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Student Assessment BSBWHS411 Student Assessment V1.0 July 2021 Page 1 of 18 Assessment Resource Summary Unit Details BSBWHS411 Implement and monitor WHS policies, procedures and programmes Assessment Methods Case Study Assessment Task 1 Project Assessment Task 2 Written Questions Assessment Task 3 Student Assessment BSBWHS411 Student Assessment V1.0 July 2021 Page 2 of 18 Unit Summary This unit describes the skills and knowledge required to implement and monitor an organisation’s work health and safety (WHS) policies, procedures and programs in the relevant work area in order to meet legislative requirements. The unit applies to those with supervisory responsibilities in a work area who have a broad knowledge of WHS policies and contribute well-developed skills in creating solutions to problems through analysis and evaluation of information from a variety of sources. They provide supervision and guidance to others and have limited responsibility for the output of others. NOTES 1. The terms ‘occupational health and safety’ (OHS) and ‘work health and safety’ (WHS) are equivalent, and generally either can be used in the workplace. In jurisdictions where model WHS laws have not been implemented, registered training organisations (RTOs) are advised to contextualise this unit of competency by referring to existing WHS legislative requirements. 2. The model WHS laws include the model WHS Act, model WHS Regulations and model WHS Codes of Practice. See Safe Work Australia for further information. No licensing, legislative or certification requirements apply to this unit at the time of publication. Prerequisite Units There are no mandatory recommended pre-requisite units for this competency. Co-requisite Units There are no recommended co-requisite units for this competency. All products purchased remain the intellectual property of Sacred Heart International College. All rights reserved; no part of any publication provided by Sacred Heart International College may be reproduced by any means for use outside the purchasing organisation, without the prior written permission of Sacred Heart International College. Student Assessment BSBWHS411 Student Assessment V1.0 July 2021 Page 3 of 18 The Assessment Process and Student Rights & Responsibilities Submitting your Assessment Tasks:  When you have completed your assessment, you will need to submit them, according to the instructions provided to you by your trainer/ assessor. This may either be through TURNITIN or email or by hand to the assigned trainer/assessor.  You will be provided with a due date and you must make sure you submit your assessments in accordance with it. You may be required to apply for an extension if you require extra time, according to your SHIC policies and procedures.  Make sure you keep a copy of your tasks before you submit them. SHIC will need to keep them as evidence and may not be able to return them to you.  Task specific instructions can be found further in this document. Assessment Attempts and Resubmissions: You have up to three attempts to complete each assessment tasks satisfactorily. If after the third attempt, you have not completed a task satisfactorily, your assessor will have to mark your result for the unit as ‘Not Yet Competent’ (NYC). You will then have to discuss alternative arrangements for re-assessment with the intervention team. The alternative arrangement may even include the student re-enrolling in the unit, participating in additional training or attempting the task again at a later date, so that skills and knowledge can be consolidated. These arrangements will be in accordance with SHIC policies and procedures. When you are required to resubmit, you may be required to:  resubmit incorrect answers to questions (such as for written tasks and case studies)  resubmit all or part of a project, depending on how the error affects the overall outcome of the task  redo a role-play after being provided with appropriate feedback about their original performance  be observed a second (or third) time undertaking any tasks or activities that were not completed satisfactorily the first time, after being provided with appropriate feedback. When you are required to resubmit, you’ll be given a due date for your resubmission. All re-submissions will be conducted in accordance with the SHIC policies and procedures. Assessment Outcomes: Each assessment task will be given an outcome of either Competent (C) or Not Yet Competent (NYC). Students must complete all tasks for a unit satisfactorily to achieve an overall outcome of Competent (C) for a unit. If one or more tasks are assessed as Not Yet Competent, students will be given an overall outcome for the unit of Not Yet Competent (NYC). Plagiarism, Cheating and Collusion: Plagiarism, cheating and collusion on assessments is not acceptable. Any incidence of this is considered academic misconduct. The definitions of each of these are below.  cheating – seeking to obtain an unfair advantage in the assessment of any piece of work  plagiarism – to take and use the ideas and/or expressions and/or wording of another person or organisation and pass them off as your own by failing to give appropriate acknowledgement. This includes material from any sources, such as staff members, other students, authors, texts, resources and the internet, whether published or unpublished  collusion – unauthorised collaboration between students. Where your assessor believes there has been an incident of academic misconduct involving plagiarism, cheating, and/or collusion, this will be addressed in line with the SHIC policies and procedures which may ultimately lead to an academic misconduct warning and you needing to complete the whole unit again. Assessment Appeals: If you don’t agree with an assessment decision made, you have the right to appeal it. You may need to lodge your request for an appeal within a certain amount of time from the original decision being made. You will need to make your appeal in writing and follow SHIC process for appeals. Refer to your Student Handbook for more information about our appeals process. Reasonable Adjustments: These can be made to ensure equity in assessment for people with disabilities. A legislative and regulatory framework underpins and supports the delivery of vocational education and Student Assessment BSBWHS411 Student Assessment V1.0 July 2021 Page 4 of 18 training across Australia. Under this framework, providers of vocational education and training must take steps to ensure that learners with recognised disabilities have the same learning opportunities and opportunities to perform and complete assessments as learners without disabilities. Adjustments include any changes to the assessment process or context that meet the individual needs of the person with a disability, but do not change competency outcomes. Sometimes reasonable adjustments are made to the learning environment, training delivery, learning resources and/or assessment tasks to accommodate the particular needs of a student with a disability. Your trainer/ assessor may also provide assistance / intervention during the assessments in the event that there is a risk of injury to the student or to the other members of the class. An adjustment is reasonable if it can accommodate the student’s particular needs while also taking into account factors such as:  the views of the student  the potential effect of the adjustment on the student and others  the costs and benefits of making the adjustment. Making reasonable adjustments requires the RTO to balance the need for change with the expense or effort involved in making this change. If an adjustment requires a disproportionately high expenditure or disruption, it is not likely to be reasonable.1 Thus, if students are considered to have special needs, trainer/ assessors are allowed to provide reasonable adjustment in accordance with SHIC Policies and Procedures which means there may