YOU WERE LOOKING FOR: Apprenti Test Answers
They are your results and you have complete control over them. Why are they useful? After all, it is another exam on top of a full school schedule — so why should you do it? Like it or not the skills tested in the assessment are the basic...
Getting a good score on your assessment can make you stand out of the crowd for apprentice employers. Can I prepare? Going through sample questions is a great way to prepare. The trade school you are taking your assessment with should provide this...
After doing so, you may feel comfortable with the topics and ready to jump right in and take the assessment or you may want to do some further study. Taking the assessment multiple times is also looked upon favorably, since it shows your persistence and determination to get into the program! We strongly recommend using the resources below to help you prep for the assessment. Good luck!
Our staff receive many questions about these steps, so here are some additional details to demystify the hiring process and help you plan ahead. Assessment The first step is simple: register for the assessment on our website. Here, we gather basic demographic information and ask which roles and locations you are interested in. After registration, you can take our assessment, which consists of three sections — math, logic and critical thinking, and soft skills — and access test prep materials. Each candidate has four chances total to take the assessment. Following the first two attempts, you are required to wait three months before trying again. If candidates pass the phone screen, they are invited to interview with staff. We gather information about transferable skills, motivation, communication, and other characteristics that lead to success in an apprenticeship.
Hiring Partner Interview If a candidate passes both of these interviews, they will be sent to interview with the interested hiring partner. If a candidate is not chosen by the first employer who they interview with, in most cases they are eligible to be sent to interviews with other employers. Apprentices are placed into three to five months of technical training before they go on the job the length of the training depends on the occupation. Technical training is an intense, full-time commitment, with studying required outside of class.
Some employers provide apprentices a wage or stipend during technical training, though this is not required. Post-Training As long as the apprentices pass the requirements of technical training, they continue on to their paid year of on-the-job training. During on-the-job training, there are sometimes further exams to pass before completion. Once the apprentice has been on the job for six months, they are eligible for a salary increase as long as they are meeting competency requirements.
They may have reached the Apprenti finish line, but their career has just begun. To find out more about the experience of apprentices in our program, read more here , here , and here. Share this:.
Translate this page from English Question: Critical thinking is essential to effective learning and productive living. Would you share your definition of critical thinking? Paul: First, since critical thinking can be defined in a number of different ways consistent with each other, we should not put a lot of weight on any one definition. Definitions are at best scaffolding for the mind. Two things are crucial: 1 critical thinking is not just thinking, but thinking which entails self-improvement 2 this improvement comes from skill in using standards by which one appropriately assesses thinking. To put it briefly, it is self-improvement in thinking through standards that assess thinking. To think well is to impose discipline and restraint on our thinking-by means of intellectual standards — in order to raise our thinking to a level of "perfection" or quality that is not natural or likely in undisciplined, spontaneous thought.
The dimension of critical thinking least understood is that of "intellectual standards. Question: Could you give me an example? Paul: Certainly, one of the most important distinctions that teachers need to routinely make, and which takes disciplined thinking to make, is that between reasoning and subjective reaction. If we are trying to foster quality thinking, we don't want students simply to assert things; we want them to try to reason things out on the basis of evidence and good reasons.
Often, teachers are unclear about this basic difference. Many teachers are apt to take student writing or speech which is fluent and witty or glib and amusing as good thinking. They are often unclear about the constituents of good reasoning. Hence, even though a student may just be asserting things, not reasoning things out at all, if she is doing so with vivacity and flamboyance, teachers are apt to take this to be equivalent to good reasoning. This was made clear in a recent California state-wide writing assessment in which teachers and testers applauded a student essay, which they said illustrated "exceptional achievement" in reasoned evaluation, an essay that contained no reasoning at all, that was nothing more than one subjective reaction after another.
See "Why Students-and Teachers-Don't Reason Well" The assessing teachers and testers did not notice that the student failed to respond to the directions, did not support his judgment with reasons and evidence, did not consider possible criteria on which to base his judgment, did not analyze the subject in the light of the criteria, and did not select evidence that clearly supported his judgment. Instead the student: described an emotional exchange asserted-without evidence-some questionable claims expressed a variety of subjective preferences The assessing teachers were apparently not clear enough about the nature of evaluative reasoning or the basic notions of criteria, evidence, reasons, and well-supported judgment to notice the discrepancy.
The result was, by the way, that a flagrantly mis-graded student essay was showcased nationally in ASCD's Developing Minds , systematically misleading the , or so teachers who read the publication. Question: Could this possibly be a rare mistake, not representative of teacher knowledge? Paul: I don't think so. Let me suggest a way in which you could begin to test my contention. If you are familiar with any thinking skills programs, ask someone knowledgeable about it the "Where's the beef? Namely, "What intellectual standards does the program articulate and teach? And then when you explain what you mean, I think you will find that the person is not able to articulate any such standards. Thinking skills programs without intellectual standards are tailor-made for mis-instruction. For example, one of the major programs asks teachers to encourage students to make inferences and use analogies, but is silent about how to teach students to assess the inferences they make and the strengths and weaknesses of the analogies they use.
This misses the point. The idea is not to help students to make more inferences but to make sound ones, not to help students to come up with more analogies but with more useful and insightful ones. Question: What is the solution to this problem? How, as a practical matter, can we solve it? Paul: Well, not with more gimmicks or quick fixes. Not with more fluff for teachers. Only with quality long-term staff development that helps the teachers, over an extended period of time, over years not months, to work on their own thinking and come to terms with what intellectual standards are, why they are essential, and how to teach for them. The State Department in Hawaii has just such a long-term, quality, critical thinking program see " mentor program ". So that's one model your readers might look at. In addition, the National Council for Excellence in Critical Thinking Instruction is focused precisely on the articulation of standards for thinking. I am hopeful that eventually, through efforts such as these, we can move from the superficial to the substantial in fostering quality student thinking.
The present level of instruction for thinking is very low indeed. Question: But there are many areas of concern in instruction, not just one, not just critical thinking, but communication skills, problem solving, creative thinking, collaborative learning, self-esteem, and so forth. How are districts to deal with the full array of needs? How are they to do all of these rather than simply one, no matter how important that one may be? Paul: This is the key. Everything essential to education supports everything else essential to education. It is only when good things in education are viewed superficially and wrongly that they seem disconnected, a bunch of separate goals, a conglomeration of separate problems, like so many bee-bees in a bag.
In fact, any well-conceived program in critical thinking requires the integration of all of the skills and abilities you mentioned above. Hence, critical thinking is not a set of skills separable from excellence in communication, problem solving, creative thinking, or collaborative learning, nor is it indifferent to one's sense of self-worth. Question: Could you explain briefly why this is so? Paul: Consider critical thinking first. We think critically when we have at least one problem to solve. One is not doing good critical thinking, therefore, if one is not solving any problems. If there is no problem there is no point in thinking critically. The "opposite" is also true. Uncritical problem solving is unintelligible. There is no way to solve problems effectively unless one thinks critically about the nature of the problems and of how to go about solving them. Thinking our way through a problem to a solution, then, is critical thinking, not something else. Furthermore, critical thinking, because it involves our working out afresh our own thinking on a subject, and because our own thinking is always a unique product of our self-structured experience, ideas, and reasoning, is intrinsically a new "creation", a new "making", a new set of cognitive and affective structures of some kind.
All thinking, in short, is a creation of the mind's work, and when it is disciplined so as to be well-integrated into our experience, it is a new creation precisely because of the inevitable novelty of that integration. And when it helps us to solve problems that we could not solve before, it is surely properly called "creative". The "making" and the "testing of that making" are intimately interconnected. In critical thinking we make and shape ideas and experiences so that they may be used to structure and solve problems, frame decisions, and, as the case may be, effectively communicate with others. The making, shaping, testing, structuring, solving, and communicating are not different activities of a fragmented mind but the same seamless whole viewed from different perspectives. Question: How do communication skills fit in? Paul: Some communication is surface communication, trivial communication--surface and trivial communication don't really require education.
All of us can engage in small talk, can share gossip. And we don't require any intricate skills to do that fairly well. Where communication becomes part of our educational goal is in reading, writing, speaking and listening. These are the four modalities of communication which are essential to education and each of them is a mode of reasoning. Each of them involves problems. Each of them is shot through with critical thinking needs. Take the apparently simple matter of reading a book worth reading. The author has developed her thinking in the book, has taken some ideas and in some way represented those ideas in extended form. Our job as a reader is to translate the meaning of the author into meanings that we can understand.
This is a complicated process requiring critical thinking every step along the way. What is the purpose for the book? What is the author trying to accomplish? What issues or problems are raised? What data, what experiences, what evidence are given? What concepts are used to organize this data, these experiences? How is the author thinking about the world? Is her thinking justified as far as we can see from our perspective? And how does she justify it from her perspective? How can we enter her perspective to appreciate what she has to say? All of these are the kinds of questions that a critical reader raises. And a critical reader in this sense is simply someone trying to come to terms with the text. So if one is an uncritical reader, writer, speaker, or listener, one is not a good reader, writer, speaker, or listener at all. To do any of these well is to think critically while doing so and, at one and the same time, to solve specific problems of communication, hence to effectively communicate.
Communication, in short, is always a transaction between at least two logics. In reading, as I have said, there is the logic of the thinking of the author and the logic of the thinking of the reader. The critical reader reconstructs and so translates the logic of the writer into the logic of the reader's thinking and experience. This entails disciplined intellectual work. The end result is a new creation; the writer's thinking for the first time now exists within the reader's mind. No mean feat! Question: And self esteem? How does it fit in? Paul: Healthy self-esteem emerges from a justified sense of self-worth, just as self-worth emerges from competence, ability, and genuine success. If one simply feels good about oneself for no good reason, then one is either arrogant which is surely not desirable or, alternatively, has a dangerous sense of misplaced confidence. Teenagers, for example, sometimes think so well of themselves that they operate under the illusion that they can safely drive while drunk or safely take drugs.
Locks 4 all keyed the same Safety glasses Safety footwear preferably 8" boot that's waterproof There are a few more optional things to get too but I won't bother to list them. Somethings you can get cheaper brands like mastercraft husky or craftsman but try to get Klein greenlee channellock or knipex when available. Your tools are an investment in your career expect to pay for them. In class we have plenty of guys that are just starting, and over 30 years old. In fact, I think it could work to your advantage.
Employers may look at you as being more mature, reliable, etc. As long as you can accept the fact that you may have a 22 year old giving you orders, then you are golden. There is a difference between a wood blade and a metal blade in a sawzall. Wood have the larger teeth. I tried to cut steel with a wood blade when I was green. Try to actually understand what it is you're doing, although to start, you'll likely just be doing as you're told, but try to wrap your head around it as best you can.
Like ViolentMoose said, stay busy, if your boss or superiors walk in, don't stand there with a dumb look on your face and your hands in your pockets. Also, make sure if your journeyman asks you to go get the wire stretcher, you make sure you get it, asap. When cutting out cables to be removed from a bundle, quadruple check and get a second look from someone else when you're green. Never assume something is dead just because you turned off the switch. Don't do anything without being told to do it, aside from basic housekeeping and the like. Don't be afraid to ask questions. Don't leave early, even if the rest of the crew does, stay and clean or prep for the next day. Be prepared to be given the shittiest parts of the shittiest jobs, the licensed guys won't want to do it.
Our other student is ready to help at a moment's notice and he will probably be hired before he is done school. The other guy maybe not so much. There is a popular saying in the construction industry that goes "If your not fucking up then your not working. Never conceal your mistakes and own up to everything you break. At first people may see you as a fuck up, but over time they will respect you for your work ethics. Another keystone of apprentice wisdom is the saying "They can't hit a moving target. If you see your journeyman doing some manual labor and you are not right there next to him doing the labor as well, your in trouble. All the hand tools you will use on a daily bases should be of a high quality.
Don't go cheap on your side cutters aka kleins, linemans pliers , diagonal cutters aka dikes , needle nose, tongue and groove pliers AKA channel locks, slip joint pliers , tape measurer, flat head and phillips screw drivers. Just remember that industrial, residential, and commercial are basically three different trades that require different skill sets. Industrial is the most dangerous and requires the most amount of theory as well, this is why industrial gets paid the most. I've never even heard of people accepting industrial apprentices with zero experience or schooling. I'm assuming the company hiring you is going to send you to school, right? The only useful advice I can give you is don't stand in front of circuit breakers or switches when throwing them and keep your other hand behind your back. Learning electricity is one half theory, one half practice. The practice you'll get on the job. Get a couple of good books to keep up with the theory - I recommend How to Wire a House by Taunton Press, and Practical Electronics for Inventors by Paul Scherz you'll only need the first few chapters but they're a damn good first few chapters.
Don't expect the instructor to force feed you. Learn, learn, learn See this for more. If you know everything in it, you're well on your way. Libraries may have older versions - they're OK to begin with. Also any home handyman wiring guide, US or Canada is worth borrowing, not buying. Don't let the math scare you. It's really simple, but too many aren't used to using math to solve problems. Look for free books here. Lots of free stuff now I didn't have! As a first year, your two main priorities will be this: 1. Clean up the job site once you're done. Get tools and equipment for the tradesman. Observe and ask questions. Don't worry, as you go along, you'll be doing a lot more work and have a lot more responsibility. Some tips: 1. When you're working with your tradesman, always try to have the next tool ready for him in your hand.
It saves time, shows that you're paying attention, learning and interested in what's going on. Walk quickly, or even jog if you have to get equipment from the car whilst on the job. It's ok to ask for help if you don't understand what you're doing. People will always check that you've wired something correctly, for example. However, things like cutting holes in 'drywall' can be costly and annoying to the company if you're not sure where it's going, but cut a hole out anyway - in the wrong place. Learn to strip with a pair of pliers. It takes some practice, but it's so much more time efficient than having to switch between wire strippers and back to pliers. Try not to stand around. If you're not in the middle of something, make the job go faster and yourself useful. Pick up some rubbish, ask anyone if they need anything etc. Also, I use and prefer to have a phillips head and flat blade separately.
Here is an example of a free numerical reasoning test. It will provide you with a clue about where you need to focus. By practising more, you will get a better final grade. Here are some free apprenticeship test questions and answers for you to try. They help you prepare for different questions and interview situations. They focus on your maths skills and mental maths strategies. If you like the free stuff, then then you can buy the full pack. These free aptitude test help you to prepare for you tests. There are 6 different tests to try. They will strengthen your skills and help you develop the most professional approach.
Try this and see if you are a confident mathematician. This page also has lots of useful advice on how long you should take. It will help you focus on where your skills lie. I enjoyed doing the tests. This sia great set of Maths Assessment For Apprenticeship questions. Here is a electrician apprentice practice test free for you to try. There are lots of different questions to answer. It is a great way of getting ready for your real test.
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