I have done majority of the assigment, i just need some help with the draft notes being fixed.
( Assessment Workbook 4 ) BSB41415 Certificate IV in Work Health and Safety Practical Assessments V1.1Produced 31August 2017 Copyright © 2016Compliant Learning Resources. All rights reserved. No part of this publication may be reproduced or distributed in any form or by any means, or stored in a database or retrieval system other than pursuant to the terms of the Copyright Act 1968 (Commonwealth), without the prior written permission of Compliant Learning Resources Version control & document history Date Summary of modifications made Version 14 January 2015 Version 1 final produced following assessment validation. 1.0 31 August 2017 Added url to hyperlink 1.1 Table of Contents This is an interactive table of contents if you are viewing this document in Acrobat clicking on a heading will transfer you to that page. If you have this document open in Word you will need to hold down the Control key while clicking for this to work. Introduction4 What is competency based assessment4 The basic principles of assessing nationally recognised training5 The dimensions of competency6 Reasonable Adjustment7 The unit of competency9 Assessment Requirements11 Assessment Methods12 Resources required for assessment12 Instructions to Student12 Assessment Workbook Cover sheet13 Practical Assessment14 Part 1 - Prepare for a Site Visit17 Part 2 – Conduct Site Visit26 Part 3 – Research and Analysis32 Part 4 – Draft Report51 Part 5 – Delivery of Final Report69 Part 6 – Preparation of Presentation72 Part 7 – Delivery of Presentation83 Part 8 – Reflection95 Case Study101 Assessor Checklist122 Feedback124 Introduction Assessment is a difficult process – we understand this and have developed a range of assessment kits, such as this, to facilitate a painless process for both the assessor and the learner being assessed. There are a number of characteristics of assessment, ranging from subjective assessment (which is based on opinions and feelings), to objective assessment (which is based clearly on defined processes and specific standards). Nearly all assessment involves a mixture of both types of assessment because it is almost impossible to eradicate the subjectivity humans carry into the process of assessing. The goal in developing and implementing these assessment kits is to work towards the objective end as far as possible and to reduce the degree of opinions and feelings present. What is competency based assessment The features of a competency based assessment system are: · It is focused on what learners can do and whether it meets the criteria specified by industry as competency standards. · Assessment should mirror the environment the learner will encounter in the workplace. · Assessment criteria should be clearly stated to the learner at the beginning of the learning process. · Assessment should be holistic. That is it aims to assess as many elements and/or units of competency as is feasible at one time. · In competency assessment a learner receives one of only two outcomes – competent or not yet competent. · The basis of assessment is in applying knowledge for some purpose. In a competency system, knowledge for the sake of knowledge is seen to be ineffectual unless it assists a person to perform a task to the level required in the workplace. · The emphasis in assessment is on assessable outcomes that are clearly stated for the trainer and learner. Assessable outcomes are tied to the relevant industry competency standards where these exist. Where such competencies do not exist, the outcomes are based upon those identified in a training needs analysis. Definition of competency Assessment in this context can be defined as: · The fair, valid, reliable and flexible gathering and recording of evidence to support judgement on whether competence has been achieved. Skills and knowledge (developed either in a structured learning situation, at work, or in some other context) are assessed against national standards of competence required by industry, rather than compared with the skills and knowledge of other learners. The basic principles of assessing nationally recognised training Developing and conducing assessment, in an Australian vocational education and training context, is founded on a number of basic conventions: The principles of assessment · Assessment must be valid · Assessment must include the full range of skills and knowledge needed to demonstrate competency. · Assessment must include the combination of knowledge and skills with their practical application. · Assessment, where possible, must include judgements based on evidence drawn from a number of occasions and across a number of contexts. · Assessment must be reliable · Assessment must be reliable and must be regularly reviewed to ensure that assessors are making decisions in a consistent manner. · Assessors must be trained in national competency standards for assessors to ensure reliability. · Assessment must be flexible · Assessment, where possible, must cover both the on and off-the-job components of training within a course. · Assessment must provide for the recognition of knowledge, skills and attitudes regardless of how they have been acquired. · Assessment must be made accessible to learners though a variety of delivery modes, so they can proceed through modularised training packages to gain competencies. · Assessment must be fair and equitable · Assessment must be equitable to all groups of learners. · Assessment procedures and criteria must be made clear to all learners before assessment. · Assessment must be mutually developed and agreed upon between assessor and the assessed. · Assessment must be able to be challenged. Appropriate mechanisms must be made for reassessment as a result of challenge. The rules of evidence (from Training in Australia by M Tovey, D Lawlor) When collecting evidence there are certain rules that apply to that evidence. All evidence must be valid, sufficient, authentic and current; · Valid · Evidence gathered should meet the requirements of the unit of competency. This evidence should match or at least reflect the type of performance that is to be assessed, whether it covers knowledge, skills or attitudes. · Sufficient · This rule relates to the amount of evidence gathered It is imperative that enough evidence is gathered to satisfy the requirements that the learner is competent across all aspects of the unit of competency. · Authentic · When evidence is gathered the assessor must be satisfied that evidence is the learner’s own work. · Current · This relates to the recency of the evidence and whether the evidence relates to current abilities. The dimensions of competency The national concept of competency includes all aspects of work performance, and not only narrow task skills. The four dimensions of competency are: · Task skills · Task management skills · Contingency management skills · Job role and environment skills Reasonable Adjustment Adapted Reasonable Adjustment in teaching, learning and assessment for learners with a disability - November 2010 - Prepared by - Queensland VET Development Centre Reasonable adjustment in VET is the term applied to modifying the learning environment or making changes to the training delivered to assist a learner with a disability. A reasonable adjustment can be as simple as changing classrooms to be closer to amenities, or installing a particular type of software on a computer for a person with vision impairment. Why make a reasonable adjustment? We make reasonable adjustments in VET to make sure that learners with a disability have: · the same learning opportunities as learners without a disability · the same opportunity to perform and complete assessments as those without a disability. Reasonable adjustment applied to participation in teaching, learning and assessment activities can include: · customising resources and assessment activities within the training package or accredited course · modifying the presentation medium learner support · use of assistive / adaptive technologies · making information accessible both prior to enrolment and during the course · monitoring the adjustments to ensure learner needs continue to be met. Assistive / Adaptive Technologies Assistive / adaptive technology means ‘software or hardware that has been specifically designed to assist people with disabilities in carrying out daily activities’ (World Wide Web Consortium - W3C). It includes screen readers, magnifiers, voice recognition software, alternative keyboards, devices for grasping, visual alert systems, digital note takers. IMPORTANT NOTE Reasonable adjustment made for collecting candidate assessment evidence must not impact on the standard expected by the workplace, as expressed by the relevant Unit(s) of Competency. E.g. If the assessment was gathering evidence of the candidates competency in writing, allowing the candidate to complete the assessment verbally would not be a valid assessment method. The method of assessment used by any reasonable adjustment must still meet the competency requirements. The unit of competency The units of competency specify the standards of performance required in the workplace. This assessment addresses the following unit(s) of competency from BSB41415 - Certificate IV in Work Health and Safety: BSBWHS402 – Assist with compliance with WHS laws 1. Assist with determining the legal framework for WHS in the workplace 2. Assist with providing advice on WHS compliance 3. Assist with WHS legislation compliance measures BSBWHS403 – Contribute to implementing and maintaining WHS consultation and participation processes 1. Identify individuals and parties involved in WHS consultation and participation processes 2. Contribute to WHS consultation and participation processes 3. Contribute to processes for communicating and sharing WHS information and data 4. Contribute to identifying and meeting training requirements for effective WHS consultation and participation 5. Contribute to improving WHS consultation and participation processes BSBWHS404 – Contribute to WHS hazard identification, risk assessment and risk control 1. Access information to identify hazards and assess and control risks 2. Contribute to compliance and workplace requirements 3. Contribute to workplace hazard identification 4. Contribute to WHS risk assessment 5. Contribute to the development, implementation and evaluation of risk control BSBWHS405 – Contribute to implementing and maintaining WHS management systems 1. Contribute to developing and promoting WHS policy 2. Contribute to WHSMS planning 3. Contribute to implementing the WHSMS plan 4. Contribute to evaluating WHS performance 5. Contribute to reviewing and improving the WHSMS BSBWHS406 – Assist with responding to incidents 1. Assist with identifying legislative and other requirements 2. Assist with implementing initial incident response procedures 3. Assist with collecting WHS information and data relevant to an investigation 4. Assist incident investigations 5. Assist in implementing recommended measures and actions arising from investigations BSBWHS408 – Assist with effective WHS management of contractors 1. Assist with identifying existing contractor WHS arrangements 2. Assist with evaluating contractor WHS arrangements and making improvements as required BSBRSK401 – Identify risk and apply risk management processes 1. Identify risks 2. Analyse and evaluate risks 3. Treat risks 4. Monitor and review effectiveness of risk treatment/s BSBWRT401 – Write complex documents 1. Plan documents 2. Draft text 3. Prepare final text 4. Produce document BSBRES401 – Analyse and present research information 6. Gather and organise information 7. Research and analyse information 8. Present information BSBCMM401 – Make a presentation 1. Prepare a presentation 2. Deliver a presentation Review the presentation For complete copies of the above units of competency: Download them from the TGA website: www.training.gov.au Assessment Requirements The assessment requirements specify the evidence and required conditions for assessment. Each unit of competency can be unbundled to reveal three key assessment components: 1.