ELECTRICIAN APPRENTICESHIP ASSESSMENT
COURSE ETA3400: ELECTRICAL PRINCIPLES
Level:
First Period Apprenticeship, Section One
Prerequisite:
ETA3900: Apprenticeship Safety
Description:
Students solve trade-related mathematical problems and describe how changes in voltage, current or resistance affect
the electrical circuit.
Parameters:
Access to a materials work centre and to instruction from an individual with journeyperson certification as an electrician.
ILM Resources:
First Period Math Applications 030102a; Current, Voltage and Resistance 030102b
This sample rubric is for assessing technical elements that students need to know to be successful if they challenge the first-period apprenticeship
exam. The rubric does not include the last two common outcomes that address the demonstration of teamwork and personal management and
identification of steps to achieve personal goals. It is the certificated teacher’s responsibility to ensure that all outcomes are taught and assessed.
Assessment Tools
Checklist
Rubric
Notes

Prior to instruction, a copy of the checklist should be provided to the student to review outcomes that will need to
be demonstrated.

The student may use this checklist as a guide when completing this course.

The teacher should review and sign the checklist when the course is complete to ensure student outcomes have
been successfully demonstrated.

Prior to instruction, a copy of the rubric should be provided to the student to review and reflect on meeting
expectations set out in the criteria.

This rubric may be used as one element of an assessment process. Teachers should use both formative and
summative assessments to ensure students’ competency in this course.
Electrician Apprenticeship Assessment
© Alberta Education, Alberta, Canada
CTS, TMT: ETA3400 / 1
2015
COURSE ETA3400: ELECTRICAL PRINCIPLES
Checklist
Student Outcomes
Student
Check
Teacher
Check
Student, Teacher or Instructor Comments
1. solve trade-related problems
using basic mathematics
skills
2. predict how changes in the
value of voltage, current or
resistance affects the circuit
Teacher Signature
2 / CTS, TMT: ETA3400
2015
Date
Electrician Apprenticeship Assessment
© Alberta Education, Alberta, Canada
COURSE ETA3400: ELECTRICAL PRINCIPLES
Rubric
Student Name:
Date:
Level
Excellent
Proficient
Adequate
Limited
Not Yet
Demonstrated
Criteria
1.
solve trade-related problems using basic mathematics skills
1.1 recognize and use basic
mathematical symbols
I can consistently
recognize and use basic
mathematical symbols.
I can usually
recognize and use
basic mathematical
symbols.
I sometimes need
assistance to recognize
and use basic
mathematical symbols.
I often need assistance
to recognize and use
basic mathematical
symbols.
I have not yet
provided evidence of
this performance task.
1.2 add and subtract whole,
decimal and fractional
numbers
I can consistently add
and subtract whole,
decimal and fractional
numbers.
I can usually add and
subtract whole,
decimal and fractional
numbers.
I sometimes need
assistance to add and
subtract whole, decimal
and fractional numbers.
I often need assistance
to add and subtract
whole, decimal and
fractional numbers.
I have not yet
provided evidence of
this performance task.
1.3 multiply and divide
whole, decimal and
fractional numbers
I can consistently
multiply and divide
whole, decimal and
fractional numbers.
I can usually multiply
and divide whole,
decimal and fractional
numbers.
I sometimes need
assistance to multiply
and divide whole,
decimal and fractional
numbers.
I often need assistance
to multiply and divide
whole, decimal and
fractional numbers.
I have not yet
provided evidence of
this performance task.
1.4 state the correct sequence
for mathematical
operations and solve
equations that use
brackets
I can consistently state
the correct sequence for
mathematical
operations and solve
equations that use
brackets.
I can usually state the
correct sequence for
mathematical
operations and solve
equations that use
brackets.
I sometimes need
assistance to state the
correct sequence for
mathematical
operations and solve
equations that use
brackets.
I often need assistance
to state the correct
sequence for
mathematical
operations and solve
equations that use
brackets.
I have not yet
provided evidence of
this performance task.
Electrician Apprenticeship Assessment
© Alberta Education, Alberta, Canada
CTS, TMT: ETA3400 / 3
2015
1.5 apply the math skill
required for transposition
of equations in relation to
Ohm’s law
I can consistently apply
the math skill required
for transposition of
equations in relation to
Ohm’s law.
I can usually apply the
math skill required for
transposition of
equations in relation
to Ohm’s law.
I sometimes need
assistance to apply the
math skill required for
transposition of
equations in relation to
Ohm’s law.
I often need assistance
to apply the math skill
required for
transposition of
equations in relation to
Ohm’s law.
I have not yet
provided evidence of
this performance task.
2. predict how changes in the value of voltage, current or resistance affects the circuit
2.1 describe an electric
current
I can consistently
describe an electric
current.
I can usually describe
an electric current.
I sometimes need
assistance to describe
an electric current.
I often need assistance
to describe an electric
current.
I have not yet
provided evidence of
this performance task.
2.2 describe voltage
I can consistently
describe voltage.
I can usually describe
voltage.
I sometimes need
assistance to describe
voltage.
I often need assistance
to describe voltage.
I have not yet
provided evidence of
this performance task.
I can usually describe
resistance and state
and apply Ohm’s law.
I sometimes need
assistance to describe
resistance and state and
apply Ohm’s law.
I often need assistance
to describe resistance
and state and apply
Ohm’s law.
I have not yet
provided evidence of
this performance task.
I can consistently
2.3 describe resistance and
state and apply Ohm’s law describe resistance and
state and apply Ohm’s
law.
Teacher feedback and
assessment.
4 / CTS, TMT: ETA3400
2015
Electrician Apprenticeship Assessment
© Alberta Education, Alberta, Canada
ELECTRICIAN APPRENTICESHIP ASSESSMENT
COURSE ETA3405: ELECTRICAL CONCEPTS
Level:
First Period Apprenticeship
Prerequisite:
ETA3900: Apprenticeship Safety
Description:
Students analyze series and parallel circuits.
Parameters:
Access to a materials work centre and to instruction from an individual with journeyperson certification as an electrician.
ILM Resources:
Series Resistive Circuits 030102c; Parallel Resistive Circuits 030102d
This sample rubric is for assessing technical elements that students need to know to be successful if they challenge the first-period apprenticeship
exam. The rubric does not include the last two common outcomes that address the demonstration of teamwork and personal management and
identification of steps to achieve personal goals. It is the certificated teacher’s responsibility to ensure that all outcomes are taught and assessed.
Assessment Tools
Checklist
Rubric
Notes

Prior to instruction, a copy of the checklist should be provided to the student to review outcomes that will need to
be demonstrated.

The student may use this checklist as a guide when completing this course.

The teacher should review and sign the checklist when the course is complete to ensure student outcomes have
been successfully demonstrated.

Prior to instruction, a copy of the rubric should be provided to the student to review and reflect on meeting
expectations set out in the criteria.

This rubric may be used as one element of an assessment process. Teachers should use both formative and
summative assessments to ensure students’ competency in this course.
Electrician Apprenticeship Assessment
© Alberta Education, Alberta, Canada
CTS, TMT: ETA3405 / 5
2015
ETA3405: ELECTRICAL CONCEPTS
Checklist
Student Outcomes
Student
Check
Teacher
Check
Student, Teacher or Instructor Comments
1. connect and analyze a series
resistive circuit
2. connect and analyze a
parallel resistive circuit
Teacher Signature
6 / CTS, TMT: ETA3405
2015
Date
Electrician Apprenticeship Assessment
© Alberta Education, Alberta, Canada
COURSE ETA3405: ELECTRICAL CONCEPTS
Rubric
Student Name:
Date:
Level
Excellent
Proficient
Adequate
Limited
Not Yet
Demonstrated
Criteria
1.
connect and analyze a series resistive circuit
1.1 identify a series circuit
I can consistently
identify a series circuit.
I often need assistance
to identify a series
circuit.
I have not yet
provided evidence of
this performance task.
1.2 calculate resistance in a
series circuit
I can consistently
I can usually calculate
calculate resistance in a resistance in a series
series circuit.
circuit.
I sometimes need
assistance to calculate
resistance in a series
circuit.
I often need assistance
to calculate resistance
in a series circuit.
I have not yet
provided evidence of
this performance task.
circuit.
I can usually state and
apply Kirchhoff’s
voltage law in a series
circuit.
I sometimes need
assistance to state and
apply Kirchhoff’s voltage
law in a series circuit.
I often need assistance I have not yet
to state and apply
provided evidence of
Kirchhoff’s voltage law this performance task.
in a series circuit.
1.4 calculate current in a
series circuit
I can consistently
calculate current in a
series circuit.
I can usually calculate
current in a series
circuit.
I sometimes need
assistance to calculate
current in a series circuit.
I often need assistance
to calculate current in a
series circuit.
1.5 determine circuit values
by applying ratio and
proportion
I can consistently
determine circuit values
by applying ratio and
proportion.
I can usually
determine circuit
values by applying
ratio and proportion.
I sometimes need
assistance to determine
circuit values by applying
ratio and proportion.
I often need assistance I have not yet
to determine circuit
provided evidence of
values by applying ratio this performance task.
and proportion.
1.6 solve series circuits using
the voltage divider rule
I can consistently solve
series circuits using the
voltage divider rule.
I can usually solve
series circuits using
the voltage divider
rule.
I sometimes need
assistance to solve
series circuits using the
voltage divider rule
I often need assistance
to solve series circuits
using the voltage
divider rule.
I can consistently state
1.3 state and apply
Kirchhoff’s voltage law in and apply Kirchhoff’s
voltage law in a series
a series circuit
Electrician Apprenticeship Assessment
© Alberta Education, Alberta, Canada
I can usually identify a I sometimes need
series circuit.
assistance to identify a
series circuit.
I have not yet
provided evidence of
this performance task.
I have not yet
provided evidence of
this performance task.
CTS, TMT: ETA3405 / 7
2015
1.7 determine the voltage drop
across closed-or-open
components in a series
circuit
I can consistently
determine the
voltage drop across
closed-or-open
components in a series
circuit.
I can usually
determine the
voltage drop across
closed-or-open
components in a series
circuit.
I sometimes need
assistance to determine
the voltage drop across
closed-or-open
components in a series
circuit.
I often need assistance
to determine the
voltage drop across
closed-or-open
components in a series
circuit.
I have not yet
provided evidence of
this performance task.
I sometimes need
assistance to describe a
parallel circuit.
I often need assistance
to describe a parallel
circuit.
I have not yet
provided evidence of
this performance task.
I often need assistance
to calculate resistance
in a parallel circuit.
I have not yet
provided evidence of
this performance task.
I often need assistance
to state and apply
Kirchhoff’s current law
to a parallel circuit.
I have not yet
provided evidence of
this performance task.
2. connect and analyze a parallel resistive circuit
2.1 describe a parallel circuit
I can consistently
describe a parallel
circuit.
I can usually describe
a parallel circuit.
2.2 calculate resistance in a
parallel circuit
I can consistently
calculate resistance in a
parallel circuit.
I can usually calculate I sometimes need
resistance in a parallel assistance to calculate
circuit.
resistance in a parallel
circuit.
I can consistently state I can usually state and I sometimes need
2.3 state and apply
assistance to state and
Kirchhoff’s current law to and apply Kirchhoff’s apply Kirchhoff’s
current
law
to
a
parallel
current
law
to
a
apply Kirchhoff’s
a parallel circuit
circuit.
parallel circuit.
current law to a parallel
circuit.
2.4 describe the effects of an
open circuit on a parallel
circuit
I can consistently
describe the effects of
an open circuit on a
parallel circuit.
I can usually describe
the effects of an open
circuit on a parallel
circuit.
I sometimes need
assistance to describe
the effects of an open
circuit on a parallel
circuit.
I often need assistance
to describe the effects
of an open circuit on a
parallel circuit.
I have not yet
provided evidence of
this performance task.
2.5 solve branch circuit
currents using the current
divider principle
I can consistently solve
branch circuit currents
using the current
divider principle.
I can usually solve
branch circuit currents
using the current
divider principle.
I sometimes need
assistance to solve
branch circuit currents
using the current
divider principle.
I often need assistance
to solve branch circuit
currents using the
current divider
principle.
I have not yet
provided evidence of
this performance task.
Teacher feedback and
assessment.
8 / CTS, TMT: ETA3405
2015
Electrician Apprenticeship Assessment
© Alberta Education, Alberta, Canada
ELECTRICIAN APPRENTICESHIP ASSESSMENT
COURSE ETA3410: RESISTIVE CIRCUITS
Level:
First Period Apprenticeship, Section One
Prerequisite:
ETA3405: Electrical Concepts
Description:
Students connect and analyze a series-parallel resistive circuit.
Parameters:
Access to a materials work centre and to instruction from an individual with journeyperson certification as an electrician.
ILM Resources:
Series-Parallel Resistive Circuits 030102e
This sample rubric is for assessing technical elements that students need to know to be successful if they challenge the first-period apprenticeship
exam. The rubric does not include the last two common outcomes that address the demonstration of teamwork and personal management and
identification of steps to achieve personal goals. It is the certificated teacher’s responsibility to ensure that all outcomes are taught and assessed.
Assessment Tools
Checklist
Rubric
Notes

Prior to instruction, a copy of the checklist should be provided to the student to review outcomes that will need to
be demonstrated.

The student may use this checklist as a guide when completing this course.

The teacher should review and sign the checklist when the course is complete to ensure student outcomes have
been successfully demonstrated.

Prior to instruction, a copy of the rubric should be provided to the student to review and reflect on meeting
expectations set out in the criteria.

This rubric may be used as one element of an assessment process. Teachers should use both formative and
summative assessments to ensure students’ competency in this course.
Electrician Apprenticeship Assessment
© Alberta Education, Alberta, Canada
CTS, TMT: ETA3410 / 9
2015
COURSE ETA3410: RESISTIVE CIRCUITS
Checklist
Student Outcomes
Student
Check
Teacher
Check
Student, Teacher or Instructor Comments
1. connect and analyze
series-parallel resistive
circuits
Teacher Signature
10 / CTS, TMT: ETA3410
2015
Date
Electrician Apprenticeship Assessment
© Alberta Education, Alberta, Canada
COURSE ETA3410: RESISTIVE CIRCUITS
Rubric
Student Name:
Date:
Level
Excellent
Proficient
Adequate
Limited
Not Yet
Demonstrated
Criteria
1.
connect and analyze series-parallel resistive circuits
1.1 identify resistors that are
in series
I can consistently
identify resistors that
are in series.
I can usually identify
resistors that are in
series.
I sometimes need
assistance to identify
resistors that are in
series.
I often need assistance
to identify resistors that
are in series.
I have not yet
provided evidence of
this performance task.
1.2 identify resistors that are
in parallel
I can consistently
identify resistors that
are in parallel.
I can usually identify
resistors that are in
parallel.
I sometimes need
assistance to identify
resistors that are in
parallel.
I often need assistance
to identify resistors that
are in parallel.
I have not yet
provided evidence of
this performance task.
1.3 calculate the total
resistance of a
series-parallel circuit
I can consistently
calculate the total
resistance of a
series-parallel circuit.
I can usually calculate
the total resistance of
a series-parallel
circuit.
I sometimes need
assistance to calculate
the total resistance of a
series-parallel circuit.
I often need assistance
to calculate the total
resistance of a
series-parallel circuit.
I have not yet
provided evidence of
this performance task.
1.4 apply Kirchhoff’s current
law to a series-parallel
circuit
I can consistently apply
Kirchhoff’s current law
to a series-parallel
circuit.
I can usually apply
Kirchhoff’s current
law to a series-parallel
circuit.
I sometimes need
assistance to apply
Kirchhoff’s current law
to a series-parallel
circuit.
I often need assistance
to apply Kirchhoff’s
current law to a
series-parallel circuit.
I have not yet
provided evidence of
this performance task.
1.5 apply Kirchhoff’s voltage
law to a series-parallel
circuit
I can consistently apply
Kirchhoff’s voltage law
to a series-parallel
circuit.
I can usually apply
Kirchhoff’s voltage
law to a series-parallel
circuit.
I sometimes need
assistance to apply
Kirchhoff’s voltage law
to a series-parallel
circuit.
I often need assistance
to apply Kirchhoff’s
voltage law to a
series-parallel circuit.
I have not yet
provided evidence of
this performance task.
Electrician Apprenticeship Assessment
© Alberta Education, Alberta, Canada
CTS, TMT: ETA3410 / 11
2015
1.6 solve problems involving
series-parallel circuits
I can consistently solve
problems involving
series-parallel circuits.
I can usually solve
I sometimes need
problems involving
assistance to solve
series-parallel circuits. problems involving
series-parallel circuits.
I often need assistance I have not yet
to solve problems
provided evidence of
involving series-parallel this performance task.
circuits.
Teacher feedback and
assessment.
12 / CTS, TMT: ETA3410
2015
Electrician Apprenticeship Assessment
© Alberta Education, Alberta, Canada
ELECTRICIAN APPRENTICESHIP ASSESSMENT
COURSE ETA3415: EDISON 3-WIRE SYSTEM
Level:
First Period Apprenticeship, Section One
Prerequisite:
ETA3410: Resistive Circuits
Description:
Students describe an Edison 3-wire distribution system commonly found in homes and in commercial establishments.
Parameters:
Access to a materials work centre and to instruction from an individual with journeyperson certification as an electrician.
ILM Resources:
Edison 3-Wire Distribution Systems 030102f
This sample rubric is for assessing technical elements that students need to know to be successful if they challenge the first-period apprenticeship
exam. The rubric does not include the last two common outcomes that address the demonstration of teamwork and personal management and
identification of steps to achieve personal goals. It is the certificated teacher’s responsibility to ensure that all outcomes are taught and assessed.
Assessment Tools
Checklist
Rubric
Notes

Prior to instruction, a copy of the checklist should be provided to the student to review outcomes that will need to
be demonstrated.

The student may use this checklist as a guide when completing this course.

The teacher should review and sign the checklist when the course is complete to ensure student outcomes have
been successfully demonstrated.

Prior to instruction, a copy of the rubric should be provided to the student to review and reflect on meeting
expectations set out in the criteria.

This rubric may be used as one element of an assessment process. Teachers should use both formative and
summative assessments to ensure students’ competency in this course.
Electrician Apprenticeship Assessment
© Alberta Education, Alberta, Canada
CTS, TMT: ETA3415 / 13
2015
COURSE ETA3415: EDISON 3-WIRE SYSTEM
Checklist
Student Outcomes
Student
Check
Teacher
Check
Student, Teacher or Instructor Comments
1. connect and analyze an
Edison 3-wire distribution
system
Teacher Signature
14 / CTS, TMT: ETA3415
2015
Date
Electrician Apprenticeship Assessment
© Alberta Education, Alberta, Canada
COURSE ETA3415: EDISON 3-WIRE SYSTEM
Rubric
Student Name:
Date:
Level
Excellent
Proficient
Adequate
Limited
Criteria
1.
Not Yet
Demonstrated
connect and analyze an Edison 3-wire distribution system
1.1 identify the characteristics I can consistently
of an Edison 3-wire circuit identify the
characteristics of an
Edison 3-wire circuit.
I can usually identify
the characteristics of
an Edison 3-wire
circuit.
I sometimes need
assistance to identify
the characteristics of an
Edison 3-wire circuit.
I often need assistance
to identify the
characteristics of an
Edison 3-wire circuit.
I have not yet
provided evidence of
this performance task.
I have not yet
provided evidence of
this performance task.
1.2 describe the properties of
an Edison 3-wire circuit
I can consistently
describe the properties
of an Edison 3-wire
circuit.
I can usually describe
the properties of an
Edison 3-wire circuit.
I sometimes need
assistance to describe
the properties of an
Edison 3-wire circuit.
I often need assistance
to describe the
properties of an Edison
3-wire circuit.
1.3 describe and calculate the
effects of a high resistance
or broken neutral in an
Edison 3-wire circuit
I can consistently
describe and calculate
the effects of a high
resistance or broken
neutral in an Edison
3-wire circuit.
I can usually describe
and calculate the
effects of a high
resistance or broken
neutral in an Edison
3-wire circuit.
I sometimes need
assistance to describe
and calculate the effects
of a high resistance or
broken neutral in an
Edison 3-wire circuit.
I often need assistance I have not yet
to describe and
provided evidence of
calculate the effects of a this performance task.
high resistance or
broken neutral in an
Edison 3-wire circuit.
Teacher feedback and
assessment.
Electrician Apprenticeship Assessment
© Alberta Education, Alberta, Canada
CTS, TMT: ETA3415 / 15
2015
ELECTRICIAN APPRENTICESHIP ASSESSMENT
COURSE ETA3420: POWER & EFFICIENCY
Level:
First Period Apprenticeship
Prerequisite:
ETA3405: Electrical Concepts
Description:
Students calculate the efficiency of circuits and equipment.
Parameters:
Access to a materials work centre and to instruction from an individual with journeyperson certification as an electrician.
ILM Resources:
Work, Energy, Power and Efficiency 030102g
This sample rubric is for assessing technical elements that students need to know to be successful if they challenge the first-period apprenticeship
exam. The rubric does not include the last two common outcomes that address the demonstration of teamwork and personal management and
identification of steps to achieve personal goals. It is the certificated teacher’s responsibility to ensure that all outcomes are taught and assessed.
Assessment Tools
Checklist
Rubric
Notes

Prior to instruction, a copy of the checklist should be provided to the student to review outcomes that will need to
be demonstrated.

The student may use this checklist as a guide when completing this course.

The teacher should review and sign the checklist when the course is complete to ensure student outcomes have
been successfully demonstrated.

Prior to instruction, a copy of the rubric should be provided to the student to review and reflect on meeting
expectations set out in the criteria.

This rubric may be used as one element of an assessment process. Teachers should use both formative and
summative assessments to ensure students’ competency in this course.
16 / CTS, TMT: ETA3420
2015
Electrician Apprenticeship Assessment
© Alberta Education, Alberta, Canada
COURSE ETA3420: POWER & EFFICIENCY
Checklist
Student Outcomes
Student
Check
Teacher
Check
Student, Teacher or Instructor Comments
1. state and analyze the
relationship between work,
energy, power and efficiency
Teacher Signature
Electrician Apprenticeship Assessment
© Alberta Education, Alberta, Canada
Date
CTS, TMT: ETA3420 / 17
2015
COURSE ETA3420: POWER & EFFICIENCY
Rubric
Student Name:
Date:
Level
Excellent
Proficient
Adequate
Limited
Criteria
1.
Not Yet
Demonstrated
state and analyze the relationship between work, energy, power and efficiency
1.1 define mass, weight and
force and their units of
measurement
I can consistently
define mass, weight and
force and their units of
measurement.
I can usually define
mass, weight and
force and their units of
measurement.
I sometimes need
assistance to define
mass, weight and force
and their units of
measurement.
I often need assistance I have not yet
to define mass, weight
provided evidence of
and force and their units this performance task.
of measurement.
1.2 define work, energy and
power and their units of
measurement
I can consistently
define work, energy
and power and their
units of measurement.
I can usually define
work, energy and
power and their units
of measurement.
I sometimes need
assistance to define
work, energy and power
and their units of
measurement.
I often need assistance
to define work, energy
and power and their
units of measurement.
I have not yet
provided evidence of
this performance task.
1.3 describe electrical
relationships of work,
energy and power
I can consistently
describe electrical
relationships of work,
energy and power.
I can usually describe
electrical relationships
of work, energy and
power.
I sometimes need
assistance to describe
electrical relationships
of work, energy and
power.
I often need assistance
to describe electrical
relationships of work,
energy and power.
I have not yet
provided evidence of
this performance task.
1.4 calculate efficiency,
voltage drop and line loss
I can consistently
calculate efficiency,
voltage drop and line
loss.
I can usually calculate
efficiency, voltage
drop and line loss.
I sometimes need
assistance to calculate
efficiency, voltage drop
and line loss.
I often need assistance
to calculate efficiency,
voltage drop and line
loss.
I have not yet
provided evidence of
this performance task.
Teacher feedback and
assessment.
18 / CTS, TMT: ETA3420
2015
Electrician Apprenticeship Assessment
© Alberta Education, Alberta, Canada
ELECTRICIAN APPRENTICESHIP ASSESSMENT
COURSE ETA3425: BATTERIES & MAGNETISM
Level:
First Period Apprenticeship
Prerequisite:
ETA3420: Power & Efficiency
Description:
Students describe common batteries, including their care and handling and recharging precautions, and develop an
understanding of magnetism and the operation of motors, generators, transformers, relays and meters.
Parameters:
Access to a materials work centre and to instruction from an individual with journeyperson certification as an electrician.
ILM Resources:
Methods of Producing EMF 030103a; Cells and Batteries 030103b; Magnetism & Electromagnetism 030103c;
Generators 030103d
This sample rubric is for assessing technical elements that students need to know to be successful if they challenge the first-period apprenticeship
exam. The rubric does not include the last two common outcomes that address the demonstration of teamwork and personal management and
identification of steps to achieve personal goals. It is the certificated teacher’s responsibility to ensure that all outcomes are taught and assessed.
Assessment Tools
Checklist
Rubric
Notes

Prior to instruction, a copy of the checklist should be provided to the student to review outcomes that will need to
be demonstrated.

The student may use this checklist as a guide when completing this course.

The teacher should review and sign the checklist when the course is complete to ensure student outcomes have
been successfully demonstrated.

Prior to instruction, a copy of the rubric should be provided to the student to review and reflect on meeting
expectations set out in the criteria.

This rubric may be used as one element of an assessment process. Teachers should use both formative and
summative assessments to ensure students’ competency in this course.
Electrician Apprenticeship Assessment
© Alberta Education, Alberta, Canada
CTS, TMT: ETA3425 / 19
2015
COURSE ETA3425: BATTERIES & MAGNETISM
Checklist
Student Outcomes
Student
Check
Teacher
Check
Student, Teacher or Instructor Comments
1. identify the methods of
producing electromotive
force (EMF)
2. identify the requirements
for installation and
maintenance of batteries
3. state the characteristics of
magnetic and
electromagnetic materials
4. explain the generation of
electricity in alternating
current (AC) and direct
current (DC) generators
Teacher Signature
20 / CTS, TMT: ETA3425
2015
Date
Electrician Apprenticeship Assessment
© Alberta Education, Alberta, Canada
COURSE ETA3425: BATTERIES & MAGNETISM
Rubric
Student Name:
Date:
Level
Excellent
Proficient
Adequate
Limited
Criteria
1.
Not Yet
Demonstrated
identify the methods of producing electromotive force (EMF)
1.1 explain the production of
EMF by using chemicals
I can consistently
explain the production
of EMF by using
chemicals.
I can usually explain
the production of
EMF by using
chemicals.
I sometimes need
assistance to explain the
production of EMF by
using chemicals.
I often need assistance
to explain the
production of EMF by
using chemicals.
I have not yet
provided evidence of
this performance task.
1.2 explain the production of
EMF by using heat
I can consistently
explain the production
of EMF by using heat.
I can usually explain
the production of
EMF by using heat.
I sometimes need
assistance to explain the
production of EMF by
using heat.
I often need assistance
to explain the
production of EMF by
using heat.
I have not yet
provided evidence of
this performance task.
1.3 explain the production of
EMF by using pressure
I can consistently
explain the production
of EMF by using
pressure.
I can usually explain
the production of
EMF by using
pressure.
I sometimes need
assistance to explain the
production of EMF by
using pressure.
I often need assistance
to explain the
production of EMF by
using pressure.
I have not yet
provided evidence of
this performance task.
1.4 explain the production of
EMF by using light
I can consistently
explain the production
of EMF by using light.
I can usually explain
the production of
EMF by using light.
I sometimes need
assistance to explain the
production of EMF by
using light.
I often need assistance
to explain the
production of EMF by
using light.
I have not yet
provided evidence of
this performance task.
1.5 explain the production of
EMF by using magnetism
I can consistently
explain the production
of EMF by using
magnetism.
I can usually explain
the production of
EMF by using
magnetism.
I sometimes need
assistance to explain the
production of EMF by
using magnetism.
I often need assistance
to explain the
production of EMF by
using magnetism.
I have not yet
provided evidence of
this performance task.
Electrician Apprenticeship Assessment
© Alberta Education, Alberta, Canada
CTS, TMT: ETA3425 / 21
2015
1.6 explain the production of
EMF by using
electrostatics
I can consistently
explain the production
of EMF by using
electrostatics.
I can usually explain
the production of
EMF by using
electrostatics.
I sometimes need
assistance to explain the
production of EMF by
using electrostatics.
I often need assistance
to explain the
production of EMF by
using electrostatics.
I have not yet
provided evidence of
this performance task.
2. identify the requirements for installation and maintenance of batteries
2.1 define the basic
terminology of cells
I can consistently
define the basic
terminology of cells.
I can usually define
the basic terminology
of cells.
I sometimes need
assistance to define the
basic terminology of
cells.
I often need assistance
to define the basic
terminology of cells.
I have not yet
provided evidence of
this performance task.
2.2 describe the construction
and operation of a basic
primary cell
I can consistently
describe the
construction and
operation of a basic
primary cell.
I can usually describe
the construction and
operation of a basic
primary cell.
I sometimes need
assistance to describe
the construction and
operation of a basic
primary cell.
I often need assistance
to describe the
construction and
operation of a basic
primary cell.
I have not yet
provided evidence of
this performance task.
2.3 describe the construction
and operation of three
types of lead-acid
batteries
I can consistently
describe the
construction and
operation of three types
of lead-acid batteries.
I can usually describe
the construction and
operation of three
types of lead-acid
batteries.
I sometimes need
assistance to describe
the construction and
operation of three types
of lead-acid batteries.
I often need assistance
to describe the
construction and
operation of three types
of lead-acid batteries.
I have not yet
provided evidence of
this performance task.
2.4 describe the construction,
operation and applications
of a nickel-cadmium
battery
I can consistently
describe the
construction, operation
and applications of a
nickel-cadmium
battery.
I can usually describe
the construction,
operation and
applications of a
nickel-cadmium
battery.
I sometimes need
assistance to describe
the construction,
operation and
applications of a
nickel-cadmium
battery.
I often need assistance
to describe the
construction, operation
and applications of a
nickel-cadmium
battery.
I have not yet
provided evidence of
this performance task.
I can usually describe
the construction and
operation of a lithium
battery.
I sometimes need
assistance to describe
the construction and
operation of a lithium
battery.
I often need assistance
to describe the
construction and
operation of a lithium
battery.
I have not yet
provided evidence of
this performance task.
2.5 describe the construction I can consistently
and operation of a lithium describe the
construction and
battery
operation of a lithium
battery.
22 / CTS, TMT: ETA3425
2015
Electrician Apprenticeship Assessment
© Alberta Education, Alberta, Canada
I can consistently
2.6 describe the hazards and
precautions to be observed describe the hazards
and precautions to be
when charging batteries
I can usually describe
the hazards and
precautions to be
observed when
charging batteries.
I sometimes need
assistance to describe
the hazards and
precautions to be
observed when
charging batteries.
I often need assistance
to describe the hazards
and precautions to be
observed when
charging batteries.
2.7 describe the common
battery performance
ratings
I can consistently
describe the common
battery performance
ratings.
I can usually describe
the common battery
performance ratings.
I sometimes need
assistance to describe
the common battery
performance ratings..
I often need assistance I have not yet
to describe the common provided evidence of
battery performance
this performance task.
ratings.
2.8 calculate the effects of
battery internal resistance
I can consistently
calculate the effects of
battery internal
resistance.
I can usually calculate I sometimes need
the effects of battery
assistance to calculate
internal resistance.
the effects of battery
internal resistance.
observed when
charging batteries.
I have not yet
provided evidence of
this performance task.
I often need assistance
to calculate the effects
of battery internal
resistance.
I have not yet
provided evidence of
this performance task.
3. state the characteristics of magnetic and electromagnetic materials
3.1 describe the properties of
magnetic materials
I can consistently
describe the properties
of magnetic materials.
I can usually describe
the properties of
magnetic materials.
I sometimes need
assistance to describe
the properties of
magnetic materials.
I often need assistance
to describe the
properties of magnetic
materials.
I have not yet
provided evidence of
this performance task.
3.2 define the terminology
related to magnetism
I can consistently
define the terminology
related to magnetism.
I can usually define
the terminology
related to magnetism.
I sometimes need
assistance to define the
terminology related to
magnetism.
I often need assistance
to define the
terminology related to
magnetism.
I have not yet
provided evidence of
this performance task.
I can usually describe
electromagnetism and
the basic design for
electromagnetic
devices.
I sometimes need
assistance to describe
electromagnetism and
the basic design for
electromagnetic
devices.
I often need assistance
to describe
electromagnetism and
the basic design for
electromagnetic
devices.
I have not yet
provided evidence of
this performance task.
I can usually describe
how and induced
voltage is generated.
I sometimes need
assistance to describe
how and induced
voltage is generated.
I often need assistance
to describe how and
induced voltage is
generated.
I have not yet
provided evidence of
this performance task.
3.3 describe electromagnetism I can consistently
describe
and basic design for
electromagnetism and
electromagnetic devices
the basic design for
electromagnetic
devices.
3.4 describe how an induced
voltage is generated
I can consistently
describe how and
induced voltage is
generated.
Electrician Apprenticeship Assessment
© Alberta Education, Alberta, Canada
CTS, TMT: ETA3425 / 23
2015
I can consistently
3.5 describe the process of
electromagnetic induction describe the process of
electromagnetic
induction.
I can usually describe
the process of
electromagnetic
induction.
I sometimes need
assistance to describe
the process of
electromagnetic
induction.
I often need assistance
to describe the process
of electromagnetic
induction.
I have not yet
provided evidence of
this performance task.
4. explain the generation of electricity in alternating current (AC) and direct current (DC) generators
4.1 describe the basis
construction of a
generator
I can consistently
describe the basis
construction of a
generator.
I can usually describe
the basis construction
of a generator.
I sometimes need
assistance to describe
the basis construction of
a generator.
I often need assistance
to describe the basis
construction of a
generator.
I have not yet
provided evidence of
this performance task.
4.2 describe how a generator
produces a voltage, and
identify the factors
affecting its value
I can consistently
describe how a
generator produces a
voltage and identify the
factors affecting its
value.
I can usually describe
how a generator
produces a voltage
and identify the
factors affecting its
value.
I sometimes need
assistance to describe
how a generator
produces a voltage and
identify the factors
affecting its value.
I often need assistance
to describe how a
generator produces a
voltage and identify the
factors affecting its
value.
I have not yet
provided evidence of
this performance task.
4.3 describe how a generator
can be connected to
produce AC or DC to a
load
I can consistently
describe how a
generator can be
connected to produce
AC or DC to a load.
I can usually describe
how a generator can
be connected to
produce AC or DC to
a load.
I sometimes need
assistance to describe
how a generator can be
connected to produce
AC or DC to a load.
I often need assistance
to describe how a
generator can be
connected to produce
AC or DC to a load.
I have not yet
provided evidence of
this performance task.
Teacher feedback and
assessment.
24 / CTS, TMT: ETA3425
2015
Electrician Apprenticeship Assessment
© Alberta Education, Alberta, Canada
ELECTRICIAN APPRENTICESHIP ASSESSMENT
COURSE ETA3430: METERS & CONNECTIONS
Level:
First Period Apprenticeship
Prerequisite:
ETA3420: Power & Efficiency
Description:
Students describe the proper use and care of various electrical meters and describe types of conductors and how and
when they are used.
Parameters:
Access to a materials work centre and to instruction from an individual with journeyperson certification as an electrician.
ILM Resources:
Meters 030104a; Conductors 030104b; Splicing and Terminating (Low Voltage) 030104c; Resistors 030104d
This sample rubric is for assessing technical elements that students need to know to be successful if they challenge the first-period apprenticeship
exam. The rubric does not include the last two common outcomes that address the demonstration of teamwork and personal management and
identification of steps to achieve personal goals. It is the certificated teacher’s responsibility to ensure that all outcomes are taught and assessed.
Assessment Tools
Checklist
Rubric
Notes

Prior to instruction, a copy of the checklist should be provided to the student to review outcomes that will need to
be demonstrated.

The student may use this checklist as a guide when completing this course.

The teacher should review and sign the checklist when the course is complete to ensure student outcomes have
been successfully demonstrated.

Prior to instruction, a copy of the rubric should be provided to the student to review and reflect on meeting
expectations set out in the criteria.

This rubric may be used as one element of an assessment process. Teachers should use both formative and
summative assessments to ensure students’ competency in this course.
Electrician Apprenticeship Assessment
© Alberta Education, Alberta, Canada
CTS, TMT: ETA3430 / 25
2015
COURSE ETA3430: METERS & CONNECTIONS
Checklist
Student Outcomes
Student
Check
Teacher
Check
Student, Teacher or Instructor Comments
1. use electrical meters to
measure circuit properties
2. identify the properties of
conductors, semiconductors,
insulators and fibre optic
cables
3. splice, tap and terminate
conductors
4. identify resistor types and
ratings
Teacher Signature
26 / CTS, TMT: ETA3430
2015
Date
Electrician Apprenticeship Assessment
© Alberta Education, Alberta, Canada
COURSE ETA3430: METERS & CONNECTIONS
Rubric
Student Name:
Date:
Level
Excellent
Proficient
Adequate
Limited
Not Yet
Demonstrated
Criteria
1.
use electrical meters to measure circuit properties
1.1 state the applications of
various meters
I can consistently state
the applications of
various meters.
I can usually state the I sometimes need
applications of various assistance to state the
meters.
applications of various
meters.
I often need assistance
to state the applications
of various meters.
I have not yet
provided evidence of
this performance task.
1.2 list the precautions that
must be observed when
using each one of the
meters
I can consistently list
the precautions that
must be observed when
using each one of the
meters.
I can usually list the
precautions that must
be observed when
using each one of the
meters.
I sometimes need
assistance to list the
precautions that must be
observed when using
each one of the meters.
I often need assistance
to list the precautions
that must be observed
when using each one of
the meters.
I have not yet
provided evidence of
this performance task.
1.3 interpret meter readings
I can consistently
interpret meter
readings.
I can usually interpret
meter readings.
I sometimes need
assistance to interpret
meter readings.
I often need assistance
to interpret meter
readings.
I have not yet
provided evidence of
this performance task.
connections for various
meters.
I can usually
recognize the
connections for
various meters.
I sometimes need
assistance to recognize
the connections for
various meters.
I often need assistance
to recognize the
connections for various
meters.
I have not yet
provided evidence of
this performance task.
I can consistently
connect and
demonstrate proper
range selection and
connection of
voltmeter, ammeter,
ohmmeter and megger.
I can usually connect
and demonstrate
proper range selection
and connection of
voltmeter, ammeter,
ohmmeter and
megger.
I sometimes need
assistance to connect
and demonstrate proper
range selection and
connection of
voltmeter, ammeter,
ohmmeter and megger.
I often need assistance
to connect and
demonstrate proper
range selection and
connection of
voltmeter, ammeter,
ohmmeter and megger.
I have not yet
provided evidence of
this performance task.
1.4 recognize the connections I can consistently
recognize the
for various meters
1.5 connect and demonstrate
proper range selection and
connection of voltmeter,
ammeter, ohmmeter and
megger
Electrician Apprenticeship Assessment
© Alberta Education, Alberta, Canada
CTS, TMT: ETA3430 / 27
2015
2. identify the properties of conductors, semiconductors, insulators and fibre optic cables
2.1 state the types and forms
of conductor materials
I can consistently state
the types and forms of
conductor materials.
I can usually state the
types and forms of
conductor materials.
I sometimes need
assistance to state the
types and forms of
conductor materials.
I often need assistance
to state the types and
forms of conductor
materials.
2.2 describe the electrical
properties of conductors,
semiconductors and
insulators
I can consistently
describe the electrical
properties of
conductors,
semiconductors and
insulators.
I can usually describe
the electrical
properties of
conductors,
semiconductors and
insulators.
I sometimes need
assistance to describe
the electrical properties
of conductors,
semiconductors and
insulators.
I often need assistance I have not yet
to describe the electrical provided evidence of
properties of
this performance task.
conductors,
semiconductors and
insulators.
2.3 describe the factors
affecting resistance
I can consistently
describe the factors
affecting resistance.
I can usually describe
the factors affecting
resistance.
I sometimes need
assistance to describe
the factors affecting
resistance.
I often need assistance
to describe the factors
affecting resistance.
2.4 determine the AWG
(American Wire Gauge)
wire size using a wire
gauge
I can consistently
determine the AWG
(American Wire Gauge)
wire size using a wire
gauge.
I can usually
determine the AWG
(American Wire
Gauge) wire size
using a wire gauge.
I sometimes need
assistance to determine
the AWG (American
Wire Gauge) wire size
using a wire gauge.
I often need assistance I have not yet
to determine the AWG provided evidence of
(American Wire Gauge) this performance task.
wire size using a wire
gauge.
2.5 calculate the
cross-sectional area and
resistance of conductors
I can consistently
calculate the
cross-sectional area
and resistance of
conductors.
I can usually
calculate the
cross-sectional area
and resistance of
conductors.
I sometimes need
assistance to calculate
the cross-sectional area
and resistance of
conductors.
I often need assistance
to calculate the
cross-sectional area
and resistance of
conductors.
I have not yet
provided evidence of
this performance task.
2.6 calculate the approximate
voltage drop due to
conductor resistance
I can consistently
calculate the
approximate voltage
drop due to conductor
resistance.
I can usually calculate
the approximate
voltage drop due to
conductor resistance.
I sometimes need
assistance to calculate
the approximate voltage
drop due to conductor
resistance.
I often need assistance
to calculate the
approximate voltage
drop due to conductor
resistance.
I have not yet
provided evidence of
this performance task.
I often need assistance
to state the installation
methods required for
fibre optic cable.
I have not yet
provided evidence of
this performance task.
I can consistently state I can usually state the I sometimes need
2.7 state the installation
assistance to state the
methods required for fibre the installation methods installation methods
required for fibre optic required for fibre optic installation methods
optic cable
cable.
28 / CTS, TMT: ETA3430
2015
cable.
required for fibre optic
cable.
I have not yet
provided evidence of
this performance task.
I have not yet
provided evidence of
this performance task.
Electrician Apprenticeship Assessment
© Alberta Education, Alberta, Canada
3. splice, tap and terminate conductors
3.1 describe four classes of
terminations or
connections used in the
electrical trade
I can consistently
describe four classes of
terminations or
connections used in the
electrical trade.
I can usually describe
four classes of
terminations or
connections used in
the electrical trade.
I sometimes need
assistance to describe
four classes of
terminations or
connections used in the
electrical trade.
I often need assistance
to describe four classes
of terminations or
connections used in the
electrical trade.
I have not yet
provided evidence of
this performance task.
3.2 describe the proper
method for stripping
conductors and insulating
splices
I can consistently
describe the proper
method for stripping
conductors and
insulating splices.
I can usually describe
the proper method for
stripping conductors
and insulating splices.
I sometimes need
assistance to describe
the proper method for
stripping conductors
and insulating splices.
I often need assistance
to describe the proper
method for stripping
conductors and
insulating splices.
I have not yet
provided evidence of
this performance task.
3.3 describe three common
wire connections
I can consistently
describe three common
wire connections.
I can usually describe
three common wire
connections.
I sometimes need
assistance to describe
three common wire
connections.
I often need assistance
to describe three
common wire
connections.
I have not yet
provided evidence of
this performance task.
3.4 describe the techniques
used for mechanical and
compression splices and
terminations
I can consistently
describe the techniques
used for mechanical
and compression splices
and terminations.
I can usually describe
the techniques used
for mechanical and
compression splices
and terminations.
I sometimes need
assistance to describe
the techniques used for
mechanical and
compression splices and
terminations.
I often need assistance I have not yet
to describe the
provided evidence of
techniques used for
this performance task.
mechanical and
compression splices and
terminations.
3.5 describe the problems
specific to aluminum
conductor splices and
terminations
I can consistently
describe the problems
specific to aluminum
conductor splices and
terminations.
I can usually describe
the problems specific
to aluminum
conductor splices and
terminations.
I sometimes need
assistance to describe
the problems specific to
aluminum conductor
splices and
terminations.
I often need assistance
to describe the
problems specific to
aluminum conductor
splices and
terminations.
Electrician Apprenticeship Assessment
© Alberta Education, Alberta, Canada
I have not yet
provided evidence of
this performance task.
CTS, TMT: ETA3430 / 29
2015
4. identify resistor types and ratings
4.1 describe two categories of
resistors and their
construction
I can consistently
describe two categories
of resistors and their
construction.
4.2 describe the methods used I can consistently
to determine the ratings of describe the methods
used to determine the
fixed resistors
ratings of fixed
resistors.
4.3 determine the resistance
of a resistor using a
four-band colour code
chart
I can consistently
determine the resistance
of a resistor using a
four-band colour code
chart.
I can usually describe
two categories of
resistors and their
construction.
I sometimes need
assistance to describe
two categories of
resistors and their
construction.
I often need assistance
to describe two
categories of resistors
and their construction.
I have not yet
provided evidence of
this performance task.
I can usually describe
the methods used to
determine the ratings
of fixed resistors.
I sometimes need
assistance to describe
the methods used to
determine the ratings of
fixed resistors.
I often need assistance
to describe the methods
used to determine the
ratings of fixed
resistors.
I have not yet
provided evidence of
this performance task.
I can usually
determine the
resistance of a resistor
using a four-band
colour code chart.
I sometimes need
assistance to determine
the resistance of a
resistor using a
four-band colour code
chart.
I often need assistance
to determine the
resistance of a resistor
using a four-band
colour code chart.
I have not yet
provided evidence of
this performance task.
Teacher feedback and
assessment.
30 / CTS, TMT: ETA3430
2015
Electrician Apprenticeship Assessment
© Alberta Education, Alberta, Canada
ELECTRICIAN APPRENTICESHIP ASSESSMENT
COURSE ETA3435: SWITCHING CIRCUITS
Level:
First Period Apprenticeship
Prerequisite:
ETA3410: Resistive Circuits
ETA3430: Meters & Connections
Description:
Students analyze low-voltage switching circuits.
Parameters:
Access to a materials work centre and to instruction from an individual with journeyperson certification as an electrician.
ILM Resources:
Switching Circuits 030104e
This sample rubric is for assessing technical elements that students need to know to be successful if they challenge the first-period apprenticeship
exam. The rubric does not include the last two common outcomes that address the demonstration of teamwork and personal management and
identification of steps to achieve personal goals. It is the certificated teacher’s responsibility to ensure that all outcomes are taught and assessed.
Assessment Tools
Checklist
Rubric
Notes

Prior to instruction, a copy of the checklist should be provided to the student to review outcomes that will need to
be demonstrated.

The student may use this checklist as a guide when completing this course.

The teacher should review and sign the checklist when the course is complete to ensure student outcomes have
been successfully demonstrated.

Prior to instruction, a copy of the rubric should be provided to the student to review and reflect on meeting
expectations set out in the criteria.

This rubric may be used as one element of an assessment process. Teachers should use both formative and
summative assessments to ensure students’ competency in this course.
Electrician Apprenticeship Assessment
© Alberta Education, Alberta, Canada
CTS, TMT: ETA3435 / 31
2015
COURSE ETA3435: SWITCHING CIRCUITS
Checklist
Student Outcomes
Student
Check
Teacher
Check
Student, Teacher or Instructor Comments
1. design and connect
switching circuits using
schematic and wiring
diagrams
Teacher Signature
32 / CTS, TMT: ETA3435
2015
Date
Electrician Apprenticeship Assessment
© Alberta Education, Alberta, Canada
COURSE ETA3435: SWITCHING CIRCUITS
Rubric
Student Name:
Date:
Level
Excellent
Proficient
Adequate
Limited
Criteria
1.
Not Yet
Demonstrated
design and connect switching circuits using schematic and wiring diagrams
1.1 draw symbols that are
commonly used in
schematic and wiring
diagrams
I can consistently draw
symbols that are
commonly used in
schematic and wiring
diagrams.
1.2 describe applications of
various types of switches
I can usually draw
symbols that are
commonly used in
schematic and wiring
diagrams.
I sometimes need
assistance to draw
symbols that are
commonly used in
schematic and wiring
diagrams.
I often need assistance
to draw symbols that
are commonly used in
schematic and wiring
diagrams.
I have not yet
provided evidence of
this performance task.
I can consistently
I can usually describe
describe applications of applications of various
various types of
types of switches.
switches
I sometimes need
assistance to describe
applications of various
types of switches.
I often need assistance
to describe applications
of various types of
switches.
I have not yet
provided evidence of
this performance task.
1.3 draw schematic and
wiring diagrams for
typical lighting circuits
I can consistently draw
schematic and wiring
diagrams for typical
lighting circuits.
I sometimes need
assistance to draw
schematic and wiring
diagrams for typical
lighting circuits.
I often need assistance I have not yet
to draw schematic and
provided evidence of
wiring diagrams for
this performance task.
typical lighting circuits.
1.4 describe how to connect a
set of door chimes
I can consistently
I can usually describe
describe how to connect how to connect a set
a set of door chimes.
of door chimes.
I sometimes need
assistance to describe
how to connect a set of
door chimes.
I often need assistance
to describe how to
connect a set of door
chimes.
I can usually draw
schematic and wiring
diagrams for typical
lighting circuits.
I have not yet
provided evidence of
this performance task.
Teacher feedback and
assessment.
Electrician Apprenticeship Assessment
© Alberta Education, Alberta, Canada
CTS, TMT: ETA3435 / 33
2015
ELECTRICIAN APPRENTICESHIP ASSESSMENT
COURSE ETA3440: RELAYS & CONTROLS
Level:
First Period Apprenticeship
Prerequisite:
ETA3435: Switching Circuits
Description:
Students understand the operation of relays and their control circuits and produce and interpret schematic and wiring
diagrams.
Parameters:
Access to a materials work centre and to instruction from an individual with journeyperson certification as an electrician.
ILM Resources:
Relays and Controls 030104f
This sample rubric is for assessing technical elements that students need to know to be successful if they challenge the first-period apprenticeship
exam. The rubric does not include the last two common outcomes that address the demonstration of teamwork and personal management and
identification of steps to achieve personal goals. It is the certificated teacher’s responsibility to ensure that all outcomes are taught and assessed.
Assessment Tools
Checklist
Rubric
Notes

Prior to instruction, a copy of the checklist should be provided to the student to review outcomes that will need to
be demonstrated.

The student may use this checklist as a guide when completing this course.

The teacher should review and sign the checklist when the course is complete to ensure student outcomes have
been successfully demonstrated.

Prior to instruction, a copy of the rubric should be provided to the student to review and reflect on meeting
expectations set out in the criteria.

This rubric may be used as one element of an assessment process. Teachers should use both formative and
summative assessments to ensure students’ competency in this course.
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Electrician Apprenticeship Assessment
© Alberta Education, Alberta, Canada
COURSE ETA3440: RELAYS & CONTROLS
Checklist
Student Outcomes
Student
Check
Teacher
Check
Student, Teacher or Instructor Comments
1. connect and analyze relay
control circuits
Teacher Signature
Electrician Apprenticeship Assessment
© Alberta Education, Alberta, Canada
Date
CTS, TMT: ETA3440/ 35
2015
COURSE ETA3440: RELAYS & CONTROLS
Rubric
Student Name:
Date:
Level
Excellent
Proficient
Adequate
Limited
Not Yet
Demonstrated
I can usually define
specific terms that are
used when referring
to control circuits.
I sometimes need
assistance to define
specific terms that are
used when referring to
control circuits.
I sometimes need
assistance to identify
the parts of a relay and
explain their function.
I sometimes need
assistance to describe
the operating principle
of a relay.
I sometimes need
assistance to draw the
symbols that are used
in control circuits.
I sometimes need
assistance to draw
schematic and wiring
diagrams using a relay.
I often need assistance
to define specific terms
that are used when
referring to control
circuits.
I often need assistance
to identify the parts of
a relay and explain
their function.
I often need assistance
to describe the
operating principle of a
relay.
I often need assistance
to draw the symbols
that are used in control
circuits.
I often need assistance
to draw schematic and
wiring diagrams using
a relay.
I have not yet
provided evidence of
this performance
task.
Criteria
connect and analyze relay control circuits
1.1 define specific terms that I can consistently
define specific terms
are used when referring
that are used when
to control circuits
1.
1.2 identify the parts of a
relay and explain their
function
1.3 describe the operating
principle of a relay
referring to control
circuits.
I can consistently
identify the parts of a
relay and explain their
function.
I can consistently
describe the operating
principle of a relay.
I can usually identify
the parts of a relay
and explain their
function.
I can usually describe
the operating
principle of a relay.
1.4 draw the symbols that are
used in control circuits
I can consistently draw
the symbols that are
used in control circuits.
I can usually draw the
symbols that are used
in control circuits.
1.5 draw schematic and
wiring diagrams using a
relay
I can consistently draw
schematic and wiring
diagrams using a relay.
I can usually draw
schematic and wiring
diagrams using a
relay.
I have not yet
provided evidence of
this performance
task.
I have not yet
provided evidence of
this performance
task.
I have not yet
provided evidence of
this performance
task.
I have not yet
provided evidence of
this performance
task.
Teacher feedback and
assessment.
36 / CTS, TMT: ETA3440
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Electrician Apprenticeship Assessment
© Alberta Education, Alberta, Canada
ELECTRICIAN APPRENTICESHIP ASSESSMENT
COURSE ETA3445: SWITCHES & ALARMS
Level:
First Period Apprenticeship
Prerequisite:
ETA3410: Resistive Circuits
ETA3440: Relays & Controls
Description:
Students understand the basic concepts and operation of low-voltage switching systems and develop an understanding
of how residential alarm and smoke alarm systems are installed and interconnected.
Parameters:
Access to a materials work centre and to instruction from an individual with journeyperson certification as an electrician.
ILM Resources:
Extra Low Voltage Switching (0 – 30 V) 030104g; Alarm Systems and Smoke Alarms 030104h
This sample rubric is for assessing technical elements that students need to know to be successful if they challenge the first-period apprenticeship
exam. The rubric does not include the last two common outcomes that address the demonstration of teamwork and personal management and
identification of steps to achieve personal goals. It is the certificated teacher’s responsibility to ensure that all outcomes are taught and assessed.
Assessment Tools
Checklist
Rubric
Notes

Prior to instruction, a copy of the checklist should be provided to the student to review outcomes that will need to
be demonstrated.

The student may use this checklist as a guide when completing this course.

The teacher should review and sign the checklist when the course is complete to ensure student outcomes have
been successfully demonstrated.

Prior to instruction, a copy of the rubric should be provided to the student to review and reflect on meeting
expectations set out in the criteria.

This rubric may be used as one element of an assessment process. Teachers should use both formative and
summative assessments to ensure students’ competency in this course.
Electrician Apprenticeship Assessment
© Alberta Education, Alberta, Canada
CTS, TMT: ETA3445/ 37
2015
COURSE ETA3445: SWITCHES & ALARMS
Checklist
Student Outcomes
Student
Check
Teacher
Check
Student, Teacher or Instructor Comments
1. connect and analyze
extra-low-voltage switching
circuits
2. connect and analyze alarm
systems and smoke alarms
Teacher Signature
38 / CTS, TMT: ETA3445
2015
Date
Electrician Apprenticeship Assessment
© Alberta Education, Alberta, Canada
COURSE ETA3445: SWITCHES & ALARMS
Rubric
Student Name:
Date:
Level
Excellent
Proficient
Adequate
Limited
Not Yet
Demonstrated
Criteria
1.
connect and analyze extra-low-voltage switching circuits
1.1 describe the basic
concepts of an
extra-low-voltage
switching system
I can consistently
describe the basic
concepts of an
extra-low-voltage
switching system.
I can usually describe
the basic concepts of
an extra-low-voltage
switching system.
I sometimes need
assistance to describe
the basic concepts of an
extra-low-voltage
switching system.
I often need assistance
to describe the basic
concepts of an
extra-low-voltage
switching system.
I have not yet
provided evidence of
this performance task.
1.2 state the advantages of an
extra-low-voltage
switching system
I can consistently state
the advantages of an
extra-low-voltage
switching system.
I can usually state the
advantages of an
extra-low-voltage
switching system.
I sometimes need
assistance to state the
advantages of an
extra-low-voltage
switching system.
I often need assistance
to state the advantages
of an extra-low-voltage
switching system.
I have not yet
provided evidence of
this performance task.
1.3 describe the operation of
an extra-low-voltage
switching system
I can consistently
describe the operation
of an extra-low-voltage
switching system.
I can usually describe
the operation of an
extra-low-voltage
switching system.
I sometimes need
assistance to describe
the operation of an
extra-low-voltage
switching system.
I often need assistance
to describe the
operation of an
extra-low-voltage
switching system.
I have not yet
provided evidence of
this performance task.
1.4 connect and analyze
low-voltage circuits
I can consistently
connect and analyze
low-voltage circuits.
I can usually connect
and analyze
low-voltage circuits.
I sometimes need
assistance to connect
and analyze
low-voltage circuits.
I often need assistance
to connect and analyze
low-voltage circuits.
I have not yet
provided evidence of
this performance task.
Electrician Apprenticeship Assessment
© Alberta Education, Alberta, Canada
CTS, TMT: ETA3445/ 39
2015
2. connect and analyze alarm systems and smoke alarms
I can consistently
2.1 identify various types of
sensing and alarm devices identify various types
of sensing and alarm
used in alarm systems
I sometimes need
assistance to identify
various types of sensing
and alarm devices used
in alarm systems
I often need assistance I have not yet
to identify various types provided evidence of
of sensing and alarm
this performance task.
devices used in alarm
systems.
I can usually describe
the operation of a
of a basic alarm system. basic alarm system.
I sometimes need
assistance to describe
the operation of a basic
alarm system.
I often need assistance
to describe the
operation of a basic
alarm system.
I have not yet
provided evidence of
this performance task.
I can consistently
identify the function
and applications of
smoke alarms and
carbon monoxide
alarms.
I can usually identify
the function and
applications of smoke
alarms and carbon
monoxide alarms.
I sometimes need
assistance to identify
the function and
applications of smoke
alarms and carbon
monoxide alarms.
I often need assistance
to identify the function
and applications of
smoke alarms and
carbon monoxide
alarms.
I have not yet
provided evidence of
this performance task.
I can usually describe
the operation of a
basic fire alarm
system.
I sometimes need
assistance to describe
the operation of a basic
fire alarm system.
I often need assistance
to describe the
operation of a basic fire
alarm system.
I have not yet
provided evidence of
this performance task.
devices used in alarm
systems.
I can usually identify
various types of
sensing and alarm
devices used in alarm
systems.
2.2 describe the operation of a I can consistently
describe the operation
basic alarm system
2.3 identify the function and
applications of smoke
alarms and carbon
monoxide alarms
2.4 describe the operation of a I can consistently
describe the operation
basic fire alarm system
of a basic fire alarm
system.
Teacher feedback and
assessment.
40 / CTS, TMT: ETA3445
2015
Electrician Apprenticeship Assessment
© Alberta Education, Alberta, Canada
ELECTRICIAN APPRENTICESHIP ASSESSMENT
COURSE ETA3450: INTRODUCTION TO CODE
Level:
First Period Apprenticeship
Prerequisite:
ETA3430: Meters & Connections
Description:
Students develop an understanding of Part I of the Canadian Electrical Code (CEC), which provides standards for the
installation of electrical equipment to ensure that buildings are provided with adequate electrical service and that the
systems work properly and safely, and understand terms as they apply in the CEC.
Parameters:
Access to a materials work centre and to instruction from an individual with journeyperson certification as an electrician.
ILM Resources:
Introduction to Code 030105a; General Rules – Section 2 030105b; Conductor Material and Sizes – Section 4 030105c
Supporting Resources:
Canadian Electrical Code, Part I, current edition; Alberta electrical STANDATA; Safety Codes Act; and the Canadian
Standards Association (CSA), Part I Errata Sheet, current edition
This sample rubric is for assessing technical elements that students need to know to be successful if they challenge the first-period apprenticeship
exam. The rubric does not include the last two common outcomes that address the demonstration of teamwork and personal management and
identification of steps to achieve personal goals. It is the certificated teacher’s responsibility to ensure that all outcomes are taught and assessed.
Assessment Tools
Checklist
Notes

Prior to instruction, a copy of the checklist should be provided to the student to review outcomes that will need to
be demonstrated.

The student may use this checklist as a guide when completing this course.

The teacher should review and sign the checklist when the course is complete to ensure student outcomes have
been successfully demonstrated.
Electrician Apprenticeship Assessment
© Alberta Education, Alberta, Canada
CTS, TMT: ETA3450/ 41
2015
Rubric

Prior to instruction, a copy of the rubric should be provided to the student to review and reflect on meeting
expectations set out in the criteria.

This rubric may be used as one element of an assessment process. Teachers should use both formative and
summative assessments to ensure students’ competency in this course.
42 / CTS, TMT: ETA3450
2015
Electrician Apprenticeship Assessment
© Alberta Education, Alberta, Canada
COURSE ETA3450: INTRODUCTION TO CODE
Checklist
Student Outcomes
Student
Check
Teacher
Check
Student, Teacher or Instructor Comments
1. recognize the purpose and
organization of the
Canadian Electric Code,
Part I and the Alberta
electrical STANDATA
2. interpret the general rules in
Section 2 of the CEC
3. determine the conductors
required for installations in
Section 4 of the CEC
Teacher Signature
Electrician Apprenticeship Assessment
© Alberta Education, Alberta, Canada
Date
CTS, TMT: ETA3450/ 43
2015
COURSE ETA3450: INTRODUCTION TO CODE
Rubric
Student Name:
Date:
Level
Excellent
Proficient
Adequate
Limited
Criteria
1.
Not Yet
Demonstrated
recognize the purpose and organization of the Canadian Electrical Code, Part I and the Alberta electrical STANDATA
1.1 explain the purpose of the I can consistently
explain the purpose of
CEC, Part I
the CEC, Part I.
I can usually explain
the purpose of the
CEC, Part I.
I sometimes need
I often need assistance
assistance to explain the to explain the purpose
purpose of the CEC,
of the CEC, Part I.
Part I.
I have not yet
provided evidence of
this performance task.
1.2 describe the procedures for
the acceptance of the CEC
by the provinces and by
local authorities
I can consistently
describe the procedures
for the acceptance of
the CEC by the
provinces and by local
authorities.
I can usually describe
the procedures for the
acceptance of the CEC
by the provinces and
by local authorities.
I sometimes need
assistance to describe
the procedures for the
acceptance of the CEC
by the provinces and by
local authorities.
I often need assistance I have not yet
to describe the
provided evidence of
procedures for the
this performance task.
acceptance of the CEC
by the provinces and by
local authorities.
1.3 describe the function of
the electrical
STANDATA
I can consistently
describe the function of
the electrical
STANDATA.
I can usually describe
the function of the
electrical
STANDATA.
I sometimes need
assistance to describe
the function of the
electrical STANDATA.
I often need assistance
to describe the function
of the electrical
STANDATA.
1.4 describe the
organizational layout of
the CEC
I can consistently
I can usually describe
describe the
the organizational
organizational layout of layout of the CEC.
the CEC.
I sometimes need
assistance to describe
the organizational
layout of the CEC.
I often need assistance I have not yet
to describe the
provided evidence of
organizational layout of this performance task.
the CEC.
I sometimes need
1.5 locate specific information I can consistently locate I can usually locate
specific information in specific information in assistance to locate
in the CEC, using a
the CEC, using a
the CEC, using a
specific information in
variety of methods
variety of methods.
44 / CTS, TMT: ETA3450
2015
variety of methods.
the CEC, using a
variety of methods.
I have not yet
provided evidence of
this performance task.
I often need assistance I have not yet
to locate specific
provided evidence of
information in the CEC, this performance task.
using a variety of
methods.
Electrician Apprenticeship Assessment
© Alberta Education, Alberta, Canada
1.6 identify those responsible
for an electrical
installation
I can consistently
identify those
responsible for an
electrical installation.
I can usually identify
those responsible for
an electrical
installation.
I sometimes need
assistance to identify
those responsible for an
electrical installation.
I often need assistance
to identify those
responsible for an
electrical installation.
I have not yet
provided evidence of
this performance task.
2. interpret the general rules in Section 2 of the CEC
2.1 define the specific terms
that apply to the first
period code program
I can consistently
define the specific
terms that apply to the
first period code
program.
I can usually define
the specific terms that
apply to the first
period code program.
I sometimes need
assistance to define the
specific terms that
apply to the first period
code program.
I often need assistance
to define the specific
terms that apply to the
first period code
program.
I have not yet
provided evidence of
this performance task.
2.2 describe the
administrative rules
I can consistently
describe the
administrative rules.
I can usually describe
the administrative
rules.
I sometimes need
I often need assistance
assistance to describe
to describe the
the administrative rules. administrative rules.
I have not yet
provided evidence of
this performance task.
2.3 describe the technical
requirements
I can consistently
describe the technical
requirements.
I can usually describe
the technical
requirements.
I sometimes need
assistance to describe
the technical
requirements.
I often need assistance I have not yet
to describe the technical provided evidence of
requirements.
this performance task.
3. determine the conductors required for installations in Section 4 of the CEC
3.1 define the specific terms
that apply to the first
period code program
I can consistently
define the specific
terms that apply to the
first period code
program.
I can usually identify
define the specific
terms that apply to the
first period code
program.
I sometimes need
assistance to define the
specific terms that
apply to the first period
code program.
I often need assistance
to define the specific
terms that apply to the
first period code
program.
I have not yet
provided evidence of
this performance task.
3.2 apply specific rules to
determine conductor sizes,
using the appropriate
tables and appendices
I can consistently apply
specific rules to
determine conductor
sizes, using the
appropriate tables and
appendices.
I can usually apply
specific rules to
determine conductor
sizes, using the
appropriate tables and
appendices.
I sometimes need
assistance to apply
specific rules to
determine conductor
sizes, using the
appropriate tables and
appendices.
I often need assistance
to apply specific rules
to determine conductor
sizes, using the
appropriate tables and
appendices.
I have not yet
provided evidence of
this performance task.
Electrician Apprenticeship Assessment
© Alberta Education, Alberta, Canada
CTS, TMT: ETA3450/ 45
2015
3.3 determine the allowable
ampacity of a conductor
given load current and
conditions of use
I can consistently
determine the allowable
ampacity of a conductor
given load current and
conditions of use.
I can usually
determine the
allowable ampacity of
a conductor given load
current and conditions
of use.
I sometimes need
assistance to determine
the allowable ampacity
of a conductor given
load current and
conditions of use.
I often need assistance I have not yet
to determine the
provided evidence of
allowable ampacity of a this performance task.
conductor given load
current and conditions
of use.
3.4 determine the allowable
ampacity of flexible cords
and equipment wire and
conditions of use
I can consistently
determine the allowable
ampacity of flexible
cords and equipment
wire and conditions of
use.
I can usually
determine the
allowable ampacity of
flexible cords and
equipment wire and
conditions of use.
I sometimes need
assistance to determine
the allowable ampacity
of flexible cords and
equipment wire and
conditions of use.
I often need assistance
to determine the
allowable ampacity of
flexible cords and
equipment wire and
conditions of use.
I have not yet
provided evidence of
this performance task.
conductors and
determine their size.
I can usually identify I sometimes need
neutral conductors and assistance to identify
determine their size.
neutral conductors and
determine their size.
I often need assistance
to identify neutral
conductors and
determine their size.
I have not yet
provided evidence of
this performance task.
I can consistently state
the CEC standards for
conductor colours.
I can usually state the
CEC standards for
conductor colours.
I often need assistance
to state the CEC
standards for conductor
colours.
I have not yet
provided evidence of
this performance task.
3.5 identify neutral conductors I can consistently
identify neutral
and determine their size
3.6 state the CEC standards
for conductor colours
I sometimes need
assistance to state the
CEC standards for
conductor colours.
Teacher feedback and
assessment.
46 / CTS, TMT: ETA3450
2015
Electrician Apprenticeship Assessment
© Alberta Education, Alberta, Canada
ELECTRICIAN APPRENTICESHIP ASSESSMENT
COURSE ETA3455: CONDUCTORS & GROUNDING
Level:
First Period Apprenticeship
Prerequisite:
ETA3450: Introduction to Code
Description:
Students determine the loading of services, feeders and branch circuits for single dwellings; describe components,
installation and proper grounding of overhead and underground services to a single dwelling; and understand terms as
they apply in the Canadian Electrical Code.
Parameters:
Access to a materials work centre and to instruction from an individual with journeyperson certification as an electrician.
ILM Resources:
Service and Grounding Requirements 030105d; Service Feeders and Branch Circuits–Section 8 030105e
Supporting Resources:
Canadian Electrical Code, Part I, current edition; Alberta electrical STANDATA; Safety Codes Act; and the Canadian
Standards Association (CSA), Part I Errata Sheet, current edition
This sample rubric is for assessing technical elements that students need to know to be successful if they challenge the first-period apprenticeship
exam. The rubric does not include the last two common outcomes that address the demonstration of teamwork and personal management and
identification of steps to achieve personal goals. It is the certificated teacher’s responsibility to ensure that all outcomes are taught and assessed.
Assessment Tools
Checklist
Notes

Prior to instruction, a copy of the checklist should be provided to the student to review outcomes that will need to
be demonstrated.

The student may use this checklist as a guide when completing this course.

The teacher should review and sign the checklist when the course is complete to ensure student outcomes have
been successfully demonstrated.
Electrician Apprenticeship Assessment
© Alberta Education, Alberta, Canada
CTS, TMT: ETA3455/ 47
2015
Rubric

Prior to instruction, a copy of the rubric should be provided to the student to review and reflect on meeting
expectations set out in the criteria.

This rubric may be used as one element of an assessment process. Teachers should use both formative and
summative assessments to ensure students’ competency in this course.
48 / CTS, TMT: ETA3455
2015
Electrician Apprenticeship Assessment
© Alberta Education, Alberta, Canada
COURSE ETA3455: CONDUCTORS & GROUNDING
Checklist
Student Outcomes
Student
Check
Teacher
Check
Student, Teacher or Instructor Comments
1. determine the components,
installation methods and
proper grounding and
bonding for a single
dwelling
2. determine the loading on
services, feeders and branch
circuits for single dwellings
Teacher Signature
Electrician Apprenticeship Assessment
© Alberta Education, Alberta, Canada
Date
CTS, TMT: ETA3455/ 49
2015
COURSE ETA3455: CONDUCTORS & GROUNDING
Rubric
Student Name:
Date:
Level
Excellent
Proficient
Adequate
Limited
Criteria
1.
Not Yet
Demonstrated
determine the components, installation methods and proper grounding and bonding for a single dwelling
1.1 define specific terms from
Section 6 of the CEC that
apply to a residential
occupancy
I can consistently
define specific terms
from Section 6 of the
CEC that apply to a
residential occupancy.
I can usually define
specific terms from
Section 6 of the CEC
that apply to a
residential occupancy.
I sometimes need
assistance to define
specific terms from
Section 6 of the CEC
that apply to a
residential occupancy.
I often need assistance
to define specific terms
from Section 6 of the
CEC that apply to a
residential occupancy.
I have not yet
provided evidence of
this performance task.
1.2 describe the wiring
methods used for the
installation of overhead
services
I can consistently
describe the wiring
methods used for the
installation of overhead
services.
I can usually describe
the wiring methods
used for the
installation of
overhead services.
I sometimes need
assistance to describe
the wiring methods
used for the installation
of overhead services.
I often need assistance
to describe the wiring
methods used for the
installation of overhead
services.
I have not yet
provided evidence of
this performance task.
1.3 describe the wiring
methods used for the
installation of
underground services
I can consistently
describe the wiring
methods used for the
installation of
underground services.
I can usually describe
the wiring methods
used for the
installation of
underground services.
I sometimes need
assistance to describe
the wiring methods
used for the installation
of underground
services.
I often need assistance
to describe the wiring
methods used for the
installation of
underground services.
I have not yet
provided evidence of
this performance task.
I can usually describe
the requirements for
service equipment in a
single dwelling.
I sometimes need
assistance to describe
the requirements for
service equipment in a
single dwelling.
I often need assistance I have not yet
to describe the
provided evidence of
requirements for service this performance task.
equipment in a single
dwelling.
1.4 describe the requirements I can consistently
for service equipment in a describe the
requirements for
single dwelling
service equipment in a
single dwelling.
50 / CTS, TMT: ETA3455
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Electrician Apprenticeship Assessment
© Alberta Education, Alberta, Canada
1.5 define specific terms from
Section 10 of the CEC
that apply to a single
dwelling
I can consistently
define specific terms
from Section 10 of the
CEC that apply to a
single dwelling.
I can usually define
specific terms from
Section 10 of the CEC
that apply to a single
dwelling.
I sometimes need
assistance to define
specific terms from
Section 10 of the CEC
that apply to a single
dwelling.
I often need assistance
to define specific terms
from Section 10 of the
CEC that apply to a
single dwelling.
I have not yet
provided evidence of
this performance task.
1.6 determine the grounding
requirements for a single
dwelling
I can consistently
determine the
grounding requirements
for a single dwelling.
I can usually
determine the
grounding
requirements for a
single dwelling.
I sometimes need
assistance to determine
the grounding
requirements for a
single dwelling.
I often need assistance I have not yet
to determine the
provided evidence of
grounding requirements this performance task.
for a single dwelling.
1.7 determine the bonding
requirements for a single
dwelling
I can consistently
determine the bonding
requirements for a
single dwelling.
I can usually
determine the bonding
requirements for a
single dwelling.
I sometimes need
assistance to determine
the bonding
requirements for a
single dwelling.
I often need assistance
to determine the
bonding requirements
for a single dwelling.
I have not yet
provided evidence of
this performance task.
2. determine the loading on services, feeders and branch circuits for single dwellings
2.1 determine specific terms
from Section 8 of the CEC
that apply to a residential
occupancy
I can consistently
determine specific
terms from Section 8 of
the CEC that apply to a
residential occupancy.
I can usually
determine specific
terms from Section 8
of the CEC that apply
to a residential
occupancy.
I sometimes need
assistance to determine
specific terms from
Section 8 of the CEC
that apply to a
residential occupancy.
I often need assistance I have not yet
to determine specific
provided evidence of
terms from Section 8 of this performance task.
the CEC that apply to a
residential occupancy.
2.2 determine the minimum
ampacity of service or
feeder conductors
supplying a single
dwelling
I can consistently
determine the minimum
ampacity of service or
feeder conductors
supplying a single
dwelling.
I can usually
determine the
minimum ampacity of
service or feeder
conductors supplying
a single dwelling.
I sometimes need
assistance to determine
the minimum ampacity
of service or feeder
conductors supplying a
single dwelling.
I often need assistance
to determine the
minimum ampacity of
service or feeder
conductors supplying a
single dwelling.
Electrician Apprenticeship Assessment
© Alberta Education, Alberta, Canada
I have not yet
provided evidence of
this performance task.
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2.3 determine the minimum
required number of branch
circuit positions for a
single dwelling
I can consistently
determine the minimum
required number of
branch circuit positions
for a single dwelling.
I can usually
determine the
minimum required
number of branch
circuit positions for a
single dwelling.
I sometimes need
assistance to determine
the minimum required
number of branch
circuit positions for a
single dwelling.
I often need assistance
to determine the
minimum required
number of branch
circuit positions for a
single dwelling.
I have not yet
provided evidence of
this performance task.
2.4 determine the ampacity
requirements for branch
circuit conductors and
ampere ratings of
overcurrent devices
applicable to a single
dwelling
I can consistently
determine the ampacity
requirements for branch
circuit conductors and
ampere ratings of
overcurrent devices
applicable to a single
dwelling.
I can usually
determine the
ampacity requirements
for branch circuit
conductors and
ampere ratings of
overcurrent devices
applicable to a single
dwelling.
I sometimes need
assistance to determine
the ampacity
requirements for branch
circuit conductors and
ampere ratings of
overcurrent devices
applicable to a single
dwelling.
I often need assistance
to determine the
ampacity requirements
for branch circuit
conductors and ampere
ratings of overcurrent
devices applicable to a
single dwelling.
I have not yet
provided evidence of
this performance task.
Teacher feedback and
assessment.
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Electrician Apprenticeship Assessment
© Alberta Education, Alberta, Canada
ELECTRICIAN APPRENTICESHIP ASSESSMENT
COURSE ETA3460: WIRING & INSTALLATION
Level:
First Period Apprenticeship
Prerequisite:
ETA3455: Conductors & Grounding
Description:
Students determine the type of conductors that are required and how they should be installed; understand rules dealing
with storage batteries, ground-fault circuit interrupters, arc-fault breakers and brand circuit requirements; and
understand the rules ensuring safe installation of lighting equipment.
Parameters:
Access to a materials work centre and to instruction from an individual with journeyperson certification as an electrician.
ILM Resources:
Wiring Methods – Section 12 030105f; Installation of Electrical Equipment–Section 26 030105g; Installation of
Lighting Equipment–Section 30 030105h
Supporting Resources:
Canadian Electrical Code, Part I, current edition; Alberta electrical STANDATA; Safety Codes Act; and the Canadian
Standards Association (CSA), Part I Errata Sheet, current edition
This sample rubric is for assessing technical elements that students need to know to be successful if they challenge the first-period apprenticeship
exam. The rubric does not include the last two common outcomes that address the demonstration of teamwork and personal management and
identification of steps to achieve personal goals. It is the certificated teacher’s responsibility to ensure that all outcomes are taught and assessed.
Assessment Tools
Checklist
Notes

Prior to instruction, a copy of the checklist should be provided to the student to review outcomes that will need to
be demonstrated.

The student may use this checklist as a guide when completing this course.

The teacher should review and sign the checklist when the course is complete to ensure student outcomes have
been successfully demonstrated.
Electrician Apprenticeship Assessment
© Alberta Education, Alberta, Canada
CTS, TMT: ETA3460/ 53
2015
Rubric

Prior to instruction, a copy of the rubric should be provided to the student to review and reflect on meeting
expectations set out in the criteria.

This rubric may be used as one element of an assessment process. Teachers should use both formative and
summative assessments to ensure students’ competency in this course.
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Electrician Apprenticeship Assessment
© Alberta Education, Alberta, Canada
COURSE ETA3460: WIRING & INSTALLATION
Checklist
Student Outcomes
Student
Check
Teacher
Check
Student, Teacher or Instructor Comments
1. determine installation
wiring methods
2. determine electrical
requirements for a
residential occupancy
3. determine code
requirements for lighting
equipment
Teacher Signature
Electrician Apprenticeship Assessment
© Alberta Education, Alberta, Canada
Date
CTS, TMT: ETA3460/ 55
2015
COURSE ETA3460: WIRING & INSTALLATION
Rubric
Student Name:
Date:
Level
Excellent
Proficient
Adequate
Limited
Not Yet
Demonstrated
I have not yet
provided evidence of
this performance task.
Criteria
1.
determine installation wiring methods
1.1 define specific terms form
Section 12 of the CEC,
Part I that apply to a
residential occupancy
I can consistently
define specific terms
from Section 12 of the
CEC, Part I that apply
to a residential
occupancy.
I can usually define
specific terms from
Section 12 of the
CEC, Part I that apply
to a residential
occupancy.
I sometimes need
assistance to define
specific terms from
Section 12 of the CEC,
Part I that apply to a
residential occupancy.
I often need assistance
to define specific terms
from Section 12 of the
CEC, Part I that apply
to a residential
occupancy.
1.2 identify the General
Requirements 12-010 to
12-020
I can consistently
identify the General
Requirements 12-010 to
12-020.
I can usually identify
the General
Requirements 12-010
to 12-020.
I sometimes need
assistance to identify
the General
Requirements 12-010 to
12-020.
I often need assistance I have not yet
to identify the General provided evidence of
Requirements 12-010 to this performance task.
12-020.
1.3 identify the subsection of
Conductors 12-100 to
12-120
I can consistently
identify the subsections
of Conductors 12-100
to 12-120.
I can usually identify
the subsections of
Conductors 12-100 to
12-120.
I sometimes need
assistance to identify
the subsections of
Conductors 12-100 to
12-120.
I often need assistance
to identify the
subsections of
Conductors 12-100 to
12-120.
I have not yet
provided evidence of
this performance task.
1.4 describe the conditions for I can consistently
describe the conditions
use of exposed wiring
for use of exposed
located outdoors
I can usually describe
the conditions for use
of exposed wiring
located outdoors.
I sometimes need
assistance to describe
the conditions for use of
exposed wiring located
outdoors.
I often need assistance
to describe the
conditions for use of
exposed wiring located
outdoors.
I have not yet
provided evidence of
this performance task.
wiring located
outdoors.
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Electrician Apprenticeship Assessment
© Alberta Education, Alberta, Canada
1.5 describe the conditions for I can consistently
describe the conditions
use of non-metallic
for use of non-metallic
sheathed cable
I can usually describe
the conditions for use
of non-metallic
sheathed cable.
I sometimes need
assistance to describe
the conditions for use of
non-metallic sheathed
cable.
I often need assistance
to describe the
conditions for use of
non-metallic sheathed
cable.
I can usually describe
1.6 describe the conditions for I can consistently
describe the conditions the conditions for use
use of armoured and
for use of armoured and of armoured and
mineral-insulated cable
I sometimes need
assistance to describe
the conditions for use
of armoured and
mineral-insulated cable.
I often need assistance I have not yet
to describe the
provided evidence of
conditions for use
this performance task.
of armoured and
mineral-insulated cable.
1.7 describe the conditions for I can consistently
use of raceways in general describe the conditions
I can usually describe
the conditions for use
of raceways in
general.
I sometimes need
assistance to describe
the conditions for use of
raceways in general.
I often need assistance
to describe the
conditions for use of
raceways in general.
I have not yet
provided evidence of
this performance task.
I can usually describe
the conditions for use
of specific raceways.
I sometimes need
assistance to describe
the conditions for use of
specific raceways.
I often need assistance
to describe the
conditions for use of
specific raceways.
I have not yet
provided evidence of
this performance task.
I sometimes need
assistance to describe
the installation of
boxes, cabinets and
outlets.
I often need assistance
to describe the
installation of boxes,
cabinets and outlets.
I have not yet
provided evidence of
this performance task.
sheathed cable.
mineral-insulated cable. mineral-insulated
cable.
for use of raceways in
general.
1.8 describe the conditions for I can consistently
describe the conditions
use of specific raceways
for use of specific
raceways.
I can usually describe
1.9 describe the installation of I can consistently
describe
the
installation
the installation of
boxes, cabinets and outlets
of boxes, cabinets and
outlets.
Electrician Apprenticeship Assessment
© Alberta Education, Alberta, Canada
boxes, cabinets and
outlets.
I have not yet
provided evidence of
this performance task.
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2. determine the electrical requirements for a residential occupancy
2.1 define specific terms from
Section 26 of the CEC,
Part I that apply to the
first period code program
I can consistently
define specific terms
from Section 26 of the
CEC, Part I that apply
to the first period code
program.
I can usually define
specific terms from
Section 26 of the
CEC, Part I that apply
to the first period code
program.
I sometimes need
assistance to define
specific terms from
Section 26 of the CEC,
Part I that apply to the
first period code
program.
I often need assistance
to define specific terms
from Section 26 of the
CEC, Part I that apply
to the first period code
program.
I have not yet
provided evidence of
this performance task.
2.2 apply specific rules of
Section 26 that deal with
the electrical installation
in battery rooms
I can consistently apply
specific rules of Section
26 that deal with the
electrical installation in
battery rooms.
I can usually apply
specific rules of
Section 26 that deal
with the electrical
installation in battery
rooms.
I sometimes need
assistance to apply
specific rules of Section
26 that deal with the
electrical installation in
battery rooms.
I often need assistance
to apply specific rules
of Section 26 that deal
with the electrical
installation in battery
rooms.
I have not yet
provided evidence of
this performance task.
2.3 describe the information
required when selecting a
receptacle for specific
application
I can consistently
describe the
information required
when selecting a
receptacle for specific
application.
I can usually describe
the information
required when
selecting a receptacle
for specific
application.
I sometimes need
assistance to describe
the information
required when selecting
a receptacle for specific
application.
I often need assistance
to describe the
information required
when selecting a
receptacle for specific
application.
I have not yet
provided evidence of
this performance task.
2.4 determine the branch
circuit requirements and
the number and location
of receptacles required for
areas (other than kitchens)
of a residential occupancy
in general and,
specifically, a single
dwelling
I can consistently
determine the branch
circuit requirements and
the number and location
of receptacles required
for areas (other than
kitchens) of a
residential occupancy in
general and,
specifically, a single
dwelling.
I can usually
determine the branch
circuit requirements
and the number and
location of receptacles
required for areas
(other than kitchens)
of a residential
occupancy in general
and, specifically, a
single dwelling.
I sometimes need
assistance to
determine the branch
circuit requirements and
the number and location
of receptacles required
for areas (other than
kitchens) of a
residential occupancy in
general and,
specifically, a single
dwelling.
I often need assistance I have not yet
to determine the branch provided evidence of
circuit requirements and this performance task.
the number and location
of receptacles required
for areas (other than
kitchens) of a
residential occupancy in
general and,
specifically, a single
dwelling.
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© Alberta Education, Alberta, Canada
2.5 describe the operation and
applications of GFCIs
(ground-fault circuit
interrupters) and AFCIs
(arc-fault circuit
interrupters)
I can consistently
describe the operation
and applications of
GFCIs (ground-fault
circuit interrupters) and
AFCIs (arc-fault circuit
interrupters).
I can usually describe
the operation and
applications of GFCIs
(ground-fault circuit
interrupters) and
AFCIs (arc-fault
circuit interrupters).
I sometimes need
assistance to describe
the operation and
applications of GFCIs
(ground-fault circuit
interrupters) and AFCIs
(arc-fault circuit
interrupters).
I often need assistance I have not yet
to describe the
provided evidence of
operation and
this performance task.
applications of GFCIs
(ground-fault circuit
interrupters) and AFCIs
(arc-fault circuit
interrupters).
2.6 determine the branch
circuits required, the
number and type of
receptacles required and
the location of each for a
kitchen
I can consistently
determine the branch
circuits required, the
number and type of
receptacles required and
the location of each for
a kitchen.
I can usually
determine the branch
circuits required, the
number and type of
receptacles required
and the location of
each for a kitchen.
I sometimes need
assistance to
determine the branch
circuits required, the
number and type of
receptacles required and
the location of each for
a kitchen.
I often need assistance I have not yet
to determine the branch provided evidence of
circuits required, the
this performance task.
number and type of
receptacles required and
the location of each for
a kitchen.
I can usually
determine where the
disconnecting means
for a furnace must be
installed.
I sometimes need
assistance to
determine where the
disconnecting means
for a furnace must be
installed.
I often need assistance
to determine where the
disconnecting means
for a furnace must be
installed.
I have not yet
provided evidence of
this performance task.
I have not yet
provided evidence of
this performance task.
I can consistently
2.7 determine where the
disconnecting means for a determine where the
furnace must be installed disconnecting means
for a furnace must be
installed.
3. determine code requirements for lighting equipment
I can consistently
define specific terms
used in the lighting
industry.
I can usually define
specific terms used in
the lighting industry.
I sometimes need
assistance to define
specific terms used in
the lighting industry.
I often need assistance
to define specific terms
used in the lighting
industry.
3.2 describe the different types I can consistently
of electric lighting sources describe the different
I can usually describe
the different types of
electric lighting
sources.
I sometimes need
assistance to describe
the different types of
electric lighting
sources.
I often need assistance I have not yet
to describe the different provided evidence of
types of electric lighting this performance task.
sources.
3.1 define specific terms used
in the lighting industry
types of electric
lighting sources.
Electrician Apprenticeship Assessment
© Alberta Education, Alberta, Canada
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3.3 define specific terms that
apply to the first period
code program
I can consistently
define specific terms
that apply to the first
period code program.
I can usually define
specific terms that
apply to the first
period code program.
I sometimes need
assistance to define
specific terms that
apply to the first period
code program.
I often need assistance
to define specific terms
that apply to the first
period code program.
I have not yet
provided evidence of
this performance task.
3.4 describe the general
requirements for interior
lighting equipment
I can consistently
describe the general
requirements for
interior lighting
equipment.
I can usually describe
the general
requirements for
interior lighting
equipment.
I sometimes need
assistance to describe
the general
requirements for
interior lighting
equipment.
I often need assistance
to describe the general
requirements for
interior lighting
equipment.
I have not yet
provided evidence of
this performance task.
3.5 describe the factors that
relate to the location of
lighting equipment
I can consistently
describe the factors that
relate to the location of
lighting equipment.
I can usually describe
the factors that relate
to the location of
lighting equipment.
I sometimes need
assistance to describe
the factors that relate to
the location of lighting
equipment.
I often need assistance
to describe the factors
that relate to the
location of lighting
equipment.
I have not yet
provided evidence of
this performance task.
I can consistently
I can usually describe
3.6 describe the factors that
relate to the installation of describe the factors that the factors that relate
relate to the installation to the installation of
lighting equipment
I sometimes need
assistance to describe
the factors that relate to
the installation of
lighting equipment.
I often need assistance
to describe the factors
that relate to the
installation of lighting
equipment.
I have not yet
provided evidence of
this performance task.
I have not yet
provided evidence of
this performance task.
of lighting equipment.
lighting equipment.
3.7 describe the methods of
wiring various types of
lighting equipment
I can consistently
describe the methods of
wiring various types of
lighting equipment.
I can usually describe
the methods of wiring
various types of
lighting equipment.
I sometimes need
assistance to describe
the methods of wiring
various types of lighting
equipment.
I often need assistance
to describe the methods
of wiring various types
of lighting equipment.
3.8 describe the bonding
requirements of lighting
equipment
I can consistently
describe the bonding
requirements of lighting
equipment.
I can usually describe
the bonding
requirements of
lighting equipment.
I sometimes need
assistance to describe
the bonding
requirements of lighting
equipment.
I often need assistance I have not yet
to describe the bonding provided evidence of
requirements of lighting this performance task.
equipment.
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Electrician Apprenticeship Assessment
© Alberta Education, Alberta, Canada
3.9 identify the ratings and
control methods of
lampholders
I can consistently
identify the ratings and
control methods of
lampholders.
I can usually identify
the ratings and control
methods of
lampholders.
I sometimes need
assistance to identify
the ratings and control
methods of
lampholders.
I often need assistance
to identify the ratings
and control methods of
lampholders.
I have not yet
provided evidence of
this performance task.
Teacher feedback and
assessment.
Electrician Apprenticeship Assessment
© Alberta Education, Alberta, Canada
CTS, TMT: ETA3460/ 61
2015
ELECTRICIAN APPRENTICESHIP ASSESSMENT
COURSE ETA3465: DIAGRAMS & DRAWINGS
Level:
First Period Apprenticeship
Prerequisite:
ETA3460: Wiring & Installation
Description:
Students identify Class 1 and Class 2 circuits and connect and analyze control circuits that use relays.
Parameters:
Access to a materials work centre and to instruction from an individual with journeyperson certification as an electrician.
ILM Resources:
Class 1 and Class 2 Circuits – Section 16 030105i; Orthographic Projection and Diagrams 030105j; Drawings
030105k; Drawings Interpretation 030105l
Supporting Resources:
Canadian Electrical Code, Part I, current edition; Alberta electrical STANDATA; Safety Codes Act; and the Canadian
Standards Association (CSA), Part I Errata Sheet, current edition
This sample rubric is for assessing technical elements that students need to know to be successful if they challenge the first-period apprenticeship
exam. The rubric does not include the last two common outcomes that address the demonstration of teamwork and personal management and
identification of steps to achieve personal goals. It is the certificated teacher’s responsibility to ensure that all outcomes are taught and assessed.
Assessment Tools
Checklist
Notes

Prior to instruction, a copy of the checklist should be provided to the student to review outcomes that will need to
be demonstrated.

The student may use this checklist as a guide when completing this course.

The teacher should review and sign the checklist when the course is complete to ensure student outcomes have
been successfully demonstrated.
62 / CTS, TMT: ETA3465
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Electrician Apprenticeship Assessment
© Alberta Education, Alberta, Canada
Rubric

Prior to instruction, a copy of the rubric should be provided to the student to review and reflect on meeting
expectations set out in the criteria.

This rubric may be used as one element of an assessment process. Teachers should use both formative and
summative assessments to ensure students’ competency in this course.
Electrician Apprenticeship Assessment
© Alberta Education, Alberta, Canada
CTS, TMT: ETA3465/ 63
2015
COURSE ETA3465: DIAGRAMS & DRAWINGS
Checklist
Student Outcomes
Student
Check
Teacher
Check
Student, Teacher or Instructor Comments
1. determine the code
requirements for Class 1
and Class 2 circuits
2. interpret orthographic
projections and block,
wiring and schematic
diagrams
3. interpret construction
drawings
4. interpret residential
electrical construction
drawings
Teacher Signature
64 / CTS, TMT: ETA3465
2015
Date
Electrician Apprenticeship Assessment
© Alberta Education, Alberta, Canada
COURSE ETA3465: DIAGRAMS & DRAWINGS
Rubric
Student Name:
Date:
Level
Excellent
Proficient
Adequate
Limited
Not Yet
Demonstrated
Criteria
1.
determine the code requirements for Class 1 and Class 2 circuits
1.1 identify the terms and
topics for Section 16 of
CEC, Part I that apply to
the first period code
program
I can consistently
identify the terms and
topics for Section 16 of
CEC, Part I that apply
to the first period code
program.
I can usually identify
the terms and topics
for Section 16 of
CEC, Part I that apply
to the first period code
program.
I sometimes need
assistance to identify
the terms and topics for
Section 16 of CEC, Part
I that apply to the first
period code program.
I often need assistance
to identify the terms
and topics for Section
16 of CEC, Part I that
apply to the first period
code program.
I have not yet
provided evidence of
this performance task.
1.2 determine the
requirements for Class 1
and Class 2 circuits
I can consistently
determine the
requirements for Class
1 and Class 2 circuits.
I can usually
determine the
requirements for Class
1 and Class 2 circuits.
I sometimes need
assistance to determine
the requirements for
Class 1 and Class 2
circuits.
I often need assistance
to determine the
requirements for Class
1 and Class 2 circuits.
I have not yet
provided evidence of
this performance task.
1.3 identify the Class 2
circuits in a typical single
dwelling
I can consistently
identify the Class 2
circuits in a typical
single dwelling.
I can usually identify
the Class 2 circuits in
a typical single
dwelling.
I sometimes need
assistance to identify
the Class 2 circuits in a
typical single dwelling.
I often need assistance
to identify the Class 2
circuits in a typical
single dwelling.
I have not yet
provided evidence of
this performance task.
2. interpret orthographic projections and block, wiring and schematic diagrams
2.1 describe the basic views
of objects using
orthographic projection
I can consistently
describe the basic views
of objects using
orthographic projection.
Electrician Apprenticeship Assessment
© Alberta Education, Alberta, Canada
I can usually describe
the basic views of
objects using
orthographic
projection.
I sometimes need
assistance to describe
the basic views of
objects using
orthographic projection.
I often need assistance I have not yet
to describe the basic
provided evidence of
views of objects using
this performance task.
orthographic projection.
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2015
2.2 identify basic
orthographic projections
to views of a building
I can consistently
identify basic
orthographic
projections to views of
a building.
2.3 identify the lines found on I can consistently
identify the lines found
a blueprint
on a blueprint.
I can usually identify
basic orthographic
projections to views of
a building.
I sometimes need
assistance to identify
basic orthographic
projections to views of
a building.
I often need assistance
to identify basic
orthographic
projections to views of
a building.
I have not yet
provided evidence of
this performance task.
I can usually identify
the lines found on a
blueprint.
I sometimes need
I often need assistance
assistance to identify the to identify the lines
lines found on a blueprint. found on a blueprint.
I have not yet
provided evidence of
this performance task.
2.4 describe a block diagram
and wiring diagram
I can consistently
describe a block
diagram and wiring
diagram.
I can usually describe
a block diagram and
wiring diagram.
I sometimes need
assistance to describe a
block diagram and
wiring diagram.
I often need assistance
to describe a block
diagram and wiring
diagram.
I have not yet
provided evidence of
this performance task.
2.5 interpret electrical
schematic diagrams
I can consistently
interpret electrical
schematic diagrams.
I can usually interpret
electrical schematic
diagrams.
I sometimes need
assistance to interpret
electrical schematic
diagrams.
I often need assistance
to interpret electrical
schematic diagrams.
I have not yet
provided evidence of
this performance task.
I have not yet
provided evidence of
this performance task.
3. interpret construction drawings
3.1 interpret dimensions from
a drawing
I can consistently
interpret dimensions
from a drawing.
I can usually interpret
dimensions from a
drawing.
I sometimes need
assistance to interpret
dimensions from a
drawing.
I often need assistance
to interpret dimensions
from a drawing.
3.2 determine dimensions
from a drawing using the
scale
I can consistently
determine dimensions
from a drawing using
the scale.
I can usually
determine dimensions
from a drawing using
the scale.
I sometimes need
assistance to determine
dimensions from a
drawing using the scale.
I often need assistance I have not yet
to determine
provided evidence of
dimensions from a
this performance task.
drawing using the scale.
I can usually identify
electrical symbols.
I sometimes need
assistance to identify
electrical symbols.
I often need assistance
to identify electrical
symbols.
I have not yet
provided evidence of
this performance task.
I can usually identify
abbreviations used on
drawings.
I sometimes need
assistance to identify
abbreviations used on
drawings.
I often need assistance
to identify
abbreviations used on
drawings.
I have not yet
provided evidence of
this performance task.
3.3 identify electrical symbols I can consistently
identify electrical
symbols.
3.4 identify abbreviations used I can consistently
identify abbreviations
on drawings
used on drawings.
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Electrician Apprenticeship Assessment
© Alberta Education, Alberta, Canada
3.5 interpret technical terms
used on drawings
I can consistently
I can usually interpret
interpret technical terms technical terms used
used on drawings.
on drawings.
I sometimes need
assistance to interpret
technical terms used on
drawings.
I often need assistance I have not yet
to interpret technical
provided evidence of
terms used on drawings. this performance task.
3.6 state the different types of
drawings and their uses in
a set of construction
drawings
I can consistently state
the different types of
drawings and their uses
in a set of construction
drawings.
I can usually state the
different types of
drawings and their
uses in a set of
construction drawings.
I sometimes need
assistance to state the
different types of
drawings and their uses
in a set of construction
drawings.
I often need assistance
to state the different
types of drawings and
their uses in a set of
construction drawings.
I have not yet
provided evidence of
this performance task.
3.7 describe the disciplines
and types of drawings
used in a set of
constructions drawings
I can consistently
describe the disciplines
and types of drawings
used in a set of
constructions drawings.
I can usually describe
the disciplines and
types of drawings
used in a set of
constructions
drawings.
I sometimes need
assistance to describe
the disciplines and
types of drawings used
in a set of constructions
drawings.
I often need assistance
to describe the
disciplines and types of
drawings used in a set
of constructions
drawings.
I have not yet
provided evidence of
this performance task.
from a drawing.
I can usually interpret
information from a
drawing.
I sometimes need
assistance to interpret
information from a
drawing.
I often need assistance
to interpret information
from a drawing.
I have not yet
provided evidence of
this performance task.
4.2 interpret a drawing of an
overhead service for a
single dwelling
I can consistently
interpret a drawing of
an overhead service for
a single dwelling.
I can usually interpret
a drawing of an
overhead service for a
single dwelling.
I sometimes need
assistance to interpret a
drawing of an overhead
service for a single
dwelling.
I often need assistance I have not yet
to interpret a drawing of provided evidence of
an overhead service for this performance task.
a single dwelling.
4.3 interpret a drawing of an
underground service for a
single dwelling
I can consistently
interpret a drawing of
an underground service
for a single dwelling.
I can usually interpret
a drawing of an
underground service
for a single dwelling.
I sometimes need
assistance to interpret a
drawing of an
underground service for
a single dwelling.
I often need assistance I have not yet
to interpret a drawing of provided evidence of
an underground service this performance task.
for a single dwelling.
4. interpret residential electrical construction drawings
4.1 interpret information from I can consistently
interpret information
a drawing
Electrician Apprenticeship Assessment
© Alberta Education, Alberta, Canada
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2015
4.4 interpret a partial floor
plan of a typical
residential electrical
installation and do a
material estimate
I can consistently
interpret a partial floor
plan of a typical
residential electrical
installation and do a
material estimate.
I can usually interpret
a partial floor plan of
a typical residential
electrical installation
and do a material
estimate.
I sometimes need
assistance to interpret a
partial floor plan of a
typical residential
electrical installation
and do a material
estimate.
I often need assistance
to interpret a partial
floor plan of a typical
residential electrical
installation and do a
material estimate.
I have not yet
provided evidence of
this performance task.
4.5 calculate the main service
requirements for a single
dwelling
I can consistently
calculate the main
service requirements for
a single dwelling.
I can usually calculate
the main service
requirements for a
single dwelling.
I sometimes need
assistance to calculate
the main service
requirements for a
single dwelling.
I often need assistance I have not yet
to calculate the main
provided evidence of
service requirements for this performance task.
a single dwelling.
Teacher feedback and
assessment.
68 / CTS, TMT: ETA3465
2015
Electrician Apprenticeship Assessment
© Alberta Education, Alberta, Canada
ELECTRICIAN APPRENTICESHIP ASSESSMENT
COURSE ETA3900: APPRENTICESHIP SAFETY
Level:
First Period Apprenticeship, Section One
Prerequisite:
None
Description:
Students develop knowledge, skills and attitudes in the practice of workshop health and safety, communication and
career planning.
Parameters:
Access to a materials work centre and to instruction from an individual with specialized training in occupational health
and safety (and understanding of the electrician trade) and/or an electrician.
ILM Resources:
Safety Legislation, Regulations and Industry Policy in the Trades 650101a; Climbing, Lifting, Rigging and Hoisting
650101b; Hazardous Materials and Fire Protection 650101c; Electrician Apprenticeship Training Program Orientation
030101d; Electrical Safety 030101e; Communications 190101d
This sample rubric is for assessing technical elements that students need to know to be successful if they challenge the first-period apprenticeship
exam. The rubric does not include the last two common outcomes that address the demonstration of teamwork and personal management and
identification of steps to achieve personal goals. It is the certificated teacher’s responsibility to ensure that all outcomes are taught and assessed.
Assessment Tools
Checklist
Notes

Prior to instruction, a copy of the checklist should be provided to the student to review outcomes that will need to
be demonstrated.

The student may use this checklist as a guide when completing this course.

The teacher should review and sign the checklist when the course is complete to ensure student outcomes have
been successfully demonstrated.
Electrician Apprenticeship Assessment
© Alberta Education, Alberta, Canada
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2015
Rubric

Prior to instruction, a copy of the rubric should be provided to the student to review and reflect on meeting
expectations set out in the criteria.

This rubric may be used as one element of an assessment process. Teachers should use both formative and
summative assessments to ensure students’ competency in this course.
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2015
Electrician Apprenticeship Assessment
© Alberta Education, Alberta, Canada
COURSE ETA3900: APPRENTICESHIP SAFETY
Checklist
Student Outcomes
Student
Check
Teacher
Check
Student, Teacher or Instructor Comments
1. describe legislation,
regulations and practiced
intended to ensure a safe
workplace in the electrician
apprenticeship trade
2. describe the use of personal
protective equipment (PPE)
and safe practices for
climbing, lifting, rigging and
hoisting in the electrician
apprenticeship trade
3. describe the safety practices
for hazardous materials and
fire protection in the
electrician apprenticeship
trade
4. demonstrate communication
skills and workshop safety
as they pertain to
occupational health and
safety standards
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© Alberta Education, Alberta, Canada
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5. demonstrate an
understanding of the
electrician apprenticeship
trade and of apprenticeship
opportunities that exist by
creating a personal career
portfolio
6. apply safe work practices
for electricians
Teacher Signature
72 / CTS, TMT: ETA3900
2015
Date
Electrician Apprenticeship Assessment
© Alberta Education, Alberta, Canada
COURSE ETA3900: APPRENTICESHIP SAFETY
Rubric
Student Name:
Date:
Level
Excellent
Proficient
Adequate
Limited
Not Yet
Demonstrated
Criteria
1.
describe legislation, regulations and practices intended to ensure a safe workplace in the electrician apprenticeship trade
1.1 demonstrate the ability to
apply the Occupational
Health and Safety Act,
Regulation and Code, as
well as the changes from
Bill C-45
I can consistently
demonstrate the ability
to apply the
Occupational Health
and Safety Act,
Regulations and Code,
as well as the changes
from Bill C-45.
I can usually
demonstrate the ability
to apply the
Occupational Health
and Safety Act,
Regulations and Code,
as well as the changes
from Bill C-45.
I can consistently
I can usually explain
1.2 explain the core
explain
the
core
the core requirements
requirements applicable to
requirements
applicable
applicable to all
all industries
1.3 demonstrate an
understanding of the 26
parts of the OHS Code
requirements applicable to
all industries
to all industries.
industries.
I can consistently
demonstrate an
understanding of the 26
parts of the OHS Code
requirements applicable
to all industries.
I can usually
demonstrate an
understanding of the
26 parts of the OHS
Code requirements
applicable to all
industries.
Electrician Apprenticeship Assessment
© Alberta Education, Alberta, Canada
I sometimes need
assistance to
demonstrate the ability
to apply the
Occupational Health
and Safety Act,
Regulations and Code,
as well as the changes
from Bill C-45.
I often need assistance
to demonstrate the
ability to apply the
Occupational Health
and Safety Act,
Regulations and Code,
as well as the changes
from Bill C-45.
I have not yet
provided evidence of
this performance task.
I sometimes need
assistance to explain the
core requirements
applicable to all
industries.
I often need assistance I have not yet
to explain the core
provided evidence of
requirements applicable this performance task.
to all industries.
I sometimes need
assistance to
demonstrate an
understanding of the 26
parts of the OHS Code
requirements applicable
to all industries.
I often need assistance I have not yet
to demonstrate an
provided evidence of
understanding of the 26 this performance task.
parts of the OHS Code
requirements applicable
to all industries.
CTS, TMT: ETA3900/ 73
2015
1.4 demonstrate an
understanding of the 12
parts of the OHS Code
requirements applicable to
specific industries and
activities
I can consistently
demonstrate an
understanding of the 12
parts of the OHS Code
requirements applicable
to specific industries
and activities.
I can usually
demonstrate an
understanding of the
12 parts of the OHS
Code requirements
applicable to specific
industries and
activities.
I sometimes need
assistance to
demonstrate an
understanding of the 12
parts of the OHS Code
requirements applicable
to specific industries
and activities.
I often need assistance I have not yet
to demonstrate an
provided evidence of
understanding of the 12 this performance task.
parts of the OHS Code
requirements applicable
to specific industries
and activities.
1.5 demonstrate an
understanding of the 11
OHS Code Schedules that
the Explanation Guide
does not address
I can consistently
demonstrate an
understanding of the 11
OHS Code Schedules
that the Explanation
Guide does not address.
I can usually
demonstrate an
understanding of the
11 OHS Code
Schedules that the
Explanation Guide
does not address.
I sometimes need
assistance to
demonstrate an
understanding of the 11
OHS Code Schedules
that the Explanation
Guide does not address.
I often need assistance I have not yet
to demonstrate an
provided evidence of
understanding of the 11 this performance task.
OHS Code Schedules
that the Explanation
Guide does not address.
1.6 explain the role of the
employer and employee in
regard to occupational
health and safety
legislation
I can consistently
explain the role of the
employer and employee
in regard to
occupational health and
safety legislation.
I can usually explain
the role of the
employer and
employee in regard to
occupational health
and safety legislation.
I sometimes need
assistance to explain the
role of the employer
and employee in regard
to occupational health
and safety legislation.
I often need assistance
to explain the role of
the employer and
employee in regard to
occupational health and
safety legislation.
1.7 explain industry practices
for hazard assessment and
control procedures in four
main hazard categories
I can consistently
explain industry
practice for hazard
assessment and control
procedures in four main
hazard categories.
I can usually explain
industry practice for
hazard assessment and
control procedures in
four main hazard
categories.
I sometimes need
assistance to explain
industry practice for
hazard assessment and
control procedures in
four main hazard
categories.
I often need assistance I have not yet
to explain industry
provided evidence of
practice for hazard
this performance task.
assessment and control
procedures in four main
hazard categories.
1.8 identify and describe
hazard assessment tools
that both employees and
employers must use in
assessing and controlling
work-site hazards
I can consistently
identify and describe
hazard assessment tools
that both employees
and employers must use
in assessing and
controlling work-site
hazards.
I can usually identify
and describe hazard
assessment tools that
both employees and
employers must use in
assessing and
controlling work-site
hazards.
I sometimes need
assistance to identify
and describe hazard
assessment tools that
both employees and
employers must use in
assessing and
controlling work-site
hazards.
I often need assistance I have not yet
to identify and describe provided evidence of
hazard assessment tools this performance task.
that both employees and
employers must use in
assessing and
controlling work-site
hazards.
74 / CTS, TMT: ETA3900
2015
I have not yet
provided evidence of
this performance task.
Electrician Apprenticeship Assessment
© Alberta Education, Alberta, Canada
1.9 identify and describe
engineering controls that
provide the highest level
of work protection
I can consistently
identify and describe
engineering controls
that provide the highest
level of work
protection.
I can usually identify
and describe
engineering controls
that provide the
highest level of work
protection.
I sometimes need
assistance to identify
and describe
engineering controls
that provide the highest
level of work
protection.
I often need assistance
to identify and describe
engineering controls
that provide the highest
level of work
protection.
1.10 identify and describe
employer administrative
controls that limit
hazards to the lowest
level possible
I can consistently
identify and describe
employer
administrative controls
that limit hazards to the
lowest level possible.
I can usually identify
and describe employer
administrative
controls that limit
hazards to the lowest
level possible.
I sometimes need
assistance to identify
and describe employer
administrative controls
that limit hazards to the
lowest level possible.
I often need assistance I have not yet
to identify and describe provided evidence of
employer administrative this performance task.
controls that limit
hazards to the lowest
level possible.
1.11 describe the
responsibilities of
employees and
employers to apply
emergency procedures
I can consistently
describe the
responsibilities of
employees and
employers to apply
emergency procedures.
I can usually describe
the responsibilities of
employees and
employers to apply
emergency
procedures.
I sometimes need
assistance to describe
the responsibilities of
employees and
employers to apply
emergency procedures.
I often need assistance
to describe the
responsibilities of
employees and
employers to apply
emergency procedures.
I have not yet
provided evidence of
this performance task.
1.12 describe positive
tradesperson attitudes
with respect to legal
responsibilities for all
workers
I can consistently
describe positive
tradesperson attitudes
with respect to legal
responsibilities for all
workers.
I can usually describe
positive tradesperson
attitudes with respect
to legal
responsibilities for all
workers.
I sometimes need
assistance to describe
positive tradesperson
attitudes with respect to
legal responsibilities for
all workers.
I often need assistance
to describe positive
tradesperson attitudes
with respect to legal
responsibilities for all
workers.
I have not yet
provided evidence of
this performance task.
1.13 describe the roles and
responsibilities of
employers and
employees with respect
to the selection and use
of personal protective
equipment (PPE)
I can consistently
describe the roles and
responsibilities of
employers and
employees with respect
to the selection and use
of person protective
equipment.
I can usually describe
the roles and
responsibilities of
employers and
employees with
respect to the selection
and use of person
protective equipment.
I sometimes need
assistance to describe
the roles and
responsibilities of
employers and
employees with respect
to the selection and use
of person protective
equipment.
I often need assistance I have not yet
to describe the roles and provided evidence of
responsibilities of
this performance task.
employers and
employees with respect
to the selection and use
of person protective
equipment.
Electrician Apprenticeship Assessment
© Alberta Education, Alberta, Canada
I have not yet
provided evidence of
this performance task.
CTS, TMT: ETA3900/ 75
2015
2. describe the use of personal protective equipment (PPE) and safe practices for climbing, lifting, rigging and hoisting in the electrician
apprenticeship trade
2.1 select, use and maintain
specialized PPE and
materials for climbing,
lifting and loading
I can consistently
select, use and maintain
specialized PPE and
materials for climbing,
lifting and loading.
I can usually select,
use and maintain
specialized PPE and
materials for climbing,
lifting and loading.
I sometimes need
assistance to select, use
and maintain
specialized PPE and
materials for climbing,
lifting and loading.
I often need assistance
to select, use and
maintain specialized
PPE and materials for
climbing, lifting and
loading.
I have not yet
provided evidence of
this performance task.
2.2 describe manual lifting
procedures, including
correct body mechanics
I can consistently
describe manual lifting
procedures, including
correct body
mechanics.
I can usually describe
manual lifting
procedures, including
correct body
mechanics.
I sometimes need
assistance to describe
manual lifting
procedures, including
correct body mechanics.
I often need assistance
to describe manual
lifting procedures,
including correct body
mechanics.
I have not yet
provided evidence of
this performance task.
2.3 describe rigging hardware
and the safe workload
I can consistently
describe rigging
hardware and the safe
workload.
I can usually describe
rigging hardware and
the safe workload.
I sometimes need
assistance to describe
rigging hardware and
the safe workload.
I often need assistance
to describe rigging
hardware and the safe
workload.
I have not yet
provided evidence of
this performance task.
2.4 select the correct
equipment for rigging
typical loads
I can consistently select
the correct equipment
for rigging typical
loads.
I can usually select
the correct equipment
for rigging typical
loads.
I sometimes need
assistance to select the
correct equipment for
rigging typical loads.
I often need assistance
to select the correct
equipment for rigging
typical loads.
I have not yet
provided evidence of
this performance task.
I can usually describe
hoisting and loadmoving procedures.
I sometimes need
assistance to describe
hoisting and loadmoving procedures.
I often need assistance I have not yet
to describe hoisting and provided evidence of
load-moving
this performance task.
procedures.
I can usually explain
the most commonly
used sling
configurations to
connect a load to a
hook.
I sometimes need
assistance to explain
the most commonly
used sling
configurations to
connect a load to a
hook.
I often need assistance
to explain the most
commonly used sling
configurations to
connect a load to a
hook.
2.5 describe hoisting and load- I can consistently
describe hoisting and
moving procedures
load-moving
procedures.
2.6 explain the most
commonly used sling
configurations to connect
a load to a hook
76 / CTS, TMT: ETA3900
2015
I can consistently
explain the most
commonly used sling
configurations to
connect a load to a
hook.
I have not yet
provided evidence of
this performance task.
Electrician Apprenticeship Assessment
© Alberta Education, Alberta, Canada
2.7 demonstrate the standard
movement signals a
signaler is required to
know to signal a crane
operator
I can consistently
demonstrate the
standard movement
signals a signaler is
required to know to
signal a crane operator.
I can usually
demonstrate the
standard movement
signals a signaler is
required to know to
signal a crane
operator.
I sometimes need
assistance to
demonstrate the
standard movement
signals a signaler is
required to know to
signal a crane operator.
I often need assistance
to demonstrate the
standard movement
signals a signaler is
required to know to
signal a crane operator.
I have not yet
provided evidence of
this performance task.
3. describe the safety practices for hazardous materials and fire protection in the electrician apprenticeship trade
3.1 describe the roles,
responsibilities, features
and practices related to the
Workplace Hazardous
Materials Information
System (WHMIS)
program
I can consistently
describe the roles,
responsibilities, features
and practices related to
the Workplace
Hazardous Materials
Information System
(WHMIS) program.
I can usually describe
the roles,
responsibilities,
features and practices
related to the
Workplace Hazardous
Materials Information
System (WHMIS)
program.
3.2 describe the three key
elements of WHMIS
I can consistently
describe the three key
elements of WHMIS.
I can usually describe I sometimes need
the three key elements assistance to describe
of WHMIS.
the three key elements
of WHMIS.
I often need assistance
to describe the three
key elements of
WHMIS.
I have not yet
provided evidence of
this performance task.
3.3 describe handling, storage
and transportation
procedures when dealing
with hazardous materials
I can consistently
describe handling,
storage and
transportation
procedures when
dealing with hazardous
materials.
I can usually describe
handling, storage and
transportation
procedures when
dealing with
hazardous materials.
I sometimes need
assistance to describe
handling, storage and
transportation
procedures when
dealing with hazardous
materials.
I often need assistance
to describe handling,
storage and
transportation
procedures when
dealing with hazardous
materials.
I have not yet
provided evidence of
this performance task.
I can usually describe
safe venting
procedures when
working with hazardous working with
materials.
hazardous materials.
I sometimes need
assistance to describe
safe venting procedures
when working with
hazardous materials.
I often need assistance I have not yet
to describe safe venting provided evidence of
procedures when
this performance task.
working with hazardous
materials.
I can consistently
3.4 describe safe venting
procedures when working describe safe venting
with hazardous materials procedures when
Electrician Apprenticeship Assessment
© Alberta Education, Alberta, Canada
I sometimes need
assistance to describe
the roles,
responsibilities, features
and practices related to
the Workplace
Hazardous Materials
Information System
(WHMIS) program.
I often need assistance I have not yet
to describe the roles,
provided evidence of
responsibilities, features this performance task.
and practices related to
the Workplace
Hazardous Materials
Information System
(WHMIS) program.
CTS, TMT: ETA3900/ 77
2015
3.5 describe fire hazards,
classes, procedures and
equipment related to fire
protection
I can consistently
describe fire hazards,
classes, procedures and
equipment related to
fire protection.
I can usually describe
fire hazards, classes,
procedures and
equipment related to
fire protection.
I sometimes need
assistance to describe
fire hazards, classes,
procedures and
equipment related to
fire protection.
I often need assistance I have not yet
to describe fire hazards, provided evidence of
classes, procedures and this performance task.
equipment related to
fire protection.
4. demonstrate communication skills and workshop safety as they pertain to occupational health and safety standards
4.1 use various types of
communication to provide
trade-related information,
employing standard terms
for components and
operations
I can consistently use
various types of
communication to
provide trade-related
information, employing
standard terms for
components and
operations.
I can usually use
various types of
communication to
provide trade-related
information,
employing standard
terms for components
and operations.
I sometimes need
assistance to use
various types of
communication to
provide trade-related
information, employing
standard terms for
components and
operations.
I often need assistance I have not yet
to use various types of
provided evidence of
communication to
this performance task.
provide trade-related
information, employing
standard terms for
components and
operations.
4.2 identify key areas of
responsibility that an
employee has in regards to
shop and trade safety
I can consistently
identify key areas of
responsibility that an
employee has in regards
to shop and trade
safety.
I can usually identify
key areas of
responsibility that an
employee has in
regards to shop and
trade safety.
I sometimes need
assistance to identify
key areas of
responsibility that an
employee has in regards
to shop and trade safety.
I often need assistance I have not yet
to identify key areas of provided evidence of
responsibility that an
this performance task.
employee has in regards
to shop and trade safety.
4.3 explain the correct use of
fire extinguishers and
explain fire prevention
techniques
I can consistently
explain the correct use
of fire extinguishers
and explain fire
prevention techniques.
I can usually explain
the correct use of fire
extinguishers and
explain fire prevention
techniques.
I sometimes need
assistance explain the
correct use of fire
extinguishers and
explain fire prevention
techniques.
I often need assistance I have not yet
to explain the correct
provided evidence of
use of fire extinguishers this performance task.
and explain fire
prevention techniques.
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2015
Electrician Apprenticeship Assessment
© Alberta Education, Alberta, Canada
5. demonstrate an understanding of the electrician apprenticeship trade and of apprenticeship opportunities that exist by creating a
personal career portfolio
5.1 demonstrate an
understanding of the
electrician apprenticeship
trade and related job
opportunities
I can consistently
demonstrate an
understanding of the
electrician
apprenticeship trade
and related job
opportunities.
I can usually
demonstrate an
understanding of the
electrician
apprenticeship trade
and related job
opportunities.
I sometimes need
assistance to
demonstrate an
understanding of the
electrician
apprenticeship trade
and related job
opportunities.
I often need assistance
to demonstrate an
understanding of the
electrician
apprenticeship trade
and related job
opportunities.
I have not yet
provided evidence of
this performance task.
5.2 describe what it means to
be an apprentice and
describe requirements for
the employee and
employer
I can consistently
describe what it means
to be an apprentice and
describe requirements
for the employee and
employer.
I can usually describe
what it means to be an
apprentice and
describe requirements
for the employee and
employer.
I sometimes need
assistance to describe
what it means to be an
apprentice and describe
requirements for the
employee and
employer.
I often need assistance
to describe what it
means to be an
apprentice and describe
requirements for the
employee and
employer.
I have not yet
provided evidence of
this performance task.
5.3 refine and present a
personal career portfolio,
showing evidence of
strengths and
competencies
I can consistently refine
and present a personal
career portfolio,
showing evidence of
strengths and
competencies.
I can usually refine
and present a personal
career portfolio,
showing evidence of
strengths and
competencies.
I sometimes need
assistance to refine and
present a personal
career portfolio,
showing evidence of
strengths and
competencies.
I often need assistance
to refine and present a
personal career
portfolio, showing
evidence of strengths
and competencies.
I have not yet
provided evidence of
this performance task.
5.4 demonstrate knowledge of
workplace requirements,
rights and responsibilities
and relate this knowledge
to personal career or
employment expectations
I can consistently
demonstrate knowledge
of workplace
requirements, rights and
responsibilities and
relate this knowledge to
personal career or
employment
expectations.
I can usually
demonstrate
knowledge of
workplace
requirements, rights
and responsibilities
and relate this
knowledge to personal
career or employment
expectations.
I sometimes need
assistance to
demonstrate knowledge
of workplace
requirements, rights and
responsibilities and
relate this knowledge to
personal career or
employment
expectations.
I often need assistance I have not yet
to demonstrate
provided evidence of
knowledge of
this performance task.
workplace
requirements, rights and
responsibilities and
relate this knowledge to
personal career or
employment
expectations.
Electrician Apprenticeship Assessment
© Alberta Education, Alberta, Canada
CTS, TMT: ETA3900/ 79
2015
5.5 outline the educational
requirements to move into
the electrician
apprenticeship trade
I can consistently
outline educational
requirements to move
into the electrician
apprenticeship trade.
I can usually outline
educational
requirements to move
into the electrician
apprenticeship trade.
I sometimes need
assistance to outline
educational
requirements to move
into the electrician
apprenticeship trade.
I often need assistance
to outline educational
requirements to move
into the electrician
apprenticeship trade.
I have not yet
provided evidence of
this performance task.
6. apply safe work practices for electricians
6.1 identify the safe work
practices to protect from
arc flash hazards
I can consistently
identify the safe work
practices to protect
from flash hazards.
I can usually identify
the safe work
practices to protect
from flash hazards.
I sometimes need
assistance to identify
the safe work practices
to protect from flash
hazards.
I often need assistance
to identify the safe
work practices to
protect from flash
hazards.
I have not yet
provided evidence of
this performance task.
6.2 identify and describe
lockout procedures
I can consistently
identify and describe
lockout procedures.
I can usually identify
and describe lockout
procedures.
I sometimes need
assistance to identify
and describe lockout
procedures.
I often need assistance
to identify and describe
lockout procedures.
I have not yet
provided evidence of
this performance task.
6.3 identify the use of
common hand tools and
equipment related to the
electrician trade
I can consistently
identify the use of
common hand tools and
equipment related to the
electrician trade.
I can usually identify
the use of common
hand tools and
equipment related to
the electrician trade.
I sometimes need
assistance to identify
the use of common
hand tools and
equipment related to the
electrician trade.
I often need assistance I have not yet
to identify the use of
provided evidence of
common hand tools and this performance task.
equipment related to the
electrician trade.
6.4 describe the use of
common power and
specialty tools related to
the electrician trade
I can consistently
describe the use of
common power and
specialty tools related
to the electrician trade.
I can usually describe
the use of common
power and specialty
tools related to the
electrician trade.
I sometimes need
assistance to describe
the use of common
power and specialty
tools related to the
electrician trade.
I often need assistance I have not yet
to describe the use of
provided evidence of
common power and
this performance task.
specialty tools related to
the electrician trade.
Teacher feedback and
assessment.
80 / CTS, TMT: ETA3900
2015
Electrician Apprenticeship Assessment
© Alberta Education, Alberta, Canada