Career-Related Learning Standards (CRLS) and Extended Application Standard (EA)
Collection of Evidence
Annotation
CAM Area: Industrial & Engineering (Auto)
Type of Work: Senior Career Portfolio
Overall Score: 2 (Meets Standard) for CRLS and EA
Career-Related Learning Standards Comments (i.e., where evidence is found and quality of
evidence):
Personal Management
Location of evidence: Letters of Recommendation, Skills Card

Letters of Recommendation – The letters of recommendation explain that the student
is responsible, completes tasks on time, and meets auto technician standards of
quality.

CRLS Evidence Entry Sheet: Skills Card – The student shows evidence of personal
management by highlighting how time is managed appropriately so that work can be
completed. The student is able to plan projects while maintaining good attendance.
The teacher sign-off sheet also shows evidence of personal management. The teacher
states the student has good attendance and punctuality, as well as a great attitude.
Problem Solving
Location of evidence: ALLDATA Certificate, Lab Work Photograph

CRLS Evidence Entry Sheet: ALLDATA Certificate – This certificate shows student
mastery using a DVD service manual reference system at a high level of competence. The
student states that particular sections of the program allow access to factory recalls and
this data is useful while performing challenging diagnostic procedures to solve difficult
problems with a car’s performance.

Lab Work Photograph – The student uses a scan tool to communicate with the on-board
computer to diagnose drivability problems in an efficient manner. Competent use of this
tool allows the student to efficiently find the problem for diagnosis.
Communication
Location of evidence: ALLDATA Certificate, Skills Card, Repair Order, Parts Order

CRLS Evidence Entry Sheet: ALLDATA Certificate – The student demonstrates
understanding of the interactions between the manufacturer and the technician. The
student states that the diagnostic flow chart in ALLDATA helps track problems using
factory-authorized procedures. The flow chart shows evidence of communication using
electronic data reference systems.

CRLS Evidence Entry Sheet: Skills Card – The skills card shows the student’s ability to
communicate effectively in order to complete shop orders correctly and write repair and
parts orders.

CRLS Evidence Entry Sheet: Repair Order – The repair order shows mastery of
communication between the technician, the repair facility, and the customer. The student
acknowledges the importance of accuracy so that the technician and the customer know
what repairs need to be made and what repairs were actually completed. The student also
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highlights the importance of the work performed by the technician, which dictates not only
what the customer pays for a repair job, but also what the student is paid for the labor.

CRLS Evidence Entry Sheet: Parts Order – The student shows communication by using
a common business form. The student states the need for accuracy so that correct parts
are ordered and the repair job progresses at a constant rate. The parts order is also the
prime tool used by repair shops to track the flow of parts into the shop, select the parts
used for vehicle repair, and determine the parts listed on the customer bill.
Teamwork
Location of evidence: Lab Work Photograph

Lab Work Photograph – The lab work photograph demonstrates teamwork by
showing the student engaged in completing a collaborative task. The student explains
that while working on a vehicle, many tasks involve heavy parts that require the help
of a fellow co-worker/classmate to complete. At the completion of a task, students
check each other’s work. The student also explains that, frequently, more than one
person is required to complete a task.
Employment Foundations
Location of evidence: Auto Repair Shop Start-up Costs Report, Skills Card, Mitchell Certificate,
Hunter Certificate, Lab Work Photograph

Auto Repair Shop Start-up Costs Report – The student identifies and reflects on the
systems and costs associated with an auto repair shop.

CRLS Evidence Entry Sheet: Skills Card – The skills card shows the student’s ability to
apply knowledge and skills in a career context and use tools that are appropriate for the
workplace.

CRLS Evidence Entry Sheet: Mitchell Certificate – The student provides evidence of
completion of a “Right to Know” training program and shows mastery of the knowledge and
skills necessary to function as an automotive repair technician. The student demonstrates
that he understands the need for technicians to be fully aware of any harmful and
hazardous materials.

CRLS Evidence Entry Sheet: Hunter Certificate – The student documents the
completion of a training program for use of a sophisticated and powerful machine used in
automobile repair and maintenance. The student demonstrates understanding that there is
a great possibility of injury if machinery is not used safely and according to the
manufacturer’s instructions.

Lab Work Photograph – The student shows evidence of how to accomplish the
installation and removal of components on a vehicle. The student explains how installation
and removal is a common procedure performed in the automotive industry and details the
costs of not understanding the procedure and/or not having the appropriate tools to
complete the job properly.
Career Development
Location of evidence: Resume, Career Goal Narrative, Auto Repair Shop Start-up Costs
Report, Automotive Technician Career Report, Lab Work Photograph

Resume – The student includes a resume related to his post-high school goals.

Career Goal Narrative – The student shows evidence of post-high school planning
(e.g., researches careers and education options) and explains his plans to achieve his
goal of becoming an automotive technician. He also describes the knowledge and
skills needed to become an automotive technician.
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
Auto Repair Shop Start-up Costs Report – The student researches a career area
that he is interested in and reflects on the costs associated with owning his own repair
shop.

Automotive Technician Career Report – The student researches the career area
that he is interested in.

Lab Work Photograph – The student shows evidence of career development through
the examination of post-high school goals. The student outlines a plan to attend a twoyear degree program at Mt. Hood, and explains how the collection of evidence
process has been tailored for him to successfully prepare and interview for this
program. The student also outlines various other alternatives that are available to him
after he completes high school.
The student also includes a teacher sign-off to show evidence of career development.
The teacher corroborates the student’s stated evidence of post-high school goals and
plans.
Extended Application Standard Comments (i.e., where evidence is found and quality of
evidence):
Relevance
Location of evidence: Career Goal Narrative, Auto Repair Shop Start-up Costs Report,
Automotive Technician Career Report

Career Goal Narrative – The student clearly connects the collection of evidence to his
career goals. He explains the reasoning for pursuing a career as an automotive technician.
The student directly links this reasoning to clear career goals and describes a preferred
program for post-high school study. He also states his plans to enroll at Mt. Hood
Community College in their Honda PACT program. After graduating from this program, his
goal is to work at a Honda or Acura dealership.

Auto Repair Shop Start-up Costs Report – The student researches and reports on the
necessary steps for opening an automotive repair shop. The student explains, “This report
was done in order to see what it takes to open up your own repair shop. Since I hope to
one day start my own shop, this report was very helpful in making me realize the facts that
I need to know before I ever take my first step in opening an automotive repair shop.” This
statement demonstrates clear evidence of extended application with regard to future
career plans.

Automotive Technician Career Report – The student shows clear understanding of the
purposes, individual challenges, and relevance of a career as an automotive technician.
The student’s report on the automotive technician career field shows clear perception of
the chosen career path and the purpose it serves in society. When combined with other
evidence in the collection, the report completes the relevance trait.
Rigor
Location of evidence: Auto Repair Shop Start-up Costs Report, Automotive Career Technician
Report, Acura TL Report, Lab Work Photographs
Academic and specialized knowledge and skills: Specialized knowledge and skills related to
automotive technology.

Auto Repair Shop Start-up Costs Report – The student demonstrates evidence of rigor
and extends existing and new knowledge into relevant and academically challenging
areas. The student highlights post-high school goals of owning an automotive repair shop
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and demonstrates understanding about the costs associated with running an auto repair
shop. He states, “I was planning to open my own shop in the future, but now I’m really
giving it a second thought.” The student researches business overhead costs such as
insurance, utilities, permits and fees, facility lease, and employee costs. The student
determines the monthly overhead costs, the amount of service that needs to be sold, and
the income needed to meet costs adequately.

Automotive Technician Career Report – The student discusses the training and
certification needs of a modern technician and demonstrates the academic rigor necessary
to become a professional technician. The student also uses research skills to detail what
expertise a professional must have to be considered competent. The student discusses
Automotive Service Excellence (ASC) certification as a symbol of technical competence
and professionalism and explains that this certification can provide additional job
opportunities. This demonstrates that the student understands the academic rigor needed
to become a professional technician.

Acura TL Report – The student shows academic skills, research skills, and new
applications of knowledge by examining the financial implications of purchasing a new
automobile. The student understands, when owning a vehicle, what insurance coverage is
necessary and what additional costs are incurred with traffic tickets or accidents. This is
evidence of valuable research skills mastered by the student and is necessary for any
prospective new car owner.

Lab Work Photographs – The lab work photographs show the student applying
specialized knowledge and skills that are appropriate to his career interests and post-high
school goals. The photographs show that the student worked in situations that required
some individual responsibility and autonomy.
Reflection
Location of evidence: Auto Repair Shop Start-up Costs Report, Automotive Career Technician
Report, Acura TL Report

Auto Repair Shop Start-up Costs Report – The student presents a major report on the
costs associated with starting an auto repair facility. The student reflects on the cost and
complexities of starting a business and says he would like to compare his findings to some
local shops to see how his estimates compare with their costs. The reflection caused the
student to rethink his future plans and make plans to conduct research on the accuracy of
his findings.

Automotive Career Technician Report – The student reflects on the working conditions
of an automotive technician and states, “. . . getting dirty may be the least of your worries.”
He explains that there are some disadvantages to being an automotive technician, such as
the possibility of serious injury.

Acura TL Report – The student reflects on learning about the costs involving a new car
purchase or lease. He explains that he learned a lot about car ownership and the steps to
take to purchase a new car.
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