In the workplace, fairness regards respecting all the employees’ rights (Yates and Johnston 2017, p.6). For example, it involves treating people equally.
Flexibility
Flexibility involves the capability of taking more responsibility in a workplace. Generally speaking, it is applied when different tasks need to be done.
Validity
Validity is the genuine relationship between the task and the learning required for the completion of a task (Newman and Smith 2016, p.611). In most cases, it is applied to the measurement of education.
Reliability
Essentially, reliability is crucial to the performance of employees. This principle of assessment is can be applied when there is a need for employees to show up for work on time. In this manner, the work will be completed in a timely fashion.
Rules of Evidence
Validity
The validity helps in assuring the assessor that the learner has the required skills (Fleeson and Wilt 2010). These skills are described in the unit or module of competency requirements.
Sufficiency
It is the quality of condition of being sufficient or adequate. It is applied where there is a need for enough products.
Authenticity
Authenticity is simply the quality of being genuine. It is used mainly where there is a need for legitimacy.
Currency
Currency is the evidence checked for ensuring the recent performance. It requires the presence of the assessment evidence.
Explanation and Example
Workplace/ on site
At the workplace, only the tools and machinery that are suitable for the job and comply with the relevant requirements may be used.
Online
Online provides a platform for checking various machines and tools using web pages. It can be used to inquire about new products.
Learners with significant experience
These learners with significant experience have the upper hand in the workplace. They can share ideas with other employees.
Learners for whom English is not their first language
These learners may find difficulty interacting with others. However, they have to learn English to make them more competitive.
Dimensions of competency
Task skills
Task skills are the specified unit of competency and are often the easiest to identify when preparing an assessment tool. Example include drivers.
Task management skill
These individuals are involved in planning and coordinating different tasks to complete a work task. Examples include head teachers (Newman 2016, p.31).
Contingency management skills
This is problem-solving skills when things fail to go as planned. ‘What would you do if...?
Job/role environmental Skills
These entail workplace procedures and practices. Deal with workplace expectations such as interruptions (Behizadeh 2018, p.22).
Component of units
AQF level
AQF is the qualifications regulated in education and learning.
Pre-requisite units
This refers to a mandatory unit that must be studied before ascend gives the knowledge you need to the next step (Chilisa 2000, p.16).
Element and their performance criteria
The element and their performance criteria are the responsibilities used to monitor learners. Frequent questions (Wilt 2014, p.27).
Foundation skills
Foundations skills are the mandatory basis for supporting additional operations of learning something that enhance proper ascend (Fleeson 2010, p.4)
Performance evidence
The performance evidence provides proof for learning for demonstrating demonstrates evidence. A good example is a dictionary.
Knowledge evidence
Knowledge evidence entails the conscientious use of current best evidence in the decision without any future reference. Example include class dictation.
Assessment condition
It is the analysis carried by skilled professional. This procedure enhances the specialization of learners in a field (Chillisa 2000, p.23).
Companion volume
The book that complements another on a related subject it implements an easy guide for assessors. Use of the log table.
Purpose and appropriate uses
Direct observation
Direct observation involves evaluations and assessments. It is used by learners to gather essential data.
Product base method
Product base method is the passion and purpose that is useful for learners to create awareness of the specific task (Behizadeh 2018, p.6).
Portfolio
Portfoli is applied in evaluating coursework quality, learning requirements for courses and grade-level (Chillisa 2000, p.12).
Questioning
Questioning helps to assess learners’ understanding. Essentially, it is used to identify gaps in understanding
Third party evidence
Particularly on evidence relating to the fact. Used for proof.
Quality purpose check.
Consultation with industry
It entails the organization with some regions of inclusiveness.
Reviewing the tools with other trainers and assessors
It helps in giving assessors the information about learners (Smith 2016, p.19)
Trialing the tool
This refers to the methods used to evaluate works. It is mainly useful to prove accuracy.
Reasonable adjustment
A reasonable adjustment is the changes to the work environment that allows disabling to work safely. While Inherent, are core duties that carried to fulfil the purpose of a position. Provisions of appropriate assistance (Johnstone 2017, p.2).
Secondly flexible work arrangements
TAFE NSW policies
These procedures act as the requirements for reporting hazards and incident; Report all injuries incidents, hazards or near misses to your teacher or other staff, or employee (Mentis 2014, p.26)
Emergency procedure
The emergency procedure helps in familiarizing oneself with emergency procedures for specified areas of study (Smith 2016, p.21).
The procedure of the use of relevant personal protective equipment
Only use property, plant, and apparatus for its intended purposes (Behizadeh 2018, p.6)
Sources of WHS information
The primary use of the sources of WHS information is to allow students to write engaging papers on the topic.
References
Behizadeh, N. (2018). Aiming for Authenticity: Successes and Struggles of an Attempt to Increase Authenticity in Writing. Journal of Adolescent " Adult Literacy.
Bourke, R. and Mentis, M. (2014). An assessment framework for inclusive education: integrating assessment approaches. Assessment in Education: Principles, Policy " Practice, 21(4), pp.384-397.
Chilisa, B. (2000). Towards Equity in Assessment: Crafting gender-fair assessment. Assessment in Education: Principles, Policy " Practice, 7(1), pp.61-81.
Fleeson, W. and Wilt, J. (2010). The Relevance of Big Five Trait Content in Behavior to Subjective Authenticity: Do High Levels of Within-Person Behavioral Variability Undermine or Enable Authenticity Achievement? Journal of Personality, p.no-no.
Newman, G. and Smith, R. (2016). Kinds of Authenticity. Philosophy Compass, 11(10), pp.609-618.
Yates, A. and Johnston, M. (2017). The impact of school-based assessment for qualifications on teachers’ conceptions of assessment. Assessment in Education: Principles, Policy " Practice, pp.1-17.
