Republic of the Philippines

Department of Education
PUBLIC TECHNICAL -VOCATIONAL
HIGH SCHOOLS

Unit of Competency: APPLY QUALITY STANDARD ON ELECTRONIC

COMPONENT PARTS
Module No. 5 Module Title: Applying Quality Standards
 TABLE OF CONTENTS

Page

How to Use this Module.....................................................................................i

Introduction......................................................................................................ii
Technical Terms..............................................................................................iii
Learning Outcome 1: Assess quality of received electronics
components.....................................................................1
 Learning Experiences/Activities..............................................................2
 Information Sheet 1.1.............................................................................3
 Operation Sheet 1.1................................................................................4
 Job Sheet 1.1..........................................................................................9
 Checklist for Job Sheet 1.1...................................................................11
Learning outcome 2: Assess own work…………………………………………………12
 Learning Experiences/Activities............................................................13
 Information Sheet 2.1............................................................................14
 Self-Check 2.1.......................................................................................17
 Operation Sheet 2.1..............................................................................18
 Job Sheet 2.1........................................................................................21
Learning Outcome 3: Engaging in quality improvements ………….………………23
 Learning Experiences/Activities............................................................24
 Operation Sheet 3.1..............................................................................25
 Job Sheet 3.1........................................................................................27
 Checklist for Job Sheet 3.1...................................................................28
Assessment Plan.............................................................................................30
Observation and Questioning Checklist..........................................................32
Demonstration................................................................................................33
Written Report................................................................................................34
Performance Test............................................................................................35
 HOW TO USE THIS MODULE

Welcome to the Module “APPLYING QUALITY STANDARDS. This module

contains training materials and activities for you to complete.

The unit of competency “APPLYING QUALITY STANDARDS ON LECTRONIC

COMPONENT PARTS “contains the knowledge, skills and attitudes required for
Consumer Electronics Servicing required to obtain the National Certificate (NC)
level II.

You are required to go through a series of learning activities in order to complete

each of the learning outcomes of the module. In each learning outcome there are
Information Sheets, Job Sheets, and Operation Sheets. Do these activities on
your own and answer the Self-Check at the end of each learning activity.

If you have questions, don’t hesitate to ask your teacher for assistance.

Recognition of Prior Learning (RPL)

You have already some basic knowledge and skills covered in this module
because you have been working for some time; or already completed training in this
area.

If you can demonstrate competence to your teacher in a particular skill, talk to

your teacher so you don’t have to undergo the same training again. If you have a
qualification or Certificate of Competency from previous trainings show it to
him/her. If the skills you acquired are consistent with and relevant to this module,
they become part of the evidence. You can present these for RPL. If you are not sure
about your competence skills, discuss this with your teacher.

After completing this module, ask your teacher to assess your competence.
Result of your assessment will be recorded in your competency profile. All the
learning activities are designed for you to complete at your own pace.

In this module, you will find the activities for you to complete and relevant
information sheets for each learning outcome. Each learning outcome may have
more than one learning activity.

This module is prepared to help you achieve the required competency, in

receiving and relaying information. This will be the source of information that will
enable you to acquire the knowledge and skills in “Applying quality standards”
independently at your own pace with minimum supervision from your teacher.

i
 Program/Course: CONSUMER ELECTRONIC SERVICING NC II
Unit of Competency: APPLY QUALITY STANDARDS ON
ELECTRONIC COMPONENT PARTS
Module Title: APPLYING QUALITY STANDARDS

INTRODUCTION

This module contains information and suggested learning activities on

APPLYING QUALITY STANDARDS. It covers the knowledge, skills and attitudes
required to apply quality standards.

Completion of this module will help you better understand the succeeding
module.

This module consists of three (3) learning outcomes. Each learning outcome
contains learning activities supported by instructional sheets. Before you perform
the instructions, read the information sheets and answer the self-check and
activities provided to ascertain to yourself and your teacher that you have acquired
the knowledge necessary to perform the skill portion of the particular learning
outcome.

Upon completing this module, report to your teacher for assessment to check
your achievement of knowledge and skills requirements of this module. If you pass
the assessment, you will be given a certificate of completion.

SUMMARY OF LEARNING OUTCOMES

Upon completion of the module the students should be able to:

LO1. Assess quality of received electronic components.

LO2. Assess own work.
LO3. Engage in quality improvements.

PREREQUISITES:
 Using Hand Tools
 Preparing and Interpreting Technical Drawing Used in Electronics.

ii
 TECHNICAL TERMS

It is damage or harm caused to the structure or function of the body

Injury caused by an outside agent or force, which may be physical or
chemical.
Insulation It is a material that resists the flow of electric current.
(symbol: Ω) it is the SI unit of electrical impedance or, in the direct
Ohm
current case, electrical resistance
It is the change of angular position of two observations of a single
Overhead object relative to each other as seen by an observer, caused by the
motion of the observer.
In physics, the potential difference between two points is the amount
Potential
of work that would need to be done on a unit electric charge to move
Differences
it from one point to the other against an electric field.
It is the SI derived unit of electric conductance. It is equal to inverse
ohm. It is named after the German inventor and industrialist Ernst
Siemens
Werner von Siemens, and is equivalent to the previously used
designation of this unit, the mho.
Solder in electronics and plumbing.
In physics, a torque (τ) is a vector that measures the tendency of a
Torque
force to rotate an object about some axis (center).
It an often serious and body altering physical injury, such as the
Trauma
removal of a limb.
It is a form of problem solving. It is the systematic search for the
Troublesho source of a problem so that it can be solved. It is often a process of
oting elimination eliminating potential causes of a problem. It is used in
many fields such as system administration and electronics.
(Sometimes also called electric or electrical tension) it is the
Voltage- difference of electrical potential between two points of an electrical or
electronic circuit, expressed in volts.
Voltage It is the reduction in voltage in an electrical circuit between the
Drop source and load. In electrical wiring

Resistor Component made of material that opposes the flow of

current and therefore has some value of resistance.
Rotary Switch - Electromechanical device that has a rotating shaft
connected to one terminal capable of making, breaking a
connection to one or more other terminals.
Schematic - Illustration of an electrical or electronic circuit with the

iii
Diagram components represented by their symbol.
Secondary - Output winding of a transformer. Winding that is connected
to a load.
Short Circuit - Also called a short. Low resistance connection between two
points in a circuit typically causing excessive current.
Solder - Metallic alloy used to join two metal surfaces.
Soldering - Process of joining two metallic surfaces to make an
electrical contact by melting solder (tin and lead) across
them.
Soldering Iron - Tool with an internal heating element used to heat surfaces
being soldered to the point where the solder becomes
molten.
Substrate - Mechanical insulating support upon which a device is
fabricated.
Switch - Electrical device having two states, ON (closed) or OFF
(open).
Test - Sequence of operations intended to verify the correct
operation or malfunctioning of a piece of equipment or
system.
Transformer - Inductor with two or more windings.
Troubleshootin - Systematic approach to locate the cause of a fault in an
g electronic circuit or system.
Volt-Ohm- - Known as a multitester. A test equipment used to check AC,
Meter DC voltages, current in a circuit and resistance of any
components out of the circuit.

iv
 Program/Course: CONSUMER ELECTRONIC SERVICING NC II
Unit of Competency: APPLY QUALITY STANDARDS ON
ELECTRONIC COMPONENT PARTS
Module Title: APPLYING QUALITY STANDARDS

Learning Outcome 1: Assess quality of received electronics components.

Assessment Criteria

1. Quality of the electronic components is checked according to

specifications.

2. Quality standards on electronic components are isolated from

sub-standard electronic components.

3. Electronic components, not according to the specifications,

are reported to the responsible personnel.

References:

1. Tan, Michael Q., Gantalao, Fred T., Lasala, Rommel M. Simple Electronics;
Andes Mountain Printers: 2004
2. Enriquez, Marcelo T. Electronics Technology IV; Souvenir Publications, Inc.:
2003
3. Pagarigan, Marconi and Bandi, Sharif. Practical Electronics Solid State
Servicing, Quapo, Manila: Electrolab Corporation, 1986
4. Staff of Electronic Enthusiasts, Project & Circuits Volume 1, Manila: 1982

1
 LEARNING EXPERIENCES/ACTIVITIES

Learning Outcome 1: Assess quality of received electronics components.

Learning Activities Special Instructions

1. Read the attached

Information Sheet 1 on
quality inspection
procedure:
2. Read operation sheet 1.1
3. Read the job sheet 1.1
4. Compare your answers
 Try to answer the Self-Check 1.1
with to the model answers. without looking at the information
sheet.
5. If you missed some of the
questions, go back again to
information sheet 1.1.
6. If you have any questions
or you need clarification on
the information, ask
assistance from your
teacher or from your
advanced classmate who
have finished this learning
outcome (LO).
7. If you have answered the
questions, you are ready to
proceed to learning
outcome 2.

2
 INFORMATION SHEET 1.1

Quality Inspection Procedure

Electronic Standard Quantity of Quality of receive

Components Specification receive electronic component
Electronic
components
Faulty Remarks good
Resistor 5W/1Ω 20pcs. 3pcs. open 17pcs.
3W/330Ω 20pcs. 1pc. open 19pcs.
1/4W 1kΩ 20pcs. 2pcs. Change 18pcs.
value
1W/390kΩ 20pcs. 2pcs. Change 17pcs.
value
1pc. open
1/2W 1MΩ 20pcs. 1pc. open 19pcs.

Capacitor 22uf/50v 20pcs. 1pc. shorted 19pcs.

4.7uf/16v 20pcs. 20pcs.
13pf/25v 20pcs. 20pcs.
1.5uf/25v 20pcs. 20pcs.

Diode IN5396(500v rectifier) 20pcs. 2pcs. open 18pcs.

IN5223( 2.7 volts) 20pcs. 20pcs.
IN4742(12volts) 20pcs. 1pc. shorted 19pcs.
IN4001(1A 50v) 20pcs. 1pc. shorted 19pcs.

Transistor 2N2925(npn.2w/25v) 20pcs. 1pc. open 19pcs.

2SC9014(.625w/50v) 20pcs. 1pc. shorted 19pcs.
S8050(npn 25v/1A) 20pcs. 20pcs.
2SA1015(pnp 50v) 20pcs. 1pc shorted 19pcs.

SCR S4020L(20A/400v) 20pcs. 1pc shorted 19pcs.

S2050J(50A/200v) 20pcs. 20pcs.
S1065P(65A/100v) 20pcs. 20pcs.

TRIAC Q401E3(1A/400v) 20pcs. 1pc open 19pcs.

Q4008L4(8A/400v) 20pcs. 20pcs.
Q6025P(25A/600v) 20pcs. 20pcs.
Q2015L5(15A/200v) 20pcs. 20pcs.
Q2016L5(12A/250v) 20pcs. 20pcs.

3
 OPERATION SHEET 1.1

Identification and Isolation of Faulty Electronic Components

PROPER HANDLING OF TEST PROBE IN ISOLATING FAULTY AND GOOD

ELECTRONIC COMPONENTS

Testing Resistor

Good Resistor
The meter reading should be close to the rated value of the resistor
depending on the tolerance of the resistor.
Defective Resistor
 The tester pointer does not deflect at all. The resistor is OPEN.
 The resistance reading has big difference to the resistor rated value.
The resistor is change value.

4
Testing Capacitor

Good Capacitor
 The tester pointer deflects, and then move back to its initial position

Open Capacitor
 The tester pointer does not deflect at all.

Shorted Capacitor
 The tester pointer rests on the 0 ohm scale, reverse and forward test.

Leaky Capacitor
 The tester pointer deflects toward the right position but does not return
to its initial position or remains stationary.

5
Testing Diode

Open Diode
 The tester pointer does not deflect even theprove is reverse.

Shorted Diode
 The resistance reading deflects and measures the same in both
directions.

Testing Transistor

Open Transistor
 The tester pointer does not deflect in base to emitter or base to collector
.

6
Shorted Transistor
 Two terminals of the transistor read the same resistance in both
direction.

Testing SCR
 Proper testing of a good SCR as shown in the figure below.
NOTE: Setting for the multitester is X1 Ohm.

7
Testing Triac
 Proper testing of TRIAC are shown in the figure below.
NOTE: Setting for the multitester is X1 Ohm

8
 JOB SHEET 1.1

Quality Inspection procedure

Directions: With the use of assorted electronic components (20pcs. for each kind)
fill-out the table below and isolate the faulty electronic component with
the use of a multitester.

NOTE: Write your answers on a separate sheet of paper. Do not write anything on
this module.

Electronic Standard Quantity of Quality of Receive

Components Specification Received Electronic Component
Electronic
components
Faulty Remarks good

Resistor

Capacitor

Diode

Transistor

9
SCR

TRIAC

10
 CHECKLIST FOR JOB SHEET 1.1

Quality Inspection Procedure

Directions: Put a check on the designated box if you performed the following
criteria.

The students must know the….. YES NO

 Quality of the electronic components are checked

according to specifications

 Quality standard electronic components are

isolated from sub-standard electronic components.

 Electronic component, not according to the

specifications, are reported to the responsible
personnel.

 Results of diagnosis and testing are documented

11
 Program/Course: CONSUMER ELECTRONIC SERVICING NC II

Unit of Competency: APPLY QUALITY STANDARDS ON ELECTRONIC

COMPONENT PARTS
APPLYING QUALITY STANDARDS
Module Title:

Learning Outcome 2: Assess own work.

Assessment Criteria

1. The quality standard set by the organization is identified.

2. Completed work is checked against the organizational work
procedures on tools.
3. Information of the quality of the performance is recorded in
accordance with the organizational quality procedures.
4. Deviations from specified quality standard and their causes are
reported in accordance with the organizational work procedure.
References

1. Tan, Michael Q., Gantalao, Fred T., Lasala, Rommel M. Simple

Electronics; Andes Mountain Printers: 2004
2. Enriquez, Marcelo T. Electronics Technology IV; Souvenir Publications,
Inc.: 2003
3. www. PDCA CYCLE., Walter Shewhart in 1930’s and later adopted by
W. Edwards Deming.

12
LEARNING EXPERIENCES/ACTIVITIES

Learning Outcome 2: Assess own work.

Learning Activities Special Instructions

1. Read the Information Sheet 2.1

on the PDCA cycle

2. Answer Self -Check 2.1

3. Read operation sheet 2.2  Try to answer all the Self Check
materials without looking at the
4. Compare your answer with the information sheet.
model answers.

5. If you missed some of the

questions, go back again to
Information Sheet 2.1.

6. If you have answered the

questions correctly, you are
ready to proceed to Learning
Outcome 3.

13
 INFORMATION SHEET 2.1

The PDCA cycle

USE

The PDCA cycle is designed to be used as a dynamic model. The completion of

one turn of the cycle flows into the beginning of the next. Following in the spirit of
continuous quality improvement, the process can be realized and a new test of
change can begin. This continual cycle of change is represented in the ramp of
improvement. Using what we learn in one PDCA, we can begin another, more
complex trial.

Plan - a change or a test, aimed at improvement.

 In this phase, analyze what you intend to improve, looking for areas that
hold opportunities for change. The first step is to choose areas that offer
the most return for the effort you put in-the biggest bang for your buck.

Do - Carry out the change or test (preferably on a small scale).

 Implement the change you decided on in the plan phase.

Check or Study - the results. What was learned? What went wrong?

 This is a crucial step in the PDCA cycle. After you have implemented the
change for a short time, you must determine how well it is working. Is it
really leading to improvement in the way you had hoped? You must decide
on several measures with which you can monitor the level of improvement.
Run Charts can be helpful with this measurement.

Act - Adopt the change, abandon it, or run through the cycle again.

14
  After planning a change, implementing and then monitoring it, you must
decide whether it is worth continuing that particular change. If it
consumed too much of your time, was difficult to adhere to, or even led to
no improvement, you may consider aborting the change and planning a
new one. However, if the change led to a desirable improvement or
outcome, you may consider expanding the trial to a different area, or
slightly increasing your complexity. This sends you back into the Plan
phase and can be the beginning of the ramp of improvement.

Example 1: The Student with Poor Grades in NCII Examination

Robert is a graduate student in a vocational high school who has just taken his first
set of examinations and is very unhappy with the results.

 What is he trying to accomplish? Robert knows that he needs to improve his

studying skills in order to gain a better understanding of the material.
 How will he know that a change is an improvement? Robert considers the
most important measure of his study skills to be his NCII holder. However, he
does not want to risk another exam period just to find out that his skills are
still not good. He decides that a better way to measure improvement is by
taking old exams for the NCII.
 What changes can he make that will result in improvement? Robert thinks that
he has spent too little time studying. He feels that the best way to improve his
study skills is by putting in more hours.

Cycle 1

Plan: Robert decides to add an additional thirty hours per week to his already busy
schedule. He resolves that he must socialize less, get up earlier, and stay up later.
At the end of the week he will take an old exam to see how he is progressing.
Do: By the end of the week, Robert finds that he was able to add only fifteen hours
of studying. When he takes the exam he is dismayed to find that he does no better.

Check: The fifteen extra hours of studying has made Robert feel fatigued. In
addition, he finds that his ability to concentrate during those hours is rather
limited. He has not exercised all week and has not seen any of his friends. This
forced isolation is discouraging him.

Act: Robert knows that there must be another way. He needs to design a better,
more efficient way to study that will allow his time to exercise and socialize.

Cycle 2

Plan: Robert contacts all his technical/technology school friends whom he knows
are doing well yet still have time for outside lives. Many of these friends have similar
advice that Robert thinks he can use. Based on his findings, he decides to always

15
attend lectures and go to some repair shop to rewrite his class notes in a format he
can understand and based on what the professor/instructor has emphasized, and
to use the assigned text only as a reference.
Do: Robert returns to his original schedule of studying. However, instead of
spending a majority of her time poring over the text, he rewrites and studies his
notes. He goes to the text only when he does not understand his notes. When
Robert takes one of the old exams, he finds that he has done better, but he still
sees room for improvement.

Check: Robert now realizes that he had been spending too much time reading
unimportant information in the required text. He knows that his new approach
works much better, yet he still feels that he needs more studying time. He is unsure
what to do, because he doesn't want to take away from his social and physically
active life.

Act: Robert decides to continue with his new studying approach while attempting to
find time in his busy day to study more.

Cycle 3

Plan: In his search for more time to study, Robert realizes that there are many
places that he can combine exercising and socializing with studying. First, he
decides to study his rewritten notes while he is exercising on the repair shop. Next,
he intends to spend part of his socializing time studying with his friends.

Do: Robert's friends are excited about studying together, and their sessions turn
into a fun and helpful use of everyone's time. Robert has found that he enjoys
studying while he exercises. In fact, he discovers that he remains on the repair
shop longer when he's reading over his notes. When Robert takes his exams this
week, he is happy to find that his grades are significantly higher.

Check: Robert now knows that studying does not mean being locked up in his room
reading hundreds of pages of text. He realizes that he can gain a lot by studying in
different environments while focusing on the most important points.

Act: Robert chooses to continue with the changes he has made in his studying
habits.
What Robert initially thought would be an improvement turned out to only
discourage his further. Many people who are in Robert's place do not take the time
to study their changes and continue them even though they lead down a
disheartening path. By using the PDCA cycle, Robert was able to see that his initial
change did not work and that he had to find one that would better suit him. With
perseverance and the willingness to learn, Robert was able to turn a negative
outcome into a positive improvement experience.

16
 SELF-CHECK 2.1

THE PDCA CYCLE

Directions: Write a simple case study in assessing your own work on receiving
electronic components by applying the PDCA cycle.

NOTE: You can ask your English teacher for some tips.

Problem: Assessing own work in receiving electronic components by applying the

PDCA cycle.

ELECTRONIC COMPONENTS PDCA cycle

Resistor Plan:

Do:

Check:

Act:

Capacitor Plan:

Do:

Check:

17
 Act:

OPERATION SHEET 2.2

Accessory One’s Work Using the PDCA Cycle

Name: ________________________ Date: ____________________

Address: _____________________
_______________________________

Electronic
Components Assess Quality standards Using the Recommendation
receive PDCA
cycle
Qty. Remarks
Resistor 25pcs Causes of Plan: 1 open resistor
Good Faulty defects needs to be

18
 23pcs. 2pcs. 1 pc. 1 change change a new
change value one from the
value. resistor, supplier.
1 pc. need
Open alternative 1 resistor got
resistance Do: change value
Create needs
some alternative way
alternative
ways
Check:
Use
multitester
for the
tolerable
value of
the
resistor
which got
change
value
Act:
Get an
actual
resistor to
be added
to the
resistor
which got
change
value.
Capacitor 25pcs. 24pcs. 1 pc. Causes of Plan: 1 capacitor needs
defects 1 shorted to be changed
capacitor with a new one
from the
1 pc. Do: supplier/ready to
Shorted Create scrap
alternative
ways

Check:

19
 Use 1 capacitor need
multitester to change a new
one from the
supplier/ready to
Act: scrap
Need to
replaced

Diode 25pcs. 22pcs. 3pcs. 2 shorted Plan: 3 diodes need to

2 shorted be replaced with
1 open 1 open a new from the
supplier/ready to
Do: scrap
Create
alternative
way

Check:
use
multitester

Act:
Need to
replaced

Transistor 25pcs. 24pcs. 1pc. 1 Plan:

transistor 1 open Need to be
open replaced/ready to
Do: scrap
Create
alternative
way
Check:
use
multitester
Act:
Need to
replaced

20
 JOB SHEET 2.2

Accessory One’s Work Using the PDCA cycle

Directions: Fill-out the table below; isolate the faulty and good electronic
components, make them your own PDCA cycle and recommendation to improve the
quality standards of assessing your own work..(30pcs. each kind)

Name: ________________________ Date: ____________________

Address: _____________________
_______________________________

Electronic
Components Assess Quality Using the Recommendation
Received Standards PDCA Cycle
Qty. Remarks

Good Faulty Cause

of
Defects

Resistor 30pcs. Plan:

21
 Do:

Check:

Act:

Capacitor 30pcs. Plan:

Do:

Check:

Act:

Transistor 30pcs. Plan:

Do:

Check:

Act:

Diode 30pcs. Plan:

Do:

Check:

Act:

22
 Program/Course: CONSUMER ELECTRONIC SERVICING NC II
Unit of Competency: APPLY QUALITY STANDARDS ON
ELECTRONIC COMPONENT PARTS
Module Title: APPLYING QUALITY STANDARDS

Learning Outcome 3: Engage in quality improvement.

Assessment Criteria:

1. Existing organizational work procedures are assessed.

2. Process improvement procedures are applied and participated in.
3. Information on quality of organizational performance is recorded.
4. Deviation from specified quality standards and their causes are reported.
5. Improvement in work procedures is recommended..

References

1. Tan, Michael Q., Gantalao, Fred T., Lasala, Rommel M. Simple Electronics;
Andes Mountain Printers: 2004
2. Enriquez, Marcelo T. Electronics Technology IV; Souvenir Publications, Inc.:
2003

23
 3. www. PDCA CYCLE., Walter Shewhart in 1930’s and later adopted by W. Edwards Deming.

LEARNING EXPERIENCES/ACTIVITIES

Learning Outcome 3: Engage in quality improvement

Learning Activities Special Instruction

24
 1. Do Operation Sheet 3.1 on

Organizational Work Improvement

Report Using the PDCA Cycle.

2. Work on Job Sheet 3.1 and then

do its checklist afterward.

3. If you were able to perform

properly what is in the assessment

criteria, then you can move on to

the next module.

OPERATION SHEET 3.1

Organizational Work Improvement Report Using the PDCA Cycle

GROUP 1 GROUP 2 GROUP 3 GROUP 4

LEADER: JOSE LEADER: MARK LEADER: ZALDY LEADER: RONNEL
MEMBER MEMBER MEMBER MEMBER
RUBIN TOTO PAQUITO RITCHIE

25
 SARAH TATA DENCIO RAYVIC
BERT RICK BADJAO RAYMUND
NICK REMAR TUKLES RODNEY
NINO SHERWIN POLOY RANDOLF

PROBLEM: All groups are performing in checking quality standards in a

“Resistor”.

Assessing group
Received quality standards Using PDCA Recommendation
electronic Group no. in checking cycle
component electronic
components

RESISTOR Remarks
good Need
improvemen
t

Plan:
1 The group Re-checking the
intends to components
improve in
testing
components
Do:
Review all
notes in
checking
components
Check:
Less in
knowledge
about
isolating
faults from
the good
ones
Act:
Practice
always
testing
components
to isolate the
faults from
the good
ones and
get good
remarks in
evaluating
group

26
 quality
standards.

All faults/defective
2 N/A components must
be returned to the
supplier for
improvement
purposes.
All faults/defective
3 N/A components must
be returned to the
supplier for more
improvement
purposes.
All faults/defective
4 N/A components must
be returned to the
supplier for more
improvement
purposes.

JOB SHEET 3.1

Organizational Work Improvement Report Using The PDCA Cycle

GROUP 1 GROUP 2 GROUP 3 GROUP 4

LEADER: LEADER: LEADER: LEADER:

27
Directions: Group yourself into 4 and answer the table below. PROBLEM: All
groups are performing in checking quality standards of a “Capacitor” and then
make a PDCA cycle if there is something to improve within the group.

Assessing group
Received quality standards Using Recommendation
electronic Group no. in checking PDCA
component electronic cycle
components

Remarks
CAPACITOR
good Need
improvemen
t
Plan:
1 Check:
Do:
Act:
Plan:
2 Do:
Check:
Act:
Plan:
3 Check:
Do:
Check:
Plan:
4 Do:
Check:
Act:

CHECKLIST FOR JOB SHEET 3.1

Directions: Below is a checklist for the Organizational Work Improvement Report

using the PDCA Cycle. Identify each by checking under the appropriate column.

Assessment Criteria Yes No

28
1. Existing organizational work procedures are assessed.

2. Process improvement procedures are applied and

participated in.

3. Information on quality of organizational performance is

recorded.

4. Deviations from specified quality standards and their

causes are reported.

5. Improvement in work procedures is recommended.

29
 Student’s name:
Teacher’s name:
Name of School
Competency
standards
Unit of
competency:
Instructions for the teacher
1. Observe the student[insert description of activity being observed].
2. Describe the assessment activity and the date on which it was undertaken.
3. Place a tick in the box to show that the candidate completed each aspect of the
activity to the standard expected in the enterprise.
4. Complete the feedback sections of the form.

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 Date of observation
Description of assessment
activity
Location of assessment
activity
The student…. If yes, tick the box
 can












Did the student’s overall performance meet the Yes No
standard?
Feedback to student

Teacher’s signature: Date:

ASSESSMENT PLAN

Evidence Checklist

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Competency
standard:
CONSUMER ELECTRONIC SERVICING NC II
Unit of
competency:
APPLY QUALITY STANDARDS ON
ELECTRONIC COMPONENT PARTS
Title of Module
APPLYING QUALITY STANDARDS

Third party Report

Ways in which evidence will be collected:

Demonstration
Observation

Questioning
[tick the column]

Portfolio

Written
The evidence must show that the students…
1. Quality of the electronic components
is checked according to specification
x x
2. Quality standard electronic
components are isolated from sub-
x
X
standard electronic components.
3. Electronic components, not according
to the specifications, are reported to
x x
the responsible personnel.
4. The quality standard set by the
organization is identified.
x
5. Completed work is checked against x
the organizational work procedures on
tools.
6. Information of the quality of the x x
performance is recorded in
accordance with the organizational
quality procedures.
7. Deviations from specified quality x
standard and their causes are
reported in accordance with the
organizational work procedure.
8. Existing organizational work x
procedures are assessed.
9. .Process improvement procedures are
applied and participated in.
x
10. Information on quality of x
organizational performance is
recorded
11. Deviation from specified quality x
standards and their causes are
reported

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 12. Improvement in work x
procedures is recommended

NOTE: *Critical aspects of competency

33
 Observation and Questioning Checklist

Student’s name:
Teacher’s name:
Assessment Center
Competency
standards
Unit of
competency:
Instructions for the teacher
1. Observe the candidate [insert description of activity being observed].
2. Describe the assessment activity and the date on which it was undertaken.
3. Place a tick in the box to show that the candidate completed each aspect of the
activity to the standard expected in the enterprise.
4. Ask the candidate a selection of the questions from the attached list to confirm
his/her underpinning knowledge
5. Place a tick in the box to show that the candidate answered the questions
correctly.
6. Complete the feedback sections of the form.
Date of observation
Description of assessment
activity
Location of assessment
activity
The candidate…. If yes, tick the box







Did the student overall performance meet the standard? Yes No

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 Demonstration

Student’s name:
Teacher’s name:
Unit of competency:
Competency standards:
Date of assessment:
Time of assessment:
Instructions for demonstration
Given the necessary materials the student must be able to:

Materials and equipment:

P to show if evidence is
demonstrated
During the demonstration of skills, did the student: Yes No N/A

o o o
o o o
o o o
o o o
The student’s demonstration was:
Satisfactory q Not Satisfactory q

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 Written report

Student’s name:
Teacher’s name:
Name of School
Competency
standards
Unit of
competency:
Task:
Your task is to:
 [insert description of task]

Submission date:
Use the checklist below as a basis for judging whether the student’s
report meets the required competency standards.
The student’s report…. If yes, tick the box
 can solve quantities needed through percentage
 can tabulate data correctly
 can convert temperature to the required
temperature scale
 can fill in appropriate form completely and
correctly
 can identify proper method of sealing packed
products
 can label correctly packed products
Overall did the student’s report meet the standard? Yes No

Comments:

Student’s
Date:
signature:
Teacher’s
Date:
signature:

36
 PERFORMANCE TEST

Student’s Name Date

Competency: Test Attempt

1st 2nd 3rd

Directions: OVERALL EVALUATION

Level
PERFORMANCE LEVELS
Achieved
CALL TEACHER, ask
instructor to assess your 4 - Can perform this skill without supervision
performance in the and with initiative and adaptability to problem
following critical task situations.
and performance criteria 3 - Can perform this skill satisfactorily without
below. assistance or supervision.

2 - Can perform this skill satisfactorily but

You will be rated based
on the overall evaluation
on the right side.
requires some assistance and/or supervision.
1 - Can perform parts of this skill satisfactorily,
but requires considerable assistance and/or
supervision.

Teacher will initial level achieved.

PERFORMANCE STANDARDS
For acceptable achievement, all items should receive a Yes No N/A
"Yes" or "N/A" response.
Get from Performance criteria of the module (TR)

37
 ACKNOWLEDGMENT

Copyright Department of Education 2008

First Published JUNE 2008

This module was based on the Competency-Based Curriculum-Contextual

Learning Matrix (CBC-CLM) and finalized on the Instructional Modules Finalization
Development Workshop Conducted at the Development Academy of the Philippines,
Tagaytay City, on May 6-10, 2008

This learning instrument was developed by the following personnel:

Technology Teachers:

 Mr. Victorino P. Diola

Bauan Technical high School
 Dr. Gilbert M. Castor
Don Alejandro Roces Sr. Science Tech.
 Mr. Eddielou L. Dayao
Sanchez Mira School of Arts and Trades
Contextual Teachers
 Mr. Rufo G. Malla
E. Rodriguez Vicational High School
 Mr. Sherwin P. Medrano
San Pedro Relocation Center National High School
 Mr. Remar C. Pinsoy
Baguio National School of Arts and Trades

Contextual Teacher

 Mrs. Daisy Carousel P. Cervantes – English

Don Alejandro Roces Sr. Science Tech.

Facilitator:

 Dr. Edward M. De la Rosa

 Dr. Corazon L. Echano
Tech-Voc Task Force

Encoders:

 Mr. Mhariel L. Echano

 Mrs. Rosario D. Briones
 Mr. Jason O. Villena

Funding:
Department of Education

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