Task Three
Introduction:
The course chosen for this assignment is for the Certificate
in Automotive Engineering Level 3. The
assessment within this program, I am working on for this section is, Unit
21674; “Demonstrate knowledge of terminology used in the motor industry”. The students completing this course will be
given two credits at level three in the New Zealand Qualifications program.
This theory-based unit standard is for people who wish to
understand common technical terms used in the motor industry. People credited with this unit standard are
able to demonstrate knowledge of terminology used in the motor industry.
There are two parts to this unit, firstly the completion of a work
book to gain the knowledge and then an assessment, the evaluation of a
student's achievement.
Completing this unit standard early in the level 3 program helps
the progress and set the tone through the remainder of the programThe criteria for the unit standard are as follows:
element 1
Demonstrate knowledge of terminology used in
the motor industry.
performance criteria
1.1 Terms
associated with vehicle inspection, service, repair, and adjustment procedures
are described according to the vehicle and/or machine manufacturer’s
specifications.
1.2 Terms
associated with vehicle and/or machine transmission and driveline components
are described according to the manufacturer’s specifications.
Range: manual,
semi-automatic, automatic; clutch assembly, driveline, final drive units, axles
and shafts.
1.3.1
Terms
associated with vehicle engines are described according to the manufacturer’s
specifications.
Range: 2
stroke, 4 stroke; petrol, diesel, alternative fuelled, hybrid, electric.
1.3 Terms associated with vehicle body
and/or frames are described according to the manufacturer’s specifications.
Range: panels,
glass, doors, chassis and/or frames, body construction.
1.4 Terms associated with vehicle
braking, steering, and suspension systems are described according to the
manufacturer’s specifications.
Range: brakes
– mechanical, hydraulic, pneumatic, electric; steering – manual, power
assisted; suspension – front, rear.
1.5 Terms associated with vehicle
interior and exterior trim are described according to the vehicle
manufacturer’s specifications.
1.6 Terms associated with vehicle
accessories are described according to the vehicle manufacturer’s
specifications.
1.7 Terms associated with workshop hand
and power tools, equipment, and materials used in the motor industry are
described according to the manufacturer’s specifications.
This is one
of the 50 unit standards which are part of the Certificate of Automotive
Engineering course’s 34 week program.
This particular unit standard (Demonstrate knowledge of
terminology used in the motor industry) is delivered by theory lessons and self -directed study over a three
week period.
The aim is
for the students to be able find the answers to terms and abbreviations in the
hand out material. There are several
resources available which should be used to complete the assignment book. These include the following:
Internet based
DICTIONARY OF AUTOMOTIVE TERMS
This can be found very easily using Google search engine
and entering “DICTIONARY OF AUTOMOTIVE TERMS”
Book based
Ed May Automotive Mechanics, Vol 1-2
Gregory’s Automotive Mechanics Fundamentals
Gregory’s Automotive Mechanics Service-Repair-Diagnosis
We as tutors are available to provide formative feedback
for the students, at their request, as they complete the assignment book. When the assignment book is competed at the
end of the allocated time period, then we as tutors facilitate a marking session in
which we sometimes mark the work ourselves or let the students mark their peer’s
workbook.
We as tutors, after discussion with the students, have the final say on whether a definition is
correct or not (using the answers found in the model answer book for certificate
in automotive engineering) and
we complete the summative assessment.
Description of an assessment approach
The assessment approach is an informal/summative style, in
which the students are given a lesson on the requirements and booklet to complete
over a given time period (3 weeks). They are shown were to access the resources
to find the answers to any terms they do not know and to check their own
answers.
In the assessment class the students are put into small
groups they are able to give answers individually or consult within the group
if needed.
Each member of the group will be given a word or a term
starting with each letter of the alphabet for example, for the letter “A”, we as tutors would hope to give the
term, ABS ( The students would reply Anti
– locking braking system and explain more about what ABS is and/or “B” for “Ball joint” (A flexible joint using a ball
and socket type of construction used in Steering linkage setups, steering knuckle pivot supports, etc.) (Definition sourced from Automotive
Dictionary).
“When others are involved it can become less
boring – encourages greater commitment and involvement (Brown, Race and Smith,
1996, p.26).” (From Wiki Educator: The Student Role)
With the class split into groups then using a ball or
object, the ball/ object is passed to the students at random and the student
holding the ball is asked the definition of a term. The student may answer individually or consult
with their group for the answer. Once
the correct answer has been given, the student will write it up in full on the
white board with their name and then ball/object is passed to another class
member. This activity allows for a bit
of fun, suspense and keeps the students on their toes in anticipation of waiting
for the ball/object to be passed to them and will hopefully encourage them to
think hard about the answer for the definitions needed. A record is taken by
the tutor to keep track of the people answering to make sure all students are
equally involved.
“Peer assessment
can assist in students gaining a better understanding of the subject matter
(see it through others eyes) also better understanding of assessment process
(eg. report writing). (Brown & Knight, 1994, p61)” (From Wiki
Educator: The Student Role)
Using the NZQA performance criteria and learning outcomes as
a guide the terms and definitions are closely matched to meet these standards
and targets. Coupled with the minimum requirements from what is expected from
our local industry supporters.
To pass the unit standard, the students have to get all the
automotive terms correct which are to be recorded in the Certificate in Automotive Engineering Work
book – (Terminology in the motor industry) The definitions are compared and
marked against the model answer workbook.
There is internal
moderation completed by other tutors in the automotive department and external
moderation completed by MITO (Motor Industry Training Organisation)
The Design
A formative lesson, using modeling of the correct answers
and format with depth required in the answers. The students are given a booklet
to complete and instructions on what is expected in order to pass this unit
standard.
Feedback is given in the form of self or Peer marking and
discussion of the booklet as a class lesson, with the opportunities to learn
from any mistakes. (Formative
assessment)
During the assessment class a record is taken on who has
answered each question to verify results and that all students have
participated. Any students that do not meet the required standard or absent are
instructed to consult with the tutor where an assessment of their study skills
is done, then they will complete a paper copy of a question and answer theory
test.
Using the NZQA performance criteria and learning outcomes as
a guide the terms and definitions are closely matched to meet these standards
and targets. Coupled with the minimum requirements from what is expected from
our local industry supporters.
Cultural Diversity
A majority of our students are young, New Zealand born males
with a small number of females enrolling each year. There are also a small number of ethnic
minorities from a wide range of back grounds including Maori, Pacific Islanders
to others from further afield.
An important aspect of the curriculum is that it should be
relevant to the lives of students and should reflect their images as well as
their natural experiences.
This will sometimes create a necessity for teachers to
select illustrations, create analogies, or relate allegories that will connect
new information to the experiences of the students. To do an effective job in
this area, teachers will need to develop their knowledge about the socio-cultural
backgrounds of their students.
Literary verification of the
effectiveness of the approach
The current summative assessments are effective in clearly
drawing out whether a student is capable of knowing the terms used in the
automotive trades. Referring to the twelve principals of assessment, this
assessment give the student the reaffirmation of what they have leant and to
opportunity to pick up on any things they hadn’t fully understood, and a very
different type of assessment by throwing a ball around the room.
Summary
To surmise the findings of this work, I have found that
while this is a very important unit standard in the context of learning to be
an employee in the automotive industry, it is still lacking in the area of
information for the student about the reason why they are taking this unit
standard and what they are going to get out of it. The assessment is a
different style to the other theory units in the course so this will help some
students who struggle in normal test situations, which may align with other
finds in the course to help build a picture of how each student learns best.
On completion of this unit standard the students feel good
that they achieved a unit standard that will also help them throughout the rest
of the course and enhance their ability to find resources and answers needed
throughout their long life learning.
References;
