Essential Skills Manual - Automotive Service Technician
Essential Skills Manual - Automotive Service Technician
Essential Skills Manual - Automotive Service Technician
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ESSENTIAL SKILLS<br />
CURRICULUM GUIDEBOOK<br />
been proven that a learning environment that provides opportunity for discussion and<br />
interaction among learners will improve comprehension and long-term memory.<br />
7. Measuring Learning: Instructor’s Role in Evaluation<br />
There are a number of informal methods that could be used periodically by the instructor<br />
to ensure progress. It is important to note that me asurement is not based on a “ Pass-<br />
Fail;” it is understood that the learner sees the value in improving their skill level and will<br />
continue to develop their skills until they are comfortable and confident in performing the<br />
required tasks.<br />
Informal Evaluation Methods:<br />
• Provide o pportunities and sim ple record ing forms for the learner to asse ss their<br />
progress.<br />
• Review individual assessments on a regular basis against the curricula framework<br />
• Pay particular attention to those identified as potential “early leavers” to ensure they<br />
are moving forward as anticipated.<br />
• Pay attention to those who experience unanticipated difficulties in the group<br />
environment.<br />
• Document observations of performance in class<br />
• Develop a rubrics for a particular objective that can be shared with students<br />
Formal Evaluation:<br />
• Where a more formal evaluation approach is desired, the instructors or learners could<br />
design and complete a structured checklist (see sample checklist in Appendices).<br />
Mastery of skills at the highest level using the application to the trade would<br />
demonstrate that the learner meets trade requirements.<br />
8. Intervention Timeframe<br />
The Trade <strong>Essential</strong>s interventions have been developed for individualized learning;<br />
therefore, no set time period has been determined for the delivery of the material.<br />
Learners’ prior knowledge and time necessary to learn or relearn skills should determine<br />
the length of time spent in the intervention. For that purpose, a continuous exit policy<br />
should be implemented into all programs. There may be a mixture of “early leavers”<br />
(those identified as having few or isolated essential skills gaps), with those who have<br />
broader range of needs.<br />
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