees
will be able to:
Install, calibrate and configure
Instrumentation and Control devices in
Process Automation Control Systems.
Install and configure Mechatronics devices in
Machine Automation Control Systems.
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COURSE DURATION & VENUE:
This course is scheduled, every Wednesdays and Thursdays, 10 hours per week for 18 weeks
for a total of 180 hours. The venue is room 325
MFI building.
COURSE CREDIT:
8 units
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TOPIC SCHEDULEWeek TOPIC Week TOPIC
1
Orientation to Course
Principles of Process
Automation and Control
Systems
10 Compress Air Production,
Preparation and Distribution
2Install I&C Devices: P&ID
Calibrate I&C Devices11
Cylinders, Directional Valves, and
Non-return Valves
3Configure I&C Devices:
Primary Elements: Pressure12
Pneumatic Indl Control Circuits
Laboratory Exercises
4Primary Elements: Level
Primary Elements: Temperature13
Principles of Electro-pneumatics
Electro-pneumatics Indl Control
Circuits
5Minor A Exams
Primary Elements: Flow14
Minor A Exams
Laboratory Exercises
6
Intermediate Elements:
Controllers
Final Elements: Control Valves
15Principles of Hydraulic Industrial
Control Systems
Hydraulic Industrial Control Circuits
7Demo of Laboratory Exercises
Perform Laboratory Exercises16
Fundamentals of DCS and
SCADA/HMI
8 Perform Laboratory Exercises 17 Practice Exercises
9Midterm Exams
(WRITTEN AND PRACTICAL)18
Midterm Exams(WRITTEN AND PRACTICAL)
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COURSE REQUIREMENTS(ADHERANCE TO MFI ACADEMIC POLICY & STUDENT CODE OF DISCIPLINE)
RM MFI 15 STUDENT HANDBOOK
CLASS STANDING: STUDENT PROFILE (NO 1X1 ID PICTURE IN STUDENT PROFILE NO CLEARANCE.)MT&FT - CAREER PROFESSIONALISM (E.g. ATTENDANCE, PUNCTUALITY IN SUBMISSIONS, & ATTITUDE)MT&FT NOTEBOOK (see page 3)MT - GROUP FACILITATED LESSONS/ORAL REPORT (see page 4)
QUIZESS: MT EVERY MEETING (ANY VIOLATION AGAINST 5S WILL HAVE CORRESPONDING DEDUCTIONS ON QUIZESS AND EXAMS FOR THE CLASS.) MT&FT - PRACTICE EXERCISE
EXAMS/ASSESSMENTS:mA & mB - Written (CHEATING will be dealt with accdg. to policy.) MT&FT - WrittenMT&FT - Practical
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GRADING SYSTEM
NOTE: A grade of 73.0% up to 74.5% is required to take and pass VALIDATION
exam (written or practical) only after submitting a Request for Validation
Exam Letter. A grade of 72.9% and below is considered as FAILED and is NOT entitled
for any VALIDATION exam.
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GRADING SYSTEMGrade Point
Equivalent
Percent
RangesRemarks
1.00 99% - 100% Excellent
1.25 96% - 98% Very Good
1.50 93% - 95% Very Good
1.75 90% - 92% Good
2.00 87% - 89% Good
2.25 84% - 86% Good
2.50 81% - 83% Satisfactory
2.75 78% - 80% Satisfactory
3.00 75% - 77% Pass
4.00 73% - 75% Incomplete
5.00 Below 73% Failure
D Dropped
Com Completed
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LIST OF REFERENCESTITLE AUTHOR /
PUBLISHER
1. Process Control
Instrumentation
Technology
Curtis D. Johnson
2. Instrumentation 4th
EditionFranklyn W. Kirk
3. Process Control George Platt
4. Fundamentals of
InstrumentationNJATC
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NOTEBOOK SPECIFICATIONS
Dimensions: 216 x 280 mm, 50
pages (it must covered with
color VIOLET .)
Format:(see prescribed format)
Title Page
Content
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NOTEBOOK SPECIFICATIONSTitle
(1ST Page):
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NOTEBOOK SPECIFICATIONS
Content:
The text & figures must be oriented
vertically or portrait.
The given handouts should be
pasted/attached neatly and
completely.
Copy notes from discussion and write
them in the notebook presentably.
Compliment w/ research related to
course topics (include reference).
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REQUIREMENTS:
5S:
SEIRI (SORT)
SEITON (STRAIGHTEN / SET-IN-ORDER)
SEISO (SWEEP/SHINE)
SEIKETSU (STANDARDIZE)
SHITSUKE (SUSTAIN)
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SEITON (SET-IN-ORDER):
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SEISO (SHINE):
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VIOLATIONS TO 5S:
Any Violation committed against 5S
practice particularly in SEITON (Set in order) & SEISO (Sweep) will have a corresponding demerit/s or points
deducted from the quiz and then exams
of everybody in the section.
1st Violation: - 0.5 pt. for each instance
2nd Violation: -1.0 pt. for each instance
3rd Violation: -2.0 pt. for each instance
4th Violation: -3.0 pt. for each instance
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SAMPLE VIOLATIONS TO 5S:
SET IN ORDER SWEEP
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FAMILIARIZATION TO
TESDA TERMINOLOGIES
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PHIL. EDUC. SYSTEM
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T ECHNICAL
E DUCATION AND
S KILLS
D EVELOPMENT
A UTHORITY
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TESDA
The Technical Education and Skills
Development Authority (TESDA) was
established through the enactment of Republic
Act No. 7796 otherwise known as the
"Technical Education and Skills Development
Act of 1994", which was signed into law by
President Fidel V. Ramos on August 25, 1994.
This Act aims to encourage the full
participation of and mobilize the industry,
labor, local government units and technical-
vocational institutions in the skills development
of the country's human resources.
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T ECHNICAL
VOCATIONAL
E DUCATION AND
T RAINING
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TVET
Technical and Vocational Education and
Training (TVET) is concerned with the
acquisition of knowledge and skills for the
world of work.
The UNESCO-UNEVOC International Centre for
Technical and Vocational Education and
Training based in Bonn Germany assists
UNESCO's 193 member states strengthen and
upgrade their TVET systems.
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P HILIPPINE
T VET
Q UALIFICATION
F RAMEWORK
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PT
Q
F
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32
National Certificateis a certification issued to individuals
who achieve all the required units of
competency for a national qualification
defined under the Training Regulations.
NCs are aligned to specific levels within
the PTQF.
Level
refers to the category of skills and
knowledge required to do a job.
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PTQFNC I: Performs routine and predictable
tasks involving little or no latitude for
judgement.
NC II: Performs prescribed range of functions involving known routine and
procedures.
NC III: Performs a wide range of skilled operations at a high level of
competence involving known routine
and procedures.
NC IV: Performs a wide range of application in a variety of context and non
routine.
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TRAINING REGULATIONS:
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TRAINING REGULATION
prescribed minimum training program standards;
developed by experts and practitioners from public/private sector (Experts Panel);
promulgated by the TESDA Board after national validation;
prescribed occupational skills standards; included duties and tasks attached to a job
title and expressed as competencies; and
served as basis for designing job-oriented curricula with specific competency
objectives.
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Section 1: Qualification
Section 2: Competency Standard
Section 3: Training Standards
Section 4: Assessment & Certification
PARTS OF TRAINING REGULATION:
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This section defines the objectives
of the training regulation,
Identifies all the unit of
competency defined in
competency standard, and
Identify the title of person who
possessed the following
competencies.
SECTION 1: QUALIFICATION
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is a cluster of units of competencies
that meets job roles, and are
significant in the workplace. It is also
a certification awarded to a person on
successful completion of a course in
recognition of having demonstrated
competencies in an industry sector.
SECTION 1: QUALIFICATION
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SECTION 2: COMPETENCY STANDARD
is the industry-determined
specification of competencies
required for effective work
performance.
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SECTION 2: COMPETENCY
is the possession and
application of knowledge, skills
and attitudes to perform work
activities to the standard
expected in the workplace.
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TYPES OF COMPETENCIES
BASIC competencies are the skills and knowledge that
everyone needs for work.
COMMON competencies are the skills and knowledge needed by all
people working in a particular
industry
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TYPES OF COMPETENCIES
CORE are the specific skills and knowledge needed in a particular
area of work - industry sector
/occupation/job role.
ELECTIVE are the additional skills and knowledge required by the
individual or enterprise for work.
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PARTS OF UNIT OF COMPETENCY:
1. UNIT TITLE
2. UNIT DESCRIPTOR
3. ELEMENT
4. PERFORMANCE CRITERIA
5. RANGE OF VARIABLES
6. EVIDENCE GUIDE
SECTION 2:
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UNIT OF COMPETENCY
Is a component of the competency
standards stating a specific key
function or role in a particular job
or occupation; it is the smallest
component of achievement that
can be assessed and certified
under the PTQF.
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UNIT OF DESCRIPTOR
Outlines what is done in the
workplace; expands on information
in the title; clarifies scope and
intent of the unit; it helps to
differentiate between units with
similar titles.
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ELEMENTS
are the building blocks of a unit of
competency. They describe in outcome
terms the functions that a person
perform in the workplace.
PERFORMANCE CRITERIA
are evaluative statements that specify
what is to be assessed and the required
level of performance.
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RANGE OF VARIABLES
Describes the circumstances in
which the work is to be performed.VARIABLE RANGE
1. OH & S policies
and procedures
1. OH & S guidelines
2. Philippine environmental standards
2. Instrumentation
and Control
Standards
Includes but not limited to:
1. ISA (Instrumentation, Systems and
Automation) Society (formerly Instrument
Society of America)
2. ANSI (American National Standards
Institute)
3. ASME (American Society of Mechanical
Engineers)
4. NEC (National Electrical Code)
5. IEC (International Electro-technical
Commission)
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EVIDENCE GUIDE
is a component of the unit of
competency that defines or identifies
the evidences required to determine the
competence of the individual. It
provides information on critical aspects of competency, underpinning knowledge, underpinning skills, resource implications, assessment method and context of assessment.
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Critical Aspect of Competency
refers to the evidence that is
essential for successful
performance of the unit of
competency.
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Underpinning Knowledge
refers to the competency that
involves in applying knowledge
to perform work activities. It
includes specific knowledge
that is essential to the
performance of the
competency.
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Underpinning Skill
refers to the list of the skills
needed to achieve the elements
and performance criteria in the
unit of competency. It includes
generic and industry specific
skills.
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Resource Implication
refers to the resources needed
for the successful performance
of the work activity described in
the unit of competency. It
includes work environment and
conditions, materials, tools and
equipment.
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Context of Assessment
refers to the place where
assessment is to be conducted
or carried out.
Method of Assessment
refers to the ways of collecting
evidence and when, evidence
should be collected.
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This section defines the curriculum
design,
defines the training delivery ,
defines the training entry requirement,
identifies the list of tools, equipment and
materials,
defines the trainers qualification,
defines the prescribed specification of
the training facility,
describes the institutional assessment.
SECTION 3: TRAINING STANDARDS
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This section defines the national
qualification for assessment in the
job title according to the training
regulation,
Defines the means to successfully
pass the national assessment.
SECTION 4: NATIONAL ASSESSMENT AND
CERTIFICATION ARRANGEMENTS
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ELECTRONICS SECTOR
CORE COMPETENCIES MAP:
Install
Instrumentation and
Control Devices
Calibrate
Instrumentation and
Control Devices
Configure
Instrumentation and
Control Devices
Loop Check
Instrumentation and
Control Devices
Maintain and Repair
Instrumentation &
Control Devices
Start-up
Instrumentation and
Control Systems
Diagnose and
Troubleshoot
Instrumentation and
Control Systems
Install Mechatronic
Devices
Configure and Test
Mechatronic
Devices
Develop
Mechatronic Control
Circuits and
Software
Application
Programs
Maintain and Repair
Mechatronic
Systems
Commission
Mechatronic
Systems
Diagnose and
Troubleshoot
Mechatronic
Systems
Service and Repair
Audio Systems and
Products
Service and Repair
Video Systems and
Products
Service and Repair
Business Machines
Assemble and
Disassemble
Consumer
Electronic Products
Maintain and Repair
Electronically
Controlled Domestic
Appliances
Maintain and Repair
Audio-Video
Products and
Systems
Maintain and Repair
Cellular Phones
Commission
Consumer
Electronic Products
and Systems
Develop Servicing
Systems for
Consumer
Electronic Products
Train service
technician
Manage Servicing
Systems for
Consumer
Electronics
Products and
Systems
Train service
technician
supervisors
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EIM NC 2 COMPETENCIES MAP:
BASIC COMPETENCIES
Receive and
Respond to
Workplace
Communicati
on
Work with
Others
Demonstrat
e work
values
Practice
basic
housekeepi
ng
procedures
Participate
in
Workplace
Communica
tion
Work in a
Team
Environment
Practice
career
professionali
sm
Practice
occupational
health and
safety
procedures
Lead
Workplace
Communica
tion
Lead Small
Working
Teams
Develop
and
Practice
Negotiating
Skills With
Team
Members
Guide
Effective
Solutions to
Problems
Arising
from Work
Activities
Check and
Develop the
Use of
Mathematica
l Concepts &
Techniques
Use Relevant
Technologies
Applicable to
Assigned
Work
Lead in
Utilizing
Specialized
Communicati
on Skills
Assist in
Developing
Team and
Individuals
Apply
Problem
Solving
Techniques
in the
Workplace
Collect,
analyze and
organize
information
Plan and
Organize
Work for
Several
Working
Teams
Promote
Environment
al Protection
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EIM NC 2 COMPETENCIES MAP:
COMMON COMPETENCIES
Supervise
Preparation
Construction
Materials,
Tools &
Equipment for
Assigned
Tasks
Ensure
Compliance with
Standards
Procedures,
Specifications
and Manuals of
Instructions
Interpret and
Follow
Technical
Drawings and
Plans
Supervise
Mensuration
and Related
Computation
s
Supervise
Proper Use
and
Maintenance
of Tools and
Equipment
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EIM NC 2 COMPETENCIES MAP:CORE COMPETENCIES
Prepare electrical
materials and
tools
Perform
roughing-in
activities for
basic
electrical lay-
out
Perform
installation of
wiring devices
for power, lights
& auxiliary
outlets
Perform
installation
of electrical
wiring
Perform
installation of
basic electrical
protection
systems
Perform
installation of
basic auxiliary
outlets and
lighting fixtures
Perform
commissioning
on low voltage
electrical
systems
Prepare electric
and hydraulic
tools
Perform
roughing-in
activities for
communication
and
distribution
systems
Install wiring
devices for
floor and
ground fault
current
interrupting
outlets
Install
electrical
protection
system for
lightning and
grounding
Install
electrical
lighting
on auxiliary
outlets
and lighting
fixtures
Install
communication,
signaling devices
and remote
control systems
on auxiliary
equipment
Commission
installed
electrical
systems
Perform roughing-
in and wiring
activities for bus
and under-floor
ducts
Perform
installation of
wiring devices
for floor and
ground fault
current
interrupting
outlets
Perform
installation of
standard
electrical
protection
system for
lightning and
grounding
Perform
installation of
electrical
lighting
systems,
auxiliary
outlets and
lighting fixtures
Perform
installation of
data
measurement
and control
system on
electrical and
auxiliary
equipment
Assemble and
install electrical
lighting and
motor control
systems
Perform
maintenance
and
troubleshooting
works
Supervise/Monitor
installation &
maintenance on
electrical systems,
auxiliary including
control, lighting,
power and
protection
equipment
Perform
commissioning
of electrical
equipment/syst
em
Perform
programming
and installation
of basic PLC
systems
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PRINCIPLES OF COMPETENCY - BASED
ASSESSMENT
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WHAT IS COMPETENCY
ASSESSMENT?
THE PROCESS OF COLLECTING
EVIDENCE & MAKING JUDGEMENT
ON WHETHER COMPETENCY HAS
BEEN ACHIEVED.
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WHAT ARE THE 3 CHARACTERISTICS
OF COMPETENCY ASSESSMENT? competency-based assessment is criterion based -
a person is assessed not in competition with
others but against standard criteria or
benchmarks;
competency-based assessment is evidence based
- decisions about whether a person is competent
are based on the evidence they provide to the
assessor; and
competency-based assessment is participatory -
the person being assessed is involved in the
process of assessment and has the scope to
negotiate with the assessor the form that
assessment activities take.
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PURPOSE OF COMPETENCY
ASSESSMENT
EDUCATION & TRAINING NEEDS
EMPLOYEE CLASSIFICATION
QUALIFICATION
ASSURANCE OF PROGRESS
RECOGNITION OF PRIOR
LEARNING
RECRUITMENT
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Assessment and Certification
TESDA pursues the assessment and certification of the competencies of the middle-level skilled
workers through Philippine TVET Qualification and
Certification System (PTQCS).
The Philippine TVET Qualification and Certification System (PTQCS) is a quality-assured
structure used for giving recognition to the
attainment of competencies (knowledge, skills,
attitudes and values) along the middle-level
skilled occupations. It is the process of
determining the qualification level of a person
and giving recognition to the attainment of
competencies in that particular level.
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Assessment and Certification
The assessment process seeks to determine whether the graduate or worker
can perform to the standards expected in
the workplace based on the defined
competency standards.
Certification is provided to those who meets the competency standards. This
ensures the productivity, quality and
global competitiveness of the middle-level
workers.
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Assessment and Certification
TESDA has a Registry of Certified Workers which provides information on the pool of
certified workers for certain occupations
nationwide.
TESDA also has accredited assessment centers as well as the competency
assessors who conduct competency
assessment process for persons applying
for certification.
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TYPES OF ASSESSMENT INSTITUTIONAL
undertaken by trainees to determine their
achievement of units of competency. A
certificate of achievement is issued for each
unit of competency.
NATIONAL
undertaken by candidates to determine their
possession and application of the required
(core) competencies under a Training
Regulation. A national certificate according
to level is awarded to successful candidate.
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RESULTS OF ASSESSMENT
COMPETENT
successfully proved the possession
and application of the minimum
required competency.
NOT YET COMPETENT
needs to retake assessment after a
designated time.
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EXAMPLE OF C.O.C.
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EXAMPLE OF N.C.
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EXAMPLE OF N.C.
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EXAMPLE OF N.C.
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EXAMPLE OF N.C.
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WHAT IS AN EVIDENCE IN
COMPETENCY ASSESSMENT?
It is data, gathered and matched
against a unit of competency, to
provide proof of competency
attainment.
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TYPES OF EVIDENCE
Direct
demonstration/
observation
Performance of a task, or range of
tasks, either in the workplace or in
a simulated work environment,
witnessed directly by an assessor
Indirect
demonstration
Use of photographs, videos, etc.
showing performance of a task
when the assessor cannot be
present
Products Models, items, objects that have
been made, fixed or repaired by
the candidate
Workplace
documents
Rosters, budgets, reports,
standard operating procedures
etc. developed by the candidate
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TYPES OF EVIDENCEQuestions -
written and oral
Asking the candidate about real
or hypothetical situations to
check understanding, task
management and contingency
management skills. May be short
answer, discussion, multiple
choice, etc.
Assignments Projects, reports, essays, etc.
relevant to the requirements of
the unit of competency
Third party
reports
Documented and verified reports
from supervisor, colleague,
subject expert, trainer or others
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TYPES OF EVIDENCE
Self-assessment A candidates personal statement on their performance (not
generally sufficient in isolation)
Simulation Simulated activity to
accommodate difficult to
demonstrate criteria e.g.
emergencies, contingencies,
difficult behaviour etc.
Portfolios Collections of evidence compiled
by the candidate
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Prescribed types of evidences
used in TESDA competency
assessment :
DIRECT
Demonstration
Observation
Questioning (Written & Oral)
INDIRECT
Portfolio (Resume, Sample project)
Third Party Testimonials
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RULES OF EVIDENCE
Competency Assessment
Evidences are acceptable if:
VALID
CURRENT
SUFFICIENT
AUTHENTIC
CONSISTENT
RECENT
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VALID
means that the evidence relates
to the unit competency,
addresses essential skills and
knowledge, dimensions of
competency and employability
skills.
Are the evidences prescribed by
the latest training regulation?
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ELECTRONICS SECTOR
TRAINING REGULATIONS:
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CURRENT
Does the evidence reflect the
candidates current knowledge and/or skills in the relevant
aspect of work?
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SUFFICIENT
Does the evidence cover all
the elements?
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AUTHENTIC
Is the evidence presented
the candidates own work (training certifices and
sample project)?
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CONSISTENT
Does the evidence show that the
candidate consistently meets
the standards under work place
conditions?
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RECENT
What is the age of evidence?
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REASONABLE ADJUSTMENT
'Reasonable adjustment,
sometimes called reasonable
accommodation or allowable
adjustment is designed to ensure
that all people are treated equally
in the assessment process.
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REASONABLE ADJUSTMENT Assessor may allow special considerations to
assessee, equity groups, but these must not
compromise the integrity of the competency
standards.
Equity groups may include, but are not limited
to:
Students with English as a second language
Students with literacy or numeracy difficulties
Indigenous students (cultural & religious)
Students in remote locations
Women in non-traditional industries
Students with sensory impairment
Students with physical or intellectual disabilities
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REASONABLE ADJUSTMENTReasonable adjustment may mean:
Making learning materials and
methods accessible.
Adapting the physical environment
and equipment.
Making adjustments to the
procedures for conducting
assessment.
Making adjustments to the evidence
gathering techniques.
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Frequently Asked Questions:
Who may apply for assessment?
Students, workers or any individuals
who wants to determine his/her
qualification level.
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Frequently Asked Questions:
Where can one apply for assessment?
An individual may apply for assessment in
any of the following:
a. Private TESDA-accredited assessment
centers. The list of accredited assessment
centers is uploaded in the TESDA website:
www.tesda.gov.ph
b. TESDA Regional and Provincial Offices
c. TESDA TVET Institutions-Assessment
Centers
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Frequently Asked Questions:
What are the requirements for assessment?
a. Duly-accomplished Application Form
b. Three (3) Passport size picture with name
written at the back of each picture
c. Duly-Accomplished Self Assessment
Guide
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93
Frequently Asked Questions:
Who shall conduct the assessment?
Assessment shall be conducted by TESDA
Accredited Competency Assessors
How much is the assessment fee?
The assessment fee is based on the list of
fees promulgated by the TESDA Board and
endorsed by the National Economic
Development Authority.
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94
Frequently Asked Questions:
Can the private TESDA-accredited assessment
centers collect assessment fees?
Yes, the private TESDA-accredited
assessment centers may collect assessment
fee based on the TESDA Board promulgated
assessment fee.
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95
Frequently Asked Questions:
What is mandatory assessment?
Mandatory assessment is given to graduating
students of (With Training Regulation) WTR-
registered programs. Assessment may be
conducted in the facilities of the private TVIs
designated as assessment venues. However,
assessment must be facilitated by the TESDA
Regional/Provincial Office immediately after
training.
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96
Frequently Asked Questions:
What is the validity of the NC or COC?
The NC or COC is valid for five (5) years.
Where do the applicant apply for renewal
and/or replacement of NC or COC?
An individual may apply for renewal and/or
replacement of NC or COC in the TESDA
District or Provincial Office where the original
NC or COC was issued.
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97
Frequently Asked Questions:
How can one verify the validity of the NC or
COC?
TESDA maintains the Online Registry of
Certified Workers containing vital information
on the pool of certified workers nationwide.
Access can be made by name, certificate
number or by qualification. The registry is
easily accessible thru the TESDA website:
http://www.tesda.gov.ph
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INTRO TO COURSE
END OF PRESENTATION
RM MFI 27
MFI FOUNDATION, INC.TECHNOLOGY PROGRAM MANAGEMENT DEPARTMENT
TOPIC TITLE:
INSTRUCTOR: MAURO ROGEL B. BARROGA
WEEK #1