We have chosen the portfolio-method for assessing the performance of complex exercises.
The portfolio should consist the following components:
- Task form
1. 1. Description of the task (the particular task will be given by teacher)
1.2. Procedure; list of tools; time planning
1.3. Description and calculation of material (spare parts, liquids, small material) according to the requirements of tasks
1.4. Security, safety and environment
- Recording of work process (log-book, diary, blog, evidence (time evidence, list of activities, photos, drawings, videos etc))
- Presentation of portfolio (incl self-evaluation and conclusions) (in partner countries where possible)
- Assessment, feedback by teacher/tutor, conclusion
For performing the task please follow the steps:
Tasks for every speciality are presented in separate sub-pages:
The common learning outcomes of these units are:
- The student has an overview about the work in the workshop
- The student can prepare how to perform service and repair from the use of manuals and repair manuals
- The student can carry out everyday tasks in collaboration with colleagues
- The student can perform the necessary professional tasks
- The student can work environmentally conscious
- The student can demonstrate a basic understanding of entrepreneurship, innovation
- The student can explain the knowledge of technological development and innovation
- The student can implement a professional communications
- The student can make an autoanalizy and bring up continuing education plan for him/herself
The complexity of the tasks lies in the following:
There are three main processes in a maintenance and repair company (the work of a technician) which help to ensure the functional performance of motor vehicles: maintenance, diagnostics and repairs.
Here, tasks have been systematised according to the assemblies of a motor vehicle requiring maintenance, diagnostics or repairs:
- steering equipment and chassis
- electrical equipment and comfort systems
- air conditioning appliances.
The connecting link in complex exercises is the knowledge of the purpose, layout, and operating principles of these assemblies and thereby of the motor vehicle as a whole, as well as of technologies used in maintenance, diagnostics and repair.
The complexity in exercises is created either horizontally – the teacher has tasks for the maintenance, diagnostics, and repair of an engine – or vertically – the engine, transmission, steering equipment and chassis, electrical equipment and comfort systems, and air conditioning appliances are diagnosed in one exercise (all or some of them). The teacher will also decide on the volume of the complex exercise (whether the maintenance process includes the engine and the transmission or the entire motor vehicle).
The resulting matrix system allows the student and the teacher to have an overview of the competencies that are already acquired and those that require further work. The complex exercise matrix system also creates an opportunity to work using sample exercises, as it is impossible to cover all possible motor vehicle malfunctions, deviations from normal functional performance, and changing maintenance requirements in the learning process, as technology advances rapidly and there are very large amounts of motor vehicle assemblies and details.
The teacher will pick a suitable exercise to achieve learning outcomes or make adaptions to the exercise by using an example based on the motor vehicle currently in work. When adapted exercises are entered into the exercise database, the complex exercise as a whole will develop.
Passing competencies are assessed alongside professional and key competencies.
Recording the work
There are several ways for recording your work. It depends on the systems and digital platforms used in your school, the agreements with your teacher or tutor etc. You can use www.weebly.com, www.wordpress.com etc which are free sites for creating your own website, blog or store.