BSB61015 Advanced Diploma of Leadership and Management
Assessment Resource Summary |
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Unit Details |
BSBWHS605 Develop, implement and maintain WHS management systems |
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Assessment Type |
This is a summative assessment which needs adequate practice prior to undertaking this assessment. |
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Assessment Methods |
Project / Role play |
Assessment 1 |
Project / Role play |
Assessment 2 |
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Project / Role play |
Assessment 3 |
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Written Questions and Answers |
Assessment 4 |
Assessment Resources – systems
Unit Summary |
This unit describes the skills and knowledge required to develop, implement and maintain a Work Health and Safety management system (WHSMS) or parts of a WHSMS. It applies to individuals with organisational responsibilities and who have advanced practical knowledge required to coordinate, facilitate and maintain the WHS program in an organisation. |
NOTE: 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 the Model WHS Legislation has not been implemented RTOs are advised to contextualise the unit of competency by referring to the existing State/Territory OHS legislative requirements. |
Prerequisite Units |
There are no recommended pre-requisite units for this competency. |
ELEMENT |
PERFORMANCE CRITERIA |
tial outcomes. |
e the performance needed to demonstrate achievement of the element. |
1.Support and facilitate the implementation of a WHSMS |
1.1 Determine the form, content, purposes and functions of a WHSMS appropriate to the organisation and its WHS risks 1.2 Consult effectively with individuals and parties about the form, content, purposes and functions of a WHSMS and its implementation 1.3 Facilitate agreement of individuals and parties to implementing a WHSMS |
2. Develop WHS policy and commitment to a WHSMS |
2.1 Communicate to individuals and parties the WHS policy requirements and commitment requirements to implement a WHSMS 2.2 Develop and implement an initial WHS review, as required, appropriate to own job role 2.3 Develop WHS policy that meets organisational requirements and is appropriate to the organisation 2.4 Facilitate and support the participation of, and consultation with, individuals and parties in developing and agreeing to WHS policy 2.5 Document WHS policy and communicate it to individuals and parties |
3. Develop a WHS plan |
3.1 Communicate to individuals and parties the requirements of a WHS plan 3.2 Work with individuals and parties to produce a WHS plan appropriate to the organisation, that meets requirements 3.3 Facilitate and support the participation of, and consultation with, individuals and parties in developing and agreeing to a WHS plan |
4. Implement the WHS plan |
4.1 Communicate to individuals and parties the WHS plan implementation requirements, as appropriate to the organisation 4.2 Facilitate and support the participation of, and consultation with, individuals and parties in implementing the WHS plan 4.3 Work with individuals and parties to ensure policies, procedures, processes and systems support implementation of the WHS plan, according to own job role |
5. Measure and evaluate WHS performance |
5.1 Communicate to individuals and parties the measurement and evaluation requirements of the WHS plan as appropriate to the organisation 5.2 Facilitate and support the participation of, and consultation with, individuals and parties in measuring and evaluating WHS performance 5.3 Assess policies, procedures, systems and processes in relation to their ability to support implementation of the WHS plan, according to own job role |
6. Review and improve the WHSMS |
6.1 Communicate to individuals and parties the review and improvement requirements of the WHSMS as appropriate to the organisation 6.2 Facilitate and support the participation of, and consultation with, individuals and parties in reviewing and improving the WHSMS 6.3 Document review outcomes and suggested WHSMS improvements, according to own job role and submit to management for consideration |
Foundation Skills
describes language, literacy, numeracy and employment skills incorporated in the performance criteria that are required for competent performance.
Skill |
Performance Criteria |
Description |
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● Interprets and critically analyses and applies appropriate strategies to construct meaning from complex texts, in relation to determining requirements of the WHSMS and WHS plan and policy |
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1 |
, 5.1, 6.1, 6.3 |
● Communicates complex relationships between ideas and information, matching style of writing to purpose and audience ● Displays knowledge of structure and layout employing broad vocabulary, grammatical structure and conventions appropriate to text |
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● Presents information or recommendations using language appropriate to the audience ● Uses questioning and active listening to seek clarification or confirm understanding |
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● Extracts and evaluates the mathematical information embedded in a range of tasks and texts in measuring and evaluating WHS performance ● Selects from, and applies, an expanding range of mathematical and problem solving strategies measuring and evaluating WHS performance |
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● Works independently and collectively within broad parameters, with a strong sense of responsibility and ownership of goals, plans, decisions and outcomes in development of WHS policy and plans |
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3 |
, 5.2, 6.2 |
● Selects appropriate communication protocols and conventions in developing WHS policy and plans ● Collaborates with others to achieve joint outcomes, playing an active role in facilitating effective group interaction and influencing direction |
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3 |
, 6.3 |
● Develops plans to manage relatively complex, non-routine tasks with an awareness of how they contribute to operational and strategic goals ● Sequences and schedules complex activities, monitors implementation and manages relevant communication |
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Uses systematic, analytical processes in complex, non-routine situations, setting goals, gathering relevant information, and identifying and evaluating options against agreed criteria in relation to implementation of WHS plan |
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Uses analytical processes to decide on a course of action, establishing criteria for deciding between options, and seeking input and advice from others before taking action when necessary |
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Uses digital tools and systems to complete routine tasks, adapting some functions to improve personal efficiency in consultation, measurement and reporting |
Assessment Requirements
Performance Evidence
Evidence of the ability to:
▪ support and facilitate the implementation of a work health and safety management system (WHSMS) including:
▪ determining form, content, purposes and functions
▪ consulting and gaining agreement
▪ develop work health and safety (WHS) policy and commitment to a WHSMS including:
▪ communicating requirements
▪ developing and implementing an initial review
▪ meeting organisational requirements
▪ facilitating and supporting consultation and participation
▪ documenting and communicating the policy ▪ develop a WHS plan including:
▪ communicating requirements
▪ collaborating with others
▪ facilitating and supporting consultation and participation ▪ implement a WHS plan including:
▪ communicating requirements
▪ facilitating and supporting consultation and participation
▪ collaborating to ensure policies, procedures, processes and systems support WHS plan implementation
▪ measure and evaluate WHS performance including:
▪ communicating requirements
▪ facilitating and supporting consultation and participation
▪ assessing policies, procedures, systems and processes for ability to support WHS plan implementation
▪ review and improve the WHSMS including:
▪ communicating requirements
▪ facilitating and supporting consultation and participation
▪ documenting and reporting outcomes and suggested improvements.
Knowledge Evidence
To complete the unit requirements safely and effectively, the individual must:
▪ give examples of barriers to WHSMS implementation and strategies to overcome them
▪ describe the nature of information and data that provide valid and reliable measures of WHS performance and WHSMS, including positive performance indicators
▪ outline relevant Commonwealth and state or territory WHS Acts, regulations, codes of practice, standards, guidance material and other relevant publications
▪ outline requirements for recordkeeping that address WHS, privacy and other relevant legislation
▪ describe the structure and functions of a WHSMS
▪ summarise WHSMS certification and auditing standards, processes and requirements.
Assessment Conditions
Assessment must be conducted in a safe environment where evidence gathered demonstrates consistent performance of typical activities experienced by individuals carrying out work health and safety duties in the workplace and include access to:
▪ office equipment and resources
▪ workplace WHS policies and procedures
▪ relevant Acts, regulations, codes of practice, standards and guidance materials.
▪ case studies and, where possible, real situations
▪ interaction with others
Assessors must satisfy NVR/AQTF assessor requirements.
VERSION HISTORY |
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Version Number |
Date |
Reason for revision |
Who |
Approved By |
TAS-AT-V1-21052018 |
21-05-2018 |
IBSA Material |
CEO |
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TAS-AT-V1.1-23052018 |
23-05-2018 |
Contextualized IBSA Material |
A.C |
CEO |
TAS-AT-V2-04062018 |
04-06-2018 |
Version Control updated to align with other material |
A.C |
CEO |
TAS-AT-V3-06092018 |
06-09-2018 |
Re-formatted assessment tool |
A.C |
CEO |
V4.0 |
May 2020 |
Revised and updated assessment tool as per Audit Rectification |
AC |
CEO |
Reassessment of Result and Academic Appeal Procedure
If a student is not happy with his/ her results, that student may appeal against their grade via a written letter, clearly stating the grounds of appeal to the Director of Studies. This should be submitted after completion of the subject and within fourteen days of commencement of the new term.
Reassessment:
If a student does not qualify for resubmission or is still deemed Not Yet Competent (NYC) after the resubmission, they will need to go through the reassessment process. To qualify for reassessment, the student must have completed and submitted the required assessments for the unit of competency as per the unit assessment schedule. Student will get three reassessments attempt, without any additional penalty/ fee.
Reassessment will occur only for those assessment tasks in which the student is deemed NYC. Reassessment is a formal process and student must apply for reassessment through Request for Reassessment Form available from the reception. ON approval and payment of reassessment fees, a reassessment schedule will be advised.
If still failed in three reassessment attempts, the student will need to repeat (re-sit) the unit.
Re-sit (or Repeat):
The student will need to re-sit the unit in the following term/semester if they are not deemed eligible for any of the above post-assessment options; i.e., both the options of resubmission and reassessment have been exhausted. The student will also need to re-sit the unit if the result from reassessment is still Not Yet Competent (NYC).
Re-sit may result in extension of course duration and may affect student’s original completion date of the course.
Student will need to pay a pro rata fee of the course fee to re-sit for the unit. Student should contact the admin department if he/she remains NYC after 3 attempts of reassessment. Admin team/ student support officer will liaise with accounts and academic team and issue the special training plan and the invoice for the resit attempt to the student. Student will be advised if there is a need to amend the CoE at this stage.
If a course is extended by an academic term, a pro-rata term fee based on total course fee will apply as per the course fees specified in the International Student Agreement.
Resit mean repeating the entire unit of competency.
Resit is a formal process and student will be advised of their resit options once all the term results are published. In the event where a student has been deemed NYC in 50% or more units within a study period, they will be asked to attend a course progress interview and go through the course progress process according to college’s Course Progress Policy.
Late Submission Fee: A late fee of $100 per unit will be charged if students fail to submit assessments on due dates.
Absentees: Students are absent on the day of the assessment without prior approval or a valid reason (e.g. medical certificate) will be marked Not Yet Competent and will be subject to college’s Course Progress Policy.
Academic Appeals
A student may appeal against a decision in writing to the Academic Manager within 2 (two) weeks of publication of the final results.
If the appeal is in respect of an assessment or an outcome from the reassessment process, a review of available information/data is conducted within a reasonable timeframe by the course coordinator in consultation with CEO. The appellant will be given the opportunity to formally present his/her case. This is designed to ensure fairness and consistency and underpins the continuous improvement process. If the appeal is to dispute the outcome of a complaint other than an assessment, the appeal will be scheduled to be heard by an independent person or panel, inviting the appellant to formally present his/her case.
Upon a decision being made, the appellant is provided with a written statement of the appeal outcomes, including reasons for the decision. Please refer to the Complaints & Appeals Policy for further details. Student Declaration
“I understand all the above rules and guidelines for the assessment”.
Information for Students
Prior to Assessment
Your Trainer/Assessor will advise you of your rights before and after assessments, including the right to appeal.
Your Trainer/Assessor will provide you with all relevant information relating to the assessments prior to commencement, and of the appeals procedure that can be utilised if you wish to appeal against the assessment outcome or make a complaint.
Results
You will be informed of the outcome of your assessment as soon as possible from the date the assessment was submitted. Prompt feedback will be offered to you on the outcome of the assessment. Feedback will be delivered in written and where possible, verbal form to you.
AQF Specifications for Assessments
This assessment is set in accordance with the criteria for AQF Level 6. Advance Diploma qualifications must be designed and accredited to enable graduates to demonstrate the learning outcomes expressed as knowledge, skills and the application of knowledge and skills specified in the level 6 criteria and the Advance Diploma descriptor.
Advance Diploma descriptor
Summary
Graduates at this level will have broad knowledge and skills for paraprofessional/highly skilled work and/or further learning.
Knowledge
Graduates at this level will have broad theoretical and technical knowledge of a specific area or a broad field of work and learning.
Skills
Graduates at this level will have a broad range of cognitive, technical and communication skills to select and apply methods and technologies to:
Application
Graduates at this level will apply knowledge and skills to demonstrate autonomy, judgement and defined responsibility:
ACSF Specifications and Foundation Skills
The term ‘Foundation Skills’ is currently used to include the core skills defined in the Australian Core Skills Framework (ACSF) as well as the employability skills identified by employers as critical for effective performance in the workplace. The core skills of the ACSF include reading, writing, oral communication, numeracy and learning.
Foundation skills encompass the core skills of reading, writing, oral communication, numeracy and learning as described by the Australian Core Skills Framework (ACSF), and the Employability Skills/Core Skills for Work. They exist on a continuum from very basic skills to highly-developed and specialist skills. The foundation skills have been addressed in this assessment.
Assessment Process
To demonstrate competence in this unit, you must undertake all tasks in this assessment booklet and complete them satisfactorily and in addition, also satisfactorily complete the practical assessment, including demonstrating communication skills during the practical activities. If you do not answer some questions or perform some tasks satisfactorily and therefore are deemed to be ‘Not Competent’, you may be asked supplementary questions or given alternative activities to determine competence, which will be documented in your student file. After you have demonstrated consistency in performance you will be awarded this unit.
As part of the assessment process, you must abide by any relevant assessment policies as provided to you. If you feel you are not yet ready to be assessed or this assessment is unfair, please discuss with your assessor all options that are available to you to enable you to complete the assessment.
Submitting Assessments
You should submit assessment tasks with the provided cover sheet.
Assessments should be submitted on or before their due date. Extensions for individual assessment tasks may be negotiated in specific circumstances. Consultation on this must occur prior to the due date and extensions due to illness will require a medical certificate. Extensions must be confirmed by the Trainer/Assessor in writing.
Plagiarism and Referencing
All students are reminded that plagiarism will not be tolerated. Information, ideas etc. quoted or paraphrased from another source, must be acknowledged with “quotation marks” around the relevant words/sentences or ideas and cited at the end of the document. Sources of information, ideas etc. must be provided in alphabetical order by author’s surname (including author’s full name, name of document/ book/internet etc. and year and place of publishing) or may be included in brackets in the text.
Assessment Outcomes
There are three (3) outcomes of assessments: Satisfactory, Unsatisfactory
(requires to include feedback and improvise as Trainer/Assessor suggestions) and Fail Non Submission (FNS).
You will be awarded a ‘Competent’ grade on completion of the unit when the trainer/assessor is satisfied that you have completed all assessments and have provided the appropriate evidence required to meet all criteria. If you fail to meet this requirement you will receive the result of Not Competent or Withdrawn and will be eligible to be re-assessed.
Re-assessment
Students will be allowed two (2) further attempts at an assessment for which the outcome is Not Satisfactory, within the timeframe of a course (unit of competency) and in this time they can request a coaching session as required. No additional fees will be charged.
Students who require re-assessment beyond the delivery timeframe of a unit or due date of an assessment, unless it is due to medical reasons, will be given the opportunity to request additional time to resubmit and in this time, they can also request a coaching session as required. After that students may be charged a re-assessment fee.
Reasonable Adjustment
RTOs and trainer/assessors are obliged by law to make reasonable adjustment to ensure maximum participation of students with disability in teaching, learning and assessment activities. This includes:
Reasonable adjustment is defined in section 4 (1) of the Employment and the Disability Discrimination Act as ‘an adjustment to be made by a person is a reasonable adjustment unless making the adjustment would impose an unjustifiable hardship on the person’.
Reasonable adjustment as it applies to participation in learning and assessment activities may include:
Reasonable Adjustment Methods (examples)
Category |
Possible issue |
Possible Strategies |
LLN |
• Speaking • Reading • Writing • Confidence |
• Verbal assessment • Presentations • Demonstration of a skill • Use of diagrams • Use of support documents such as word lists |
Indigenous |
• Knowledge and understanding • Flexibility • Services • Inappropriate training and assessment |
• Culturally appropriate training • Explore understanding of concepts and practical application through oral assessment • Flexible delivery & using group rather than individual assessments • Assessment through completion of practical tasks in the field after demonstration of skills and knowledge. |
Non-English- Speaking Background |
• Speaking • Reading • Writing • Cultural background • Confidence |
• Discuss with the student and supervisor whether language, literacy and numeracy are likely to impact on the assessment process • Use methods that do not require a higher level of language or literacy than is required to perform the job role • Use short sentences that do not contain large amounts of information and clarify information by rephrasing, confirm understanding • Read any printed information to the student • Use graphics, pictures and colour coding instead of, or to support, text • Offer to write down, or have someone else write, oral responses given by the candidate • Ensure that the time available to complete the assessment, takes account of the student’s needs |
Age |
• Educational background • Age of the assessor • Limited study skills |
• Make sure font size is not too small • Assessor should refer to the student’s experience • Ensure that the time available to complete the assessment takes account of the student’s needs |
Educational background |
• Reading • Writing • Numeracy • Limited study skills and /or learning strategies |
• Discuss with the student their previous learning experience • Ensure learning and assessment methods meet the learner’s individual need |
Disability |
• Speaking • Reading • Writing • Numeracy • Learning Strategies |
• Identify the Issues • Create a climate of support & ensure access • Appropriately structured assessment • Using other’s expertise |
An individual’s access to the assessment process should not be adversely affected by restrictions placed on the location or context of assessment beyond the requirements specified in the training package. Reasonable adjustments can be made to ensure equity in assessment for people with 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.
When assessing people with disabilities, trainer/assessors are encouraged to apply good practice assessment methods with sensitivity and flexibility.
The assessment process must:
Access and Equity
Please speak to your trainer/assessor if you require assistance with any access and equity concerns you may have.
Recognition of Prior Learning
If you can demonstrate that you have the skills and knowledge within this unit, you should speak to your trainer/assessor about this and apply for recognition of prior learning.
Assessments
There are four (4) assessments or evidence gathering methods for this unit of competency. Students are required to complete them all. Your assessor will advise when assessments are due.
Students may use various sources of information including: text books, learning workbooks, other documents and the internet and they must list the sources of the information.
Assessment 1 Project work / Role-play: Using the scenario information supplied, you will conduct an initial review of the workplace. You will then participate in a management meeting (a role-play), in which you will propose the design of an appropriate WHSMS and consult with management. During the meeting, you will present a draft WHS policy for consultation.
Assessment 2 Project work / Role-play: Using the scenario information supplied, and the WHS policy and management system design you developed for Assessment Task 1, you will carry out a number of planning and implementation activities, and role-play consultation with stakeholders. To complete the assessment task requirements, you will develop and submit a portfolio of planning and implementation documentation for a pilot program at the Pitstop Pty Ltd Wollongong service station. Assessment 3 Project work / Role-play: Using the scenario information supplied in this task, and planning materials developed in Assessment Tasks 1 and 2, you will undertake a number of monitoring and evaluation tasks. You will consult with managers to gain input into and support for implementation of monitoring and evaluation activities to measure WHS performance against organisational outcomes and individual performance. You will then analyse and evaluate WHS performance data, present a draft report to senior management, and provide a final written report containing results of analysis and recommendations for improvement of the WHSMS. Assessment 4 Questions & Answers: Provide answers to all seven (7) questions
Student Assessment Instructions
To demonstrate your competency in this unit you must successfully complete both theory and practical assessment tasks. The practical assessments will be conducted at a date and place to be advised by your Trainer/Assessor.
All questions must be answered correctly for each assessment task to be completed satisfactorily. There is no time restriction in completing the assessments, unless specified.
You must complete all questions unassisted by the assessor or other personnel but may refer to reference material as needed
Assessment Task 1: Project & Role-play
Submission details
The assessment task is due on the date specified by your assessor. Any variations to this arrangement must be approved in writing by your assessor.
Submit this document with any required evidence attached. See specifications below for details.
Performance objective
The candidate will demonstrate the skills and knowledge required to consult on and analyse workplace needs to:
Assessment description
Using the scenario information supplied, you will conduct an initial review of the workplace. You will then participate in a management meeting (a role-play), in which you will propose the design of an appropriate WHSMS and consult with management. During the meeting, you will present a draft WHS policy for consultation.
Procedure
Note: Some relevant information may be gathered from the simulated workplace information provided below; some information may be gathered through the process of consultation.
Note that during the presentation and consultation session, you will need to:
Specifications
You must:
○ Store Manager, Amanda Kaisig
○ worker representative, Pat Lee
Your assessor will be looking for:
Assessment Task 2: Project & Role-play
Submission details
The assessment task is due on the date specified by your assessor. Any variations to this arrangement must be approved in writing by your assessor.
Submit this document with any required evidence attached. See specifications below for details.
Performance objective
The candidate will demonstrate the skills and knowledge required to plan and to implement a WHS management system.
Assessment description
Using the scenario information supplied, and the WHS policy and management system design you developed for Assessment Task 1, you will carry out a number of planning and implementation activities, and role-play consultation with stakeholders. To complete the assessment task requirements, you will develop and submit a portfolio of planning and implementation documentation for a pilot program at the Pitstop Pty Ltd Wollongong service station.
Procedure
Task 1. Prepare to plan and implement elements of the WHSMS in consultation with relevant individuals and parties.
Note: Ensure you anticipate possible issues and objections and use communication skills to build consensus and support for system.
(safety procedures, recordkeeping procedures, etc.) ii. ongoing activities
Note: Ensure you anticipate possible issues and objections and use communication skills to build consensus and support for system.
Specifications
You must:
○ meeting with the Wollongong manager and HSR
Your assessor will be looking for:
○ contribute to the assessment of resources needed to manage risk and, where appropriate, access these resources
WHS performance and WHSMS, including positive performance indicators ● knowledge of WHS management systems.
Assessment Task 3: Project & Role-play
Submission details
The assessment task is due on the date specified by your assessor. Any variations to this arrangement must be approved in writing by your assessor.
Submit this document with any required evidence attached. See specifications below for details.
Performance objective
The candidate will demonstrate the skills and knowledge required to measure, evaluate, review and improve WHS performance.
Assessment description
Using the scenario information supplied in this task, and planning materials developed in Assessment Tasks 1 and 2, you will undertake a number of monitoring and evaluation tasks. You will consult with managers to gain input into and support for implementation of monitoring and evaluation activities to measure WHS performance against organisational outcomes and individual performance. You will then analyse and evaluate WHS performance data, present a draft report to senior management, and provide a final written report containing results of analysis and recommendations for improvement of the WHSMS.
Procedure
Note: If you have not already developed or considered performance measures, performance management, and reporting and audit procedures, you will need to prepare or source draft procedures as the basis of consultation with managers.
Specifications
You must:
○ meeting with the board of directors and senior management to review performance of WHSMS and make recommendations
Your assessor will be looking for:
○ prepare reports for a range of target groups, including health and safety committees, health and safety representatives, managers, supervisors, and persons conducting businesses or undertakings (PCBUs) or their officers
Assessment Task 4: Questions & Answers
Submission Details
The assessment task is due on the date specified by your assessor. Any variations to this arrangement must be approved in writing by your assessor.
Submit this document with any required evidence attached. See description below for details.
Assessment description
Satisfactory for this assessment
What factors would you consider for any performance indicator to be accurate (i.e. valid and reliable)?
Explain your answer with reference to input-based and outcome-based measures.
Earn back money you have spent on downloaded sample
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