1、craft trainingcertificate技能培訓認證assessment criteria評估標準guide notes to assessment 評估指南detailed descriptions 詳細描述n.b. tutors must use these descriptions when assessing craft training. these notes may be referred to if further clarification of any of the areas is required.注意：導師需要運用這些描述來評估技能培訓。如果任何方面需要進一

2、步解釋，可以參考這些指南。t-denotes trainer 培訓員l-denotes learner or learners 學員ratings 評分i.structure 結構this section identifies the key behaviours expected at certain times in the session. 本部分將判定課程中某些時刻要求達到的關鍵行為attention - before any instruction is given t must gain attention of l請注意：在給予學員任何指示之前，培訓員必須先吸引學員的注意力wha

3、t 內容+2:t clarifies precisely what is about to be learned培訓員清楚準確地講述了要學習的內容+1:t states what is about to be learned; further clarification required培訓員講述了要學習的內容，但需要更清楚些 0:t mentions briefly what is about to be learned培訓員簡要提及要學習的內容-1:t makes no mention of what is about to be learned培訓員沒有提及要學習的內容-2:t make

4、s misleading statement of what is about to be learned培訓員對要學習的內容的陳述令人誤解interest 興趣+2:t says or does something very likely to create ls interest in the task 培訓員所說或所做很容易引發學員對任務的興趣+1:t says or does something likely to create some interest for l in the task 培訓員所說或所做容易引發學員對任務的興趣 0:t says or does something

5、 hardly likely to create ls interest in the task 培訓員所說或所做不大能夠引發學員對任務的興趣-1:t says/does nothing to create ls interest in the task培訓員沒有說/做來引發學員對任務的興趣-2:t says/does something likely to distract l, or which is irrelevant to the task 培訓員所說或所做容易分散學員的注意力，或者與任務根本不相關need 需要+2:t gives clear statement of person

6、al benefits to l培訓員清楚陳述了對學員個人的好處+1:t gives vague statement of personal benefits to l培訓員模糊陳述了對學員個人的好處 0:t gives statement which implies personal benefits to l培訓員暗示了對學員個人的好處-1:t gives statement of benefits to other parties (e.g. company, customers etc.) but not to l; or t makes no mention of benefits培

7、訓員陳述了對其他方面（例如公司或客人等）而非對學員的好處；或者未陳述對學員的好處-2:t mentions benefits which might confuse or discourage l培訓員所提及的好處使學員產生迷惑，或者使學員氣餒breakdown - breaks down into manageable portions all l must learn in this session分步講解把學員需要學習的內容分解成容易講解的步驟demonstration 示范+2:t demonstrates very clearly all the key points where a

8、ppropriate培訓員非常清楚地示范了所有適當的要點+1:t demonstrates clearly most of the key points where appropriate培訓員清楚地示范了大部分適當的要點 0:t demonstrates quite clearly the key points where appropriate培訓員比較清楚地示范了適當的要點-1:ts demonstration is confusing or t omits appropriate parts of demonstration培訓員的示范使學員產生迷惑或者培訓員忽略了一些適當部分的示范-

9、2:t does not demonstrate培訓員沒有進行示范explanation 解釋+2:t clearly establishes an explanation of key points:reasons/standards/hygiene/safety etc. 培訓員對要點的解釋很清楚：原因，標準，衛生與安全等等+1:t clearly establishes an explanation of most key points; omits some relevant information培訓員對大部分要點的解釋很清楚；忽略了一些相關信息 0:t establishes an

10、 explanation of few key points, should improve clarify and increase number of points covered培訓員對少數要點進行了解釋，應該提高解釋的清晰度，增加解釋一些要點-1:t makes inadequate effort to establish an explanation of key points培訓員對要點的解釋不充分-2:t makes a number of statements which are confusing培訓員的一些陳述使得學員產生迷惑mental involvement (quan

11、tity of questions)學員的參與（提問的質量）+2:t at every opportunity invites and allows l to give explanation, ideas, suggestions, opinions etc. (i.e. t asks at least one teaching question for every standard)培訓員自始至終都邀請并允許學員給出解釋，自己的觀點，建議和看法等等（例如：對每一個標準，培訓員都提出至少一個教學性問題）+1:t mostly invites and allows l to give expl

12、anation, ideas, suggestions, opinions etc.培訓員頻繁地邀請并允許學員給出解釋，自己的觀點，建議和看法等等 0:t occasionally invites and allows l to give explanation, ideas, suggestions, opinions etc.培訓員偶爾邀請并允許學員給出解釋，自己的觀點，建議和看法等等-1:t only invites l to repeat information already given (i.e. t only asks testing questions)培訓員只是邀請學員重復已

13、講述過的信息（例如：培訓員只提問檢測性問題）-2:t does not invite/allow verbal participation by l培訓員沒有邀請學員以口頭形式參與practical involvement 技能操作參與+2:t requires l to be practically involved at all times as appropriate培訓員自始至終都要求學員在合適時間參與技能操作+1:t requires l to be practically involved at most times as appropriate 培訓員頻繁地要求學員在合適時間參與

14、技能操作 0:t requires l to be practically involved at some times as appropriate培訓員有些時候要求學員在合適時間參與技能操作-1:t requires l to be practically involved at inappropriate times and/or part of task not practised by l培訓員要求學員在不合適地時間參與操作而且/或者學員沒有參與部分技能操作-2:t does not require l to be practically involved培訓員沒有要求學員參與技能操

15、作n.b. when part of task not practised by l (i.e. a mark of -1) applies , t should not also be penalised in staging if the staging is appropriate.請注意：如果學員沒有參與部分技能練習（例如給-1分），那么在分段層次不恰當時，培訓員不應該在“分段層次”中再次扣分check - after covering all relevant content t must check that l understands and can carry out task

16、s to standard, unaided.檢查在所有內容講述結束后，培訓員必須檢查學員是否理解，而且可以獨立按標準完成任務verbal check口頭檢查+2:t questions l to check recall and understanding of knowledge content: all key points covered培訓員提問學員以檢查學員的記憶和對知識內容的理解：所有要點都被檢查到+1:t questions l to check recall and understanding of knowledge content: most key points cov

17、ered培訓員提問學員以檢查學員的記憶和對知識內容的理解：大部分要點被檢查到 0:t questions l to check recall and understanding of knowledge content: few key points covered培訓員提問學員以檢查學員的記憶和對知識內容的理解：少數要點被檢查到-1:t questions l to check recall but not understanding or check is confusing培訓員提問學員以檢查學員的記憶，沒有檢查其是否理解或者檢查使學員產生迷惑-2:t does not ask l an

18、y questions to check learning培訓員沒有提問學員任何問題來對學習進行檢查practical check技能操作檢查+2:t requires l to perform whole task unaided: ensures all task covered successfully as demonstrated培訓員要求學員獨立示范整個任務過程：保證所有的任務都被成功示范+1:t requires l to perform whole task: points out or coaches any omission/error培訓員要求學員示范整個任務過程：指出忽

19、略的部分或錯誤或者對此進行指導 0:t requires l to perform whole task unaided: any omission/error not pointed out培訓員要求學員獨立示范整個任務過程：沒有指出忽略的部分或錯誤-1:t requires l to perform only part of task, key steps omitted培訓員要求學員示范部分任務過程，忽視了主要步驟-2:t does not require l to perform task培訓員沒有要求學員示范任務ii.techniques技巧運用this section examin

20、es the technical quality of key behaviours本部分檢測了在培訓關鍵部分技巧運用的質量question wording問題措辭+2:ts questions are clearly worded, require appropriate amount of thought by l培訓員的問題措辭清晰，使得學員有合適程度的思考+1:most of ts questions are clearly worded, require appropriate amount of thought by l培訓員的大部分問題措辭清晰，使得學員有合適程度的思考 0:so

21、me of ts questions are clearly worded but require more/less thought than appropriate培訓員的一些問題措辭清晰，但需要學員更多/更少的思考-1:ts questions are unclear and are not likely to improve learning (or no questions to assess)培訓員的問題措辭不清晰，不大能夠提高學習效果（或者沒有提問）-2:ts questions are unclear and are likely to confuse learner培訓員的問

22、題措辭不清晰，而且很可能使學員產生迷惑staging分段層次+2:t breaks session into stages with appropriate amount of learning in each培訓員把內容分階段展開，每階段都有合適的信息量+1:t breaks session into stages with slightly more/less learning than appropriate in some培訓員把內容分階段展開，有些階段的信息量稍多或稍少 0 : t breaks session into stages with slightly more/less

23、learning in most培訓員把內容分階段展開，大部分階段的信息量稍多或稍少-1:t breaks session into stages with too much/too little learning in each stage培訓員把內容分階段展開，每個階段的信息量都過多或過少-2:session consists of inappropriate stages (one stage only/very small steps)培訓員展開的階段不太合適（只有一個階段或很少的步驟）session structure 課程結構+2:session follows 3-phase s

24、tructure: appropriate time spent on each phase課程按照清晰可辨的三階段結構；每個階段所使用的時間都很合適+1:session follows 3-phase structure: appropriate time spent on two phases課程按照清晰可辨的三階段結構；在一或兩個階段所使用的時間合適 0:session follows 3-phase structure: inappropriate timing (on two or three phases and/or practical check before verbal c

25、heck)課程按照清晰可辨的三階段結構；在兩個或三個階段所使用的時間不合適而且/或者在口頭檢查之間進行了技能操作檢查-1:session lacks any one of the three phases課程缺少三個階段中的某一個-2:session lacks recognisable structure課程缺少明晰可辨的結構logical邏輯性n.b. this area applies to the breakdown phase only請注意：本部分僅適用于“分步講解”階段+2:all information is in logical sequence所有信息的講解都有邏輯性+1:

26、most information is in logical sequence大部分信息的講解有邏輯性 0:information is in somewhat illogical sequence; some points at wrong time信息的講解有些沒有邏輯性；一些要點的講解時間不對-1:much information is in illogical sequence大部分信息的講解都沒有邏輯性-2:information is in illogical and confusing sequence信息的講解沒有邏輯性，使學員產生迷惑iii.interaction互動this

27、 section is concerned with the attitude the trainer appears to have towards the learner, as indicated by the interaction between them, based on feelings more than structure本部分是檢測在結構的基礎上，通過培訓員與學員的互動活動中所顯示出來的培訓員對學員的態度pace/level 節奏/水平+2:pace and level are right; no adjustment needed節奏和水平都合適，不需要任何調整+1:p

28、ace or level are right: t needs to adjust one at times節奏或者水平合適：培訓員需要不時地調整某一方面 0:pace and level are not quite right: slow to adjust節奏和水平都不太合適：培訓員的調整不及時-1:pace and level wrong: little attempt at adjustment節奏和水平都不合適：很少試著進行調整-2:pace and level wrong: no adjustment節奏和水平都不合適：沒有進行調整trainers response 培訓員的回應+

29、2:t always gives positive reaction, gives maximum useful feedback: most points built upon培訓員總是給予積極的回應，最大可能地給予有用的反饋；大部分要點有擴展+1:t usually gives positive reaction, gives some useful feedback: little or no building培訓員通常給予積極的回應，給予一些有用的反饋；很少或幾乎沒有擴展 0:t sometimes gives positive reaction: gives little usefu

30、l feedback培訓員有時給予積極的回應，很少給予有用的反饋-1:t never gives any useful feedback培訓員幾乎不給予任有用的反饋-2:t does not react except to criticise: puts l down除了批評之外，培訓員沒有給予回應，使得學員很氣餒enthusiasm 熱情+2:t indicates enthusiasm and commitment to the task 培訓員表現出對任務的熱情與投入+1:t indicates modest amount of enthusiasm and commitment to the task培訓員表現出對任務的適度熱情與投入 0:t indicates little enthusiasm to the task培訓員表現出對任務的少許熱情-1:t indicates disinterest/apathy to the task培訓員表現出對任務的不感興趣或冷漠-2:t indicate