25 Thresh harvested seed Facilitator Guide -...

FACILITATOR GUIDE

THRESHING OF HARVESTED MATERIAL

A Unit Standard for the Seed Industry

Unit Standard: New Draft

NQF Level 4

Credits: 9

Compiled by:

Michael Zingel, Peter Froneman & Bredenkamp Bruwer

Facilitator Name:

Facilitator Number:

® January 2007

Facilitator Guide 2

Table of Contents

UNIT 1: ICONS ............................................................................................................ 3

UNIT 2: UNIT STANDARD........................................................................................... 4

UNIT 3: FACILITATOR NOTES................................................................................... 8

UNIT 4: INFORMATION............................................................................................... 9

4.1 Introduction .............................................................................................................. 9

4.2 Threshing method .................................................................................................... 9

4.2.1 Extracting seed ........................................................................................................ 9

4.3 Threshing Equipment ............................................................................................. 10

4.3.1 Components........................................................................................................... 10

4.3.2 Types ..................................................................................................................... 10

4.4 Operating principles ............................................................................................... 11

4.5 Combined harvester............................................................................................... 12

4.6 Factors affecting thresher performance.................................................................. 13

4.7 Personal Protective Equipment .............................................................................. 13

UNIT 5: TRAINING METHODOLOGY ....................................................................... 16

UNIT 6: FORMATIVE ASSESSMENT: WORKBOOK............................................... 21

6.1 Unit 1: Prepare the work area for analysis.............................................................. 21

6.2 Unit 2: Prepare working sample and relevant documentation................................. 23

6.3 Unit 3: Analyse and retain components of working sample..................................... 27

UNIT 7: SUMMATIVE ASSESSMENT ....................................................................... 29

7.1 Observation checklist ............................................................................................. 29

UNIT 8: ALIGNMENT MATRIX .................................................................................. 34

UNIT 9: PRINCIPLES OF GOOD ASSESSMENT ..................................................... 35

® January 2007

Facilitator Guide 3

UNIT 1: ICONS

Icon Description

Lecture by facilitator

Demonstration by facilitator

Learner activity

Statutory Requirements

Practical exercise

Written Exercise

This guide was developed by

Sparrow Research and Industrial Consultants CC

e-mail: [email protected]

Tel/fax: 012 – 460 9755

® January 2007

Facilitator Guide 4

UNIT 2: UNIT STANDARD

All qualifications and unit standards registered on the National Qualifications Framework are public property. Thus the only payment that can be made for them is for service and reproduction. It is illegal to sell this material for profit. If the material is reproduced or quoted, the South African Qualifications Authority (SAQA) should be acknowledged as the source.

COMPILED BY STANDARD GENERATING BODY FOR SECONDARY AGRICULTURAL PROCESSING

FIELD: AGRICULTURE AND NATURE CONSERVATION

SUB-FIELD: SECONDARY

AGRICULTURE

EDIT NO.: 2 DATE: 26-02-2002

FINAL VERSION DATE:

SKILLS AREA SEED CLASSIFICATION: CORE

TITLE: THRESHING OF HARVESTED MATERIAL

UNIT STD NUMBER (SGB)

SEED025 UNIT STD NUMBER

(SAQA)

CREDITS: 9 ISSUE DATE:(SAQA)

NQF LEVEL 4 REVIEW DATE (SAQA)

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Facilitator Guide 5

PURPOSE STATEMENT

A learner who has achieved this unit standard will be competent in:

� Threshing of harvested material to obtain good quality seed.

LEARNING ASSUMED TO BE IN PLACE

To enter a learning programme for this unit standard or to be assessed against this unit standard, the learner is assumed to have:

� Basic knowledge of threshing equipment.

� Basic knowledge of seed production.

� Understanding of relevant statutory safety requirements in the work place at NQF level 4.

� Literacy, numeracy and communication at NQF level 4.

� Introduction to seed industry.

SPECIFIC OUTCOMES

A learner assessed as competent against this standard will be able to:

OUTCOME A: PREPARE HARVEST FOR THRESHING BY:

� Acquiring the threshing plan, instructions and documentation according to work site procedures and statutory requirements.

� Planning threshing schedule according to work site procedures and statutory requirements.

� Selecting appropriate personal protective equipment (PPE) according to work site procedures and statutory requirements.

� Ensuring that the correct equipment in appropriate condition is available for threshing according to work site procedures and statutory requirements.

OUTCOME B: THRESH THE SEED BY:

� Extracting and/or threshing the seed from the harvested material according to work site procedures and statutory requirements.

� Identifying any problems in the threshing process according to work site procedures.

� Instructing corrective action to be taken to ensure threshing of quality seed according to work site procedures and statutory requirements.

OUTCOME C: COMPLETE HARVESTING PROCESS BY:

� Marking and distributing the threshed seed according to work site procedures and statutory requirements.

� Informing relevant parties of variations according to work site procedures.

� Completing the documentation and forwarding to relevant parties according to work site procedures and statutory requirements.

ASSESSMENT CRITERIA

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Facilitator Guide 6

Assessors will observe, confirm and evaluate evidence that will indicate that learners have demonstrated competence in each of the specific outcomes. In this unit standard the following specific criteria should be used:

� Consequences of not acquiring the threshing plan, instructions and documentation according to work site procedures are explained.

� Consequences of not acquiring and following the threshing schedule according to work site procedures and statutory requirements are explained.

� Importance of advising accurately on corrective action to be taken according to work site procedures is explained.

� Importance of advising accurately on the use of appropriate equipment according to work site procedures is explained.

� Implications of not identifying and reporting on variations and informing relevant parties according to work site procedures and statutory requirements are explained.

� Consequences of incorrect marking and distributing the harvested seed according to work site procedures and statutory requirements are explained.

� Consequences of not completing documentation according to work site procedures and statutory requirements are explained.

ACCREDITATION AND MODERATION PROCESS AND CRITERIA: (Mechanisms and bodies for external moderation of learner achievements)

� An individual wishing to be assessed against this unit standard may apply to an assessor accredited by SETASA.

� Any training provider offering learning that will enable achievement of this unit standard must be registered and accredited by SETASA.

Moderation of assessment will be done by SETASA in its ETQA capacity at its discretion.

RANGE STATEMENT (General guide for scope, context and level)

The learner is expected to perform the specific outcomes as reflected in this unit standard without direct supervision, but with access to work-site procedures, operating instructions and statutory requirements.

Threshing may include extraction of seed.

Threshing plan includes, but is not limited to: actual dates, quantities and site map.

Variations include, but are not limited to: off-types, moisture level, diseased or damaged seed.

Occupational Health and Safety (OHS), Act 36 of 1947 as amended and other relevant statutory health and safety requirements and work site procedures.

NOTES (1)

CRITICAL CROSS FIELD OUTCOMES (What abilities must I use)

� Identify and solve problems by applying seed threshing principles.

� Work effectively with others with whom the relevant function interfaces.

� Organise and manage oneself when preparing for threshing.

� Communicate with others in the process of reporting variations to relevant parties.

� Collect, analyse and organise information when recording data on threshing.

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Facilitator Guide 7

� Use science and technology when threshing.

� Understand the world as a set of related systems, when working with chemicals and genetic material.

NOTES (2)

ESSENTIAL EMBEDDED KNOWLEDGE (Knowledge that will help me understand and that I will be able to explain)

� General knowledge of seed threshing principles and equipment.

� General knowledge of seed production.

� Knowledge and theory of applicable software and or methods for recording data.

NOTES (3)

VALUES (All learners should demonstrate)

An application of company ethics, values as well as general safety and customer care principles

An awareness of expectations and obligations of basic worker/management and industrial relationships

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Facilitator Guide 8

UNIT 3: FACILITATOR NOTES

In this Unit important generic information is provided that is applicable across the board to

the seed industry. The training methodology has to be strictly followed and all observation

checklists completed to ensure that all the outcomes are covered. Any relevant

documentation regarding the Plant Improvement Act (No 53 of 1976) can be found in Unit

8 at the end of the module. It is important to emphasise the difference between work site

procedures and statutory requirements to the learners as we will refer continuously to

these two terms throughout the module.

Work site procedures: Prescribed procedures specified by the company to thresh

harvested material. These procedures may differ from one company to the next.

Statutory requirements: Regulations prescribed by policies such as the Plant

Improvement Act of 1976 which must be adhered to by all seed companies.

Formative assessment (learner workbook) is theoretical and practical exercises carried

out during the learning process and should tell learners and facilitators how the learning is

progressing. As the word “Formative” suggest, the assessments should help in shaping

and reinforcing past learning experiences.

Summative assessment (observation checklist) is an assessment at the end of the

module (unit standard) to complete the assessment process. Learners should complete

both the formative and summative assessment in order to cover all the criteria stipulated

in the applicable Unit Standard.

Please take note that all the documentation and other physical evidence included in the

workbook as evidence must be dated and signed by the learner. If the documents are not

computer copies it must be completed in the learners own handwriting. Some companies

may require more space in the workbook and observation checklist for the model answers

and checks that must be conducted.

Follow these easy steps to insert more rows in an existing table:

� Click with your mouse outside the table next to any row in the table

� Press your enter button, this will add an extra row

� Repeat the process for as many rows that you would like to add

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Facilitator Guide 9

UNIT 4: INFORMATION

4.1 Introduction

Seeds are threshed, after harvest, to remove the seed from the surrounding plant

material. Although once done by hand using a flail on a threshing floor, this tiring task is

now mostly done by machinery. Threshing is one of the tasks a combine harvester

performs, along with harvesting the plant and cleaning the grains. The threshing process

involves application of mechanical force using a controlled pressure and a shearing

motion, and may be accomplished by hand or by machine.

4.2 Threshing method

Various methods are used in order to thresh harvested material. The threshing plan,

instructions and methods used for the different crop types you are responsible for at the

workplace can be obtained from the relevant workplace documentation.

4.2.1 Extracting seed

The type of extraction process depends on the species. The process used for soft fruits

for example tomatoes, are cut up, mashed, and then fermented. Where as cucumbers

and melons are cut in half, the seed scraped out along with the fruit pulp surrounding the

seed, it is then fermented. In the case of watermelons, the entire fleshy fruit is fermented

along with the extracted seed. These types of fruits have a gel surrounding the seed that

contains germination inhibitors. Because of the gel it makes the handling and drying of

the seed difficult. Fermentation is a natural process that occurs to a small extent as fruits

decompose. The temperature and length of fermentation are important. Seed-borne

diseases will not be eliminated if the mash is not fermented long enough, but if fermented

too long, the seeds may sprout prematurely. The length of the fermentation is dependent

on temperature or may also depend on the variety itself. Varieties with high sugar content

may take longer to ferment. With few exceptions, fermentation periods longer than three

days risk damaging the seed. When fermentation is complete, the seeds are washed to

remove pulp, pieces of fruit and debris, and low quality seed. There are different

fermentation techniques for different crops which can be obtained from the applicable

work site procedures.

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Facilitator Guide 10

4.3 Threshing Equipment

A thresher is a machine used to separate grains from the harvested crop and provide

clean grain without much loss and damage. During threshing, grain loss in terms of

broken grain, unthreshed grain, blown grain, spilled grain etc. should be limited to a

minimum.

4.3.1 Components

A mechanical thresher consists of the following parts:

� Feeding device (chute/tray/trough/hopper/conveyor)

� Threshing cylinder (hammers/spikes/rasp-bars/wire-loops/syndicator)

� Concave (woven-wire mesh/punched sheet/welded square bars)

� Blower/aspirator

� Sieve-shaker/straw-walker

4.3.2 Types

These are examples of machinery that may be used, but there are many adaptations or

combinations.

Drum type

It consists of beaters mounted on a shaft which rotates inside a closed casing and

concave.

Hammer mill type

It is similar to dummy type but it is provided with aspirator type blower and sieve shaker

assembly for cleaning grains.

Spike-tooth type

Spikes are mounted on the periphery of a cylinder that rotates inside a closed casing and

concave. It is provided with cleaning sieves and aspirator type blower.

Raspbar type

Corrugated bars are mounted axially on the periphery of the cylinder. It is fitted with an

upper casing and an open type concave at the bottom of the cylinder. The cleaning

system is provided with blower fan and straw walker.

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Wire-loop type

Wire-loops are fitted on the periphery of a closed type cylinder and woven wire mesh type

concave is provided at the bottom.

Axial flow type

It consists of a spike tooth cylinder, woven-wire mesh concave and upper casing provided

with helical louvers.

Syndicator type

The cylinder consists of a flywheel with corrugation on its periphery and sides, which

rotates inside a closed casing and concave. The rims of the flywheel are fitted with

chopping blades.

4.4 Operating principles

Crop material is pushed into the threshing cylinder through the feeding chute, which gets

into the working slit created between the circumference of the revolving drum having

attached spikes and the upper casing. The speed of the spikes is greater than the plant

mass therefore they strike the latter which results in part of the grain being separated from

straw. Simultaneously, the drum pulls the mass through the gap between the spikes and

the upper casing with varying speed. The angle iron ribs on the other hand, restrain the

speed of the travelling of stalks clamped by the spikes. Due to this the spikes move in the

working slit with a varying speed in relation to the shifting mass of material, which is

simultaneously shifted, with a varying speed with respect to the upper casing. As a result,

the material layer is struck several times by the spikes against the ribs, causing threshing

of the major amount of grains and breaking stalks into pieces, and also accelerating them

into the inlet of the lower concave.

As the material layer shifts towards the gradually converging slit of the lower concave, its

size reduces. The vibration amplitudes decrease, whereas the speed of the layer

increases. This causes mutual rubbing of the ear stalks, as well as rubbing of the ears

against the edges of the concave bars and causes breaking of stalks depending on the

concave clearance. Since the system is closed, the thicker stalk, which cannot be sieved

through the concave, again joins the fresh stalk and the same process is repeated until

the stalk size is reduced to the extent that it can pass through the concave apertures.

Through this process fine bruised straw is produced.

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Effective threshing is achieved when the loss of unthreshed kernels ejected with the straw

through the concave and grain damage is low whereas the amount of the material passed

through the concave is be high.

4.5 Combine harvester

Combine-harvesters, as the name implies, combine the actions of reaping and threshing.

Figure 1: Combine harvester

Conventional grain combines are useful for harvesting large-scale seed fields. These self-

propelled combines are designed for major grain crops but can be adjusted to handle

many types of grass seed. Recent models are highly instrumented, and the operator can

control all cleaning functions from an air-conditioned cab. A combine consists of a header

assembly, threshing mechanism, separating and cleaning unit, storage bin, power-train,

and a cab with all the controls. The header assembly consists of a reel, cutter bar, and an

auger. Grass stems are severed just below the seed heads by the cutter bar, and the

seed heads are fed into the thresher by an auger. Seed is separated from the seed heads

and transported into the storage bin, while stems and trash are blown out the rear of the

combine. A pick-up mechanism mounted on the combine’s header is then used to gather

the crop into the combine. Grain combines are suited for high-production, commercial,

grass-seed farms, but they are very expensive. They are not suited for rocky, uneven

terrain or grasses that are excessively chaffy or need repeated harvesting.

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4.6 Factors affecting thresher performance

The factors which affect the quality and efficiency of threshing are broadly classified in

following three groups:

Crop factors:

� Variety of crop

� Moisture in crop material

Machine factors:

� Feeding chute angle

� Cylinder type

� Cylinder diameter

� Spike shape, size and number

� Concave size, shape and clearance

Operational factors:

� Cylinder speed

� Feed rate

� Method of feeding

4.7 Personal Protective Equipment

Personal Protective Equipment (PPE) is specialised clothing or equipment worn by

employees for protection against health and safety hazards. The equipment is designed

to protect parts of the body, i.e., eyes, head, face, hands, feet, and ears. The different

types of equipment used may differ from one company to the next. If you are responsible

for the packaging and labelling of seed, you must be familiarised with the appropriate

equipment worn at your workplace and the location of this equipment. For the purpose of

this manual the most frequently used PPE will be discussed.

Hard hat

If there is any danger of falling objects or head injury, a hard hat should always be worn.

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Gloves

When working with wooden pallets or any type of material which can

cause injury to your hands, protective gloves must be worn. There

are many different types of gloves, but you will be provided with those

appropriate to your workplace. A special kind of resistant glove is

also necessary when working with dangerous chemicals.

Gloves must be:

� appropriate to the material handled

� worn whenever there is potential for contact with corrosive or toxic materials

� worn whenever there is a possibility of injury to your hands, e.g. when lifting loads

manually

� cleaned after use

� replaced periodically depending upon use and type of material handled

Hearing protection

Noise is a common problem in many workplaces. High levels of noise can gradually

damage your hearing and this is unfortunately a permanent

handicap. The following types of hearing protection equipment are

available:

� Foam Earplugs

� PVC Earplugs

� Earmuffs

Safety shoes

If you work in and around a fabrication workshop there is always a

possibility of heavy objects falling on your feet or sharp objects

puncturing your foot. Hazardous liquids such as chemicals can spill

into your shoes and boots. These hazardous materials can cause

chemical and other burns. Heavy machinery, equipment, and other

objects can roll over your feet often resulting in broken or crushed

bones. Safety shoes are compulsory for all lifting and transferring equipment operators.

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Safety glasses

Safety glasses are usually made from shatter-resistant

plastic lenses to protect the eyes from flying materials.

Although safety lenses may be constructed from a

variety of materials that vary in impact resistance, certain

standards suggest that they maintain a minimum 1mm

thickness at the thinnest point, regardless of material. If

chemicals splash in your face or eyes, flush skin and eyes with water for at least 15

minutes and then get medical attention.

Respirators / Dust masks

A dust mask should always be worn when working with harmful

gases and in areas with a lot of dust. Special masks protecting the

respiratory (breathing) canal must be worn when working with

extremely dangerous gases or in areas with a high carbon

monoxide concentration.

Loose clothing

Loose clothing can be extremely dangerous when working in the vicinity of machines with

moving components. If any part of your clothing gets caught in these moving components

it can result in severe injury. If necessary wear an overall over loose clothing.

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UNIT 5: TRAINING METHODOLOGY

US: New Draft Threshing of harvested material 9

SO 1 Prepare harvested material for threshing

Ref No

Training Methodology Workbook Exercises

Theoretical & Practical Assessment Methodology

Ac 1

Give a lecture on where and how to acquire the threshing plan, instructions and documentation according to work site procedures. Learners complete Exercise 1.1 in the workbook listing the relevant parties from which to collect the threshing plan, instructions and documentation according to work site procedures.

Exercise 1.1

Observation Checklist

Ac 2

Give a lecture on the worksite procedures followed in order to plan a threshing schedule. Learners compile a list of the steps necessary to plan a threshing schedule and file all the relevant documentation used and completed in order to plan the threshing process as evidence under Exercise 1.2 in the workbook.

A threshing plan includes:

� actual dates;

� quantities, and;

� Site map.

Exercise 1.2

Ac 3

Give a demonstration on the selection of appropriate personal protective equipment.


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Ref No



Ac 4

Give a demonstration on the equipment available at the workplace to conduct threshing of harvested material. The facilitator must ensure that the following information relating to threshing equipment are embedded:

� Identification and description

� Inspect condition of equipment

� Applicable crop type used for

Learners complete Exercise 1.3 in the workbook answering questions on the threshing equipment available at the workplace. One template will be prepared in the workbook for the purpose of this exercise. The facilitator will be responsible to make the number of copies required for each learner. The learner should complete this exercise for all the crop types he/she are responsible for at the workplace.

Exercise 1.3

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SO 2 Thresh the seed

Ref No



Ac 1

Give a demonstration on the worksite procedures followed in order to thresh seed from harvested material for all the crop

types the learners will be responsible for. Threshing may also include the extraction of seed. Learners complete Exercise 2.1 in the workbook listing the procedures followed in order to thresh seed from harvested material for the crop types he/she are responsible for at the workplace.

Exercise 2.1


Ac 2 & 3

Give a lecture on the monitoring of the threshing process to identify possible problems that may occur and the importance of taking corrective actions to ensure desired results. Learners compile a list of problems that may occur in the threshing process and the corresponding actions that should be taken. (Exercise 2.2)

Exercise 2.2


Ac 1 - 3

Give a demonstration on the checks that must be conducted on the threshed material to ensure the quality of the material. This must be repeated for all the crops the learners are responsible for at the workplace. Learners complete Exercise 2.3 in the workbook listing the quality checks for the respective material. Make extra copies if necessary.

Exercise 2.3

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SO 3 Complete threshing process

Ref No



Ac 1

Give a lecture on the marking, presenting and distributing of the threshed seed according to work site procedures and statutory requirements. Divide the learners into groups of three for the purpose of this exercise. Each group must collect the information necessary to write a short paragraph on the marking, presenting and distribution on the threshed seed. Allow learners to use all available resources (experienced personnel, worksite procedures, operation manuals etc.) to collect the information needed. (Exercise 3.1)

Exercise 3.1


Ac 2

Give a lecture on the procedures followed in order to identify variations among threshed seed for the different crop types the learners will be responsible for at the workplace. Variations may include off-types, moisture level, diseased or damaged seed. Learners complete Exercise 3.2 listing the variations that may occur for the specific crop types threshed at the company.

Exercise 3.2

Ac 1

Give a lecture on the implications of not identifying and reporting variations that occurred during the threshing process to the relevant parties. Learners complete Exercise 3.3 in the workbook.

Exercise 3.3


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Ref No



Ac 2

Give a lecture on the importance of completing the documentation and forwarding it to the relevant parties. Learners complete Exercise 3.4 in the workbook filing all the documentation completed during the harvesting of seed trials.

Exercise 3.4


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UNIT 6: FORMATIVE ASSESSMENT: WORKBOOK

6.1 Unit 1: Prepare harvested material for threshing

Exercise 1 SO1 AC1 - 4

No Memorandum Ref no

1.1.1 List the names and location of all the relevant parties from which you must collect the threshing plan, instructions and documentation prior to harvesting of a seed trial.

SO1 AC1

1.1.2 File copies of all the collected documents. Remember to sign and date documents.

SO1 AC1

C NyC

1.2 Compile a list of the steps necessary to plan the threshing schedule for a specific seed lot.

SO1 AC2

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C NyC

1.3 Complete the following table for all the threshing equipment that you will utilise at the workplace. Insert the checks that must be conducted in order to ensure appropriate condition of equipment.

SO1 AC4

Name of equipment

Description of equipment

Inspection

Checks C NyC

Crop type used for

C NyC

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6.2 Unit 2: Thresh the seed



2.1

Discuss each of the following topics that must be considered during the threshing of seed from harvested material. You should include actual values and time frames if they are applicable.

SO2 AC1 SO3 AC1

Name of seed crop

Threshing method

Threshing equipment

Moisture content of seed

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Sampling threshed seed

Weighing threshed seed

Marking threshed seed

Distributing threshed seed

C NyC

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2.2 Compile a list of problems that might occur in the threshing process and list the corresponding corrective actions that should be taken.

SO2 AC2 & 3

Problem Action

C NyC

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2.3 Compile a list of the quality checks that must be conducted on threshed material. This exercise must be completed for all the crop types you are responsible for at the workplace.

SO2 AC1 - 3

Name of seed crop

Quality checks on threshed material

Name of seed crop

Quality checks on threshed material

C NyC

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6.3 Unit 3: Complete threshing process



3.1 Give a description of the variations that may occur during threshing of all the crop types you are responsible for at the workplace. (Make more copies if required)

SO3 AC2

Crop type

List off-types

Moisture content

Diseased seed

Damaged seed

Crop type

List off-types

Moisture content

Diseased seed

Damaged seed

Crop type

List off-types

Moisture content

Diseased seed

Damaged seed

C NyC

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3.2 Write a reflective paragraph on the consequences of not reporting variations according to work site procedures.

SO3 AC2

3.2 File all the appropriate documentation completed during the harvesting of a seed trial.

SO3 AC3

C NyC

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UNIT 7: SUMMATIVE ASSESSMENT

7.1 Observation checklist

Instruction Learners must receive the observation checklist in advance and should be allowed enough time to prepare for the final assessment. Include checks for your specific work site procedures that must be adhered to.

Observation checklist

Threshing of Harvested Material

Agreed Assessment Date: Proof of further evidence Date: SO1 AC1

Acquire threshing plan, instructions and documentation C NYC C NYC

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Plan threshing schedule C NYC C NYC

Comments

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Agreed Assessment Date: Proof of further evidence Date: SO1 AC3 & 4

Select PPE and correct equipment for threshing C NYC C NYC


Thresh/extract seed C NYC C NYC

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Agreed Assessment Date: Proof of further evidence Date: SO2 AC2 & 3

Identify problems and perform corrective action C NYC C NYC

SO3 AC1

Mark, present and distribute threshed material

Agreed Assessment Date: Proof of further evidence Date:

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Inform relevant parties of variations C NYC C NYC


Complete documentation and forward to relevant parties C NYC C NYC

Comments

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UNIT 8: ALIGNMENT MATRIX

Criteria Workbook Summative Assessment

SO1 AC1 Exercise 1.1 Observation checklist


SO1 AC3 Observation checklist






SO3 AC2 Exercise 3.1 & 3.2 Observation checklist


CCFO 1 Exercise 2.1 & 2.2

CCFO 2 Observation checklist

CCFO 3 Exercise 1.2

CCFO 4 Observation checklist

CCFO 5 Exercise 1.3 & 3.1

CCFO 6 Exercise 1.3

CCFO 7 Exercise 3.2

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UNIT 9: PRINCIPLES OF GOOD ASSESSMENT

Principle Description

Validity The extent to which an assessment task measures what it is intended to measure. To be valid, an assessment task should measure the knowledge, skills or dispositions that you intend it measure and not be influenced by other factors. Linked to a standard

Authenticity The Assessor is satisfied that the evidence is the real work of the Candidate being assessed

Currency The evidence is proof that the Candidate is able to meet the assessment criteria at the time the Assessor declares the Candidate competent

Sufficiency Enough proof of competence that the Candidate has met all the Assessment criteria

Fairness The extent to which the assessment task remains free of bias or any other factor that is irrelevant to the outcome being measured.

Transparency Biased assessment regarding age, gender, disability, social class, language was in line with open and transparent opportunities

Openness The Candidate must know exactly what to expect during the assessment process

Portability To enable learners to transfer credits of qualifications from one learning institution and /or employer to another

Recognition of prior learning To give credit, through assessment of learning already acquired in different ways

Consistency The judgements that are made in the similar context each time a particular assessment is conducted will have the same outcome

Reliability The extent to which an assessment task will elicit consistent responses from students and not be influenced by extraneous factors such as misinterpretation or guessing

Appropriateness The methods of assessment that has been used and the evidence collected is appropriate to the purpose of assessment as well as the special- and particular needs of the Candidate. All the criteria have been assessed.

Manageability The assessment process has been conducted in a cost-effective way

Practicality The assessment relates to the Unit standard / qualification.

25 Thresh harvested seed Facilitator Guide -...

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