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.......................................................................................18
 Operation Sheet 2.1..............................................................................19
 Job Sheet 2.1........................................................................................22
Learning Outcome 3: Engaging in quality improvements ………….………………24
 Learning Experiences/Activities............................................................25
 Operation Sheet 3.1..............................................................................26
 Job Sheet 3.1........................................................................................28
 Checklist for Job Sheet 3.1...................................................................29
Assessment Plan.............................................................................................31
Observation and Questioning Checklist..........................................................32
Demonstration................................................................................................33
Written Report................................................................................................34
Performance Test............................................................................................35
Acknowledgement …………………………………………………………………………..36
 HOW TO USE THIS MODULE

Welcome to the Module “APPLYING QUALITY STANDARDS ON ELECTRONIC

COMPONENT PARTS. This module contains training materials and activities for
you to complete.

The unit of competency “APPLY QUALITY STANDARDS ON ELECTRONIC

COMPONENT PARTS “contains the knowledge, skills and desirable 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 ON ELECTRONIC COMPONENT PARTS. 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 an assessment to check
your achievement of knowledge and skills required 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, you should be able to:

LO1. assess quality of received electronic components;

LO2. assess own work; and
LO3. engage in quality improvements.

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

ii
 TECHNICAL TERMS

Quality Standards. They are set of exact specifications to become patterns of

actions.

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

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

Overhead. It is the change of angular position of two observations of a single object

relative to each other as seen by an observer caused by the motion of
the observer.

Potential Differences. In physics, it is the potential difference between two points.

It is the amount of work that would need to be done on an
electric charge to move it from one point to the other again.

Solder. It is an alloy used to join two metals together below their melting point.

Torque. In physics, it is a vector that measures the tendency of a force to rotate an

object about some axis (center).

Voltage. It is also called electric or electrical tension) it is the difference of electrical

potential between two points of an electrical or electronic circuit, expressed
in volts.

Voltage Drop. It is the reduction in voltage in an electrical circuit between the

source and load.

Switch. It is an electrical device having two states, ON (closed) or OFF (open).

Test. It is a sequence of operations intended to verify the correct operation or

malfunctioning of a piece of equipment or system.

iii
 Program/Course:

Unit of Competency: APPLY QUALITY STANDARDS ON

ELECTRONIC COMPONENT PARTS
Module Title: APPLYING QUALITY STANDARDS ON
ELECTRONIC QUALITY PARTS

Learning Outcome 1: Assess quality of received electronic components.

Assessment Criteria

1. Quality of the electronic components is checked according to

the specifications.

2. Quality standards on electronic components are separated

from sub-standard electronic components.

3. Electronic components, which do not conform to quality

standard are identified and marked for disposal.

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 electronic components.

Learning Activities Special Instruction

1. Read the attached

Information Sheet 1.1 on
quality inspection
procedure:

2. Read the operation sheet Try to answer the Self-Check 1.1

1.1 without looking at the information
sheet.

3. Fill out the job sheet 1.1

4. 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).

5. If you have answered all

the questions correctly,
you can 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 20pcs. 2pcs. open 18pcs.

rectifier)
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.

3
 Q2016L5(12A/250v) 20pcs. 20pcs.

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 closed 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 a big difference to the resistor rated
value. The resistor has 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
bias 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 the prove is reversed.

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

Testing Transistor

Open Transistor
 The tester pointer does not deflect in the 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.

JOB SHEET 1.1

8
 JOB SHEET 1.1
Quality Inspection procedure

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

NOTE: Write your answers in a separate sheet of paper. Do not write

anything in this module.

Electronic Standard Quantity of Quality of the Received

Components Specification the 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

Direction: Put a check in the designated box if you performed the following
criteria.

CRITERIA YES NO

 Quality of the electronic components are checked

according to the specifications.

 Quality standard electronic components are

isolated from sub-standard electronic components.

 Electronic component which do not conform to the

quality standards are identified and 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 ON ELECTRONIC
Module Title:
COMPONENT PARTS

Learning Outcome 2: Assess own work.

Assessment Criteria

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

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 the 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 Instruction

1. Read the Information Sheet 2.1

on the PDCA cycle.

2. Answer Self -Check 2.1.

Try to answer all the Self Check

3. Compare your answer with the materials without looking at the
model answer. Key on the last information sheet.
page of this module.

4. Read operation sheet 2.2.

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 can
proceed to the 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 from 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 by the ramp of improvement. Using what you learn in
one PDCA, you can begin another more complex trial.

Plan. It is 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. It is to 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. The basic questions are: 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 measuring instruments.

14
Act. It is to adopt the change, abandon it, or run through the cycle again.

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 ads 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 examination 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 to improvement? Robert
thinks that he has spent too little time studying. He feels that the best
way to improve his study skills is by having an ample time.

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

15
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 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 has 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

16
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.

17
 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:

18
 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 1 change needs to be
23pcs. 2pcs. 1 pc. value changed to a
change resistor, new one from
value. needs the supplier.
1 pc. alternative
Open Do: 1 resistor needs
resistance Create to be changed.
some
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

19
 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:
Use 1 capacitor needs
multitester. to be changed to a
new one from the
supplier/
Act:
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
ways.

Check:
Use
multitester

Act:

20
 Need to
replace

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 be
replaced

21
 JOB SHEET 2.2

Accessory One’s Work Using the PDCA cycle

Direction: Fill out the table below based on this task: Isolate the faulty and
good electronic components. Make them your own PDCA cycle and
recommendations to improve the quality standards of assessing your own
work. (30pcs. each kind)

Name: ________________________ Date:

____________________
Address: _____________________
_______________________________

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

Good Faulty Cause

of
Defects

Resistor 30pcs. Plan:

Do:

Check:

Act:

Capacitor 30pcs. Plan:

Do:

Check:

22
 Act:

Transistor 30pcs. Plan:

Do:

Check:

Act:

Diode 30pcs. Plan:

Do:

Check:

Act:

23
Program/Course: CONSUMER ELECTRONIC SERVICING NC II
Unit of Competency: APPLY QUALITY STANDARDS ON
ELECTRONIC COMPONENT PARTS
Module Title: APPLYING QUALITY STANDARDS ON
ELECTRONIC COMPONENT PARTS

Learning Outcome 3: Engage in quality improvement.

Assessment Criteria:

1. Existing organizational work procedures are assessed.

2. Process improvement procedures are applied and implemented.
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
3. www. PDCA CYCLE., Walter Shewhart in 1930’s and later adopted by W. Edwards
Deming.

24
 LEARNING EXPERIENCES/ACTIVITIES

Learning Outcome 3: Engage in quality improvement

Learning Activities Special Instruction

1. Do the Operation Sheet 3.1 on

Organizational Work.

Improvement Report Using the

PDCA Cycle.
Perform the Job Sheet 3.1

2. Work on the Job Sheet 3.1 and

then do its checklist

afterwards.

3. If you were able to perform

properly what is in the

assessment criteria, then you

can move on to the next

module.

25
 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
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 Recommendation
electronic Group in checking PDCA cycle
component no. 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

26
 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
quality
standards.

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

27
 JOB SHEET 3.1

Organizational Work Improvement Report Using The PDCA Cycle

GROUP 1 GROUP 2 GROUP 3 GROUP 4

LEADER: LEADER: LEADER: LEADER:

Direction: Group yourselves 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.

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

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

28
 Plan:
4 Do:
Check:
Act:

CHECKLIST FOR JOB SHEET 3.1

Directions: Below is a checklist of performance for the Organizational Work

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

Assessment Criteria Yes No

1. Existing organizational work procedures are

assessed.

2. Process improvement procedure are observed and

applied.

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 assess the quality of the received electronic components].
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.
Date of observation
Description of assessment
activity
Location of assessment
activity
The student can… If yes, tick the box
 Check the quality of the electronic components
according to the specifications.
 Separate the quality electronic components from
the substandard ones.
 Identify the electronic components which do not
conform to the quality standard and
mark for disposal.
 Flow the quality standard set by the
manufacturer’s manual.

Did the student’s overall performance meet the Yes No

standard?
Feedback to student

Teacher’s signature: Date:

30
 ASSESSMENT PLAN
Evidence Checklist
Competency CONSUMER ELECTRONIC SERVICING NC II
standard:
Unit of competency: APPLY QUALITY STANDARDS ON ELECTRONIC COMPONENT
PARTS

Title of Module APPLYING QUALITY STANDARDS

Demonstratio
Observation

Questioning
Ways in which evidence will be collected:

Third party
[tick the column]

Portfolio

Written
Report
The evidence must show that the students can:

n
1. Check quality of the electronic components
according to specification.
2. Isolate quality standard for electronic
components from sub-standard electronic
components.
3. Report electronic components, according to
the specifications, to the responsible
personnel.
4. Identify the quality standard set by the
organization.
5. Check completed work in accordance with
the organizational work procedures on tools.

6. Record information of the quality of the

performance in accordance with the
organizational quality procedures.

7. Report deviations from specified quality

standard and their causes in accordance with
the organizational work procedure.

8. Assess existing organizational work

procedures.
9. Apply and participate in the process
improvement procedure.

10. Record information on quality of

organizational performance.

11. Report deviation from specified quality

standards and their causes.

12. Recommend improvement in work

procedures.

31
 Observation and Questioning Checklist

Student’s name:
Teacher’s name:
Assessment Center
Competency
standards
Unit of
competency:
Instructions for the teacher
1. Observe the student assessing quality of received electronic components].
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 student can…. If yes, tick the box
 check the quality of electronic components
according to the specifications.
 separate electronic components aligned with
quality standard from substandard electronic
components.
 Identify electronic components which do not
conform to the quality standard and mark for
disposal.

Did the student overall performance meet the standard? Yes No

32
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:

Electronic components
Multi tester

P to show if evidence is
demonstrated
During the demonstration of skills, did the student: Yes No N/A
*follow the quality standard set by the organization.
o o o
*check the completed work against the organizational work
procedure. o o o
*record the information of the quality of the performance in
accordance with the organizational quality procedure. o o o
*report any deviation from the specified quality standard
and their causes in accordance with the organizational o o o
procedure.
The student’s demonstration was:
Satisfactory q Not Satisfactory q

33
Written report

Student’s name:
Teacher’s name:
Name of School
Competency
standards
Unit of
competency:
Task:
Your task is to:
Apply quality standards
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 can… If yes, tick the box
 check quality of electronic components in
accordance with the specification.
 isolate quality standard electronic components
from the substandard.
 report electronic components not according to
specifications to responsible personnel.
 identify quality standards set by the organization.
 record information of the quality of the
performance in accordance with the
organizational quality procedures.
 assess existing organizational work procedures.
Overall did the student’s report meet the standard? Yes No

Comments:

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

34
 PERFORMANCE TEST

Student’s Name Date

Competency: Test Attempt

1st 2nd 3rd

Directions: OVERALL EVALUATION

Level
Achieved
Ask your teacher to
assess your performance
in the following critical
task and performance
criteria below.
You will be rated based
on the overall evaluation
on the right side.
PERFORMANCE LEVELS
4 - Can perform this skill without supervision
and with initiative and adaptability to problem
situations.
3 - Can perform this skill satisfactorily without
assistance or supervision.
2 - Can perform this skill satisfactorily but
requires some assistance and/or supervision.
1 - Can perform parts of this skill satisfactorily,
but requires considerable assistance and/or
supervision.

Teacher will put his/her initial to level achieved.

PERFORMANCE STANDARDS
For acceptable achievement, all items should receive a Yes No N/A
"Yes" or "N/A" response.
*Check quality of the electronic components according to
specifications.
*Separate the quality electronic components from the sub-
standard components.
*Check the completed works against the organizational
work procedure.
*Follow the quality standard set by the organization.

*Apply and implement existing organizational procedure.

*Identify electronic components which do not conform to

the quality standard and mark for disposal.
*Assess the existing organizational work procedure.
*Recommend improvement in work procedure.

35
 ACKNOWLEDGMENT

Copyright Department of Education 2008

First Published JUNE 2008

This module is 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. Vic P. Diola – Group Leader
Bauan Technical High School

 Dr. Gilbert M. Castor

Don Alejandro Roses Sr. Science-Technology High School

 Mr. Eddielou L. Dayao

Sanchez Mira School of Arts and Trade

 Mr. Rufo G. Malla

E. Rodriguez Vocational High School

 Mr. Sherwin P. Medrano

San. Pedro Relocation Center National High School

 Mr. Remar C. Pinsoy

Baguio National School of Arts and Trade

Contextual Teacher:
 Mrs. Daisy Carousel P. Cervantes
Don Alejandro Roses Sr. Science-Technology High School

Facilitators:
 Dr. Edward dela Rosa
TEC-VOC Task Force

 Dr. Corazon L. Echano

TEC-VOC Task Force

Encoders:

 Mrs. Rosario D. Briones

 Mr. Mhariel L. Echano
 Mr. Jason O. Villena

36
Funding: Department of Education

ACKNOWLEDGMENT

Copyright Department of Education 2009

First Published JUNE 2008

This module is based on the Competency-Based Curriculum-

Contextual Learning Matrix (CBC-CLM) refined during the Writeshop on the
Refinement and Enrichment of Competency-Based Curriculum and
Contextual Learning Matrix of ARTS abd TRADES Specializations at
Marikina Hotel, Marikina City on April 20 – 25, 2009.

This learning instrument was refined and enriched by the following

educators:

Technology Teachers:

 Mr. Victorino P. Diola – Group Leader

TVE Coordinator, Bauan Technical High School
Bauan, Batangas

 Mr. Reynaldo C. Cunanan

Head Teacher VI, E. A. Rodriguez Vocational High School
Nagtahan, Sampaloc, Manila

 Mrs. Gigi C. Corpuz

Teacher III, Malvar National High School
Malvar, Batangas

 Mr. Ismael G. Gallardo

Teacher I, Community Vocational High School
Masipit, Calapan City, Oriental Mindoro

 Mr. Rufo G. Malla

Teacher II, E. A. Rodriguez Vocational High School
Nagtahan, Sampaloc, Manila

 Mr. George B. Fuazo

Teacher II, Gen. Mariano Alvarez Technical High School
GMA, Cavite

Contextual Teacher:
English

 Mrs. Teresita P. Tanael

Teacher III, Gen. Mariano Alvarez Technical High School
GMA, Cavite

37
  Mrs. Charlie I. Soriano
Teacher I, Don Alejandro Roces Sr. Science-Technology HS
Quezon City

Mathematics
 Mrs. Analiza Rosa P. Librada
Teacher I,-Mathematics Coordinator, San Pedro Relocation Center Nat’l. HS
San Pedro, Laguna
Science
 Mrs. Gemma G. Vallarta
Teacher III Science Coordinator, San Pedro Relocation Center Nat’l. HS
San Pedro, Laguna

 Mrs. Lenalyn Manzano

Teacher I, E A. Rodriguez Vocational High School
Nagtahan, Sampaloc, Manila

Facilitators:

 Dr. Corazon L. Echano

TEC-VOC Task Force

 Dr. Victorio N. Medrano

TEC-VOC Task Force

 Dr. Orlando E. Manuel

TEC-VOC Task Force

Encoders:

 Marisol E. Saldivar

Funding: Department of Education

38