Fairness- it has a role in the treatment and conduct of the workers. All the workers who find themselves in a given setting should be treated fairly according to the rights of the employee
Flexibility- this can be defined as the ability to take more allocations in a limited period of time. It is usually applied in a working setting where employees have do develop flexibility as a core value
Validity-it can be categorized as a relationship that exists between a given task and the amount of learning required to complete the task
Reliability-this usually plays a key role on determination of employee performance. It can be a measure of how much reliable a given worker is (Cox, Irby and Epstein, 2007).
Validity- is a rule of evidence that helps to show the assessor that the skills required by the learner are actually being learnt. This can be the case when administering tests to students.
Sufficiency- this is the condition of being adequate in dissemination of particular information. It is mostly applied in instances where the quality of assessment reached its sufficiency
Authenticity- this means having a mark of quality in the manner of operation. It is usually applied whenever there raises an issue of genuineness required in service delivery
Currency- this is the basic evidence that is usually used for checking of current performance. Currency usually dictates the presence of current evidence.
Workplace- workplace involves the main active area in the place of work. Assessment on site can be prone to the dynamic changes of the place of work
Online-is an aspect of working remotely. It can have a direct impact on assessment since there is limited physical contact between the employee and the employer.
Learners with significant experience also have a lot to do with assessment tool designing. Significant experience is paramount especially since the learners will be gaining a lot of knowledge.
Learners who are not native speakers should also be taken into consideration. This means that on planning for a value assessment technique, it must take into consideration the matters of speakers of English as their second language.
Dimensions of competency
Task skills can be identified as units of competency which are easily identified during preparation of assessment tools. This include simple and basic skills.
Task management skill implies the ability of individuals who are part to coordination and planning of different activities in a school setting. This may include the head of the teachers.
Contingency management skills can be defined as the skills possessed and can be used especially when the plan is not well executed.
According to the primary definition, role environmental skills are the main procedures and practices that are available in a given place of work. These play a key role on dealing with expectations that come pop up in the course of working.
AQF- this can be defined as the qualifications that are regulated in the process of learning.
Pre-requisite units are mandatory units which must be given priority before the knowledge of proceeding to the next step.
Elements and their performance criteria can be defined as responsibilities which are mainly used in monitoring of the learners. The foundation skills are the main base for anchoring of extra operations for the purpose of enhancing proper ascending.
Performance evidence helps in the production proofs in the course of learning thus helping in maximum provision of evidence during the learning process. For instance, use of reference books.
Knowledge evidence includes the use of updated evidence without having to rely on any future reference for instance in a class setting (Cantillon and Sargeant, 2008).
Assessment condition is the form of analysis that is conducted by skilled people and it has a profound effect on enhancing learner specialization.
Companion volume can be defined as the ability of a given book to act as a supplementary material to another one. It may include the use of log tables to make it easier for guiding assessors.
Direct observation usually involves the processes of assessments and evaluations and they are used by learners for the purpose of getting crucial data (Betebenner, 2009).
Product based methods is an aspect of infused purpose and passion that is of great essence in creation of awareness in a given task.
Portfolio usually applies in evaluation of both quality, coursework and other requirements of learning.
Questioning helps the learners in getting to understand the topics that they are being taught. I is applied and it helps in identifying the level of understanding (Rodriguez, 2005).
Third party evidence implies to evidence that are directly related to facts and they are mostly used for proof.
Quality purpose check
Consultation with the industry can be categorized as the setting up of organizations while factoring in some inclusiveness regions.
Reviewing tools with other trainers and assessors basically works in that it gives out a lot of important information about the learners and the whole concept of learning (Hamdy, 2006).
Trialing the tool is a method that has been used in work evaluation. It has its main function in accuracy determination.
Reasonable adjustments can be termed as changes that are made to a particular working environment to allow for easier maneuvering and inherent can be defined as the duties which are undertaken so that a position’s purpose comes to fulfilment (Case and Swanson, 2001).
TAFE NSW policies are procedures for reporting incidents and hazards. This means that all the incidents that may take place in a learning environment should be reported to the relevant employees.
The emergency procedures usually held during familiarization with procedure to execute in various study areas.
The procedure for using relevant personal protective equipment states that only apparatus and properties that are of intended purposes should be used.
Harmonized work health and safety are laws which dictate the conditions under which paid workers should operate. This is in terms of safety and mental health.
References
Case, S. and Swanson, D. (2001). Constructing written test questions for the basic and clinical sciences. Philadelphia: National Board of Medical Examiners.
Hamdy, H. (2006). Blueprinting for the assessment of health care professionals. The Clinical Teacher, 3(3), pp.175-179.
Rodriguez, M. (2005). Three Options Are Optimal for Multiple-Choice Items: A Meta-Analysis of 80 Years of Research. Educational Measurement: Issues and Practice, 24(2), pp.3-13.
Betebenner, D. (2009). Norm- and Criterion-Referenced Student Growth. Educational Measurement: Issues and Practice, 28(4), pp.42-51.
Cantillon, P. and Sargeant, J. (2008). Giving feedback in clinical settings. BMJ, 337(nov10 2), pp.a1961-a1961.
Cox, M., Irby, D. and Epstein, R. (2007). Assessment in Medical Education. New England Journal of Medicine, 356(4), pp.387-396.
