Automotive Service Technician Exam Preparation
Automotive Service Technician Exam Preparation
Automotive Service Technician apprentices prepare for exams. They also practice for exams by using bubble answer sheets.
- Computer or notepad with word processing software and internet
- Email account
- Pencil
- Answer sheet
A1. Read continuous text
Competency A: Find and Use Information
Task Group A1: Read continuous text
Level: 3
At this level, learners: Read longer texts to connect, evaluate, and integrate ideas and information
Performance Descriptors
The learner:
- Integrates several pieces of information from texts
- Manages unfamiliar elements (e.g. vocabulary, context, topic) to complete tasks
- Identifies the purpose and relevance of texts
- Skims to get the gist of longer texts
- Begins to recognize bias and points of view in texts
- Infers meaning which is not explicit in texts
- Compares or contrasts information between two or more texts
- Uses organizational features, such as headings, to locate information
- Follows the main events of descriptive, narrative, informational, and persuasive texts
- Obtains information from detailed reading
- Makes meaning of short, creative texts (e.g. poems, short stories)
- Identifies sources, evaluates and integrates information
Task Descriptors
- Scope of task may not be clearly defined
- May involve more than one text
- Is typically longer than one paragraph
- May include unfamiliar elements (e.g. vocabulary, context, topic)
- May contain specialized vocabulary
Text types:
instructional, descriptive, narrative, informational, and persuasive texts
Examples:
• Newspaper articles
• Textbook entries
• Newsletter articles
• Short creative texts
ESKARGO:
Embedded Skills, Knowledge and Attitudes Reference Guide for Ontario - A1.3
A2. Interpret documents
Competency A: Find and Use Information
Task Group A2: Interpret documents
Level: 2
At this level, learners: Interpret simple documents to locate and connect information
Performance Descriptors
The learner:
- Performs limited searches using one or two search criteria
- Extracts information from tables and forms
- Locates information in simple graphs and maps
- Uses layout to locate information
- Makes connections between parts of documents
- Makes low-level inferences
- Begins to identify sources and evaluate information
Task Descriptors
- Scope of task is clearly defined
- Involves one document
- Uses a simple format
- Displays a limited amount of information
- Is typically up to one page in length
- May include unfamiliar elements (e.g. vocabulary, context, topic)
- Documents at this level may contain a paragraph or more of text
Examples:
- Forms
- Tables
- Simple graphs
- Street maps
- Simple flow charts
- Floor plans
ESKARGO:
Embedded Skills, Knowledge and Attitudes Reference Guide for Ontario – A2.2
B3. Complete and create documents
Competency B: Communicate Ideas and Information
Task Group B3: Complete and create documents
Level: 2
At this level, learners: Create simple documents to sort, display, and organize information
Performance Descriptors
The learner:
- May draw on additional simple sources, such as a list
To complete documents, the learner:
- Uses layout to determine where to make entries
- Begins to make some inferences to decide what information is needed, where and how to enter the information
- Makes entries using a limited range of vocabulary
- Follows instructions on documents
To create documents, the learner:
- Follows conventions to display information in simple documents (e.g. use of font, colour, shading, bulleted lists)
- Sorts entries into categories
- Displays one or two categories of information organized according to content to be presented
- Identifies parts of documents using titles, row and column headings, and labels
Task Indicators
- Scope of task is clearly defined
- Involves one document up to two pages in length
- Has a simple format
- Requires multiple entries
- May contain entry fields that are not clearly labeled
- May include unfamiliar elements (e.g. vocabulary, context, topic)
- Documents at this level may require entering a paragraph or more of text
Examples:
- Forms
- Tables
- Hand-drawn maps
- Floor plans
ESKARGO:
Embedded Skills, Knowledge and Attitudes Reference Guide for Ontario – B3.2
C4. Manage data
Competency C: Understand and Use Numbers
Task Group C4: Manage data
Level: 1
At this level, learners: Make simple comparisons and calculations
Performance Descriptors
The learner:
- Adds, subtracts, multiplies, and divides whole numbers and decimals
- Recognizes values in number and word format
- Identifies and compares quantities of items
- Understands numerical order
- Identifies and performs required operation
- Begins to interpret integers
- Makes simple estimates
- Interprets and represents values using whole numbers, decimals, percentages, and simple, common fractions (e.g. ½, ¼)
- Follows apparent steps to reach solutions
- Interprets simple, common probabilities, such as the chance of precipitation from a weather forecast
- Recognizes simple patterns
- Uses strategies to check accuracy (e.g. estimating, using a calculator, repeating a calculation, using the reverse operation)
Task Descriptors
- Scope of task is limited
- Has a concrete and familiar context
- May require one operation; operation is apparent
- May require the same operation to be performed more than once
- Requires up to a few steps to complete
- Has a set procedure
- May involve one simple document (e.g. list, label)
- Has a highly explicit purpose
- Uses whole numbers and/or simple common fractions or decimals
ESKARGO:
Embedded Skills, Knowledge and Attitudes Reference Guide for Ontario – C4.1
Competency D: Use Digital Technology
Level: 2
At this level, learners: Perform well-defined, multi-step digital tasks
Performance Descriptors
The learner:
- Selects and follows appropriate steps to complete tasks
- Locates and recognizes functions and commands
- Makes low-level inferences to interpret icons and text
- Begins to identify sources and evaluate information
- Performs simple searches using keywords (e.g. Internet, software help menu)
Task Descriptors
- Scope of task is clearly defined
- May include unfamiliar elements (e.g. vocabulary, context, topic)
- Requires multiple steps to complete
- Requires the use of a limited range of features and options
- May be completed in more than one way; each way has a set procedure
- Uses a simple format
- Contains text, icons, or both
- Text and icons required to complete tasks are easy to interpret
- May contain distracting information
- Interface offers a variety of options through menus
ESKARGO:
Embedded Skills, Knowledge and Attitudes Reference Guide for Ontario – D.2
Competency E: Manage Learning
Level: 2
At this level, learners: Set realistic short- and long-term goals, use a limited number of learning strategies, and monitor own learning
Performance Descriptors for the learner:
- Demonstrates positive attitude to learning
- Accepts positive feedback and constructive criticism
- Recognizes and expresses when one does not know something
- Accepts new learning challenges
- Willing to work independently
- Takes responsibility for learning
- Takes initiative
- Takes risks in learning situations
- Manages time (e.g. makes realistic estimates about time, meets deadlines, completes activities and tasks in a logical order)
- Attends class regularly and punctually
- Checks accuracy of work
Goal Setting:
The learner:
- Sets realistic short- and long-term goals
- Identifies steps required to achieve goals
- Monitors progress towards achieving goals
- Identifies barriers to achieving goals
- Begins to adjust goals, activities, and timelines to address obstacles to achieving goals
Learning Strategies:
The learner:
- Uses a limited number of learning strategies (e.g. takes notes, organizes learning materials)
- Identifies ways to remember information and reinforce learning
- Sequences activities in multi-step tasks
Monitoring Learning:
The learner:
- Monitors own learning
- Begins to adapt to instructional approaches and learning materials that do not reflect preferred learning style
- Begins to identify how skills and strategies can transfer to different contexts
- Identifies multiple sources of information to complete tasks
- Evaluates own performance using established criteria and tools (e.g. checklist, rubrics)
- Begins to identify ways to improve performance
ESKARGO:
Embedded Skills, Knowledge and Attitudes Reference Guide for Ontario – E.2