Page 1 covers in-shop worksheets. These will walk students through the learning exercises with minimal involvement on your part. To insure they're finding the proper results, they are requested to stop at certain points to have their work checked by you before they continue. By the time they reach the end, you will have checked the entire project in the shop, so grading it requires nothing more than entering the score at the end of the day.
A small section provides a place to list each student's proficiency at using test equipment and battery chargers.
Every task has between three and five levels indicating the level of accuracy, and to prevent confusion, every table is followed by a description of that point value. More information can be found on the Worksheets page.
Page 3 is shown above. This is a listing of repair procedures that mirrors the NATEF task list. Documenting student achievement this way is an easy way to show you're following the NATEF list when program recertification time rolls around. Tasks are listed once, and a student can perform the procedure twice. If he attains the top score the first time, which happens often, there is less value in performing it a second time in a learning environment. If the first attempt leaves room for improvement, that will be reflected in the higher second score.
Limiting each item to two scores prevents students from repeating those they've already mastered, and forces them to complete a wide variety of tasks. If you feel there is value to a third attempt, or as a reward for a student's cooperative behavior in taking care of a customer's needs, there is a section later where the additional tasks can be recorded. You may also wish to add a comment after a task that deserves special consideration, and modify the points awarded accordingly.
In every case where you are evaluating the achievement of individuals, there are going to be times where you need to make allowances for things that don't show up in previously-prepared charts and tables. Along with learning theory and skills in the content area of the program, our school also emphasized the importance of "Core Abilities". Because of their value to potential employers, I incorporated them into the Progress Reports on page 5. There are eight core abilities identified as important to every program to varying degrees. I listed all eight and grouped them together for a single score, then added a big list of "indicators" on page 6 for the four I considered most important to the automotive field.
Near the end of the course I highlighted positive indicators in green and negative indicators in red if there were any. There are enough indicators to pick from to insure every student gets a good score, but I don't tell them that. Since these are all listed on the same document handed out on the first day of class as the "Course Requirements", everyone knows exactly what is expected of their behavior and what they must demonstrate to achieve a specific score.
Automotive Electrical Program Details
Why This is Valuable
Student Rule Agreement
Student Information Cards
Reading Assignments and Study Questions
Bugged Cars Have Many Advantages Over Training Boards
Final Exam and Quizzes
Build This Sample Bug
This section is worth a lot of points and can easily raise the final grade a complete letter grade. Since this score doesn't show up in the total on any weekly progress reports I hand out, many students panic and work a little harder to get their grade up. Some will even argue that they deserve a higher grade than what they've currently achieved, and it's true, so it's sometimes necessary to remind them the Core Abilities haven't even been added in yet.
The four core abilities assessed in my shop include:
- Act responsibly
- Work productively
- Work cooperatively
- Think critically and creatively
For the other four and for the list of indicators, you'll have to see the entire Progress Report in my curriculum package.