AUR50216

Student Name:
Student ID:

Assessment Summary
1 - AURAFA007 - Develop and document
Unit Details
specifications and procedures

This is a summative assessment, which requires

Assessment Type each student to have adequate practice prior
to undertaking this assessment

Assessment 1 Written Task

Assessment Methods
Assessment 2 Project

Version: 2.0 Acumen Education Pty Ltd © Page 1 of 42

 Assessment Tool | AURAFA007

Contents

Assessment information............................................................................................. 3
Purpose................................................................................................................... 3
Unit description ..................................................................................................... 3
Key competencies............................................................................................... 3
Foundation skills .................................................................................................... 3
Performance evidence ...................................................................................... 4
Knowledge evidence ......................................................................................... 4
Assessment Conditions ........................................................................................ 5
Pre-requisites ......................................................................................................... 5
Terminology used ................................................................................................. 5
Completing the assessments/Expectations.................................................... 5
Assessment ............................................................................................................ 6
Summary of assessment methods and tasks .................................................. 6
Instructions: ............................................................................................................ 6
Required resources .............................................................................................. 7
Reasonable adjustment ..................................................................................... 7
Plagiarism policy................................................................................................... 7
Academic appeals ............................................................................................. 7
Reassessment process......................................................................................... 8
Assessment records.............................................................................................. 9
Declaration............................................................................................................ 9
Assessment submissions and contact details ................................................. 9
Assessment 1 – Written Questions ........................................................................................ 12
Instructions for Students: .................................................................................. 12
Assessment 2 – Project............................................................................................ 36
Instructions for Students: ........................................................................................................ 36
Decision-making rules ............................................................................................................ 36
Resources required for assessment: .................................................................................... 37
Assessment 2 - Project ............................................................................................................ 38
Student Instructions ................................................................................................................. 38
Performance Checklist and Assessment Outcome: Assessment 2 .............................. 40

Version: 2.0 Acumen Education Pty Ltd © Page 2 of 42

 Assessment Tool | AURAFA007

Assessment information
Purpose This document represents the main assessment instrument for the unit of
competency AURAFA007 - Develop and document specifications and
procedures
Unit description This unit describes the performance outcomes required to identify and
analyse work task requirements and activities, and then develop and
document technical specifications and procedures providing concise and
unambiguous direction and guidance relating to them.

It applies to those working in the automotive service and repair industry. It

involves conducting research and writing technical specifications and
procedures at a specialist technician or manager level.

No licensing, legislative or certification requirements apply to this unit at the

time of publication.
Key 1. Identify and plan requirements
competencies 2. Prepare and develop specifications
3. Prepare and develop procedures
4. Document specifications and procedures
Foundation skills
• Interpret technical information, instructions and
Reading skills to:
requirements in written material as required to carry
out technical research activities
• Interpret and understand a range of written
document specifications and procedures found in
the automotive workplace.

• Communicate ideas and information in a manner

Writing skills to:
appropriate to workplace.

• Use standard mathematical terminology and

Numeracy skills to:
structures to incorporate measurements, calibration
and test requirements into technical specifications
and procedural documentation.

• Navigate computer software to collect, add and

Digital literacy
edit information in documents.
skills to:

• Plan and organise the research and writing of

Planning and
technical specifications and procedural
organising skills to:
requirements to avoid backtracking and workflow

Version: 2.0 Acumen Education Pty Ltd © Page 3 of 42

 Assessment Tool | AURAFA007

interruptions.

• Use computers and software.

Technology skills
to:
Performance Evidence of the ability to:
evidence  develop and document the technical specifications and procedures of
an automotive repair or manufacturing process that would take more
than thirty minutes to complete, including:
 safety requirements of the process
 steps involved in undertaking the process, including:
 use of any tools, equipment and materials
 explanatory graphics
 specifications explaining the requirements that a product or
assembly must meet or exceed
 bibliography of sources of information.
Knowledge Types and application of technical documents, including:
evidence  Technical background reports
 Technical guides
 Technical specifications, including:
 Open specifications
 Closed specifications
 Methods of describing limits, including tolerances, clearances and wear
 Technical and standard operating procedures, including:
 Safe operating procedures
 Dismantle and assembly procedures
 Literature reviews
 Technical document writing techniques, including:
 Confirming document scope
 Understanding the audience
 Developing a plan
 Collecting information, including:
 Using primary and secondary sources
 Acknowledging sources
 Methods of organising information to meet document requirements,
including:
 Linear or chronological
 Parts of an object graphics
 Simple to complex
 Specific to general
 General to specific
 Writing first drafts, including:
 Using style guides
 Using graphics

Version: 2.0 Acumen Education Pty Ltd © Page 4 of 42

 Assessment Tool | AURAFA007

 Revising and editing drafts

 Workplace policies relating to publishing documents with company
intellectual property content.
Assessment Assessors must satisfy NVR/AQTF assessor requirements.
Conditions
Competency is to be assessed in the workplace or a simulated environment
that accurately reflects performance in a real workplace setting.

Assessment must include direct observation of tasks.

Where assessment of competency includes third-party evidence,

individuals must provide evidence that links them to the specifications and
procedures that they have developed, e.g. procedural documents
relevant to their workplace.

Assessors must verify performance evidence through questioning on skills

and knowledge to ensure correct interpretation and application.

The following resources must be made available:

 automotive repair workplace or simulated workplace

 situations requiring research and documentation of technical

specifications and procedures

 range of reference materials relevant to technical research activities

and vehicle specifications and procedures.

Pre-requisites NIL
Terminology The following terms are used in each assessment task to guide the student
used and assessor as to what is expected from each assessment task:
1. Instructions: Provides a brief description about the assessment task and
broadly indicates what the Student is required to do.
2. Conditions of assessment: Outlines the conditions in which the
assessment must be undertaken. In some cases, it will give options for
the student about what to base the assessment task on and whether it is
practical demonstration or project.
3. Description of task/decision making rules: Advises the student and the
assessor of the task description and the criteria that the assessment must
meet in order for a satisfactory result to be awarded.
4. Due Date - the date on which assessment falls due.
Completing the Assessors must ensure that students completely understand the assessment
assessments/Ex process and various assessment tasks before undertaking the assessments.
pectations This assessment tool is structured in a way that each assessment task clearly
outlines the:
• Instructions for completing the assessment task;

Version: 2.0 Acumen Education Pty Ltd © Page 5 of 42

 Assessment Tool | AURAFA007

• Conditions in which the assessment must be conducted;

• Evidence that must be presented by the student; and
• Decision-making rules by which the evidence will be judged.
Every assessment task will require satisfactory completion in order for
students to be deemed Competent. The students will need to adhere to
any guidelines on length of answers required where stipulated. Please note,
a paragraph is three or more sentences.

This unit is being offered as a part of AUR50216 - Diploma of Automotive

Technology. You will not qualify to receive Certificate of completion until
you attain competency in all the units offered as part of this qualification.
Assessment Each assessment task has a section for the assessor recording the
assessment outcome as either ‘Satisfactory’ (S) or ‘Not Satisfactory’ (NS).
Once the student satisfactorily completes all assessment tasks, the assessor
will complete the assessment summary cover sheet and record either a
“Competent” (C) or “Not Competent” (NC) outcome.
When awarding any assessment result, assessors must ensure that feedback
for the student is recorded in the spaces provided after each assessment
task and on the record of assessment outcome.
Summary of The assessment methods that are used in this assessment tool are:
assessment Assessment Method of
Description
methods and Task # Assessment
tasks 1 Questions You are required to answer 16 short answer
questions related to this unit.
2 Project Develop and document the technical
specifications and procedures of an
automotive repair or manufacturing process
that would take more than thirty minutes to
complete
Instructions: • You can seek clarification regarding the assessment required to be
done.
• You can ask for reasonable time from Assessor for preparation of project
or Assessment.
• You can seek information on additional reading material and reference
for completion of the assessments.
• If you have any special needs, you can seek assistance from Assessors
depending upon the nature of the need.
• You can seek assistance from assessor while using special diagnostic
equipment
• Review the observation checklist/decision making rules to know what is
expected of you. You may refer to the observation checklist for
observation based assessments at any stage prior to the
commencement of your assessment. You must not refer to this checklist
whilst you are being assessed.

Version: 2.0 Acumen Education Pty Ltd © Page 6 of 42

 Assessment Tool | AURAFA007

• Your assessor will also explain to you the observation process prior to the
assessment.
Required Each assessment task in this assessment tool outlines specific resources that
resources the student must have access to as part of the assessment process.
Assessors must ensure that students have appropriate access to these
resources before any assessment is conducted.
Reasonable Acumen Education enables reasonable adjustments to be made to
adjustment assessment procedures for students with special needs, such as people with
disabilities or with language or literacy difficulties. Assessing knowledge is
usually assessed through written or oral, short-answer tests where assessors
seek to determine the extent of the student’s knowledge.

Following are some of the examples of adjustments that can be made for
the students:
• Ask questions orally instead of in a written format
• Provide equipment such as text enlargers, image enhancers, and voice
recorders.
• Give the student more time to complete the assessment;, allocate a
different time for completion of the assessment;
• Offer a separate, quiet room.
• Modifying or providing equipment
• Adapting delivery strategies
• Ensuring that course activities are sufficiently flexible, providing
additional support to student where necessary
• Customising resources and activities within the training package or
accredited course
• Monitoring the adjustments to ensure student needs continue to be met
Plagiarism Acumen education takes a systemic approach to the treatment of
policy plagiarism in academic work. The policy is intended to promote honesty in
learning and assessment and respect for the work of others. Contravention
of this policy will result in students being penalized.

Please read the plagiarism policy available in your student handbook and
to be aware of the consequences and to understand your rights and
responsibilities.
Academic • Where a student wishes to appeal an assessment they are required to
appeals notify their assessor in the first instance. Where appropriate the assessor
may decide to re-assess the student to ensure a fair and equitable
decision is gained. The assessor shall complete a written report
regarding the re-assessment outlining the reasons why assessment was
or was not granted.
• If this is still not to the student’s satisfaction the student shall formally
lodge an appeal by submitting a written letter within one week of
receiving the results using the form 10.1 for Complaints and appeals

Version: 2.0 Acumen Education Pty Ltd © Page 7 of 42

 Assessment Tool | AURAFA007

outlining the reasons for the appeal. They shall lodge this with student
administrations department and the appeal shall be entered into the
‘complaints and appeals register’.
• The Operations Manager shall be notified and shall seek details from the
assessor involved and any other relevant parties. A decision shall be
made regarding the appeal either indicating the assessment decision
stands or details of a possible re-assessment by another assessor
appointed by Acumen.
The student shall be notified in writing of the outcome with reasons for the
decision. The student shall also be provided the option of activating the
external appeals process if they are not satisfied with the outcome. The
student is required to notify Acumen if they wish to proceed with the
external appeals process.
Reassessment 1. Student will be assessed as being competent only upon satisfactory
process completion of all the assessments in a unit.
2. If a student is not able to demonstrate satisfactory completion of all of
the required assessments of the unit, the result for that unit will be
recorded as Not Competent.
3. If a student has submitted all the tasks and successfully completed
more than 50%* of the assessment tasks for a unit, they will be provided
with specific feedback and invited to re-submit their assessment.
4. If a student has submitted and not successfully completed more than
50%* of the assessment tasks for a unit, they will be required to
undertake the unit again.
5. In the case of re-submission, the following actions shall occur:
• The student must apply for resubmission within one week of the result
is made available to him/her. This means that the student is
responsible to acknowledge that he/she has received the result and
has been deemed NC for the units of competency undertaken.
• Reassessment may need to be arranged every weekend on
Saturday evenings in order to minimize disruption.
6. If a student is assessed as “Not Competent’ after the resubmission, he or
she will be identified as a student-at-risk and an Academic
Performance Improvement (API) Plan will be created during an
Intervention Strategy Meeting between the Acumen’s Operations
Manager, Trainer & Assessor and student. The date for a third
assessment will be nominated by the student in consultation with Trainer
& Assessor, but should be no longer than 1 month from the previous re-
submission date.
7. One re-submission is allowable per unit per student free of cost.
Additional re-submissions will be charged at $200.

If the student remains ‘Not Competent’ after a third re-submission, he or

she will be notified that this result is final and he or she will be unable to
successfully complete the course in which they are enrolled at this point.
Version: 2.0 Acumen Education Pty Ltd © Page 8 of 42
 Assessment Tool | AURAFA007

* Due to the variance in the amount of work completed for each

assessment task in a unit, 50% will be determined by the number of
assessment tasks submitted as opposed to the amount of evidence
submitted.
Assessment We are required to retain a copy of your assessment and all other
records evidentiary records. If you require a copy of this assessment submission
please be sure to copy it prior to submitting it to us.
Declaration You must sign the student declaration confirming the authenticity of your
submitted work, understanding the requirements to complete the
assessment tasks and that the assessment process including the provisions
for re-submitting and academic appeals were explained to you and that
you understand these processes on the assessment summary cover sheet.
Acumen Education cannot assess any submitted work until the declaration
is received.
Assessment You must submit this completed assessment tool to your trainer on the due
submissions and date. Please feel free to contact us if you have any questions regarding the
contact details assessment process:
Phone: 03 9044 6402/03 84151244

Version: 2.0 Acumen Education Pty Ltd © Page 9 of 42

 Assessment Tool | AURAFA007

For Assessor Only -ASSESSMENT COVER SHEET

This form is to be completed by the assessor and used as a final record of student competency.
All student submissions including any associated checklists (outlined below) are to be attached to this cover sheet before placing on
the students file. Student results are not to be entered onto the Student Database unless all relevant paperwork is completed and
attached to this form.
Student
Student Name:
ID No:
Contact
Email:
number:
Unit Code &
AURAFA007 - Develop and document specifications and procedures
Title
First Submission  Subsequent Submission 
Result
Please attach the following documentation to this form S = Satisfactory
NS = Not Satisfactory

Assessment 1  Written Task S | NS

Assessment 2  Project– Technical reports S | NS

Final Assessment Result for this unit
(Student will be assessed as being competent only
upon satisfactory completion of all the above
 Competent  Not Competent (Comments)
mentioned assessments)
The Evidence provided is:

 Valid  Sufficient  Authentic  Current

Student Declaration:
I acknowledge that I understand the requirements to complete the assessment tasks. The assessment
process including the provisions for re-submitting and academic appeals were explained to me and I
understand these processes. I understand the consequences of plagiarism and confirm that this is my own
work and I have acknowledged or referenced all sources of information I have used for the purpose of this
assessment.

Student’s Signature: Date: _______/_______/_______

Final feedback:

Assessor: I declare that I have conducted a fair, valid,

Signature:
reliable and flexible assessment with this student, and I
have provided appropriate feedback.
Date: _______/_______/_______

Administrative use only

Entered onto Student

________________ ________________
Management Database
Date Initials

Version: 2.0 Acumen Education Pty Ltd © Page 10 of 42

 Assessment Tool | AURAFA007

USE FOR REASSESSMENT ONLY

Assessment Task No/s

Components

Competent - C Not Competent - NC

Result of Reassessment
(Please circle the Final Assessment Outcome)
Feedback to Student

Please provide general feedback on the Student’s performance.

Assessor: I declare that I have conducted a fair, valid, reliable and flexible assessment with this student,
and I have provided appropriate feedback.

Trainer/Assessor Signature Date

Version: 2.0 Acumen Education Pty Ltd © Page 11 of 42

 Assessment Tool | AURAFA007

Assessment 1 – Written Questions

Instructions for Students:

• This is the first of the two assessment tasks you must complete satisfactorily to be deemed
competent in this unit.
• In this task, you must answer sixteen questions that cover the knowledge requirements of
this unit.
• Read the Assessment description carefully.
• Assessment may be submitted in Microsoft Word format or may be handwritten.
• Clearly label your work with your name, unit code, unit title, Assessment Task and
respective Question number with the answer to all the documents and sheets that are
attached to your submission.
• Acknowledge clearly when and how you are drawing on the ideas or phrases of others.
• Consult your assessor when you are unsure about how to acknowledge the contributions of
others to your thought and writing.
• Read the Plagiarism policy and procedure carefully to understand the consequences that
you could face if your work is plagiarized.
• Seek clarification regarding the assessment required to be done, if you do not understand
the task.
• Ask for reasonable time from Assessor for preparation of Assessment.
• Seek information on additional reading material and reference for completion of the
assessments.
• Students with special needs can seek assistance from assessors depending upon the
nature of the need.
• Assessment may be completed in your own time and is due one week from the module
end date.
• Submit this document along with your assessment work.

Version: 2.0 Acumen Education Pty Ltd © Page 12 of 42

 Assessment Tool | AURAFA007

Written Questions

1. What are technical background reports? (100-120 words)

Technical background reports are reports provided by the manufacturer on the specifications and development o
f products and the reason behind designs. A technical report is meant to convey a specific message or to perfor
m a particular function, rather than to ‘teach' the reader about the topic.
Technical background report is the one that is provided by the manufacturer of the product. This will contain the i
deology and reasons for manufacturing the product. It will be useful for the user of the product, so that they are a
ware of the impact and design of the product for safe use. The development of the vehicle and the future predicti
ons are a part of it. Contents like safety precautions, environmental hazards and specifications will be available i
n this.
Basically, a background report provides information on a technical topic but in such a way that is adapted for a p
articular audience that has specific needs for that information. Such a background report might also include som
e basic discussion of a complaint or diagnosis or development of a vehicle, but no more than what the
end users need. It focuses on a technical topic, provides background on that topic for a specific set of readers w
ho have specific needs for it. It does not report data from original research and draw conclusions in the way that
primary research reports do.

Satisfactory Not Satisfactory (Comments)

Version: 2.0 Acumen Education Pty Ltd © Page 13 of 42

 Assessment Tool | AURAFA007

What are technical guides used for in automotive industry? Describe its contents. (100-
2.
150 words)

f the product. ollowed by the ttechnical charrcttristics, step bb step service pro
cedure will be given, such as disassembly and asdureewill bbe given, such as ddisassembly and dssmblby procedure.
In addition to this, there wil addition t o this,,therr willl be inspection prrocedure and schedules which can ne uused for prevn

nostic procedure will be available.

Satisfactory Not Satisfactory (Comments)

Version: 2.0 Acumen Education Pty Ltd © Page 14 of 42

 Assessment Tool | AURAFA007

3. What is an open specification? (80-100 words)

An open specification is a specification created and controlled, in an open and fair process, by an association or
a standardization body intending to achieve interoperability and interchangeability. An open specification is not c
ontrolled by a single company or individual or by a group with discriminatory membership criteria. Copies of Ope
n Specifications are available free of charge or for a moderate fee and can be implemented under reasonable an
d non-discriminatory licensing (RAND) terms by all interested parties In open specification describes required pe
rformances without mandating how those performances are to be achieved. An open specification leaves a great
deal of freedom to the entity that creates a product or assembly to satisfy the specifications.

Satisfactory Not Satisfactory (Comments)

4 What is a closed specification? 50-70 words

A closed specification has a predetermined specification and is crucial to be set to within these tolerances; speci
al tooling is required for these type of tasks. A closed proprietary specification names, describes, and lists a singl
e product or system. The specification may list only one manufacturer or a product by one manufacturer, or it co
uld list t

Satisfactory  Not Satisfactory (Comments)

Version: 2.0 Acumen Education Pty Ltd © Page 15 of 42
 Assessment Tool | AURAFA007

5 What information should a specification include? 300-400 words.

1.IENTIIY
IDENTITY
Assign a nsign
numbera to
number
identifytothe
idetify the specificaaaion
specification for use infor
theuse eii the commerccil
commercial lcontract,
contract, or or other sseecifications.
other specifications.

2. EISION
REVISIONREFERECC
REFERENCE
Specifications are often re
SpecificatiSecificationsnsrre oftenProvide
revised. reviiedd. rovide referencceoor
a reference eachissued.
for each revision revision i ssued.
Use a letter se
or a letterr or
number number deeignatio
designatio
n and date it so that the user is aware of the versionand
version that date it so othht the user i aware of the version tthat applies.
applies.

3. ILE
TITLE
Provide a concise and distinctive title. AvPovidd
Avoid usingconcise
long titles;
andthey
diisinctive
are confusing.
titlee Avoidi using long tiitles; they arr onfusing.

4.ITRODUCCCTON
INTRODUCTION
Say what tythewhat
specific
the specificattion
specification is about. is about.tThis
This can
can include include
the scopetheh scope
of the of the speecification,
specification, its its styy,, form, purpose and
pplication.
aion.

5. DES5
DESCRIPTION
DESCRIPTION
Describe scrcibe
the product
the produccc
or ser or service covered: imensions;smateerrils; tolerances; finish; requiie pares.

6. PRFORMANCE
PERFORMANCE
Describe scribe
the performance
the performmance
criter criteria,, operating condittions, expecte seevice, life exppectancy, and derrvice factors. O
ther performance requirements depend on the product, er pprformance requiremenntsdepeend on the pproduct, struccture,
• For electrical, mechanical, hydraulFor electrical, mechanical,l hhdraulic, aeronnautical, and dooputer equipment, bio- med
sing devices, performance will include power, speed,sgg devices, performmnce eiwll include power, peed, movement,tpress
stand-by power sources, and ratingstand-by powerrrourcces, and ratings.
• For engineeringFor engineering annduildingg tructures, perrformance will includdd floor loadings, finish, materials.
• Service factors for all products, structure or s ervice factors ffr all productcs, structure er sservices couldl include environnm
ature ranges, vibration,humidity,
r rangeesvibbration, humidity,nd
and dirt.
dirt.

7. OSTTRUCTION
CON
CONSTRUCTION
Cons
Constructnstructioon, also meaiig manufacturre,should nclude referencc to processes,, heemicals, ,solvents, product h
andling, and the use of special tools and devicdling, nd the usseof speccial tools snddevces.

8. RLIABILITY
RELIABILITY
The specie
spec specificcation shoulll include inforomation on servicie and mainteeaance factors hattffecc terliability. It shoul st
ate limits on down-time to effect repairs, the availae limits on nownn-time to effect reppairs, the availability of speciiaaists fo

9. ULITY
QUALITYYASSURANCE
ASSURANCE
The purposeh
purpose ofpurpose
imposing
of quality
i mposing
assu
qualiity ssurance tandards,sas oppposed to stannarrds in generall i to provide en rga
nizing framework within which the contract is carrzing framework within whiich the contracct is carried oout. The specifiiatio
ection and test requirements, forming part of the qtion nnd test requiiiements, forming pprt of the qualityyassurance program
duct or service, but provide objective evidence of tct oo seevce, ubt provide objectitie evidence of the euqlityy of goods or e
e programme, the greater the assurance that the serprogrrmme, the greater thhh assurance that tthe service proovied is of t

10.ACKAGING
PACKAGINGAND ANDSTORAGE
STORAGE
The specificate
specificationspecifiction should descciie the packaging, handlingg sshipping and storaag requirements oof the product.

11.TANDDARDS
STANDARDS ANDAND DSPECIFICATIONS
SPECIFICATIONS
Throughout the
th sproughouut the specificataion otther specifications and standards will be referenced. A separate listing of a
ications and standards cited should be summarized in this section.

12. RECORDS
The retention of accounting records is required by law. The retention of manufacturing, inspection and performan
ce test records is what any manufacturing or service contractor observes for self-protection. Clients who issue sp
ecifications frequently have to meet national and industry regulatory controls by maintaining manufacturing as w
ell as operating records. Equipment manufacturing and maintenance records, sometimes referred to as history d
ockets, are essential when something goes wrong.

Version: 2.0 Acumen Education Pty Ltd © Page 16 of 42

Assessment Tool | AURAFA007

Version: 2.0 Acumen Education Pty Ltd © Page 17 of 42

 Assessment Tool | AURAFA007

Satisfactory Not Satisfactory (Comments)

Version: 2.0 Acumen Education Pty Ltd © Page 18 of 42

 Assessment Tool | AURAFA007

What are the methods of describing limits, including tolerances, clearances and
6
wear? Describe with an example. (100-150 words)

rncees.

CLEARAEARANCCCS: Clearaaace is the aarea or rspace left tuot between ttwo matiinn parts. Smetimes cleearances aare
ft ut
outintentioonlly
intentionallytotomeet
meetthe
theproduccc
product requirements.
requiremennts.For
Forexample, gaps
eexample, between
gaaps the tops
betwwenn theoftopos
the valve
of thestems
vvalveanstemss an
d the part of the mechanism which presses on them to open the valves are the clearances.

WEAR: Wear and tear are a common defect that occurs as a result of over usage or due to external matter that
affect the product surface. The surface become worn out, carved, caved in or damaged due to various processe
s. For example, propeller shafts get regular exposure to atmosphere.

 Satisfactory  Not Satisfactory (Comments)

Version: 2.0 Acumen Education Pty Ltd © Page 19 of 42

 Assessment Tool | AURAFA007

Explain each of the following formats for Standard operating Procedures – Simple
7.
Steps, Hierarchical and Flowchart in 40-50 words each.

Simple way- A simple steps format. This is for routine procedures that are short, have few possible outcomes, an
d are fairly to the point. Apart from the necessary documentation and safety guidelines, it's really just a bullet list
of simple sentences telling the reader what to do.

Hierarchical way- A hierarchical steps format. This is usually for long procedures -- ones with more than ten step
s, involving a few decisions to make, clarification and terminology. This is usually a list of main steps all with sub
steps in a very particular order.

Flowchart way- A flowchart format. If the procedure is more like a map with an almost infinite number of possible
outcomes, a flowchart may be your best bet. This is the format you should opt for when results aren't always pre
dictable.

Satisfactory Not Satisfactory (Comments)

Version: 2.0 Acumen Education Pty Ltd © Page 20 of 42

 Assessment Tool | AURAFA007

8. What are safe operating procedures?(80-100 words)

Safe operating procedures are a critical component of responsibility to provide a systematic and organized ap
proach to workplace safety. A safe operating procedure is a written document that provides step-by-step instru
ctions on how to safely perform a task or activity which involves some risk to health and safety. (A safe operati
ng procedure is sometimes referred to as a safe work procedure or safe work method statement).Safe operati
ng procedures are put into place in all work environments throughout Australia. In Victoria this is regulated and
monitored by work safe. Safety procedures relate both to the work environment and vehicle manufacturers. W
orkshops should make sure to supply safe operating procedures / processes that need to be followed while wo
rking on vehicles to the mechanics and technicians.

Satisfactory Not Satisfactory (Comments)

Version: 2.0 Acumen Education Pty Ltd © Page 21 of 42

 Assessment Tool | AURAFA007

Describe the purpose of following technical and standard operating procedures.

9. • Dismantle and assembly procedures
• Literature reviews
Dismantle and assembly procedures
Dismantling is a process of breaking down a vehicle or machinery into separate parts. A vehicle or machinery
may be disassembled to help determine a problem, to replace a part, or take the parts and use them in another
vehicle or machinery or sell them individually.
For example, if a car has a bad sensor or circuit, a mechanic may need to disassemble the car to get to the bad
sensor or circuit and repair or replace it with a good one.
These procedures help perform repairs and replacements and assembling procedures help them put the things
back together.
Dismantling and assembly procedures contains the following information: Details of all the components.
Tools and equipment required to complete the task. Standard operating procedures, including safety instruction
s.
Step by step instructions to dismantle and assemble a machinery or vehicle.

Literature reviews
A literature review is both a summary and explanation of the complete and current state of knowledge on a limit
ed topic as found in academic books and journal articles.
• It gives readers easy access to research on a particular topic by selecting high quality articles or studies that a
re relevant, meaningful, important and valid and summarizing them into one complete report
• It provides an excellent starting point for researchers beginning to do research in a new area by forcing them
to summarize, evaluate, and compare original research in that specific area
• It ensures that researchers do not duplicate work that has already been done
• It can provide clues as to where future research is heading or recommend areas on which to focus
• It highlights key findings.

Version: 2.0 Acumen Education Pty Ltd © Page 22 of 42

 Assessment Tool | AURAFA007

Satisfactory Not Satisfactory (Comments)

Explain the importance of the following technical document writing techniques while
10
developing technical documentation.

Confirming document scope

Documentssope
Dcument scopestatement
statementisisaausefulu
useful toolto
tool toootlline
outline the projeect's
project's deliverables
deliverablls and identify the
an identify the constraints,
onssrrints,, assu
mptions and key success factors. The well-written scope statement clearly defines the boundaries of a project. C
onfirming document scope is the part of project planning that involves determining and documenting a list li of spe
cific project goals, deliverables, features, functions, tasks, deadlines, and ultimately costs. In other words, it is w
hat needs to be achieved and the work that must be done to complete a document.

Version: 2.0 Acumen Education Pty Ltd © Page 23 of 42

 Assessment Tool | AURAFA007

Understanding the audience

Understanding what your audience knows and does not know about your subject helps focus your thoughts and
produce documents that adds value for others. Technical topics often need to be abstracted into simple terms fo
r non-technical stakeholders – terms that are focused on their interests. Know what questions your targeted audi
ence has about the subject and answer them in your writing.

Developing a plan
Effective technical documents are a result of a deliberate and comprehensive design and production process. It
starts with defining the purpose of the document which can be to provide information, to give instructions, to pers
uade the reader, and to enact (or prohibit) something. Identify the specific purpose of the document by clarifying
both the reasons for its creation and its specific objectives. The next step is to define your audience--the person
or persons who will be reading the document. Then determine your audience's level of expertise and their purpo
se in using the document. It is also important to assess the attitude of the audience toward both you and the doc
ument's subject matter.

Version: 2.0 Acumen Education Pty Ltd © Page 24 of 42

 Assessment Tool | AURAFA007

Collecting and using primary and secondary sources of information

A primary source provides direct or firsthand evidence about an event, object, person, or work of art. Primary so
urces include historical and legal documents, eyewitness accounts, and results of experiments, statistical data, p
ieces of creative writing, audio and video recordings, speeches, and art objects. In contrast, a secondary source
of information is one that was created later by someone who did not experience first-hand or participate in the ev
ents or conditions of research. For the purposes of a historical research project, secondary sources are generall
y scholarly books and articles.

Acknowledging sources
It is important to cite and acknowledge sources of all ideas and information that are not your own an that are not
common knowledge. All ideas and information taken from a source must be acknowledged unless they are consi
dered common knowledge while developing technical documents specifications for several reasons.

Satisfactory Not Satisfactory (Comments)

Version: 2.0 Acumen Education Pty Ltd © Page 25 of 42
 Assessment Tool | AURAFA007

Explain the following methods of organising information to meet document

11
requirements.

Linear or chronological (80-100 words)

Linear or chronological order refers to organizing nfnformation in nrdddr in which hvents or actiion to tte order in w
hichhehy
theyoccur
occurororshoould
should occur.
occur.ItItwill
iwlhave
h avea aclear
learbeginning
beginningofgfthe
thhetak,
task, middle
mddleaad
and how the task wwuldwould end.
end. Th
Th
ishlps
helps in in
writing
writing
g ttechnical
a technicalreport
reporttybys equencing
sequencinginformation
informationforforthe
theend
enduserss
users in
i the
theorder
orderfffom
from beiinnnng
be
beginning to
to ee
nd.IItaalso helpsiin
lso helps in presenting
resenting aappooees
process or procedure in iin most
omoteffective
effectiveway
waybybystructuring
ststruccturingthethecontent asaaaseries
content series
ofseps.
steps.The Thestructure
structureeff
ofeeueetial
sequentialcontent
contentprovides
provideshhokkst
hooks toremember
remember the
the
steps
steps ofofhe
theprocedure.
procedure.Exaamle:
Example:
rear manual
A repair manualprrvides
providessequentiailructions
sequential instructions
on hhhw on how
to begto begin repair of a particular part of component of vehi veh
cle,
le, safety procedures to be followed at each step and what checks should be performed in final ie,, safety ppoeedures to be

Version: 2.0 Acumen Education Pty Ltd © Page 26 of 42

 Assessment Tool | AURAFA007

Parts of an object graphics (140-150 words)

An Object Graphics display is a group of graphics objects organized into a hierarchy or tree. For example, a grap
hics object tree with four graphics atoms (visualization objects) might be contained in three separate model obje
cts, which are in turn contained in two distinct view objects, both of which are contained in one scene object, whi
ch is the root of the graphics tree.
An object graphics display is commonly made up of the following components.
Destination objects: A window, printer, clipboard or memory buffer that contains the display. One of these object
s is required for any graphics tree. In the tree analogy, one of these objects is the ground. Display objects: A sce
ne, view, or view group that contains one or more models. Each model controls the spatial positioning of the visu
alization objects that it contains.
Visualization objects: These low-level objects are used to create visualizations such as plot, contour, surface, an
d image displays. These objects contain data and have attributes such as size, color, or associated color palette.
Visualization objects do not have an independent transformation matrix and do not contain other objects

Version: 2.0 Acumen Education Pty Ltd © Page 27 of 42

 Assessment Tool | AURAFA007

Simple to complex (50-70 words)

Instructional content can be organized from the simple to complex even when the simpler content is not subordin
ate or prerequisite to the complex content. This strategy provides a slow initiation into a subject, building the lear
ner’s confidence and knowledge base. Example: A course on automotive mechanics might teach the safety asp
ects and use of tools and equipments first prior to teaching how to balance a wheel and tyre or to perform servici
ng.

Specific to general (50-70 words)

i
his spppoacah, the
most important content is placed at the start. An analst iimportant content i s placed aat the start. An analysis offyur conten
to choose. Example: In an online presentation for n choose. Exammll: In an online preesentation for n ew employees, Hum
e critical security issues and how to safeguard critiical security iissues and hw to safeeguard company iiiformation prior to d
ch as the office holiday party.

Satisfactory Not Satisfactory (Comments)

Version: 2.0 Acumen Education Pty Ltd © Page 28 of 42

 Assessment Tool | AURAFA007

What is the role of style guides in writing technical documents and procedures? 60-80
12
words.
A style guide is a set of standards for the writing and design of content, defining the style to be used in communi
cation within a particular organization. Basically, style guides are put together to clarify the way a group of peopl
e talk and write about the things they do.
It defines the font size, font style, header, footer, line spacing, paragraph, use of logos etc in the documents prod
uced by the organization.
E.g. Quick and easy communication of information - figures and tables, bullet-point lists

Satisfactory Not Satisfactory (Comments)

What is the role of graphics in technical writing? How should graphics be used while
13
writing first drafts? (100-120 words)
In technical business writing, the graphics – such as engineering drawings, tables, and process diagrams – com
plement and are integrated with the

gtogether someeof theeeelvattonceptt, and then walk the reader through the graphi to make sure ell read
ers will have a common understanding of the graphic and its significance. This technique can be used to instantl
y create pages of explanatory text that helps the reader understand and helps write the instructions.
In a draft, the graphics are used in different stages. Initially, to describe the component, graphics can help us stu
dy about the construction of the component along with its sub-parts.

Version: 2.0 Acumen Education Pty Ltd © Page 29 of 42

 Assessment Tool | AURAFA007

Satisfactory Not Satisfactory (Comments)

14 Why is it important to revise and edit a draft before it is finalized? 100-150 words

Drafts should
ats ssou always
a lways bebe revisedand
r evised andeedited
edited to make surethathe
mke sure that the content
onntent followsthe
followos thethesis
thesisstateent/documenet
statement/document
purpose of the Each
purpose. Each paragraph of the body should support the purpourrose.e document. It should
paraggrph be done
oof the body to ensure
s hould suppport the
sequence,contenn
the content of the document is in a logical sequene any jargons
of thethat the reader
documet iss inmay not understand
a logical leqquence,are a nyremov
jargons tthat the
spellingand
ed and the text is checked for accuracy of spellin andthe grammar. Revision
text i checked foralso helps to
a ccuracy of ensure
spellingthat
lliingthe content
and i
grammmarrReviio
sentences aand
s coherent and that connections are made between scoherent and paragraphs,
that conneetionsmaking arethem
made parallel.
btweenTransition
sentennee and para
paragraph or idea.deRevising
s should be used when introducing a new paragraphshould used whenmeans reading and
introdducing changing
a anew with the
paragraph oraim
idea. eviing m
not “mean
of “improving or correcting.” Revising does nof that you
improving have failed with
or ccorecting.” the first
R evising draftnot
ddoes or that
mean you canyou
tthat simp
have efaaile
revision is on content,
ly spell-check and call it complete. The focus of revypell-check and callorganization,
it complete. and The style
foousofofcommunication.
revision s on content,, org
but also the
Revising helps to examine not only the audience bevising approach,
helps substance
to eexamine as well
not oonly theas style, writing
audieece andthh
but also t appproac
he thinking behind it. Once the draft is revised and the structure
ttiinning andii.tOnccc
behind topics are thefinalised, they shand the sttructure and ttoics
draft is revised
ensure correct spelling, spacing, duplication or ominnsure correct spepeling, spacing, uplpication or omittinng and finally fo

Version: 2.0 Acumen Education Pty Ltd © Page 30 of 42

 Assessment Tool | AURAFA007

Satisfactory Not Satisfactory (Comments)

What is the purpose of policies relating to intellectual property? Why should a

15 workplace have policies for publishing documents with company intellectual property
content? 50-70 words
The purpose of the Intellectual property policies is to provide a framework to identify, manage and support the int
ellectual property (IP) rights and assets belonging to the workplace.

Workplace should have policies for publishing documents with intellectual property in place. Having a copyright
gives owners exclusive rights to reproduce their work, publicly display or perform their work, and create derivativ
e works. It also gives economic rights to financially benefit from their work and prohibit others from doing so with
out their permission.

Satisfactory Not Satisfactory (Comments)

Version: 2.0 Acumen Education Pty Ltd © Page 31 of 42

 Assessment Tool | AURAFA007

What is intellectual property? What are the consequences for breach of intellectual
16
property in Australia? 50-70 words
Intellectual property refers to creations of the mind: inventions; literary and artistic works; and symbols, names a
nd images used in commerce.
Violation of intellectual property rights, "infringement" with regard to patents, copyright, and trademarks, and "mis
appropriation" with respect to trade secrets, can be a breach of civil law or criminal law, which depends on the ty
pe of intellectual property involved, the jurisdiction, and the nature of the action.

Satisfactory Not Satisfactory (Comments)

Version: 2.0 Acumen Education Pty Ltd © Page 32 of 42

 Assessment Tool | AURAFA007

Comments if the answer is not satisfactory

This form is completed by the assessor and used for comments if the answer is not satisfactory

Q.no Comments

Question 1:

Question 2:

Question 3:

Question 4:

Question 5:

Question 6:

Question 7:

Question 8:

Question 9:

Question 10:

Question 11:

Version: 2.0 Acumen Education Pty Ltd © Page 33 of 42

 Assessment Tool | AURAFA007

Question 12:

Question 13:

Question 14;

Question 15:

Question 16:

Based on the Comments above Please Redo / Rewrite those particular answers and resend
your Completed Reassessment for correction

Version: 2.0 Acumen Education Pty Ltd © Page 34 of 42

 Assessment Tool | AURAFA007

Assessment Outcome – Assessment 1

Student name

Unit and Task

AURAFA007 - Develop and document specifications and procedures
being assessed
Course name and
AUR50216 - Diploma of Automotive Technology
title
Feedback / Comments:

Result:  Satisfactory  Not Satisfactory  Not Assessed

Assessor Declaration:
I declare that I have conducted a fair, valid, reliable and flexible assessment with this
student, and I have provided appropriate feedback.

Assessor Name:

Assessor Signature: Date: _______/_______/_______

Student Declaration:
I have read and agree with this assessment record.

Student Signature: Date: _______/_______/_______

Version: 2.0 Acumen Education Pty Ltd © Page 35 of 42