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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 teachers responsibility to ensure that all outcomes are taught and assessed.

Assessment Tools Notes

Checklist 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.

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 CTS, TMT: ETA3400 / 1


Alberta Education, Alberta, Canada 2015
COURSE ETA3400: ELECTRICAL PRINCIPLES

Checklist

Student Outcomes Student Teacher Student, Teacher or Instructor Comments


Check Check
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 Date

2 / CTS, TMT: ETA3400 Electrician Apprenticeship Assessment


2015 Alberta Education, Alberta, Canada
COURSE ETA3400: ELECTRICAL PRINCIPLES

Rubric

Student Name: Date:

Level Excellent Proficient Adequate Limited Not Yet


Criteria Demonstrated

1. solve trade-related problems using basic mathematics skills


1.1 recognize and use basic I can consistently I can usually I sometimes need I often need assistance I have not yet
mathematical symbols recognize and use basic recognize and use assistance to recognize to recognize and use provided evidence of
mathematical symbols. basic mathematical and use basic basic mathematical this performance task.
symbols. mathematical symbols. symbols.

1.2 add and subtract whole, I can consistently add I can usually add and I sometimes need I often need assistance I have not yet
decimal and fractional and subtract whole, subtract whole, assistance to add and to add and subtract provided evidence of
numbers decimal and fractional decimal and fractional subtract whole, decimal whole, decimal and this performance task.
numbers. numbers. and fractional numbers. fractional numbers.

1.3 multiply and divide I can consistently I can usually multiply I sometimes need I often need assistance I have not yet
whole, decimal and multiply and divide and divide whole, assistance to multiply to multiply and divide provided evidence of
fractional numbers whole, decimal and decimal and fractional and divide whole, whole, decimal and this performance task.
fractional numbers. numbers. decimal and fractional fractional numbers.
numbers.

1.4 state the correct sequence I can consistently state I can usually state the I sometimes need I often need assistance I have not yet
for mathematical the correct sequence for correct sequence for assistance to state the to state the correct provided evidence of
operations and solve mathematical mathematical correct sequence for sequence for this performance task.
equations that use operations and solve operations and solve mathematical mathematical
equations that use equations that use operations and solve operations and solve
brackets
brackets. brackets. equations that use equations that use
brackets. brackets.

Electrician Apprenticeship Assessment CTS, TMT: ETA3400 / 3


Alberta Education, Alberta, Canada 2015
1.5 apply the math skill I can consistently apply I can usually apply the I sometimes need I often need assistance I have not yet
required for transposition the math skill required math skill required for assistance to apply the to apply the math skill provided evidence of
of equations in relation to for transposition of transposition of math skill required for required for this performance task.
Ohms law equations in relation to equations in relation transposition of transposition of
Ohms law. to Ohms law. equations in relation to equations in relation to
Ohms law. Ohms law.

2. predict how changes in the value of voltage, current or resistance affects the circuit
2.1 describe an electric I can consistently I can usually describe I sometimes need I often need assistance I have not yet
current describe an electric an electric current. assistance to describe to describe an electric provided evidence of
current. an electric current. current. this performance task.

2.2 describe voltage I can consistently I can usually describe I sometimes need I often need assistance I have not yet
describe voltage. voltage. assistance to describe to describe voltage. provided evidence of
voltage. this performance task.

2.3 describe resistance and I can consistently I can usually describe I sometimes need I often need assistance I have not yet
state and apply Ohms law describe resistance and resistance and state assistance to describe to describe resistance provided evidence of
state and apply Ohms and apply Ohms law. resistance and state and and state and apply this performance task.
law. apply Ohms law. Ohms law.

Teacher feedback and


assessment.

4 / CTS, TMT: ETA3400 Electrician Apprenticeship Assessment


2015 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 teachers responsibility to ensure that all outcomes are taught and assessed.

Assessment Tools Notes

Checklist 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.

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 CTS, TMT: ETA3405 / 5


Alberta Education, Alberta, Canada 2015
ETA3405: ELECTRICAL CONCEPTS

Checklist

Student Outcomes Student Teacher Student, Teacher or Instructor Comments


Check Check
1. connect and analyze a series
resistive circuit

2. connect and analyze a


parallel resistive circuit

Teacher Signature Date

6 / CTS, TMT: ETA3405 Electrician Apprenticeship Assessment


2015 Alberta Education, Alberta, Canada
COURSE ETA3405: ELECTRICAL CONCEPTS

Rubric

Student Name: Date:

Level Excellent Proficient Adequate Limited Not Yet


Criteria Demonstrated

1. connect and analyze a series resistive circuit


1.1 identify a series circuit I can consistently I can usually identify a I sometimes need I often need assistance I have not yet
identify a series circuit. series circuit. assistance to identify a to identify a series provided evidence of
series circuit. circuit. this performance task.

1.2 calculate resistance in a I can consistently I can usually calculate I sometimes need I often need assistance I have not yet
series circuit calculate resistance in a resistance in a series assistance to calculate to calculate resistance provided evidence of
series circuit. circuit. resistance in a series in a series circuit. this performance task.
circuit.

1.3 state and apply I can consistently state I can usually state and I sometimes need I often need assistance I have not yet
Kirchhoffs voltage law in and apply Kirchhoffs apply Kirchhoffs assistance to state and to state and apply provided evidence of
a series circuit voltage law in a series voltage law in a series apply Kirchhoffs voltage Kirchhoffs voltage law this performance task.
circuit. circuit. law in a series circuit. in a series circuit.

1.4 calculate current in a I can consistently I can usually calculate I sometimes need I often need assistance I have not yet
series circuit calculate current in a current in a series assistance to calculate to calculate current in a provided evidence of
series circuit. circuit. current in a series circuit. series circuit. this performance task.

1.5 determine circuit values I can consistently I can usually I sometimes need I often need assistance I have not yet
by applying ratio and determine circuit values determine circuit assistance to determine to determine circuit provided evidence of
proportion by applying ratio and values by applying circuit values by applying values by applying ratio this performance task.
proportion. ratio and proportion. ratio and proportion. and proportion.

1.6 solve series circuits using I can consistently solve I can usually solve I sometimes need I often need assistance I have not yet
the voltage divider rule series circuits using the series circuits using assistance to solve to solve series circuits provided evidence of
voltage divider rule. the voltage divider series circuits using the using the voltage this performance task.
rule. voltage divider rule divider rule.

Electrician Apprenticeship Assessment CTS, TMT: ETA3405 / 7


Alberta Education, Alberta, Canada 2015
1.7 determine the voltage drop I can consistently I can usually I sometimes need I often need assistance I have not yet
across closed-or-open determine the determine the assistance to determine to determine the provided evidence of
components in a series voltage drop across voltage drop across the voltage drop across voltage drop across this performance task.
circuit closed-or-open closed-or-open closed-or-open closed-or-open
components in a series components in a series components in a series components in a series
circuit. circuit. circuit. circuit.

2. connect and analyze a parallel resistive circuit


2.1 describe a parallel circuit I can consistently I can usually describe I sometimes need I often need assistance I have not yet
describe a parallel a parallel circuit. assistance to describe a to describe a parallel provided evidence of
circuit. parallel circuit. circuit. this performance task.

2.2 calculate resistance in a I can consistently I can usually calculate I sometimes need I often need assistance I have not yet
parallel circuit calculate resistance in a resistance in a parallel assistance to calculate to calculate resistance provided evidence of
parallel circuit. circuit. resistance in a parallel in a parallel circuit. this performance task.
circuit.

2.3 state and apply I can consistently state I can usually state and I sometimes need I often need assistance I have not yet
Kirchhoffs current law to and apply Kirchhoffs apply Kirchhoffs assistance to state and to state and apply provided evidence of
a parallel circuit current law to a parallel current law to a apply Kirchhoffs Kirchhoffs current law this performance task.
circuit. parallel circuit. current law to a parallel to a parallel circuit.
circuit.

2.4 describe the effects of an I can consistently I can usually describe I sometimes need I often need assistance I have not yet
open circuit on a parallel describe the effects of the effects of an open assistance to describe to describe the effects provided evidence of
circuit an open circuit on a circuit on a parallel the effects of an open of an open circuit on a this performance task.
parallel circuit. circuit. circuit on a parallel parallel circuit.
circuit.

2.5 solve branch circuit I can consistently solve I can usually solve I sometimes need I often need assistance I have not yet
currents using the current branch circuit currents branch circuit currents assistance to solve to solve branch circuit provided evidence of
divider principle using the current using the current branch circuit currents currents using the this performance task.
divider principle. divider principle. using the current current divider
divider principle. principle.

Teacher feedback and


assessment.

8 / CTS, TMT: ETA3405 Electrician Apprenticeship Assessment


2015 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 teachers responsibility to ensure that all outcomes are taught and assessed.

Assessment Tools Notes

Checklist 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.

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 CTS, TMT: ETA3410 / 9


Alberta Education, Alberta, Canada 2015
COURSE ETA3410: RESISTIVE CIRCUITS

Checklist

Student Outcomes Student Teacher Student, Teacher or Instructor Comments


Check Check
1. connect and analyze
series-parallel resistive
circuits

Teacher Signature Date

10 / CTS, TMT: ETA3410 Electrician Apprenticeship Assessment


2015 Alberta Education, Alberta, Canada
COURSE ETA3410: RESISTIVE CIRCUITS

Rubric

Student Name: Date:

Level Excellent Proficient Adequate Limited Not Yet


Criteria Demonstrated

1. connect and analyze series-parallel resistive circuits


1.1 identify resistors that are I can consistently I can usually identify I sometimes need I often need assistance I have not yet
in series identify resistors that resistors that are in assistance to identify to identify resistors that provided evidence of
are in series. series. resistors that are in are in series. this performance task.
series.

1.2 identify resistors that are I can consistently I can usually identify I sometimes need I often need assistance I have not yet
in parallel identify resistors that resistors that are in assistance to identify to identify resistors that provided evidence of
are in parallel. parallel. resistors that are in are in parallel. this performance task.
parallel.

1.3 calculate the total I can consistently I can usually calculate I sometimes need I often need assistance I have not yet
resistance of a calculate the total the total resistance of assistance to calculate to calculate the total provided evidence of
series-parallel circuit resistance of a a series-parallel the total resistance of a resistance of a this performance task.
series-parallel circuit. circuit. series-parallel circuit. series-parallel circuit.

1.4 apply Kirchhoffs current I can consistently apply I can usually apply I sometimes need I often need assistance I have not yet
law to a series-parallel Kirchhoffs current law Kirchhoffs current assistance to apply to apply Kirchhoffs provided evidence of
circuit to a series-parallel law to a series-parallel Kirchhoffs current law current law to a this performance task.
circuit. circuit. to a series-parallel series-parallel circuit.
circuit.

1.5 apply Kirchhoffs voltage I can consistently apply I can usually apply I sometimes need I often need assistance I have not yet
law to a series-parallel Kirchhoffs voltage law Kirchhoffs voltage assistance to apply to apply Kirchhoffs provided evidence of
circuit to a series-parallel law to a series-parallel Kirchhoffs voltage law voltage law to a this performance task.
circuit. circuit. to a series-parallel series-parallel circuit.
circuit.

Electrician Apprenticeship Assessment CTS, TMT: ETA3410 / 11


Alberta Education, Alberta, Canada 2015
1.6 solve problems involving I can consistently solve I can usually solve I sometimes need I often need assistance I have not yet
series-parallel circuits problems involving problems involving assistance to solve to solve problems provided evidence of
series-parallel circuits. series-parallel circuits. problems involving involving series-parallel this performance task.
series-parallel circuits. circuits.

Teacher feedback and


assessment.

12 / CTS, TMT: ETA3410 Electrician Apprenticeship Assessment


2015 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 teachers responsibility to ensure that all outcomes are taught and assessed.

Assessment Tools Notes

Checklist 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.

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 CTS, TMT: ETA3415 / 13


Alberta Education, Alberta, Canada 2015
COURSE ETA3415: EDISON 3-WIRE SYSTEM

Checklist

Student Outcomes Student Teacher Student, Teacher or Instructor Comments


Check Check
1. connect and analyze an
Edison 3-wire distribution
system

Teacher Signature Date

14 / CTS, TMT: ETA3415 Electrician Apprenticeship Assessment


2015 Alberta Education, Alberta, Canada
COURSE ETA3415: EDISON 3-WIRE SYSTEM

Rubric

Student Name: Date:

Level Excellent Proficient Adequate Limited Not Yet


Criteria Demonstrated

1. connect and analyze an Edison 3-wire distribution system


1.1 identify the characteristics I can consistently I can usually identify I sometimes need I often need assistance I have not yet
of an Edison 3-wire circuit identify the the characteristics of assistance to identify to identify the provided evidence of
characteristics of an an Edison 3-wire the characteristics of an characteristics of an this performance task.
Edison 3-wire circuit. circuit. Edison 3-wire circuit. Edison 3-wire circuit.

1.2 describe the properties of I can consistently I can usually describe I sometimes need I often need assistance I have not yet
an Edison 3-wire circuit describe the properties the properties of an assistance to describe to describe the provided evidence of
of an Edison 3-wire Edison 3-wire circuit. the properties of an properties of an Edison this performance task.
circuit. Edison 3-wire circuit. 3-wire circuit.

1.3 describe and calculate the I can consistently I can usually describe I sometimes need I often need assistance I have not yet
effects of a high resistance describe and calculate and calculate the assistance to describe to describe and provided evidence of
or broken neutral in an the effects of a high effects of a high and calculate the effects calculate the effects of a this performance task.
Edison 3-wire circuit resistance or broken resistance or broken of a high resistance or high resistance or
neutral in an Edison neutral in an Edison broken neutral in an broken neutral in an
3-wire circuit. 3-wire circuit. Edison 3-wire circuit. Edison 3-wire circuit.

Teacher feedback and


assessment.

Electrician Apprenticeship Assessment CTS, TMT: ETA3415 / 15


Alberta Education, Alberta, Canada 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 teachers responsibility to ensure that all outcomes are taught and assessed.

Assessment Tools Notes

Checklist 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.

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.

16 / CTS, TMT: ETA3420 Electrician Apprenticeship Assessment


2015 Alberta Education, Alberta, Canada
COURSE ETA3420: POWER & EFFICIENCY

Checklist

Student Outcomes Student Teacher Student, Teacher or Instructor Comments


Check Check
1. state and analyze the
relationship between work,
energy, power and efficiency

Teacher Signature Date

Electrician Apprenticeship Assessment CTS, TMT: ETA3420 / 17


Alberta Education, Alberta, Canada 2015
COURSE ETA3420: POWER & EFFICIENCY

Rubric

Student Name: Date:

Level Excellent Proficient Adequate Limited Not Yet


Criteria Demonstrated

1. state and analyze the relationship between work, energy, power and efficiency
1.1 define mass, weight and I can consistently I can usually define I sometimes need I often need assistance I have not yet
force and their units of define mass, weight and mass, weight and assistance to define to define mass, weight provided evidence of
measurement force and their units of force and their units of mass, weight and force and force and their units this performance task.
measurement. measurement. and their units of of measurement.
measurement.

1.2 define work, energy and I can consistently I can usually define I sometimes need I often need assistance I have not yet
power and their units of define work, energy and work, energy and assistance to define to define work, energy provided evidence of
measurement power and their units of power and their units work, energy and power and power and their this performance task.
measurement. of measurement. and their units of units of measurement.
measurement.

1.3 describe electrical I can consistently I can usually describe I sometimes need I often need assistance I have not yet
relationships of work, describe electrical electrical relationships assistance to describe to describe electrical provided evidence of
energy and power relationships of work, of work, energy and electrical relationships relationships of work, this performance task.
energy and power. power. of work, energy and energy and power.
power.

1.4 calculate efficiency, I can consistently I can usually calculate I sometimes need I often need assistance I have not yet
voltage drop and line loss calculate efficiency, efficiency, voltage assistance to calculate to calculate efficiency, provided evidence of
voltage drop and line drop and line loss. efficiency, voltage drop voltage drop and line this performance task.
loss. and line loss. loss.

Teacher feedback and


assessment.

18 / CTS, TMT: ETA3420 Electrician Apprenticeship Assessment


2015 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 teachers responsibility to ensure that all outcomes are taught and assessed.

Assessment Tools Notes

Checklist 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.

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 CTS, TMT: ETA3425 / 19


Alberta Education, Alberta, Canada 2015
COURSE ETA3425: BATTERIES & MAGNETISM

Checklist

Student Outcomes Student Teacher Student, Teacher or Instructor Comments


Check Check
1. identify the methods of
producing electromotive
force (EMF)

2. identify the requirements


for installation and
maintenance of batteries
1. state the characteristics of
magnetic and
electromagnetic materials

2. explain the generation of


electricity in alternating
current (AC) and direct
current (DC) generators

Teacher Signature Date

20 / CTS, TMT: ETA3425 Electrician Apprenticeship Assessment


2015 Alberta Education, Alberta, Canada
COURSE ETA3425: BATTERIES & MAGNETISM

Rubric

Student Name: Date:

Level Excellent Proficient Adequate Limited Not Yet


Criteria Demonstrated

1. identify the methods of producing electromotive force (EMF)


1.1 explain the production of I can consistently I can usually explain I sometimes need I often need assistance I have not yet
EMF by using chemicals explain the production the production of assistance to explain the to explain the provided evidence of
of EMF by using EMF by using production of EMF by production of EMF by this performance task.
chemicals. chemicals. using chemicals. using chemicals.

1.2 explain the production of I can consistently I can usually explain I sometimes need I often need assistance I have not yet
EMF by using heat explain the production the production of assistance to explain the to explain the provided evidence of
of EMF by using heat. EMF by using heat. production of EMF by production of EMF by this performance task.
using heat. using heat.

1.3 explain the production of I can consistently I can usually explain I sometimes need I often need assistance I have not yet
EMF by using pressure explain the production the production of assistance to explain the to explain the provided evidence of
of EMF by using EMF by using production of EMF by production of EMF by this performance task.
pressure. pressure. using pressure. using pressure.

1.4 explain the production of I can consistently I can usually explain I sometimes need I often need assistance I have not yet
EMF by using light explain the production the production of assistance to explain the to explain the provided evidence of
of EMF by using light. EMF by using light. production of EMF by production of EMF by this performance task.
using light. using light.

1.5 explain the production of I can consistently I can usually explain I sometimes need I often need assistance I have not yet
EMF by using magnetism explain the production the production of assistance to explain the to explain the provided evidence of
of EMF by using EMF by using production of EMF by production of EMF by this performance task.
magnetism. magnetism. using magnetism. using magnetism.

Electrician Apprenticeship Assessment CTS, TMT: ETA3425 / 21


Alberta Education, Alberta, Canada 2015
1.6 explain the production of I can consistently I can usually explain I sometimes need I often need assistance I have not yet
EMF by using explain the production the production of assistance to explain the to explain the provided evidence of
electrostatics of EMF by using EMF by using production of EMF by production of EMF by this performance task.
electrostatics. electrostatics. using electrostatics. using electrostatics.

2. identify the requirements for installation and maintenance of batteries


2.1 define the basic I can consistently I can usually define I sometimes need I often need assistance I have not yet
terminology of cells define the basic the basic terminology assistance to define the to define the basic provided evidence of
terminology of cells. of cells. basic terminology of terminology of cells. this performance task.
cells.

2.2 describe the construction I can consistently I can usually describe I sometimes need I often need assistance I have not yet
and operation of a basic describe the the construction and assistance to describe to describe the provided evidence of
primary cell construction and operation of a basic the construction and construction and this performance task.
operation of a basic primary cell. operation of a basic operation of a basic
primary cell. primary cell. primary cell.

2.3 describe the construction I can consistently I can usually describe I sometimes need I often need assistance I have not yet
and operation of three describe the the construction and assistance to describe to describe the provided evidence of
types of lead-acid construction and operation of three the construction and construction and this performance task.
batteries operation of three types types of lead-acid operation of three types operation of three types
of lead-acid batteries. batteries. of lead-acid batteries. of lead-acid batteries.

2.4 describe the construction, I can consistently I can usually describe I sometimes need I often need assistance I have not yet
operation and applications describe the the construction, assistance to describe to describe the provided evidence of
of a nickel-cadmium construction, operation operation and the construction, construction, operation this performance task.
battery and applications of a applications of a operation and and applications of a
nickel-cadmium battery. nickel-cadmium applications of a nickel-cadmium battery.
battery. nickel-cadmium battery.

2.5 describe the construction I can consistently I can usually describe I sometimes need I often need assistance I have not yet
and operation of a lithium describe the the construction and assistance to describe to describe the provided evidence of
battery construction and operation of a lithium the construction and construction and this performance task.
operation of a lithium battery. operation of a lithium operation of a lithium
battery. battery. battery.

22 / CTS, TMT: ETA3425 Electrician Apprenticeship Assessment


2015 Alberta Education, Alberta, Canada
2.6 describe the hazards and I can consistently I can usually describe I sometimes need I often need assistance I have not yet
precautions to be observed describe the hazards the hazards and assistance to describe to describe the hazards provided evidence of
when charging batteries and precautions to be precautions to be the hazards and and precautions to be this performance task.
observed when observed when precautions to be observed when
charging batteries. charging batteries. observed when charging charging batteries.
batteries.

2.7 describe the common I can consistently I can usually describe I sometimes need I often need assistance I have not yet
battery performance describe the common the common battery assistance to describe to describe the common provided evidence of
ratings battery performance performance ratings. the common battery battery performance this performance task.
ratings. performance ratings.. ratings.

2.8 calculate the effects of I can consistently I can usually calculate I sometimes need I often need assistance I have not yet
battery internal resistance calculate the effects of the effects of battery assistance to calculate to calculate the effects provided evidence of
battery internal internal resistance. the effects of battery of battery internal this performance task.
resistance. internal resistance. resistance.

3. state the characteristics of magnetic and electromagnetic materials


3.1 describe the properties of I can consistently I can usually describe I sometimes need I often need assistance I have not yet
magnetic materials describe the properties the properties of assistance to describe to describe the provided evidence of
of magnetic materials. magnetic materials. the properties of properties of magnetic this performance task.
magnetic materials. materials.

3.2 define the terminology I can consistently I can usually define I sometimes need I often need assistance I have not yet
related to magnetism define the terminology the terminology assistance to define the to define the provided evidence of
related to magnetism. related to magnetism. terminology related to terminology related to this performance task.
magnetism. magnetism.

3.3 describe electromagnetism I can consistently I can usually describe I sometimes need I often need assistance I have not yet
and basic design for describe electromagnetism and assistance to describe to describe provided evidence of
electromagnetic devices electromagnetism and the basic design for electromagnetism and electromagnetism and this performance task.
the basic design for electromagnetic the basic design for the basic design for
electromagnetic devices. electromagnetic electromagnetic
devices. devices. devices.

3.4 describe how an induced I can consistently I can usually describe I sometimes need I often need assistance I have not yet
voltage is generated describe how and how and induced assistance to describe to describe how and provided evidence of
induced voltage is voltage is generated. how and induced induced voltage is this performance task.
generated. voltage is generated. generated.

Electrician Apprenticeship Assessment CTS, TMT: ETA3425 / 23


Alberta Education, Alberta, Canada 2015
3.5 describe the process of I can consistently I can usually describe I sometimes need I often need assistance I have not yet
electromagnetic induction describe the process of the process of assistance to describe to describe the process provided evidence of
electromagnetic electromagnetic the process of of electromagnetic this performance task.
induction. induction. electromagnetic induction.
induction.

4. explain the generation of electricity in alternating current (AC) and direct current (DC) generators
4.1 describe the basis I can consistently I can usually describe I sometimes need I often need assistance I have not yet
construction of a describe the basis the basis construction assistance to describe to describe the basis provided evidence of
generator construction of a of a generator. the basis construction of construction of a this performance task.
generator. a generator. generator.

4.2 describe how a generator I can consistently I can usually describe I sometimes need I often need assistance I have not yet
produces a voltage, and describe how a how a generator assistance to describe to describe how a provided evidence of
identify the factors generator produces a produces a voltage how a generator generator produces a this performance task.
affecting its value voltage and identify the and identify the produces a voltage and voltage and identify the
factors affecting its factors affecting its identify the factors factors affecting its
value. value. affecting its value. value.

4.3 describe how a generator I can consistently I can usually describe I sometimes need I often need assistance I have not yet
can be connected to describe how a how a generator can assistance to describe to describe how a provided evidence of
produce AC or DC to a generator can be be connected to how a generator can be generator can be this performance task.
load connected to produce produce AC or DC to connected to produce connected to produce
AC or DC to a load. a load. AC or DC to a load. AC or DC to a load.

Teacher feedback and


assessment.

24 / CTS, TMT: ETA3425 Electrician Apprenticeship Assessment


2015 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 teachers responsibility to ensure that all outcomes are taught and assessed.

Assessment Tools Notes

Checklist 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.

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 CTS, TMT: ETA3430 / 25


Alberta Education, Alberta, Canada 2015
COURSE ETA3430: METERS & CONNECTIONS

Checklist

Student Outcomes Student Teacher Student, Teacher or Instructor Comments


Check Check
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 Date

26 / CTS, TMT: ETA3430 Electrician Apprenticeship Assessment


2015 Alberta Education, Alberta, Canada
COURSE ETA3430: METERS & CONNECTIONS

Rubric

Student Name: Date:

Level Excellent Proficient Adequate Limited Not Yet


Criteria Demonstrated

1. use electrical meters to measure circuit properties


1.1 state the applications of I can consistently state I can usually state the I sometimes need I often need assistance I have not yet
various meters the applications of applications of various assistance to state the to state the applications provided evidence of
various meters. meters. applications of various of various meters. this performance task.
meters.

1.2 list the precautions that I can consistently list I can usually list the I sometimes need I often need assistance I have not yet
must be observed when the precautions that precautions that must assistance to list the to list the precautions provided evidence of
using each one of the must be observed when be observed when precautions that must be that must be observed this performance task.
meters using each one of the using each one of the observed when using when using each one of
meters. meters. each one of the meters. the meters.

1.3 interpret meter readings I can consistently I can usually interpret I sometimes need I often need assistance I have not yet
interpret meter meter readings. assistance to interpret to interpret meter provided evidence of
readings. meter readings. readings. this performance task.

1.4 recognize the connections I can consistently I can usually I sometimes need I often need assistance I have not yet
for various meters recognize the recognize the assistance to recognize to recognize the provided evidence of
connections for various connections for the connections for connections for various this performance task.
meters. various meters. various meters. meters.

1.5 connect and demonstrate I can consistently I can usually connect I sometimes need I often need assistance I have not yet
proper range selection and connect and and demonstrate assistance to connect to connect and provided evidence of
connection of voltmeter, demonstrate proper proper range selection and demonstrate proper demonstrate proper this performance task.
ammeter, ohmmeter and range selection and and connection of range selection and range selection and
connection of voltmeter, ammeter, connection of voltmeter, connection of
megger
voltmeter, ammeter, ohmmeter and ammeter, ohmmeter and voltmeter, ammeter,
ohmmeter and megger. megger. megger. ohmmeter and megger.

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Alberta Education, Alberta, Canada 2015
2. identify the properties of conductors, semiconductors, insulators and fibre optic cables
2.1 state the types and forms I can consistently state I can usually state the I sometimes need I often need assistance I have not yet
of conductor materials the types and forms of types and forms of assistance to state the to state the types and provided evidence of
conductor materials. conductor materials. types and forms of forms of conductor this performance task.
conductor materials. materials.

2.2 describe the electrical I can consistently I can usually describe I sometimes need I often need assistance I have not yet
properties of conductors, describe the electrical the electrical assistance to describe to describe the electrical provided evidence of
semiconductors and properties of properties of the electrical properties properties of this performance task.
insulators conductors, conductors, of conductors, conductors,
semiconductors and semiconductors and semiconductors and semiconductors and
insulators. insulators. insulators. insulators.

2.3 describe the factors I can consistently I can usually describe I sometimes need I often need assistance I have not yet
affecting resistance describe the factors the factors affecting assistance to describe to describe the factors provided evidence of
affecting resistance. resistance. the factors affecting affecting resistance. this performance task.
resistance.

2.4 determine the AWG I can consistently I can usually I sometimes need I often need assistance I have not yet
(American Wire Gauge) determine the AWG determine the AWG assistance to determine to determine the AWG provided evidence of
wire size using a wire (American Wire Gauge) (American Wire the AWG (American (American Wire Gauge) this performance task.
gauge wire size using a wire Gauge) wire size Wire Gauge) wire size wire size using a wire
gauge. using a wire gauge. using a wire gauge. gauge.

2.5 calculate the I can consistently I can usually I sometimes need I often need assistance I have not yet
cross-sectional area and calculate the calculate the assistance to calculate to calculate the provided evidence of
resistance of conductors cross-sectional area cross-sectional area the cross-sectional area cross-sectional area this performance task.
and resistance of and resistance of and resistance of and resistance of
conductors. conductors. conductors. conductors.

2.6 calculate the approximate I can consistently I can usually calculate I sometimes need I often need assistance I have not yet
voltage drop due to calculate the the approximate assistance to calculate to calculate the provided evidence of
conductor resistance approximate voltage voltage drop due to the approximate voltage approximate voltage this performance task.
drop due to conductor conductor resistance. drop due to conductor drop due to conductor
resistance. resistance. resistance.

2.7 state the installation I can consistently state I can usually state the I sometimes need I often need assistance I have not yet
methods required for fibre the installation methods installation methods assistance to state the to state the installation provided evidence of
optic cable required for fibre optic required for fibre optic installation methods methods required for this performance task.
cable. cable. required for fibre optic fibre optic cable.
cable.

28 / CTS, TMT: ETA3430 Electrician Apprenticeship Assessment


2015 Alberta Education, Alberta, Canada
3. splice, tap and terminate conductors
3.1 describe four classes of I can consistently I can usually describe I sometimes need I often need assistance I have not yet
terminations or describe four classes of four classes of assistance to describe to describe four classes provided evidence of
connections used in the terminations or terminations or four classes of of terminations or this performance task.
electrical trade connections used in the connections used in terminations or connections used in the
electrical trade. the electrical trade. connections used in the electrical trade.
electrical trade.

3.2 describe the proper I can consistently I can usually describe I sometimes need I often need assistance I have not yet
method for stripping describe the proper the proper method for assistance to describe to describe the proper provided evidence of
conductors and insulating method for stripping stripping conductors the proper method for method for stripping this performance task.
splices conductors and and insulating splices. stripping conductors conductors and
insulating splices. and insulating splices. insulating splices.

3.3 describe three common I can consistently I can usually describe I sometimes need I often need assistance I have not yet
wire connections describe three common three common wire assistance to describe to describe three provided evidence of
wire connections. connections. three common wire common wire this performance task.
connections. connections.

3.4 describe the techniques I can consistently I can usually describe I sometimes need I often need assistance I have not yet
used for mechanical and describe the techniques the techniques used assistance to describe to describe the provided evidence of
compression splices and used for mechanical for mechanical and the techniques used for techniques used for this performance task.
terminations and compression splices compression splices mechanical and mechanical and
and terminations. and terminations. compression splices and compression splices and
terminations. terminations.

3.5 describe the problems I can consistently I can usually describe I sometimes need I often need assistance I have not yet
specific to aluminum describe the problems the problems specific assistance to describe to describe the provided evidence of
conductor splices and specific to aluminum to aluminum the problems specific to problems specific to this performance task.
terminations conductor splices and conductor splices and aluminum conductor aluminum conductor
terminations. terminations. splices and splices and
terminations. terminations.

Electrician Apprenticeship Assessment CTS, TMT: ETA3430 / 29


Alberta Education, Alberta, Canada 2015
4. identify resistor types and ratings
4.1 describe two categories of I can consistently I can usually describe I sometimes need I often need assistance I have not yet
resistors and their describe two categories two categories of assistance to describe to describe two provided evidence of
construction of resistors and their resistors and their two categories of categories of resistors this performance task.
construction. construction. resistors and their and their construction.
construction.

4.2 describe the methods used I can consistently I can usually describe I sometimes need I often need assistance I have not yet
to determine the ratings of describe the methods the methods used to assistance to describe to describe the methods provided evidence of
fixed resistors used to determine the determine the ratings the methods used to used to determine the this performance task.
ratings of fixed of fixed resistors. determine the ratings of ratings of fixed
resistors. fixed resistors. resistors.

4.3 determine the resistance I can consistently I can usually I sometimes need I often need assistance I have not yet
of a resistor using a determine the resistance determine the assistance to determine to determine the provided evidence of
four-band colour code of a resistor using a resistance of a resistor the resistance of a resistance of a resistor this performance task.
chart four-band colour code using a four-band resistor using a using a four-band
chart. colour code chart. four-band colour code colour code chart.
chart.

Teacher feedback and


assessment.

30 / CTS, TMT: ETA3430 Electrician Apprenticeship Assessment


2015 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 teachers responsibility to ensure that all outcomes are taught and assessed.

Assessment Tools Notes

Checklist 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.

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 CTS, TMT: ETA3435 / 31


Alberta Education, Alberta, Canada 2015
COURSE ETA3435: SWITCHING CIRCUITS

Checklist

Student Outcomes Student Teacher Student, Teacher or Instructor Comments


Check Check
1. design and connect
switching circuits using
schematic and wiring
diagrams

Teacher Signature Date

32 / CTS, TMT: ETA3435 Electrician Apprenticeship Assessment


2015 Alberta Education, Alberta, Canada
COURSE ETA3435: SWITCHING CIRCUITS

Rubric

Student Name: Date:

Level Excellent Proficient Adequate Limited Not Yet


Criteria Demonstrated

1. design and connect switching circuits using schematic and wiring diagrams
1.1 draw symbols that are I can consistently draw I can usually draw I sometimes need I often need assistance I have not yet
commonly used in symbols that are symbols that are assistance to draw to draw symbols that provided evidence of
schematic and wiring commonly used in commonly used in symbols that are are commonly used in this performance task.
diagrams schematic and wiring schematic and wiring commonly used in schematic and wiring
diagrams. diagrams. schematic and wiring diagrams.
diagrams.

1.2 describe applications of I can consistently I can usually describe I sometimes need I often need assistance I have not yet
various types of switches describe applications of applications of various assistance to describe to describe applications provided evidence of
various types of types of switches. applications of various of various types of this performance task.
switches types of switches. switches.

1.3 draw schematic and I can consistently draw I can usually draw I sometimes need I often need assistance I have not yet
wiring diagrams for schematic and wiring schematic and wiring assistance to draw to draw schematic and provided evidence of
typical lighting circuits diagrams for typical diagrams for typical schematic and wiring wiring diagrams for this performance task.
lighting circuits. lighting circuits. diagrams for typical typical lighting circuits.
lighting circuits.

1.4 describe how to connect a I can consistently I can usually describe I sometimes need I often need assistance I have not yet
set of door chimes describe how to connect how to connect a set assistance to describe to describe how to provided evidence of
a set of door chimes. of door chimes. how to connect a set of connect a set of door this performance task.
door chimes. chimes.

Teacher feedback and


assessment.

Electrician Apprenticeship Assessment CTS, TMT: ETA3435 / 33


Alberta Education, Alberta, Canada 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 teachers responsibility to ensure that all outcomes are taught and assessed.

Assessment Tools Notes

Checklist 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.

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.

34 / CTS, TMT: ETA3440 Electrician Apprenticeship Assessment


2015 Alberta Education, Alberta, Canada
COURSE ETA3440: RELAYS & CONTROLS

Checklist

Student Outcomes Student Teacher Student, Teacher or Instructor Comments


Check Check
1. connect and analyze relay
control circuits

Teacher Signature Date

Electrician Apprenticeship Assessment CTS, TMT: ETA3440/ 35


Alberta Education, Alberta, Canada 2015
COURSE ETA3440: RELAYS & CONTROLS

Rubric

Student Name: Date:

Level Excellent Proficient Adequate Limited Not Yet


Criteria Demonstrated

1. connect and analyze relay control circuits


1.1 define specific terms that I can consistently I can usually define I sometimes need I often need assistance I have not yet
are used when referring define specific terms specific terms that are assistance to define to define specific terms provided evidence of
to control circuits that are used when used when referring specific terms that are that are used when this performance
referring to control to control circuits. used when referring to referring to control task.
circuits. control circuits. circuits.
1.2 identify the parts of a I can consistently I can usually identify I sometimes need I often need assistance I have not yet
relay and explain their identify the parts of a the parts of a relay assistance to identify to identify the parts of provided evidence of
function relay and explain their and explain their the parts of a relay and a relay and explain this performance
function. function. explain their function. their function. task.
1.3 describe the operating I can consistently I can usually describe I sometimes need I often need assistance I have not yet
principle of a relay describe the operating the operating assistance to describe to describe the provided evidence of
principle of a relay. principle of a relay. the operating principle operating principle of a this performance
of a relay. relay. task.
1.4 draw the symbols that are I can consistently draw I can usually draw the I sometimes need I often need assistance I have not yet
used in control circuits the symbols that are symbols that are used assistance to draw the to draw the symbols provided evidence of
used in control circuits. in control circuits. symbols that are used that are used in control this performance
in control circuits. circuits. task.
1.5 draw schematic and I can consistently draw I can usually draw I sometimes need I often need assistance I have not yet
wiring diagrams using a schematic and wiring schematic and wiring assistance to draw to draw schematic and provided evidence of
relay diagrams using a relay. diagrams using a schematic and wiring wiring diagrams using this performance
relay. diagrams using a relay. a relay. task.

Teacher feedback and


assessment.

36 / CTS, TMT: ETA3440 Electrician Apprenticeship Assessment


2015 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 teachers responsibility to ensure that all outcomes are taught and assessed.

Assessment Tools Notes

Checklist 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.

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 CTS, TMT: ETA3445/ 37


Alberta Education, Alberta, Canada 2015
COURSE ETA3445: SWITCHES & ALARMS

Checklist

Student Outcomes Student Teacher Student, Teacher or Instructor Comments


Check Check
1. connect and analyze
extra-low-voltage switching
circuits

2. connect and analyze alarm


systems and smoke alarms

Teacher Signature Date

38 / CTS, TMT: ETA3445 Electrician Apprenticeship Assessment


2015 Alberta Education, Alberta, Canada
COURSE ETA3445: SWITCHES & ALARMS

Rubric

Student Name: Date:

Level Excellent Proficient Adequate Limited Not Yet


Criteria Demonstrated

1. connect and analyze extra-low-voltage switching circuits


1.1 describe the basic I can consistently I can usually describe I sometimes need I often need assistance I have not yet
concepts of an describe the basic the basic concepts of assistance to describe to describe the basic provided evidence of
extra-low-voltage concepts of an an extra-low-voltage the basic concepts of an concepts of an this performance task.
switching system extra-low-voltage switching system. extra-low-voltage extra-low-voltage
switching system. switching system. switching system.

1.2 state the advantages of an I can consistently state I can usually state the I sometimes need I often need assistance I have not yet
extra-low-voltage the advantages of an advantages of an assistance to state the to state the advantages provided evidence of
switching system extra-low-voltage extra-low-voltage advantages of an of an extra-low-voltage this performance task.
switching system. switching system. extra-low-voltage switching system.
switching system.

1.3 describe the operation of I can consistently I can usually describe I sometimes need I often need assistance I have not yet
an extra-low-voltage describe the operation the operation of an assistance to describe to describe the provided evidence of
switching system of an extra-low-voltage extra-low-voltage the operation of an operation of an this performance task.
switching system. switching system. extra-low-voltage extra-low-voltage
switching system. switching system.

1.4 connect and analyze I can consistently I can usually connect I sometimes need I often need assistance I have not yet
low-voltage circuits connect and analyze and analyze assistance to connect to connect and analyze provided evidence of
low-voltage circuits. low-voltage circuits. and analyze low-voltage circuits. this performance task.
low-voltage circuits.

Electrician Apprenticeship Assessment CTS, TMT: ETA3445/ 39


Alberta Education, Alberta, Canada 2015
2. connect and analyze alarm systems and smoke alarms
2.1 identify various types of I can consistently I can usually identify I sometimes need I often need assistance I have not yet
sensing and alarm devices identify various types various types of assistance to identify to identify various types provided evidence of
used in alarm systems of sensing and alarm sensing and alarm various types of sensing of sensing and alarm this performance task.
devices used in alarm devices used in alarm and alarm devices used devices used in alarm
systems. systems. in alarm systems systems.

2.2 describe the operation of a I can consistently I can usually describe I sometimes need I often need assistance I have not yet
basic alarm system describe the operation the operation of a assistance to describe to describe the provided evidence of
of a basic alarm system. basic alarm system. the operation of a basic operation of a basic this performance task.
alarm system. alarm system.

2.3 identify the function and I can consistently I can usually identify I sometimes need I often need assistance I have not yet
applications of smoke identify the function the function and assistance to identify to identify the function provided evidence of
alarms and carbon and applications of applications of smoke the function and and applications of this performance task.
monoxide alarms smoke alarms and alarms and carbon applications of smoke smoke alarms and
carbon monoxide monoxide alarms. alarms and carbon carbon monoxide
alarms. monoxide alarms. alarms.

2.4 describe the operation of a I can consistently I can usually describe I sometimes need I often need assistance I have not yet
basic fire alarm system describe the operation the operation of a assistance to describe to describe the provided evidence of
of a basic fire alarm basic fire alarm the operation of a basic operation of a basic fire this performance task.
system. system. fire alarm system. alarm system.

Teacher feedback and


assessment.

40 / CTS, TMT: ETA3445 Electrician Apprenticeship Assessment


2015 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 teachers responsibility to ensure that all outcomes are taught and assessed.

Assessment Tools Notes

Checklist 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 CTS, TMT: ETA3450/ 41


Alberta Education, Alberta, Canada 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 Electrician Apprenticeship Assessment


2015 Alberta Education, Alberta, Canada
COURSE ETA3450: INTRODUCTION TO CODE

Checklist

Student Outcomes Student Teacher Student, Teacher or Instructor Comments


Check Check
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 Date

Electrician Apprenticeship Assessment CTS, TMT: ETA3450/ 43


Alberta Education, Alberta, Canada 2015
COURSE ETA3450: INTRODUCTION TO CODE

Rubric

Student Name: Date:

Level Excellent Proficient Adequate Limited Not Yet


Criteria Demonstrated

1. 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 I can usually explain I sometimes need I often need assistance I have not yet
CEC, Part I explain the purpose of the purpose of the assistance to explain the to explain the purpose provided evidence of
the CEC, Part I. CEC, Part I. purpose of the CEC, of the CEC, Part I. this performance task.
Part I.

1.2 describe the procedures for I can consistently I can usually describe I sometimes need I often need assistance I have not yet
the acceptance of the CEC describe the procedures the procedures for the assistance to describe to describe the provided evidence of
by the provinces and by for the acceptance of acceptance of the CEC the procedures for the procedures for the this performance task.
local authorities the CEC by the by the provinces and acceptance of the CEC acceptance of the CEC
provinces and by local by local authorities. by the provinces and by by the provinces and by
authorities. local authorities. local authorities.

1.3 describe the function of I can consistently I can usually describe I sometimes need I often need assistance I have not yet
the electrical STANDATA describe the function of the function of the assistance to describe to describe the function provided evidence of
the electrical electrical the function of the of the electrical this performance task.
STANDATA. STANDATA. electrical STANDATA. STANDATA.

1.4 describe the I can consistently I can usually describe I sometimes need I often need assistance I have not yet
organizational layout of describe the the organizational assistance to describe to describe the provided evidence of
the CEC organizational layout of layout of the CEC. the organizational organizational layout of this performance task.
the CEC. layout of the CEC. the CEC.

1.5 locate specific information I can consistently locate I can usually locate I sometimes need I often need assistance I have not yet
in the CEC, using a specific information in specific information in assistance to locate to locate specific provided evidence of
variety of methods the CEC, using a the CEC, using a specific information in information in the CEC, this performance task.
variety of methods. variety of methods. the CEC, using a using a variety of
variety of methods. methods.

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1.6 identify those responsible I can consistently I can usually identify I sometimes need I often need assistance I have not yet
for an electrical identify those those responsible for assistance to identify to identify those provided evidence of
installation responsible for an an electrical those responsible for an responsible for an this performance task.
electrical installation. installation. electrical installation. electrical installation.

2. interpret the general rules in Section 2 of the CEC


2.1 define the specific terms I can consistently I can usually define I sometimes need I often need assistance I have not yet
that apply to the first define the specific the specific terms that assistance to define the to define the specific provided evidence of
period code program terms that apply to the apply to the first specific terms that terms that apply to the this performance task.
first period code period code program. apply to the first period first period code
program. code program. program.

2.2 describe the I can consistently I can usually describe I sometimes need I often need assistance I have not yet
administrative rules describe the the administrative assistance to describe to describe the provided evidence of
administrative rules. rules. the administrative rules. administrative rules. this performance task.

2.3 describe the technical I can consistently I can usually describe I sometimes need I often need assistance I have not yet
requirements describe the technical the technical assistance to describe to describe the technical provided evidence of
requirements. requirements. the technical requirements. this performance task.
requirements.

3. determine the conductors required for installations in Section 4 of the CEC


3.1 define the specific terms I can consistently I can usually identify I sometimes need I often need assistance I have not yet
that apply to the first define the specific define the specific assistance to define the to define the specific provided evidence of
period code program terms that apply to the terms that apply to the specific terms that terms that apply to the this performance task.
first period code first period code apply to the first period first period code
program. program. code program. program.

3.2 apply specific rules to I can consistently apply I can usually apply I sometimes need I often need assistance I have not yet
determine conductor sizes, specific rules to specific rules to assistance to apply to apply specific rules provided evidence of
using the appropriate determine conductor determine conductor specific rules to to determine conductor this performance task.
tables and appendices sizes, using the sizes, using the determine conductor sizes, using the
appropriate tables and appropriate tables and sizes, using the appropriate tables and
appendices. appendices. appropriate tables and appendices.
appendices.

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3.3 determine the allowable I can consistently I can usually I sometimes need I often need assistance I have not yet
ampacity of a conductor determine the allowable determine the assistance to determine to determine the provided evidence of
given load current and ampacity of a conductor allowable ampacity of the allowable ampacity allowable ampacity of a this performance task.
conditions of use given load current and a conductor given load of a conductor given conductor given load
conditions of use. current and conditions load current and current and conditions
of use. conditions of use. of use.

3.4 determine the allowable I can consistently I can usually I sometimes need I often need assistance I have not yet
ampacity of flexible cords determine the allowable determine the assistance to determine to determine the provided evidence of
and equipment wire and ampacity of flexible allowable ampacity of the allowable ampacity allowable ampacity of this performance task.
conditions of use cords and equipment flexible cords and of flexible cords and flexible cords and
wire and conditions of equipment wire and equipment wire and equipment wire and
use. conditions of use. conditions of use. conditions of use.

3.5 identify neutral conductors I can consistently I can usually identify I sometimes need I often need assistance I have not yet
and determine their size identify neutral neutral conductors and assistance to identify to identify neutral provided evidence of
conductors and determine their size. neutral conductors and conductors and this performance task.
determine their size. determine their size. determine their size.

3.6 state the CEC standards I can consistently state I can usually state the I sometimes need I often need assistance I have not yet
for conductor colours the CEC standards for CEC standards for assistance to state the to state the CEC provided evidence of
conductor colours. conductor colours. CEC standards for standards for conductor this performance task.
conductor colours. colours.

Teacher feedback and


assessment.

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2015 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 CircuitsSection 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 teachers responsibility to ensure that all outcomes are taught and assessed.

Assessment Tools Notes

Checklist 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.

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Alberta Education, Alberta, Canada 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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COURSE ETA3455: CONDUCTORS & GROUNDING

Checklist

Student Outcomes Student Teacher Student, Teacher or Instructor Comments


Check Check
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 Date

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COURSE ETA3455: CONDUCTORS & GROUNDING

Rubric

Student Name: Date:

Level Excellent Proficient Adequate Limited Not Yet


Criteria Demonstrated

1. determine the components, installation methods and proper grounding and bonding for a single dwelling
1.1 define specific terms from I can consistently I can usually define I sometimes need I often need assistance I have not yet
Section 6 of the CEC that define specific terms specific terms from assistance to define to define specific terms provided evidence of
apply to a residential from Section 6 of the Section 6 of the CEC specific terms from from Section 6 of the this performance task.
occupancy CEC that apply to a that apply to a Section 6 of the CEC CEC that apply to a
residential occupancy. residential occupancy. that apply to a residential occupancy.
residential occupancy.

1.2 describe the wiring I can consistently I can usually describe I sometimes need I often need assistance I have not yet
methods used for the describe the wiring the wiring methods assistance to describe to describe the wiring provided evidence of
installation of overhead methods used for the used for the the wiring methods methods used for the this performance task.
services installation of overhead installation of used for the installation installation of overhead
services. overhead services. of overhead services. services.

1.3 describe the wiring I can consistently I can usually describe I sometimes need I often need assistance I have not yet
methods used for the describe the wiring the wiring methods assistance to describe to describe the wiring provided evidence of
installation of methods used for the used for the the wiring methods methods used for the this performance task.
underground services installation of installation of used for the installation installation of
underground services. underground services. of underground underground services.
services.

1.4 describe the requirements I can consistently I can usually describe I sometimes need I often need assistance I have not yet
for service equipment in a describe the the requirements for assistance to describe to describe the provided evidence of
single dwelling requirements for service equipment in a the requirements for requirements for service this performance task.
service equipment in a single dwelling. service equipment in a equipment in a single
single dwelling. single dwelling. dwelling.

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2015 Alberta Education, Alberta, Canada
1.5 define specific terms from I can consistently I can usually define I sometimes need I often need assistance I have not yet
Section 10 of the CEC define specific terms specific terms from assistance to define to define specific terms provided evidence of
that apply to a single from Section 10 of the Section 10 of the CEC specific terms from from Section 10 of the this performance task.
dwelling CEC that apply to a that apply to a single Section 10 of the CEC CEC that apply to a
single dwelling. dwelling. that apply to a single single dwelling.
dwelling.

1.6 determine the grounding I can consistently I can usually I sometimes need I often need assistance I have not yet
requirements for a single determine the determine the assistance to determine to determine the provided evidence of
dwelling grounding requirements grounding the grounding grounding requirements this performance task.
for a single dwelling. requirements for a requirements for a for a single dwelling.
single dwelling. single dwelling.

1.7 determine the bonding I can consistently I can usually I sometimes need I often need assistance I have not yet
requirements for a single determine the bonding determine the bonding assistance to determine to determine the provided evidence of
dwelling requirements for a requirements for a the bonding bonding requirements this performance task.
single dwelling. single dwelling. requirements for a for a single dwelling.
single dwelling.

2. determine the loading on services, feeders and branch circuits for single dwellings
2.1 determine specific terms I can consistently I can usually I sometimes need I often need assistance I have not yet
from Section 8 of the CEC determine specific determine specific assistance to determine to determine specific provided evidence of
that apply to a residential terms from Section 8 of terms from Section 8 specific terms from terms from Section 8 of this performance task.
occupancy the CEC that apply to a of the CEC that apply Section 8 of the CEC the CEC that apply to a
residential occupancy. to a residential that apply to a residential occupancy.
occupancy. residential occupancy.

2.2 determine the minimum I can consistently I can usually I sometimes need I often need assistance I have not yet
ampacity of service or determine the minimum determine the assistance to determine to determine the provided evidence of
feeder conductors ampacity of service or minimum ampacity of the minimum ampacity minimum ampacity of this performance task.
supplying a single feeder conductors service or feeder of service or feeder service or feeder
supplying a single conductors supplying conductors supplying a conductors supplying a
dwelling
dwelling. a single dwelling. single dwelling. single dwelling.

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2.3 determine the minimum I can consistently I can usually I sometimes need I often need assistance I have not yet
required number of branch determine the minimum determine the assistance to determine to determine the provided evidence of
circuit positions for a required number of minimum required the minimum required minimum required this performance task.
single dwelling branch circuit positions number of branch number of branch number of branch
for a single dwelling. circuit positions for a circuit positions for a circuit positions for a
single dwelling. single dwelling. single dwelling.

2.4 determine the ampacity I can consistently I can usually I sometimes need I often need assistance I have not yet
requirements for branch determine the ampacity determine the assistance to determine to determine the provided evidence of
circuit conductors and requirements for branch ampacity requirements the ampacity ampacity requirements this performance task.
ampere ratings of circuit conductors and for branch circuit requirements for branch for branch circuit
ampere ratings of conductors and circuit conductors and conductors and ampere
overcurrent devices
overcurrent devices ampere ratings of ampere ratings of ratings of overcurrent
applicable to a single applicable to a single overcurrent devices overcurrent devices devices applicable to a
dwelling dwelling. applicable to a single applicable to a single single dwelling.
dwelling. dwelling.

Teacher feedback and


assessment.

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2015 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 EquipmentSection 26 030105g; Installation of
Lighting EquipmentSection 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 teachers responsibility to ensure that all outcomes are taught and assessed.

Assessment Tools Notes

Checklist 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.

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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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COURSE ETA3460: WIRING & INSTALLATION

Checklist

Student Outcomes Student Teacher Student, Teacher or Instructor Comments


Check Check
1. determine installation
wiring methods

2. determine electrical
requirements for a
residential occupancy

3. determine code
requirements for lighting
equipment

Teacher Signature Date

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COURSE ETA3460: WIRING & INSTALLATION

Rubric

Student Name: Date:

Level Excellent Proficient Adequate Limited Not Yet


Criteria Demonstrated

1. determine installation wiring methods


1.1 define specific terms form I can consistently I can usually define I sometimes need I often need assistance I have not yet
Section 12 of the CEC, define specific terms specific terms from assistance to define to define specific terms provided evidence of
Part I that apply to a from Section 12 of the Section 12 of the specific terms from from Section 12 of the this performance task.
residential occupancy CEC, Part I that apply CEC, Part I that apply Section 12 of the CEC, CEC, Part I that apply
to a residential to a residential Part I that apply to a to a residential
occupancy. occupancy. residential occupancy. occupancy.

1.2 identify the General I can consistently I can usually identify I sometimes need I often need assistance I have not yet
Requirements 12-010 to identify the General the General assistance to identify to identify the General provided evidence of
12-020 Requirements 12-010 to Requirements 12-010 the General Requirements 12-010 to this performance task.
12-020. to 12-020. Requirements 12-010 to 12-020.
12-020.

1.3 identify the subsection of I can consistently I can usually identify I sometimes need I often need assistance I have not yet
Conductors 12-100 to identify the subsections the subsections of assistance to identify to identify the provided evidence of
12-120 of Conductors 12-100 Conductors 12-100 to the subsections of subsections of this performance task.
to 12-120. 12-120. Conductors 12-100 to Conductors 12-100 to
12-120. 12-120.

1.4 describe the conditions for I can consistently I can usually describe I sometimes need I often need assistance I have not yet
use of exposed wiring describe the conditions the conditions for use assistance to describe to describe the provided evidence of
located outdoors for use of exposed of exposed wiring the conditions for use of conditions for use of this performance task.
wiring located located outdoors. exposed wiring located exposed wiring located
outdoors. outdoors. outdoors.

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1.5 describe the conditions for I can consistently I can usually describe I sometimes need I often need assistance I have not yet
use of non-metallic describe the conditions the conditions for use assistance to describe to describe the provided evidence of
sheathed cable for use of non-metallic of non-metallic the conditions for use of conditions for use of this performance task.
sheathed cable. sheathed cable. non-metallic sheathed non-metallic sheathed
cable. cable.

1.6 describe the conditions for I can consistently I can usually describe I sometimes need I often need assistance I have not yet
use of armoured and describe the conditions the conditions for use assistance to describe to describe the provided evidence of
mineral-insulated cable for use of armoured and of armoured and the conditions for use conditions for use this performance task.
mineral-insulated cable. mineral-insulated of armoured and of armoured and
cable. mineral-insulated cable. mineral-insulated cable.

1.7 describe the conditions for I can consistently I can usually describe I sometimes need I often need assistance I have not yet
use of raceways in general describe the conditions the conditions for use assistance to describe to describe the provided evidence of
for use of raceways in of raceways in the conditions for use of conditions for use of this performance task.
general. general. raceways in general. raceways in general.

1.8 describe the conditions for I can consistently I can usually describe I sometimes need I often need assistance I have not yet
use of specific raceways describe the conditions the conditions for use assistance to describe to describe the provided evidence of
for use of specific of specific raceways. the conditions for use of conditions for use of this performance task.
raceways. specific raceways. specific raceways.

1.9 describe the installation of I can consistently I can usually describe I sometimes need I often need assistance I have not yet
boxes, cabinets and outlets describe the installation the installation of assistance to describe to describe the provided evidence of
of boxes, cabinets and boxes, cabinets and the installation of installation of boxes, this performance task.
outlets. outlets. boxes, cabinets and cabinets and outlets.
outlets.

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2. determine the electrical requirements for a residential occupancy
2.1 define specific terms from I can consistently I can usually define I sometimes need I often need assistance I have not yet
Section 26 of the CEC, define specific terms specific terms from assistance to define to define specific terms provided evidence of
Part I that apply to the from Section 26 of the Section 26 of the specific terms from from Section 26 of the this performance task.
first period code program CEC, Part I that apply CEC, Part I that apply Section 26 of the CEC, CEC, Part I that apply
to the first period code to the first period code Part I that apply to the to the first period code
program. program. first period code program.
program.

2.2 apply specific rules of I can consistently apply I can usually apply I sometimes need I often need assistance I have not yet
Section 26 that deal with specific rules of Section specific rules of assistance to apply to apply specific rules provided evidence of
the electrical installation 26 that deal with the Section 26 that deal specific rules of Section of Section 26 that deal this performance task.
in battery rooms electrical installation in with the electrical 26 that deal with the with the electrical
battery rooms. installation in battery electrical installation in installation in battery
rooms. battery rooms. rooms.

2.3 describe the information I can consistently I can usually describe I sometimes need I often need assistance I have not yet
required when selecting a describe the the information assistance to describe to describe the provided evidence of
receptacle for specific information required required when the information information required this performance task.
application when selecting a selecting a receptacle required when selecting when selecting a
receptacle for specific for specific a receptacle for specific receptacle for specific
application. application. application. application.

2.4 determine the branch I can consistently I can usually I sometimes need I often need assistance I have not yet
circuit requirements and determine the branch determine the branch assistance to to determine the branch provided evidence of
the number and location circuit requirements and circuit requirements determine the branch circuit requirements and this performance task.
of receptacles required for the number and location and the number and circuit requirements and the number and location
of receptacles required location of receptacles the number and location of receptacles required
areas (other than kitchens)
for areas (other than required for areas of receptacles required for areas (other than
of a residential occupancy kitchens) of a (other than kitchens) for areas (other than kitchens) of a
in general and, residential occupancy in of a residential kitchens) of a residential occupancy in
specifically, a single general and, occupancy in general residential occupancy in general and,
dwelling specifically, a single and, specifically, a general and, specifically, a single
dwelling. single dwelling. specifically, a single dwelling.
dwelling.

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2.5 describe the operation and I can consistently I can usually describe I sometimes need I often need assistance I have not yet
applications of GFCIs describe the operation the operation and assistance to describe to describe the provided evidence of
(ground-fault circuit and applications of applications of GFCIs the operation and operation and this performance task.
interrupters) and AFCIs GFCIs (ground-fault (ground-fault circuit applications of GFCIs applications of GFCIs
circuit interrupters) and interrupters) and (ground-fault circuit (ground-fault circuit
(arc-fault circuit
AFCIs (arc-fault circuit AFCIs (arc-fault interrupters) and AFCIs interrupters) and AFCIs
interrupters) interrupters). circuit interrupters). (arc-fault circuit (arc-fault circuit
interrupters). interrupters).

2.6 determine the branch I can consistently I can usually I sometimes need I often need assistance I have not yet
circuits required, the determine the branch determine the branch assistance to to determine the branch provided evidence of
number and type of circuits required, the circuits required, the determine the branch circuits required, the this performance task.
receptacles required and number and type of number and type of circuits required, the number and type of
receptacles required and receptacles required number and type of receptacles required and
the location of each for a
the location of each for and the location of receptacles required and the location of each for
kitchen a kitchen. each for a kitchen. the location of each for a kitchen.
a kitchen.

2.7 determine where the I can consistently I can usually I sometimes need I often need assistance I have not yet
disconnecting means for a determine where the determine where the assistance to to determine where the provided evidence of
furnace must be installed disconnecting means disconnecting means determine where the disconnecting means this performance task.
for a furnace must be for a furnace must be disconnecting means for a furnace must be
installed. installed. for a furnace must be installed.
installed.

3. determine code requirements for lighting equipment


3.1 define specific terms used I can consistently I can usually define I sometimes need I often need assistance I have not yet
in the lighting industry define specific terms specific terms used in assistance to define to define specific terms provided evidence of
used in the lighting the lighting industry. specific terms used in used in the lighting this performance task.
industry. the lighting industry. industry.

3.2 describe the different types I can consistently I can usually describe I sometimes need I often need assistance I have not yet
of electric lighting sources describe the different the different types of assistance to describe to describe the different provided evidence of
types of electric electric lighting the different types of types of electric lighting this performance task.
lighting sources. sources. electric lighting sources.
sources.

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Alberta Education, Alberta, Canada 2015
3.3 define specific terms that I can consistently I can usually define I sometimes need I often need assistance I have not yet
apply to the first period define specific terms specific terms that assistance to define to define specific terms provided evidence of
code program that apply to the first apply to the first specific terms that that apply to the first this performance task.
period code program. period code program. apply to the first period period code program.
code program.

3.4 describe the general I can consistently I can usually describe I sometimes need I often need assistance I have not yet
requirements for interior describe the general the general assistance to describe to describe the general provided evidence of
lighting equipment requirements for requirements for the general requirements for this performance task.
interior lighting interior lighting requirements for interior lighting
equipment. equipment. interior lighting equipment.
equipment.

3.5 describe the factors that I can consistently I can usually describe I sometimes need I often need assistance I have not yet
relate to the location of describe the factors that the factors that relate assistance to describe to describe the factors provided evidence of
lighting equipment relate to the location of to the location of the factors that relate to that relate to the this performance task.
lighting equipment. lighting equipment. the location of lighting location of lighting
equipment. equipment.

3.6 describe the factors that I can consistently I can usually describe I sometimes need I often need assistance I have not yet
relate to the installation of describe the factors that the factors that relate assistance to describe to describe the factors provided evidence of
lighting equipment relate to the installation to the installation of the factors that relate to that relate to the this performance task.
of lighting equipment. lighting equipment. the installation of installation of lighting
lighting equipment. equipment.

3.7 describe the methods of I can consistently I can usually describe I sometimes need I often need assistance I have not yet
wiring various types of describe the methods of the methods of wiring assistance to describe to describe the methods provided evidence of
lighting equipment wiring various types of various types of the methods of wiring of wiring various types this performance task.
lighting equipment. lighting equipment. various types of lighting of lighting equipment.
equipment.

3.8 describe the bonding I can consistently I can usually describe I sometimes need I often need assistance I have not yet
requirements of lighting describe the bonding the bonding assistance to describe to describe the bonding provided evidence of
equipment requirements of lighting requirements of the bonding requirements of lighting this performance task.
equipment. lighting equipment. requirements of lighting equipment.
equipment.

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3.9 identify the ratings and I can consistently I can usually identify I sometimes need I often need assistance I have not yet
control methods of identify the ratings and the ratings and control assistance to identify to identify the ratings provided evidence of
lampholders control methods of methods of the ratings and control and control methods of this performance task.
lampholders. lampholders. methods of lampholders.
lampholders.

Teacher feedback and


assessment.

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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 teachers responsibility to ensure that all outcomes are taught and assessed.

Assessment Tools Notes

Checklist 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.

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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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COURSE ETA3465: DIAGRAMS & DRAWINGS

Checklist

Student Outcomes Student Teacher Student, Teacher or Instructor Comments


Check Check
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 Date

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2015 Alberta Education, Alberta, Canada
COURSE ETA3465: DIAGRAMS & DRAWINGS

Rubric

Student Name: Date:

Level Excellent Proficient Adequate Limited Not Yet


Criteria Demonstrated

1. determine the code requirements for Class 1 and Class 2 circuits


1.1 identify the terms and I can consistently I can usually identify I sometimes need I often need assistance I have not yet
topics for Section 16 of identify the terms and the terms and topics assistance to identify to identify the terms provided evidence of
CEC, Part I that apply to topics for Section 16 of for Section 16 of the terms and topics for and topics for Section this performance task.
the first period code CEC, Part I that apply CEC, Part I that apply Section 16 of CEC, Part 16 of CEC, Part I that
to the first period code to the first period code I that apply to the first apply to the first period
program
program. program. period code program. code program.

1.2 determine the I can consistently I can usually I sometimes need I often need assistance I have not yet
requirements for Class 1 determine the determine the assistance to determine to determine the provided evidence of
and Class 2 circuits requirements for Class requirements for Class the requirements for requirements for Class this performance task.
1 and Class 2 circuits. 1 and Class 2 circuits. Class 1 and Class 2 1 and Class 2 circuits.
circuits.

1.3 identify the Class 2 I can consistently I can usually identify I sometimes need I often need assistance I have not yet
circuits in a typical single identify the Class 2 the Class 2 circuits in assistance to identify to identify the Class 2 provided evidence of
dwelling circuits in a typical a typical single the Class 2 circuits in a circuits in a typical this performance task.
single dwelling. dwelling. typical single dwelling. single dwelling.

2. interpret orthographic projections and block, wiring and schematic diagrams


2.1 describe the basic views I can consistently I can usually describe I sometimes need I often need assistance I have not yet
of objects using describe the basic views the basic views of assistance to describe to describe the basic provided evidence of
orthographic projection of objects using objects using the basic views of views of objects using this performance task.
orthographic projection. orthographic objects using orthographic projection.
projection. orthographic projection.

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2.2 identify basic I can consistently I can usually identify I sometimes need I often need assistance I have not yet
orthographic projections identify basic basic orthographic assistance to identify to identify basic provided evidence of
to views of a building orthographic projections to views of basic orthographic orthographic this performance task.
projections to views of a building. projections to views of projections to views of
a building. a building. a building.

2.3 identify the lines found on I can consistently I can usually identify I sometimes need I often need assistance I have not yet
a blueprint identify the lines found the lines found on a assistance to identify the to identify the lines provided evidence of
on a blueprint. blueprint. lines found on a blueprint. found on a blueprint. this performance task.

2.4 describe a block diagram I can consistently I can usually describe I sometimes need I often need assistance I have not yet
and wiring diagram describe a block a block diagram and assistance to describe a to describe a block provided evidence of
diagram and wiring wiring diagram. block diagram and diagram and wiring this performance task.
diagram. wiring diagram. diagram.

2.5 interpret electrical I can consistently I can usually interpret I sometimes need I often need assistance I have not yet
schematic diagrams interpret electrical electrical schematic assistance to interpret to interpret electrical provided evidence of
schematic diagrams. diagrams. electrical schematic schematic diagrams. this performance task.
diagrams.

3. interpret construction drawings


3.1 interpret dimensions from I can consistently I can usually interpret I sometimes need I often need assistance I have not yet
a drawing interpret dimensions dimensions from a assistance to interpret to interpret dimensions provided evidence of
from a drawing. drawing. dimensions from a from a drawing. this performance task.
drawing.

3.2 determine dimensions I can consistently I can usually I sometimes need I often need assistance I have not yet
from a drawing using the determine dimensions determine dimensions assistance to determine to determine provided evidence of
scale from a drawing using from a drawing using dimensions from a dimensions from a this performance task.
the scale. the scale. drawing using the scale. drawing using the scale.

3.3 identify electrical symbols I can consistently I can usually identify I sometimes need I often need assistance I have not yet
identify electrical electrical symbols. assistance to identify to identify electrical provided evidence of
symbols. electrical symbols. symbols. this performance task.

3.4 identify abbreviations used I can consistently I can usually identify I sometimes need I often need assistance I have not yet
on drawings identify abbreviations abbreviations used on assistance to identify to identify provided evidence of
used on drawings. drawings. abbreviations used on abbreviations used on this performance task.
drawings. drawings.

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3.5 interpret technical terms I can consistently I can usually interpret I sometimes need I often need assistance I have not yet
used on drawings interpret technical terms technical terms used assistance to interpret to interpret technical provided evidence of
used on drawings. on drawings. technical terms used on terms used on drawings. this performance task.
drawings.

3.6 state the different types of I can consistently state I can usually state the I sometimes need I often need assistance I have not yet
drawings and their uses in the different types of different types of assistance to state the to state the different provided evidence of
a set of construction drawings and their uses drawings and their different types of types of drawings and this performance task.
drawings in a set of construction uses in a set of drawings and their uses their uses in a set of
drawings. construction drawings. in a set of construction construction drawings.
drawings.

3.7 describe the disciplines I can consistently I can usually describe I sometimes need I often need assistance I have not yet
and types of drawings describe the disciplines the disciplines and assistance to describe to describe the provided evidence of
used in a set of and types of drawings types of drawings the disciplines and disciplines and types of this performance task.
constructions drawings used in a set of used in a set of types of drawings used drawings used in a set
constructions drawings. constructions in a set of constructions of constructions
drawings. drawings. drawings.

4. interpret residential electrical construction drawings


4.1 interpret information from I can consistently I can usually interpret I sometimes need I often need assistance I have not yet
a drawing interpret information information from a assistance to interpret to interpret information provided evidence of
from a drawing. drawing. information from a from a drawing. this performance task.
drawing.

4.2 interpret a drawing of an I can consistently I can usually interpret I sometimes need I often need assistance I have not yet
overhead service for a interpret a drawing of a drawing of an assistance to interpret a to interpret a drawing of provided evidence of
single dwelling an overhead service for overhead service for a drawing of an overhead an overhead service for this performance task.
a single dwelling. single dwelling. service for a single a single dwelling.
dwelling.

4.3 interpret a drawing of an I can consistently I can usually interpret I sometimes need I often need assistance I have not yet
underground service for a interpret a drawing of a drawing of an assistance to interpret a to interpret a drawing of provided evidence of
single dwelling an underground service underground service drawing of an an underground service this performance task.
for a single dwelling. for a single dwelling. underground service for for a single dwelling.
a single dwelling.

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4.4 interpret a partial floor I can consistently I can usually interpret I sometimes need I often need assistance I have not yet
plan of a typical interpret a partial floor a partial floor plan of assistance to interpret a to interpret a partial provided evidence of
residential electrical plan of a typical a typical residential partial floor plan of a floor plan of a typical this performance task.
installation and do a residential electrical electrical installation typical residential residential electrical
installation and do a and do a material electrical installation installation and do a
material estimate
material estimate. estimate. and do a material material estimate.
estimate.

4.5 calculate the main service I can consistently I can usually calculate I sometimes need I often need assistance I have not yet
requirements for a single calculate the main the main service assistance to calculate to calculate the main provided evidence of
dwelling service requirements for requirements for a the main service service requirements for this performance task.
a single dwelling. single dwelling. requirements for a a single dwelling.
single dwelling.

Teacher feedback and


assessment.

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2015 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 teachers responsibility to ensure that all outcomes are taught and assessed.

Assessment Tools Notes

Checklist 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.

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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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COURSE ETA3900: APPRENTICESHIP SAFETY

Checklist

Student Outcomes Student Teacher Student, Teacher or Instructor Comments


Check Check
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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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 Date

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COURSE ETA3900: APPRENTICESHIP SAFETY

Rubric

Student Name: Date:

Level Excellent Proficient Adequate Limited Not Yet


Criteria Demonstrated

1. describe legislation, regulations and practices intended to ensure a safe workplace in the electrician apprenticeship trade
1.1 demonstrate the ability to I can consistently I can usually I sometimes need I often need assistance I have not yet
apply the Occupational demonstrate the ability demonstrate the ability assistance to to demonstrate the provided evidence of
Health and Safety Act, to apply the to apply the demonstrate the ability ability to apply the this performance task.
Regulation and Code, as Occupational Health Occupational Health to apply the Occupational Health
and Safety Act, and Safety Act, Occupational Health and Safety Act,
well as the changes from
Regulations and Code, Regulations and Code, and Safety Act, Regulations and Code,
Bill C-45 as well as the changes as well as the changes Regulations and Code, as well as the changes
from Bill C-45. from Bill C-45. as well as the changes from Bill C-45.
from Bill C-45.

1.2 explain the core I can consistently I can usually explain I sometimes need I often need assistance I have not yet
requirements applicable to explain the core the core requirements assistance to explain the to explain the core provided evidence of
all industries requirements applicable applicable to all core requirements requirements applicable this performance task.
to all industries. industries. applicable to all to all industries.
industries.

1.3 demonstrate an I can consistently I can usually I sometimes need I often need assistance I have not yet
understanding of the 26 demonstrate an demonstrate an assistance to to demonstrate an provided evidence of
parts of the OHS Code understanding of the 26 understanding of the demonstrate an understanding of the 26 this performance task.
requirements applicable to parts of the OHS Code 26 parts of the OHS understanding of the 26 parts of the OHS Code
requirements applicable Code requirements parts of the OHS Code requirements applicable
all industries
to all industries. applicable to all requirements applicable to all industries.
industries. to all industries.

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1.4 demonstrate an I can consistently I can usually I sometimes need I often need assistance I have not yet
understanding of the 12 demonstrate an demonstrate an assistance to to demonstrate an provided evidence of
parts of the OHS Code understanding of the 12 understanding of the demonstrate an understanding of the 12 this performance task.
requirements applicable to parts of the OHS Code 12 parts of the OHS understanding of the 12 parts of the OHS Code
requirements applicable Code requirements parts of the OHS Code requirements applicable
specific industries and
to specific industries applicable to specific requirements applicable to specific industries
activities and activities. industries and to specific industries and activities.
activities. and activities.

1.5 demonstrate an I can consistently I can usually I sometimes need I often need assistance I have not yet
understanding of the 11 demonstrate an demonstrate an assistance to to demonstrate an provided evidence of
OHS Code Schedules that understanding of the 11 understanding of the demonstrate an understanding of the 11 this performance task.
the Explanation Guide OHS Code Schedules 11 OHS Code understanding of the 11 OHS Code Schedules
that the Explanation Schedules that the OHS Code Schedules that the Explanation
does not address
Guide does not address. Explanation Guide that the Explanation Guide does not address.
does not address. Guide does not address.

1.6 explain the role of the I can consistently I can usually explain I sometimes need I often need assistance I have not yet
employer and employee in explain the role of the the role of the assistance to explain the to explain the role of provided evidence of
regard to occupational employer and employee employer and role of the employer the employer and this performance task.
health and safety in regard to employee in regard to and employee in regard employee in regard to
occupational health and occupational health to occupational health occupational health and
legislation
safety legislation. and safety legislation. and safety legislation. safety legislation.

1.7 explain industry practices I can consistently I can usually explain I sometimes need I often need assistance I have not yet
for hazard assessment and explain industry industry practice for assistance to explain to explain industry provided evidence of
control procedures in four practice for hazard hazard assessment and industry practice for practice for hazard this performance task.
main hazard categories assessment and control control procedures in hazard assessment and assessment and control
procedures in four main four main hazard control procedures in procedures in four main
hazard categories. categories. four main hazard hazard categories.
categories.

1.8 identify and describe I can consistently I can usually identify I sometimes need I often need assistance I have not yet
hazard assessment tools identify and describe and describe hazard assistance to identify to identify and describe provided evidence of
that both employees and hazard assessment tools assessment tools that and describe hazard hazard assessment tools this performance task.
employers must use in that both employees both employees and assessment tools that that both employees and
and employers must use employers must use in both employees and employers must use in
assessing and controlling
in assessing and assessing and employers must use in assessing and
work-site hazards controlling work-site controlling work-site assessing and controlling work-site
hazards. hazards. controlling work-site hazards.
hazards.

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1.9 identify and describe I can consistently I can usually identify I sometimes need I often need assistance I have not yet
engineering controls that identify and describe and describe assistance to identify to identify and describe provided evidence of
provide the highest level engineering controls engineering controls and describe engineering controls this performance task.
of work protection that provide the highest that provide the engineering controls that provide the highest
level of work highest level of work that provide the highest level of work
protection. protection. level of work protection.
protection.

1.10 identify and describe I can consistently I can usually identify I sometimes need I often need assistance I have not yet
employer administrative identify and describe and describe employer assistance to identify to identify and describe provided evidence of
controls that limit employer administrative and describe employer employer administrative this performance task.
hazards to the lowest administrative controls controls that limit administrative controls controls that limit
that limit hazards to the hazards to the lowest that limit hazards to the hazards to the lowest
level possible
lowest level possible. level possible. lowest level possible. level possible.

1.11 describe the I can consistently I can usually describe I sometimes need I often need assistance I have not yet
responsibilities of describe the the responsibilities of assistance to describe to describe the provided evidence of
employees and responsibilities of employees and the responsibilities of responsibilities of this performance task.
employers to apply employees and employers to apply employees and employees and
employers to apply emergency employers to apply employers to apply
emergency procedures
emergency procedures. procedures. emergency procedures. emergency procedures.

1.12 describe positive I can consistently I can usually describe I sometimes need I often need assistance I have not yet
tradesperson attitudes describe positive positive tradesperson assistance to describe to describe positive provided evidence of
with respect to legal tradesperson attitudes attitudes with respect positive tradesperson tradesperson attitudes this performance task.
responsibilities for all with respect to legal to legal attitudes with respect to with respect to legal
responsibilities for all responsibilities for all legal responsibilities for responsibilities for all
workers
workers. workers. all workers. workers.

1.13 describe the roles and I can consistently I can usually describe I sometimes need I often need assistance I have not yet
responsibilities of describe the roles and the roles and assistance to describe to describe the roles and provided evidence of
employers and responsibilities of responsibilities of the roles and responsibilities of this performance task.
employees with respect employers and employers and responsibilities of employers and
employees with respect employees with employers and employees with respect
to the selection and use
to the selection and use respect to the selection employees with respect to the selection and use
of personal protective of person protective and use of person to the selection and use of person protective
equipment (PPE) equipment. protective equipment. of person protective equipment.
equipment.

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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 I can consistently I can usually select, I sometimes need I often need assistance I have not yet
specialized PPE and select, use and maintain use and maintain assistance to select, use to select, use and provided evidence of
materials for climbing, specialized PPE and specialized PPE and and maintain maintain specialized this performance task.
lifting and loading materials for climbing, materials for climbing, specialized PPE and PPE and materials for
lifting and loading. lifting and loading. materials for climbing, climbing, lifting and
lifting and loading. loading.

2.2 describe manual lifting I can consistently I can usually describe I sometimes need I often need assistance I have not yet
procedures, including describe manual lifting manual lifting assistance to describe to describe manual provided evidence of
correct body mechanics procedures, including procedures, including manual lifting lifting procedures, this performance task.
correct body correct body procedures, including including correct body
mechanics. mechanics. correct body mechanics. mechanics.

2.3 describe rigging hardware I can consistently I can usually describe I sometimes need I often need assistance I have not yet
and the safe workload describe rigging rigging hardware and assistance to describe to describe rigging provided evidence of
hardware and the safe the safe workload. rigging hardware and hardware and the safe this performance task.
workload. the safe workload. workload.

2.4 select the correct I can consistently select I can usually select I sometimes need I often need assistance I have not yet
equipment for rigging the correct equipment the correct equipment assistance to select the to select the correct provided evidence of
typical loads for rigging typical for rigging typical correct equipment for equipment for rigging this performance task.
loads. loads. rigging typical loads. typical loads.

2.5 describe hoisting and load- I can consistently I can usually describe I sometimes need I often need assistance I have not yet
moving procedures describe hoisting and hoisting and load- assistance to describe to describe hoisting and provided evidence of
load-moving moving procedures. hoisting and load- load-moving this performance task.
procedures. moving procedures. procedures.

2.6 explain the most I can consistently I can usually explain I sometimes need I often need assistance I have not yet
commonly used sling explain the most the most commonly assistance to explain to explain the most provided evidence of
configurations to connect commonly used sling used sling the most commonly commonly used sling this performance task.
a load to a hook configurations to configurations to used sling configurations to
connect a load to a connect a load to a configurations to connect a load to a
hook. hook. connect a load to a hook.
hook.

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2.7 demonstrate the standard I can consistently I can usually I sometimes need I often need assistance I have not yet
movement signals a demonstrate the demonstrate the assistance to to demonstrate the provided evidence of
signaler is required to standard movement standard movement demonstrate the standard movement this performance task.
know to signal a crane signals a signaler is signals a signaler is standard movement signals a signaler is
required to know to required to know to signals a signaler is required to know to
operator
signal a crane operator. signal a crane required to know to signal a crane operator.
operator. signal a crane operator.

3. describe the safety practices for hazardous materials and fire protection in the electrician apprenticeship trade
3.1 describe the roles, I can consistently I can usually describe I sometimes need I often need assistance I have not yet
responsibilities, features describe the roles, the roles, assistance to describe to describe the roles, provided evidence of
and practices related to the responsibilities, features responsibilities, the roles, responsibilities, features this performance task.
Workplace Hazardous and practices related to features and practices responsibilities, features and practices related to
the Workplace related to the and practices related to the Workplace
Materials Information
Hazardous Materials Workplace Hazardous the Workplace Hazardous Materials
System (WHMIS) Information System Materials Information Hazardous Materials Information System
program (WHMIS) program. System (WHMIS) Information System (WHMIS) program.
program. (WHMIS) program.

3.2 describe the three key I can consistently I can usually describe I sometimes need I often need assistance I have not yet
elements of WHMIS describe the three key the three key elements assistance to describe to describe the three provided evidence of
elements of WHMIS. of WHMIS. the three key elements key elements of this performance task.
of WHMIS. WHMIS.

3.3 describe handling, storage I can consistently I can usually describe I sometimes need I often need assistance I have not yet
and transportation describe handling, handling, storage and assistance to describe to describe handling, provided evidence of
procedures when dealing storage and transportation handling, storage and storage and this performance task.
with hazardous materials transportation procedures when transportation transportation
procedures when dealing with procedures when procedures when
dealing with hazardous hazardous materials. dealing with hazardous dealing with hazardous
materials. materials. materials.

3.4 describe safe venting I can consistently I can usually describe I sometimes need I often need assistance I have not yet
procedures when working describe safe venting safe venting assistance to describe to describe safe venting provided evidence of
with hazardous materials procedures when procedures when safe venting procedures procedures when this performance task.
working with hazardous working with when working with working with hazardous
materials. hazardous materials. hazardous materials. materials.

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3.5 describe fire hazards, I can consistently I can usually describe I sometimes need I often need assistance I have not yet
classes, procedures and describe fire hazards, fire hazards, classes, assistance to describe to describe fire hazards, provided evidence of
equipment related to fire classes, procedures and procedures and fire hazards, classes, classes, procedures and this performance task.
protection equipment related to equipment related to procedures and equipment related to
fire protection. fire protection. equipment related to fire protection.
fire protection.

4. demonstrate communication skills and workshop safety as they pertain to occupational health and safety standards
4.1 use various types of I can consistently use I can usually use I sometimes need I often need assistance I have not yet
communication to provide various types of various types of assistance to use to use various types of provided evidence of
trade-related information, communication to communication to various types of communication to this performance task.
employing standard terms provide trade-related provide trade-related communication to provide trade-related
information, employing information, provide trade-related information, employing
for components and
standard terms for employing standard information, employing standard terms for
operations components and terms for components standard terms for components and
operations. and operations. components and operations.
operations.

4.2 identify key areas of I can consistently I can usually identify I sometimes need I often need assistance I have not yet
responsibility that an identify key areas of key areas of assistance to identify to identify key areas of provided evidence of
employee has in regards to responsibility that an responsibility that an key areas of responsibility that an this performance task.
shop and trade safety employee has in regards employee has in responsibility that an employee has in regards
to shop and trade safety. regards to shop and employee has in regards to shop and trade safety.
trade safety. to shop and trade safety.

4.3 explain the correct use of I can consistently I can usually explain I sometimes need I often need assistance I have not yet
fire extinguishers and explain the correct use the correct use of fire assistance explain the to explain the correct provided evidence of
explain fire prevention of fire extinguishers extinguishers and correct use of fire use of fire extinguishers this performance task.
techniques and explain fire explain fire prevention extinguishers and and explain fire
prevention techniques. techniques. explain fire prevention prevention techniques.
techniques.

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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
5.1 demonstrate an I can consistently I can usually I sometimes need I often need assistance I have not yet
understanding of the demonstrate an demonstrate an assistance to to demonstrate an provided evidence of
electrician apprenticeship understanding of the understanding of the demonstrate an understanding of the this performance task.
trade and related job electrician electrician understanding of the electrician
apprenticeship trade apprenticeship trade electrician apprenticeship trade
opportunities
and related job and related job apprenticeship trade and related job
opportunities. opportunities. and related job opportunities.
opportunities.

5.2 describe what it means to I can consistently I can usually describe I sometimes need I often need assistance I have not yet
be an apprentice and describe what it means what it means to be an assistance to describe to describe what it provided evidence of
describe requirements for to be an apprentice and apprentice and what it means to be an means to be an this performance task.
the employee and describe requirements describe requirements apprentice and describe apprentice and describe
for the employee and for the employee and requirements for the requirements for the
employer
employer. employer. employee and employee and
employer. employer.

5.3 refine and present a I can consistently refine I can usually refine I sometimes need I often need assistance I have not yet
personal career portfolio, and present a personal and present a personal assistance to refine and to refine and present a provided evidence of
showing evidence of career portfolio, career portfolio, present a personal personal career this performance task.
strengths and showing evidence of showing evidence of career portfolio, portfolio, showing
strengths and strengths and showing evidence of evidence of strengths
competencies
competencies. competencies. strengths and and competencies.
competencies.

5.4 demonstrate knowledge of I can consistently I can usually I sometimes need I often need assistance I have not yet
workplace requirements, demonstrate knowledge demonstrate assistance to to demonstrate provided evidence of
rights and responsibilities of workplace knowledge of demonstrate knowledge knowledge of this performance task.
and relate this knowledge requirements, rights and workplace of workplace workplace
responsibilities and requirements, rights requirements, rights and requirements, rights and
to personal career or
relate this knowledge to and responsibilities responsibilities and responsibilities and
employment expectations personal career or and relate this relate this knowledge to relate this knowledge to
employment knowledge to personal personal career or personal career or
expectations. career or employment employment employment
expectations. expectations. expectations.

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5.5 outline the educational I can consistently I can usually outline I sometimes need I often need assistance I have not yet
requirements to move into outline educational educational assistance to outline to outline educational provided evidence of
the electrician requirements to move requirements to move educational requirements to move this performance task.
apprenticeship trade into the electrician into the electrician requirements to move into the electrician
apprenticeship trade. apprenticeship trade. into the electrician apprenticeship trade.
apprenticeship trade.

6. apply safe work practices for electricians


6.1 identify the safe work I can consistently I can usually identify I sometimes need I often need assistance I have not yet
practices to protect from identify the safe work the safe work assistance to identify to identify the safe provided evidence of
arc flash hazards practices to protect practices to protect the safe work practices work practices to this performance task.
from flash hazards. from flash hazards. to protect from flash protect from flash
hazards. hazards.

6.2 identify and describe I can consistently I can usually identify I sometimes need I often need assistance I have not yet
lockout procedures identify and describe and describe lockout assistance to identify to identify and describe provided evidence of
lockout procedures. procedures. and describe lockout lockout procedures. this performance task.
procedures.

6.3 identify the use of I can consistently I can usually identify I sometimes need I often need assistance I have not yet
common hand tools and identify the use of the use of common assistance to identify to identify the use of provided evidence of
equipment related to the common hand tools and hand tools and the use of common common hand tools and this performance task.
electrician trade equipment related to the equipment related to hand tools and equipment related to the
electrician trade. the electrician trade. equipment related to the electrician trade.
electrician trade.

6.4 describe the use of I can consistently I can usually describe I sometimes need I often need assistance I have not yet
common power and describe the use of the use of common assistance to describe to describe the use of provided evidence of
specialty tools related to common power and power and specialty the use of common common power and this performance task.
the electrician trade specialty tools related tools related to the power and specialty specialty tools related to
to the electrician trade. electrician trade. tools related to the the electrician trade.
electrician trade.

Teacher feedback and


assessment.

80 / CTS, TMT: ETA3900 Electrician Apprenticeship Assessment


2015 Alberta Education, Alberta, Canada