Development Guide for Standards-based Assessments
Automotive Technology
January 2015
Assessment Development Team
Co-Chairs:
 Clayton Hansen
Fox Valley Area Career Center
Maple Park, Illinois

Frank Pope
LaSalle-Peru Area Career Center
LaSalle, Illinois
Team Members:
 Tim Brabender, Whiteside ACC, Sterling
 Dave Hummel, Wilco ACC, Romeoville
 Otis Kindle, Bloomington ACC,
Bloomington
 Charles Prong, Livingston ACC, Pontiac
 Jim Rorie, Indian Valley VC, Sandwich
Project Managed by Teach Sharp LLC
Wanda Fox
Project Director
Alexis Hoffman
Team Coach
Illinois Area Vocational Centers Partnership for Assessment of Student Learning
Katrina Plese, Wilco Area Career Center, Project Coordinator
www.Il-avc.org
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Development Guide for Standards-based Assessments
Automotive Technology
Table of Contents
Project Overview................................................................................................................. 3
Course Summary ................................................................................................................. 6
Assessment Blueprint ......................................................................................................... 8
Content Outline .................................................................................................................. 9
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Development Guide for Standards-based Assessments – Automotive Technology
Copyright © 2015 Teach Sharp LLC and Illinois AVC Assessment Project. All rights reserved.
Development Guide for Standards-based Assessments
Automotive Technology
Project Overview
By Wanda S. Fox, Ph.D., Project Director, Teach Sharp LLC
The Illinois AVC Assessment Project is a multi-year effort by a partnership of Illinois Career Centers to
create assessment tools for a wide range of courses taught at the Centers. It is being done through "The
TeachSharp Process for Building a System for Standards-based Assessment of Student Learning" (Fox,
2013). This process uses a nine-step framework that is implemented through a set of TeachSharp online
services. The purpose is to develop tools for gathering granular, standards-based assessment data,
which can be used for individual and aggregated analysis of student learning and data-driven
instructional improvements.
This teacher-driven work is accomplished by Development Teams comprised of educators who teach
each course. This process reflects the vision of the Illinois Performance Evaluation Council (PEAC) for
“creating an aligned evaluation system that promotes and encourages professional growth and
continuous learning.” (PEAC, Illinois State Board of Education, February 2013, p. 1). The collaborative,
multi-district efforts yield Type II and Type III assessments that are “rigorous, aligned to the course’s
curriculum, and that the qualified evaluator and teacher determine measures student learning in that
course” (p. 5). As a result, the project’s processes and products address expectations of the Illinois
Performance Evaluation Reform Act (PERA) of 2010 and Administrative Code Part 50.
During a 13-month process from April 2014 through April 2015, the Team of teachers listed on the cover
page developed a Course Summary; a Content Outline with Domains, Standards, and Essential Topics; and
an Assessment Blueprint. These “Development Guide” materials are included in this document. They
provided the foundation for the Team’s development of a pool of standards-based test items and a set of
task assessments. For security purposes, these test items and task assessments are controlled by the
Illinois AVC Project. Online pretest/posttest assessments and school-based task-assessment administration
are planned starting in the 2015-16 school year.
To accomplish this work, the Team met in-person once, for a two-day work session. Other work took place
online, through regularly scheduled web-conferencing sessions using webcams, voice, and screen-sharing;
through distribution and discussion of information and documents on an online team worksite; and
through e-mail, text, and phone communications. Draft materials were posted on a password-protected
online site, where they were reviewed and validated by external reviewers who had content and
assessment expertise. Throughout the project, Team members completed online professional
development related to fundamentals of standards-based assessment and the step-by-step TeachSharp
process. In addition, TeachSharp coaches participated in Team meetings, assisted with document
development, and provided ongoing support and guidance for the Team’s work.
The Course Summary is presented on pages 6 and 7 of this document. It provides a course description,
rationale for the course standards, and citations for reference materials.
The Assessment Blueprint is presented on page 8 of this document. The Blueprint shows the standardsbased weighting and distribution determined by the Team for a multiple-choice test and for task
assessments. It is important to distinguish between this Assessment Blueprint and the overall course
curriculum at a particular school or center. The Assessment Blueprint and the Content Outline on which it
is based include the content areas found to be in common across all of the participating schools or centers
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Development Guide for Standards-based Assessments – Automotive Technology
Copyright © 2015 Teach Sharp LLC and Illinois AVC Assessment Project. All rights reserved.
in their first-year Automotive Technology program. These are not all-inclusive of the topics addressed in
the local programs, where additional topics are included.
The Automotive Technology Content Outline is provided on pages 9 to 25 of this document. It includes six
Domains, one for each major content area, with several Standards in each Domain. The Standards are
further delineated by Essential Topics, which are the Team’s consensus on the specific knowledge and
skills to be addressed across all participating programs and represented in the test items and task
assessments. The Domains, Standards, and Essential Topics given in the Content Outline also provide a
framework for local course design, curriculum, and instruction. These agreed-on areas for student
learning can enhance teacher collaboration and consistency of course components across participating
programs. It is important to reiterate that the Content Outline represents a core set of topics addressed
during the first year of all participating Automotive Technology programs. Additional topics are
addressed in local programs’ year one and/or year two courses.
The Content Outline and Assessment Blueprint provided the basis for the Bank of Multiple Choice Test
Items and the Task Assessment Guidelines the Team developed. The Team analyzed the content outline
to determine which of the Standards and Essential Topics represented declarative knowledge and
therefore would be assessed through test items, and which represented procedural knowledge, for
which task assessments should be used. For the test items, they developed a detailed Test Item Content
Chart for each Domain that showed the standards-based distribution of test item topics across three
levels of cognitive complexity (further explained below). The Team developed a large item bank
comprised of multiple choice test items with four options and one correct answer. They aimed for a 3to-1 ratio (three test items for each item to be included on the test). This large item bank enables each
online test to be a unique, computer-generated combination of items chosen through stratified random
sampling based on the Domain and cognitive-level weightings shown in the Assessment Blueprint.
The Team developed Task Assessments for selected areas of the procedural knowledge they had
identified in the Standards. They determined whether these areas could best be assessed through a
product and/or performance assessment, and developed Task Assessment Guidelines accordingly. Each
Guideline document includes background information, instructions, and evaluation tool(s) for locallyadministered assessments. The Guidelines are designed to maximize validity and reliability of the task
assessments across programs, evaluators, and points in time when the assessments are used.
The test items included in the test bank represented varying levels of cognitive complexity, or types of
thinking required. The Team determined the distribution of cognitive levels appropriate for the
Standards and Essential Topics they had developed. The Cognitive Complexity Three Level Framework
(Fox and Laing-Kean, 2012) was used to classify the test items based on the three levels shown in the
center column of the chart that follows. This Framework draws on classifications by AAFCS (2010), Fox
(2001), and Haladyna (2004). Overall, test items classified as Level 1 focus on recall and understanding of
an individual fact or concept. Level 2 items involve combined knowledge of two familiar facts or
concepts to complete an analysis and reach a conclusion. Level 3 questions require understanding and
applying relationships among three or more components and typically involve selecting and/or providing
relevant information in order to predict, calculate, or make a judgment.
The chart that follows illustrates the relationships among the Cognitive Complexity Three Level Framework
used in this project with the six categories of the Revised Bloom’s Taxonomy (Anderson and Krathwohl,
2001) and the four categories of the Depth of Knowledge (DOK) framework developed by Webb and
colleagues (2005, 2006). For those familiar with Webb’s Depth of Knowledge framework, it is important to
note that Level 1 in the Three Level Framework is more extensive that the DOK Level 1, including much of
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Development Guide for Standards-based Assessments – Automotive Technology
Copyright © 2015 Teach Sharp LLC and Illinois AVC Assessment Project. All rights reserved.
DOK Level 2. Level 2 of the Three Level Framework includes most of DOK Level 3, and Level 3 of the Three
Level Framework is primarily comprised of DOK Level 4. Based on this comparison, the following
equivalent notations could be used: Level 1 = DOK 1+2; Level 2 = DOK 2+3; Level 3 = DOK 3+4
References
American Association of Family and Consumer Sciences (AAFCS). (2010). Information Bulletin for Pre-Professional
Assessment and Certification (Pre-PAC) in Nutrition, Food, and Wellness, pages 5-6. Retrieved from
http://www.aafcs.org/res/Credentialing/prepac/Bulletins/Nutrition%20Food%20Wellness%20Information%20
Bulletin.pdf
Anderson, L. W., and Krathwohl, D. R. (Eds.). (2001). A taxonomy for learning, teaching and assessing: A revision of
Bloom’s taxonomy of educational objectives. New York: Longman.
Fox, W. S. (2001). Three-level framework for teaching and learning. West Lafayette, IN: Department of Curriculum
and Instruction, Purdue University.
Fox, W. S. (2013). The TeachSharp Process for Building a System for Standards-based Assessment of Student
Learning. Teach Sharp LLC, www.teachsharp.com
Haladyna, T. M. (2004). Developing and validating multiple-choice test items (3rd ed.). Mahwah, NJ: Lawrence
Erlbaum.
Webb, Norman L., et al (2006). Depth of Knowledge (DOK) Levels. Web Alignment Tool. Wisconsin Center of
Educational Research. University of Wisconsin-Madison. Available
http://dese.mo.gov/divimprove/sia/msip/DOK_Chart.pdf
Webb, N. L., Alt, M., Ely, R., and Vesperman, B. (2005). Web Alignment Tool (WAT) Training Manual Version 1.1.
Wisconsin Center for Education Research, Council of Chief State School Officers. Available
http://wat.wceruw.org/index.aspx
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Development Guide for Standards-based Assessments – Automotive Technology
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Automotive Technology
Course Summary
Course Description
Automotive Technology 1 may be offered as a one year, stand-alone course or it may be the first year of
a multi-year Auto Technology program. This course is designed for approximately 100 minute class
periods for 5 days a week for one full school year. It is recommended for high school students in grades
11 and 12. In this course students will take their classroom studies into an actual automotive lab/repair
setting to gain knowledge and skills in performing light maintenance and repair of an automobile.
Planned learning activities in this course will provide students understanding of the theory and
operation of the various automotive systems and the practical skills to perform basic maintenance,
diagnosis, and systems repair.
Areas of course student instruction will fall under the following domains;
1. Safety
2. Maintenance
3. Engines
4. Electrical
5. Brakes
6. Steering and Suspension
Students enrolled in this course will find it to be very helpful when preparing for the appropriate ASE
Student Certification (ASE) testing series.
Source and Rationale for Standards
For the Illinois AVC Assessment Project, the Development Team examined the National Automotive
Technicians Education Foundation (NATEF) Standards and chose to use the content listed under
Maintenance and Light Repair. The team went through these standards and determined which items
needed to be included in their entirety, which could be combined, and which did not need to be
included in their standards. In order to do this the team considered time constraints, available
equipment and materials, and topics that are addressed in the first-year course at all of the participating
centers.
Reference Materials
Two major types of reference materials were used for this project: (1) content-specific references and
(2) broad-based educational standards. Within these two types of references materials, some have been
directly cross-referenced within the standards while others were used as informational resources but
not cross-referenced.
Content Specific References
Primary Cross-reference
National Automotive Technician Education Foundation (NATEF). (2013). NATEF Program Accreditation
Standards, Task Lists for Maintenance and Light Repeair and Automotive Service Technology.
Leesburg, VA: Author . Retrieved from NATEF Web site:
http://www.natef.org/NATEF/media/NATEFMedia/Accreditation/Accreditation%20Docs/2013%20A
ccreditation%20Docs/2013%20Auto%20Docs/2013-Auto-Program-Standards-Print-Version.pdf
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Development Guide for Standards-based Assessments – Automotive Technology
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ASE Student Certification, Automobile. Retrieved from ASE Web site: www.asestudent certification.com
http://www.asestudentcertification.com/pdfs/autotasklisttestspecs.pdf
Informational Resources
Duffy, J. E. (2014). Modern Automotive Technology 8th Edition. The Goodheart-Willcox Company. ISBN
978-1-61960-370-7
Electude USA, LLC. ARGO Automotive e-Learning Modules. (Internet based auto repair online textbook).
http://www.electude.com/en/argo/what-is-argo
Halderman, James D (2014). Automotive Maintenance and Light Repair 1st Edition. Pearson/Prentice
Hall. ISBN-13: 978-0133405187
Broad-based Educational Standards
In this project, all Teams cross-referenced their course-specific standards with the Common Career
Technical Core standards and with the Common Core State Standards for English Language Arts and for
Mathematics:
National Association of State Directors of Career Technical Education Consortium/National Career
Technical Education Foundation. (2012). Common Career Technical Core. Silver Spring, MD: Author.
http://www.careertech.org/CCTC
National Governors Association Center for Best Practices, Council of Chief State School Officers. (2010).
Common Core State Standards for English Language Arts and Literacy in History/Social Studies,
Science, and Technical Subjects, 6-12. Author: Washington D.C. Retrieved from
http://www.corestandards.org/assets/CCSSI_ELA%20Standards.pdf
National Governors Association Center for Best Practices, Council of Chief State School Officers. (2010).
Common Core State Standards for Mathematics. Washington D.C.: Author.
http://www.corestandards.org/assets/CCSSI_Math%20Standards.pdf
Post-secondary syllabi and resources
Illinois Valley Community College. Oglesby, Illinois.
ATO 1210 Basic Gas Engines
ATO 1220 Basic Electricity
ATO 1260 Steering and Suspension
ATO 2200 Brake System
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Development Guide for Standards-based Assessments – Automotive Technology
Copyright © 2015 Teach Sharp LLC and Illinois AVC Assessment Project. All rights reserved.
Automotive Technology
Assessment Blueprint
Test Items
Number of Test Items
Domain
Weighting
1. Safety
100-item test
Cognitive Levels
L1
L2
L3
Task Assessments
Weighting
Totals
Number of
Task
Assessments
8%
4
4
0
8
2. Maintenance
15%
9
5
1
15
3. Engines
16%
7
4
5
16
25%
1
4. Electrical
25%
9
9
7
25
25%
1
5. Brakes
14%
5
6
3
14
25%
1
6. Steering and Suspension
22%
13
6
3
22
25%
1
100%
47
34
19
100
100%
4
Totals
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Development Guide for Standards-based Assessments – Automotive Technology
Copyright © 2015 Teach Sharp LLC and Illinois AVC Assessment Project. All rights reserved.
Automotive Technology
Content Outline
Weighting
Test Items
Task Assessments
8%
0%
Domain 1 – Safety
Standards
AT1-1.1
AT1-1.2
Assess and practice personal safety. (CCTC-CRP-1; NATEF-SPS,1-15; OSHA-subpart#1910.133)
Essential Topics:
1. Safety glasses
2. Recommended clothing
a. Steel toe shoes
b. Full length pants
c. No loose fitting clothing
3. Behavior
a. no horse play
b. do not use tools and equipment for entertainment
c. demonstrate a professional attitude
4. Awareness of hazards
5. Ear protection
Assess work space environment for safety and cleanliness
hazards. (CCTC-CRP-1; NATEF-SPS-1-15; OSHA-Subpart-H-1910.106, subpart-G-1910.95, Note:
H=hasmat; G=ventilation)
Essential Topics:
1. Know procedure for cleaning oil spill
2. Locate cleaning supplies
3. Identify flammable liquids and storage area
4. Keep eye wash station clear
5. Be sure emergency exits not blocked
6. Tripping hazards
7. Notice unbalanced items that can fall
8. Be aware of possible harmful chemical fumes
9. Know the use and location of fire extinguishers
10. Proper use of exhaust hoses/system to remove vehicle exhaust fumes
Coding for cross-referenced standards. (Additional alpha and numeric components reference particular sections or standards.)
CCSS-ELA
Common Core State Standards - English Language Arts
CCSS-M
Common Core State Standards - Mathematics
CCTC-CRP
Common Career Technical Core - Career Ready Practices
CCTC-TD
Common Career Technical Core – Transportation, Distribution and Logistics Cluster/Pathways
NATEF
National Automotive Technician’s Education Foundation
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Development Guide for Standards-based Assessments – Automotive Technology
Copyright © 2015 Teach Sharp LLC and Illinois AVC Assessment Project. All rights reserved.
AT1-1.3
Inspect tools and equipment for safety and cleanliness hazards.
(NATEF-SPS-2; OSHA-subpart-E-1910.37)
Essential Topics:
1. Verify guards are in place and functional
2. Check for any tool or equipment damage before using
3. Understand manufacturer’s safety precautions
4. Know the intended purpose of equipment and tools
AT1-1.4
Describe the typical layout and sections of an auto shop.
(CCSS-ELA-SL-4; NATEF-SPS-1-G/I, NATEF-SPS-6-G/I; OSHA-subpart-E-1910.36, 1910.39)
Essential Topics
1. Evacuation routes
2. Eye wash station
3. Flammables storage
4. Cleaning equipment
5. Locations of fire extinguishers
6. Service bays
7. Walk ways
AT1-1.5
Identify, list and discuss the types of accidents that can occur in an auto shop.
(CCSS-ELA-SLS-1; NATEF-SPS-1-8)
Essential Topics:
1. Improper lifting
2. Power tools dangers
3. Eye injury
4. Scrapes and cuts
5. Compressed air dangers
6. Contact with moving parts
7. Burns
a. Hot metal
b. Chemical
8. Carbon monoxide poisoning
Coding for cross-referenced standards. (Additional alpha and numeric components reference particular sections or standards.)
CCSS-ELA
Common Core State Standards - English Language Arts
CCSS-M
Common Core State Standards - Mathematics
CCTC-CRP
Common Career Technical Core - Career Ready Practices
CCTC-TD
Common Career Technical Core – Transportation, Distribution and Logistics Cluster/Pathways
NATEF
National Automotive Technician’s Education Foundation
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Development Guide for Standards-based Assessments – Automotive Technology
Copyright © 2015 Teach Sharp LLC and Illinois AVC Assessment Project. All rights reserved.
AT1-1.6
Identify, list and discuss the types of accidents that can occur in an auto shop. (CCSSELA-SLS-1; NATEF-SPS-1-15; OSHA-E-1910.36-39)
Essential Topics:
1. Working with high voltage
a. ignition voltage
b. 110v equipment
2. Charging batteries
a. Hydrogen gas
b. current draw
c. automatic vs manual
3. Fire extinguisher
a. PASS (pull, aim, squeeze, sweep
b. ABC rating
4. Impact vs chrome sockets
AT1-1.7
Identify lifting points for various vehicle designs automotive lifting devices. (CCSS-ELASLS-1; NATEF-SPS-3,4; Automotive Lift Institute - Safety Standards)
Essential Topics:
1. Proper vehicle lifting procedure
a. center of gravity
b. rusted or damaged lift points
2. Jacks and jack stands
3. Drive-on lifts
4. Frame contact lift
a. lifting front wheel drive unibody
b. lifting full frame vehicles
AT1-1.8
Explain systematic response to a variety of emergency situations.
(CCSS-ELA-SL-4)
Essential Topics:
1. Inform the instructor
2. Inform the office personnel
3. Get help from any other adult
4. Stay calm and think
5. Determine if evacuation of the shop is necessary
6. Know location of first aid kit, eye wash equipment, and fire blanket
Coding for cross-referenced standards. (Additional alpha and numeric components reference particular sections or standards.)
CCSS-ELA
Common Core State Standards - English Language Arts
CCSS-M
Common Core State Standards - Mathematics
CCTC-CRP
Common Career Technical Core - Career Ready Practices
CCTC-TD
Common Career Technical Core – Transportation, Distribution and Logistics Cluster/Pathways
NATEF
National Automotive Technician’s Education Foundation
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Development Guide for Standards-based Assessments – Automotive Technology
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Domain 2 – Maintenance
Standards
AT1-2.1
Weighting
Test Items
Task Assessments
15%
0%
Identify and describe common Automobile designs and styles.
(CCSS-ELA-SL-4; NATEF-PVS-1)
Essential Topics:
1. Identify and describe primary parts within major automotive systems.
(component recognition)
2. Describe and compare major automobile design variations
a. Full frame (Body over frame)
b. "Unitized" or unibody construction
c. Vehicle body types
i.
Sedan
ii.
Convertible
iii.
Hatchback
iv.
Station wagon
v.
Minivan (truck classification)
vi.
Sport- utility vehicle (SUV)
vii.
Sport-utility truck (SUT) "Avalanche"
viii.
Truck
3. Identify vehicle specific drive train configurations
a. Rear wheel drive (RWD)
b. Front wheel drive (FWD)
i.
Transversely (cross-way) mounted engine
ii.
Longitudinally (long-way) mounted engine
c. 4-wheel drive (4WD)
d. All-wheel drive (AWD)
e. Manual transmission
f. Automatic transmission
4. Recognize different Engine configurations and design classifications
a. Number of cylinders
b. Engine block construction and cylinder arrangement.
c. Engine fuel type and/or power delivery system
i.
Gasoline Injection
1. Indirect
2. Direct
ii.
Carburetor fuel system
iii.
Diesel fuel injection
Coding for cross-referenced standards. (Additional alpha and numeric components reference particular sections or standards.)
CCSS-ELA
Common Core State Standards - English Language Arts
CCSS-M
Common Core State Standards - Mathematics
CCTC-CRP
Common Career Technical Core - Career Ready Practices
CCTC-TD
Common Career Technical Core – Transportation, Distribution and Logistics Cluster/Pathways
NATEF
National Automotive Technician’s Education Foundation
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5.
6.
AT1-2.2
iv.
Hybrid/Electric
Recognize and understand The Vehicle Identification Number and the
important information contained within the VIN to get the correct service
parts and information
Understand the importance and inherent dangers of vehicle Occupant
Restraint Systems (air bags) during vehicle service
Perform vehicle maintenance as required per maintenance schedule. (NATEF-F.6)
Essential Topics:
1. Recognize the importance of vehicle maintenance
2. Understand proper vehicle maintenance schedule or change intervals, and
vehicle service history
3. Research proper fluid recommendations and levels per appropriate service
information
a. Identify different engine oil types and ratings/viscosities
b. Identify different transmission fluids and ratings
c. Identify different engine coolants and recommendations
4. Check and identify fluid leaks and levels and determine necessary action
a. Engine oil
b. Brake fluid
c. Transmission
d. Cooling system
e. Windshield washer fluid
f. Power steering
g. Differential fluid inspection research correct lubricant
h. Grease all chassis/driveshaft grease fittings with appropriate
grease
5. Inspect air filter for debris or contamination and replace as necessary
6. Change engine oil and filter using proper service procedures. Research as
necessary.
a. Secure drain plug after draining
b. Install correct oil filter per application.
c. Add recommended oil designation and capacity
d. Start engine and check for leaks
e. Recycle/dispose oil and filter properly as per local guidelines
f. Follow all service precautions, bulletins and safety
g. Reset oil service/monitor light
7. Inspect and replace cabin filter as necessary
a. Review location and procedure as necessary
Coding for cross-referenced standards. (Additional alpha and numeric components reference particular sections or standards.)
CCSS-ELA
Common Core State Standards - English Language Arts
CCSS-M
Common Core State Standards - Mathematics
CCTC-CRP
Common Career Technical Core - Career Ready Practices
CCTC-TD
Common Career Technical Core – Transportation, Distribution and Logistics Cluster/Pathways
NATEF
National Automotive Technician’s Education Foundation
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8. Demonstrate safe practices while working with vehicle fluids, tools and
equipment
9. Demonstrate proper vehicle protection by using fender covers, steering
wheel and floor protectors
AT1-2.3
Assess tire condition and perform necessary action. (NATEF-F.1)
Essential Topics:
1. Inflation pressure
2. How to check tire pressure
3. Specified tire pressure
4. Tire inspection
5. Tire rotation
6. Wheel torque
AT1-2.4
Perform a safety inspection of a vehicle. (NATEF-C.9)
Essential topics:
1. Exterior lights including
a. Headlights
b. tail lights
c. turn signals
d. license plate light
e. parking lights
f. brake lights
g. horn
2. Mirrors
3. Blower fan operation
4. Windshield wiper and washer operation
5. Shock absorbers
6. Exhaust system
7. Tires
8. Fluid leaks
9. Brake pad and/or brake shoe condition
Coding for cross-referenced standards. (Additional alpha and numeric components reference particular sections or standards.)
CCSS-ELA
Common Core State Standards - English Language Arts
CCSS-M
Common Core State Standards - Mathematics
CCTC-CRP
Common Career Technical Core - Career Ready Practices
CCTC-TD
Common Career Technical Core – Transportation, Distribution and Logistics Cluster/Pathways
NATEF
National Automotive Technician’s Education Foundation
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AT1-2.5
Recognize automotive tools, procedures and units used in performing
measurements. (NATEF-F.6)
Essential Topics:
1. Identify tools and their usage in automotive applications
2. Identify standard and metric designations
3. Identify basic measuring tools and describe their use
a. ruler /tape measure to at least 1/16" increments
b. digital and Vernier calipers
c. micrometers, proper use
d. feeler gauges
e. dial Indicator
4. Recognize the importance of math and measurements as they pertain to
proper automotive measurements
5. Identify different torque measuring tools
a. Flex bar/beam type
b. Dial indicator
c. Ratchet---breakaway/click type
6. Recognize torque specifications and their proper designations
a. Inch pounds
b. Foot pounds
c. Newton-meters
7. Recognize the different types of pressure test gauges.
a. Vacuum (in/hg or (kg/cm2)
b. Pressure (psi) or (kg/cm2) or kpa)
i. Oil
ii. Fuel
iii. Compression
Coding for cross-referenced standards. (Additional alpha and numeric components reference particular sections or standards.)
CCSS-ELA
Common Core State Standards - English Language Arts
CCSS-M
Common Core State Standards - Mathematics
CCTC-CRP
Common Career Technical Core - Career Ready Practices
CCTC-TD
Common Career Technical Core – Transportation, Distribution and Logistics Cluster/Pathways
NATEF
National Automotive Technician’s Education Foundation
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Weighting
Test Items
Task Assessments
16%
25%
Domain 3 – Engines
Standards
AT1-3.1
Identify different engine types, operation and components.
(CCSS-ELA-RST.3, CCSS-ELA-RST.9; NATEF-I.A-1)
Essential Topics:
1. Research multiple sources to identify 4 stroke engine operation and
components.
2. Identify the 3 basic engine types and describe advantages and
disadvantages of each type.
3. Inspect and identify engine components.
4. Explain the operation of a four stroke engine.
AT1-3.2
Perform mechanical repairs to engines. (CCSS-M-NQ.3; NATEF-I.A; NATEF-I.B)
Essential Topics:
1. Research multiple sources to identify 4 stroke engine operation and
components.
2. Identify the 3 basic engine types and describe advantages and
disadvantages of each type.
3. Inspect and identify engine components.
4. Explain the operation of a four stroke engine
AT1-3.3
Explain cooling and lubrication system operation. (CCSS-ELA-RST.9)
Essential Topics:
1. Research and understand cooling system operation and components.
2. Research and understand lubrication system operation and components.
AT1-3.4
Diagnose and perform repairs to cooling and lubrication systems.
(CCSS-M-NQ.3; CCTC-CRP.8; NATEF-I.C)
Essential Topics:
1. Perform cooling system pressure and dye tests to identify leaks; determine
necessary action.
2. Check coolant condition and level; determine necessary action.
3. Inspect and test radiator, pressure cap and coolant recovery tank;
determine necessary action.
4. Inspect, replace and adjust drive belts, tensioners and pulley. Check belt
alignment.
5. Remove, inspect, and replace thermostat and gasket/seal.
6. Perform a cooling system flush and refill.
Coding for cross-referenced standards. (Additional alpha and numeric components reference particular sections or standards.)
CCSS-ELA
Common Core State Standards - English Language Arts
CCSS-M
Common Core State Standards - Mathematics
CCTC-CRP
Common Career Technical Core - Career Ready Practices
CCTC-TD
Common Career Technical Core – Transportation, Distribution and Logistics Cluster/Pathways
NATEF
National Automotive Technician’s Education Foundation
page 17 of 25
Development Guide for Standards-based Assessments – Automotive Technology
Copyright © 2015 Teach Sharp LLC and Illinois AVC Assessment Project. All rights reserved.
AT1-3.5
Diagnose engine performance. (CCSS-M-NQ.3; CCTC-CRP.8, CCTC-CRP.11; NATEF-I.A, NATEF-I.B)
Essential Topics:
1. Inspect, test, and service positive crankcase ventilation (PCV) filter/breather
cap, valve, tubes, orifices, and hoses; perform necessary action.
2. Perform engine absolute (vacuum/boost) manifold pressure tests;
determine necessary action.
3. Perform cylinder power balance test; determine necessary action.
4. Perform cylinder cranking compression tests; determine necessary action.
5. Perform cylinder leakage test; determine necessary action.
6. Remove and replace spark plugs; inspect secondary ignition components for
wear and damage.
7. Retrieve and record diagnostic trouble codes, OBD monitor status, and
freeze frame data; clear codes when applicable.
8. Describe the importance of operating all OBDII monitors for repair
verification.
Weighting
Test Items
Task Assessments
25%
25%
Domain 4 – Electrical
Standards
AT1-4.1
Perform general electrical procedures.
(CCSS-M-NQ3; CCSS-ELA-RST-3; CCTC-CRP-2; CCTC-CRP-2)
Essential Topics:
1. Research vehicle service information, history, and technical service
bulletins.
2. Demonstrate knowledge of series ands, parallel circuits using principles of
electricity (Ohm’s Law).
3. Use wiring diagrams to trace electrical/electronic circuits.
4. Use of a digital multi-meter (DVOM) when measuring voltage, voltage
drops, current flow, and resistance.
5. Check operation of electrical circuits with a test light.
6. Inspect and test fusible links, circuit breakers, and fuses; determine
necessary action.
Coding for cross-referenced standards. (Additional alpha and numeric components reference particular sections or standards.)
CCSS-ELA
Common Core State Standards - English Language Arts
CCSS-M
Common Core State Standards - Mathematics
CCTC-CRP
Common Career Technical Core - Career Ready Practices
CCTC-TD
Common Career Technical Core – Transportation, Distribution and Logistics Cluster/Pathways
NATEF
National Automotive Technician’s Education Foundation
page 18 of 25
Development Guide for Standards-based Assessments – Automotive Technology
Copyright © 2015 Teach Sharp LLC and Illinois AVC Assessment Project. All rights reserved.
AT1-4.2
Perform routine battery services. (CCSS-M-NQ-1; CCSS-ELA-RST-3; CCSS-ELA-RST-3; NATEF 6.3)
Essential Topics:
1. Perform battery state-of-charge test; determine necessary action.
2. Confirm proper battery capacity for vehicle; perform battery capacity test.
3. Inspect and clean battery, cables, connectors, clamps, and hold-downs.
4. Perform a battery charge according to manufacturer’s recommendations.
5. Jump-start vehicle using jumper cables.
6. Describe the proper storage and disposal of used batteries.
AT1-4.3
Perform starting system operations. (CCSS-M-NQ-1; CCTC-CRP-8; NATEF 6.4)
Essential Topics:
1. Perform starter current draw test; determine necessary action.
2. Perform starting system voltage drop test, analyze results and determine
action.
3. Research starter removal and installation procedures
AT1-4.4
Perform charging systems tests and repairs. (CCSS-M-NQ-1; CCTC-CRP-8; NATEF 6.4)
Essential Topics:
1. Perform charging system output test; determine necessary action.
2. Inspect, adjust, or replace drive belts.
3. Research removal and installation of generator (alternator).
AT1-4.5
Demonstrate the ability to inspect, diagnose, and repair lighting systems and
accessories. (CCSS-ELA-SL-2; CCTC-CRP-11; NATEF 6.6)
Essential Topics:
1. Inspect lamps, headlights, and sockets replace as needed.
2. Diagnose causes of incorrect horn operation; perform necessary action.
3. Verify windshield wiper and washer operation, replace wiper blades.
4. Describe the procedure to disable and enable an airbag system.
Coding for cross-referenced standards. (Additional alpha and numeric components reference particular sections or standards.)
CCSS-ELA
Common Core State Standards - English Language Arts
CCSS-M
Common Core State Standards - Mathematics
CCTC-CRP
Common Career Technical Core - Career Ready Practices
CCTC-TD
Common Career Technical Core – Transportation, Distribution and Logistics Cluster/Pathways
NATEF
National Automotive Technician’s Education Foundation
page 19 of 25
Development Guide for Standards-based Assessments – Automotive Technology
Copyright © 2015 Teach Sharp LLC and Illinois AVC Assessment Project. All rights reserved.
Weighting
Test Items
Task Assessments
14%
25%
Domain 5 – Brakes
Standards
AT1-5.1
Describe and perform maintenance on hydraulic brake systems.
(CCSS-M-NQ3; CCSS-ELA-RST3; CCTC-CRP-5; CCTC- TDL -47.0604; NATEF-2.5)
Essential Topics:
1. Measure brake pedal travel, and free play (as applicable); determine
necessary action.
2. Check master cylinder for external leaks and proper operation.
3. Inspect brake lines, flexible hoses, and fittings for leaks, dents, kinks, rust,
cracks, bulging, wear, loose fittings and supports; determine necessary
action.
4. Select, handle, store, and fill brake fluids to proper level.
5. Identify components of the brake system.
6. Bleed and/or flush brake system.
7. Describe how leverage and hydraulic principles are used in brake system
operation.
AT1-5.2
Describe and perform maintenance on drum brakes. (CCSS-M-NQ1; CCSS-ELA-RST2; CCTCCRP-11; CCTC-TDL-47.0604; NATEF-5.1; OSHA-subpart-X)
Essential Topics:
1. Remove, clean, inspect, and measure brake drum diameter; determine
necessary action.
2. Refinish brake drum and measure final drum diameter; compare with
specifications.
3. Remove, clean, and inspect brake shoes, springs, pins, clips, levers,
adjusters/self-adjusters, other related brake hardware, and backing
support plates; lubricate and reassemble.
4. Inspect wheel cylinders for leaks and proper operation; remove and replace
as needed.
5. Pre-adjust brake shoes and parking brake; install brake drums or drum/hub
assemblies and wheel bearings; make final checks and adjustments.
AT1-5.3
Describe and perform maintenance on disc brakes. (CCSS-M-NQ1; CCSS-ELA-WHST4; CCTCCRP-11; CCTC-TDL-47.0604; NATEF-5.1)
Essential Topics:
1. Remove and clean caliper assembly; inspect for leaks and damage/wear to
caliper housing; determine necessary action.
Coding for cross-referenced standards. (Additional alpha and numeric components reference particular sections or standards.)
CCSS-ELA
Common Core State Standards - English Language Arts
CCSS-M
Common Core State Standards - Mathematics
CCTC-CRP
Common Career Technical Core - Career Ready Practices
CCTC-TD
Common Career Technical Core – Transportation, Distribution and Logistics Cluster/Pathways
NATEF
National Automotive Technician’s Education Foundation
page 20 of 25
Development Guide for Standards-based Assessments – Automotive Technology
Copyright © 2015 Teach Sharp LLC and Illinois AVC Assessment Project. All rights reserved.
2. Clean and inspect caliper mounting and slides/pins for proper operation,
wear, and damage; determine necessary action.
3. Remove, inspect, and replace pads and retaining hardware; determine
necessary action.
4. Lubricate and reinstall caliper, pads, and related hardware; seat pads and
inspect for leaks.
5. Clean and inspect rotor, measure rotor thickness, thickness variation, and
lateral run-out; determine necessary action.
6. Remove and reinstall rotor.
7. Refinish rotor off vehicle; measure final rotor thickness and compare with
specifications.
8. Retract and re-adjust caliper piston on an integral parking brake system.
9. Check brake pad wear indicator; determine necessary action.
10. Describe importance of operating vehicle to burnish/break-in replacement
brake pads according to manufacturer’s recommendations
AT1-5.4
Describe and perform maintenance on power assist units. (CCSS-M-NQ1; CCSS-ELA-RST2;
CCTC-CRP-8; CCTC-TDL-47.0604; NATEF-5.1; OSHA-subpart-X)
Essential Topics:
1. Check brake pedal travel with, and without, engine running to verify proper
power booster operation.
2. Check vacuum supply (manifold or auxiliary pump) to vacuum-type power
booster.
AT1-5.5
Describe and perform maintenance on miscellaneous components related to the
brake system. (CCSS-M-NQ3; CCSS-ELA-WHST6; CCTC-CRP-2; CCTC-TDL-47.0604; NATEF-5.1; OSHAsubpart-X)
Essential Topics:
1. Remove, clean, inspect, repack, and install wheel bearings; replace seals;
install hub and adjust bearings.
2. Check parking brake cables and components for wear, binding, and
corrosion; clean, lubricate, adjust or replace as needed.
3. Check parking brake operation and parking brake indicator light system
operation; determine necessary action.
4. Check operation of brake stop light system.
5. Replace wheel bearing and race.
6. Inspect and replace wheel studs.
Coding for cross-referenced standards. (Additional alpha and numeric components reference particular sections or standards.)
CCSS-ELA
Common Core State Standards - English Language Arts
CCSS-M
Common Core State Standards - Mathematics
CCTC-CRP
Common Career Technical Core - Career Ready Practices
CCTC-TD
Common Career Technical Core – Transportation, Distribution and Logistics Cluster/Pathways
NATEF
National Automotive Technician’s Education Foundation
page 21 of 25
Development Guide for Standards-based Assessments – Automotive Technology
Copyright © 2015 Teach Sharp LLC and Illinois AVC Assessment Project. All rights reserved.
AT1-5.6
Research and describe anti-lock braking systems. (CCSS-M-NQ1; CCSS-ELA-WHST8; CCSSELA-WHST8; CCTC-TDL-47.0604; NATEF-5.1; OSHA-subpart-X)
Essential Topics:
1. Identify traction control/vehicle stability control system components and
anti-lock brake components
2. Use a scan tool to access ABS diagnostic trouble codes.
Domain 6 – Steering and Suspension
Standards
AT1-6.1
Weighting
Test Items
Task Assessments
22%
25%
Explain suspension system operational principles, identify suspension components
and the different suspension designs. (CCSS-M-NQ.3; CCSS-ELA-RST.3, CCSS-ELA-RST.9,CCSSELA-SLS-1; NATEF-IV)
Essential Topics:
1. Explain the purpose of a suspension system
2. Identify and classify the types of suspension systems
a. Independent
i. Short/Long arm
ii. MacPherson strut
b. Dependent
i. Solid axle
ii. Twin I-beam
3. Identify the major components of a suspension system
a. Springs
i. Coil
ii. Leaf
iii. Torsion bar
iv. Air
b. Control arms
c. Steering knuckles
d. Ball joints
e. Stabilizer bar
f. Shock absorber
g. Track bar
Coding for cross-referenced standards. (Additional alpha and numeric components reference particular sections or standards.)
CCSS-ELA
Common Core State Standards - English Language Arts
CCSS-M
Common Core State Standards - Mathematics
CCTC-CRP
Common Career Technical Core - Career Ready Practices
CCTC-TD
Common Career Technical Core – Transportation, Distribution and Logistics Cluster/Pathways
NATEF
National Automotive Technician’s Education Foundation
page 22 of 25
Development Guide for Standards-based Assessments – Automotive Technology
Copyright © 2015 Teach Sharp LLC and Illinois AVC Assessment Project. All rights reserved.
AT1-6.2
Diagnose, service, and repair common suspension components. (CCSS-M-NQ.3; CCSSELA-RST.3, CCSS-ELA-RST.9; NATEF-IV.B9, IV.B10, IV.B11, IV.B12, IV. B13, IV.B15, IV.B16, IV.B18, IV. B19,
IV. B20, IV.C1.)
Essential Topics:
1. Research applicable vehicle and service information, service precautions
and technical service bulletins.
2. Measure and identify if the vehicle has the proper ride height.
3. Find and inspect upper and lower control arms, bushings, and control arm
shafts.
4. Find and inspect upper and lower ball joints (with or without wear
indicators).
5. Remove and replace a ball joint
6. Inspect front and rear suspension system springs and spring insulators
(silencers).
7. Find and inspect then replace a front stabilizer bar (sway bar) bushings,
brackets, and links.
8. Find and inspect then remove and replace a shock absorber.
9. Inspect rear suspension system leaf spring(s), spring insulators (silencers),
shackles, brackets, bushings, center pins/bolts, and mounts.
10. Find, inspect, remove and replace a MacPherson strut.
11. Inspect rear suspension system lateral links/arms (track bars) and control
(trailing) arms
AT1-6.3
Explain steering system operational principles and identify common steering
components and the different steering system designs. (CCSS-ELA-RST.3, CCSS-ELARST.9,CCSS-ELA-SLS-1; NATEF-IV)
Essential Topics:
1. Explain the purpose of the steering system
2. Describe the different steering systems types
a. Manual
i. Parallelogram design
ii. Rack and pinion design
b. Power
i. Parallelogram hydraulic assist
ii. Rack and pinion hydraulic assist
iii. Rack and pinion electric assist
3. Identify the major system components
a. Parallelogram style steering system
i. Tie rod ends
ii. Pittman arm
Coding for cross-referenced standards. (Additional alpha and numeric components reference particular sections or standards.)
CCSS-ELA
Common Core State Standards - English Language Arts
CCSS-M
Common Core State Standards - Mathematics
CCTC-CRP
Common Career Technical Core - Career Ready Practices
CCTC-TD
Common Career Technical Core – Transportation, Distribution and Logistics Cluster/Pathways
NATEF
National Automotive Technician’s Education Foundation
page 23 of 25
Development Guide for Standards-based Assessments – Automotive Technology
Copyright © 2015 Teach Sharp LLC and Illinois AVC Assessment Project. All rights reserved.
iii. Idler arm
iv. Center link
v. Recirculating ball gear box
vi. Steering wheel and column
vii. Power steering pump and hoses
b. Rack and pinion style steering system
i. Tie rod ends
ii. Steering pinion gear
iii. Steering rack gear
iv. Steering wheel and column
v. Power steering pump and hoses
vi. Electrically assisted
AT1-6.4
Diagnose, service, and repair common steering system components. (CCSS-ELA-RST.3,
CCSS-ELA-RST.9; NATEF-IV)
Essential Topics:
1. Research applicable vehicle and service information, service precautions
and technical service bulletins.
2. Demonstrate the disabling of an airbag system
3. Differentiate the type of steering system on a vehicle
4. Perform a visual inspection of the parallelogram steering system
components
a. Tie rod ends
b. Pittman arm
c. Idler arm
d. Center link
e. Power steering pump
f. Power steering fluid level and condition
g. Power steering belt and hoses
5. Perform a visual inspection of the rack and pinion steering system
components
a. Tie rod ends
b. Rack and pinion assembly
c. Power steering pump
d. Power steering fluid level and condition
e. Power steering belt and hoses
6. Demonstrate the removal and replacement of an outer tie rod end
7. Demonstrate the removal and replacement of a power steering belt
8. Demonstrate a power steering fluid flush, fill and bleeding procedure
Coding for cross-referenced standards. (Additional alpha and numeric components reference particular sections or standards.)
CCSS-ELA
Common Core State Standards - English Language Arts
CCSS-M
Common Core State Standards - Mathematics
CCTC-CRP
Common Career Technical Core - Career Ready Practices
CCTC-TD
Common Career Technical Core – Transportation, Distribution and Logistics Cluster/Pathways
NATEF
National Automotive Technician’s Education Foundation
page 24 of 25
Development Guide for Standards-based Assessments – Automotive Technology
Copyright © 2015 Teach Sharp LLC and Illinois AVC Assessment Project. All rights reserved.
AT1-6.5
Identify different types of tires, wheels, wheel bearing designs and their
construction. (NATEF-IV.D)
Essential Topics:
1. Identify different types of tire construction.
2. Determine tire dimensions.
3. Describe how to read tire side wall markings.
4. Determine wheel construction and dimensions.
5. Identify wheel bearing design.
a. Serviceable
b. Sealed
AT1-6.6
Perform common tire, wheel, and wheel bearing service.
(NATEF-IV D1, D2,D3D4,D5,D6: NATEF V. F1,F6)
Essential Topics:
1. Research applicable vehicle and service information, service precautions
and technical service bulletins.
2. Inspect tires, check and adjust air pressure.
3. Perform tire rotation.
4. Dismount, inspect, and remount tire on wheel.
5. Balance tire and wheel assembly.
6. Demonstrate a tire repair using internal patch.
7. Perform a bearing repack and replace seal on adjustable bearing.
8. Remove and replace a non-adjustable bearing.
9. Research how to reset tire pressure monitoring system (TPMS) after tire
rotation.
AT1-6.7
Explain basic wheel alignment principles and perform a pre-alignment inspection.
(CCSS-M-NQ-3; CCSS-ELA-RST.3; CCSS-ELA-RST.9; CCSS-ELA-SLS-1; NATEF-IV.A1, B1, B7, B8, B9, B10, B11,
B12, C1, D1)
Essential Topics:
1. Define the adjustable wheel alignment angles.
a. Explain camber
b. Explain caster
c. Explain toe
2. Define the non-adjustable wheel alignment angles.
a. Explain SAI
b. Explain included angle
c. Explain toe out on turns
3. Research applicable vehicle and service information, service information,
service precautions and technical service bulletins.
Coding for cross-referenced standards. (Additional alpha and numeric components reference particular sections or standards.)
CCSS-ELA
Common Core State Standards - English Language Arts
CCSS-M
Common Core State Standards - Mathematics
CCTC-CRP
Common Career Technical Core - Career Ready Practices
CCTC-TD
Common Career Technical Core – Transportation, Distribution and Logistics Cluster/Pathways
NATEF
National Automotive Technician’s Education Foundation
page 25 of 25
Development Guide for Standards-based Assessments – Automotive Technology
Copyright © 2015 Teach Sharp LLC and Illinois AVC Assessment Project. All rights reserved.
4. Perform a vehicle visual inspection and road test.
a. Identify any steering issues by performing a road test and by getting
the owner's concerns.
b. Measure tire pressures and interpret tire condition and wear patterns.
c. Measure front to rear and side to side ride height.
d. Inspect for bent, broken or missing steering and suspension
components.
5. Perform a detailed vehicle inspection.
a. Check and detect for any worn steering linkage components by doing
a dry-park test.
b. Raise vehicle and check and detect for wheel bearing play and ball
joint wear.
Coding for cross-referenced standards. (Additional alpha and numeric components reference particular sections or standards.)
CCSS-ELA
Common Core State Standards - English Language Arts
CCSS-M
Common Core State Standards - Mathematics
CCTC-CRP
Common Career Technical Core - Career Ready Practices
CCTC-TD
Common Career Technical Core – Transportation, Distribution and Logistics Cluster/Pathways
NATEF
National Automotive Technician’s Education Foundation