CHC30113 Certificate III In Early Childhood Education And Care - Assessment 1
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CHC30113 Certificate III
in Early Childhood
Education and Care
Children’s Health and Safety
Version 3.7 Produced 17 September 2018
Copyright © 2018 Compliant 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
Assessment Workbook 1
in Early Childhood
Education and Care
Children’s Health and Safety
Version 3.7 Produced 17 September 2018
Copyright © 2018 Compliant 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
Assessment Workbook 1
Version control & document history
Date Summary of modifications made Version
9 December
2013
Version 1 final produced following
assessment validation. 1.0
16 April 2014
Changes to wording and
clarification of benchmarks in
questions.
A1,A3a,b,A14,A25,B10,C10
1.1
24 October 2014
Minor clarifications in questions
A14; removed B8(a) question similar
with B7(d)
1.2
18 November
2014
Changes made throughout
document 1.3
3 December
2014
Significant changes made to
document following validation 2.0
17 April 2015 Minor revisions on Questions B1
and B16 2.1
18 July 2016 Updates made throughout
document 2.2
9 August 2016
Included CHCECE016 in the units
of competency of this workbook.
Added assessment items in the
Project.
3.0
9 March 2017 Minor changes in formatting and
wording throughout document 3.1
14 March 2017 Updated links throughout the
document 3.2
8 January 2018
Made minor revisions to task
instructions and email template in
Case Studies – Part B – Case Study
2
3.3
7 February 2018 Updated Part B Question 8d 3.4
Assessment Workbook 1 Version No. 3.4 Produced 7 February 2018
Page 2 © Compliant Learning Resources
Date Summary of modifications made Version
9 December
2013
Version 1 final produced following
assessment validation. 1.0
16 April 2014
Changes to wording and
clarification of benchmarks in
questions.
A1,A3a,b,A14,A25,B10,C10
1.1
24 October 2014
Minor clarifications in questions
A14; removed B8(a) question similar
with B7(d)
1.2
18 November
2014
Changes made throughout
document 1.3
3 December
2014
Significant changes made to
document following validation 2.0
17 April 2015 Minor revisions on Questions B1
and B16 2.1
18 July 2016 Updates made throughout
document 2.2
9 August 2016
Included CHCECE016 in the units
of competency of this workbook.
Added assessment items in the
Project.
3.0
9 March 2017 Minor changes in formatting and
wording throughout document 3.1
14 March 2017 Updated links throughout the
document 3.2
8 January 2018
Made minor revisions to task
instructions and email template in
Case Studies – Part B – Case Study
2
3.3
7 February 2018 Updated Part B Question 8d 3.4
Assessment Workbook 1 Version No. 3.4 Produced 7 February 2018
Page 2 © Compliant Learning Resources
21 May 2018 NQS Updates 3.5
29 May 2018 Updated Meal Template 3.6
17 September
2018
updated Knowledge Assessment
Part A Question 19f 3.7
Assessment Workbook 1 Version No. 3.7 Produced 17 September 2018
© Compliant Learning Resources Page 3
29 May 2018 Updated Meal Template 3.6
17 September
2018
updated Knowledge Assessment
Part A Question 19f 3.7
Assessment Workbook 1 Version No. 3.7 Produced 17 September 2018
© Compliant Learning Resources Page 3
TABLE OF CONTENTSThis 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.
INSTRUCTIONS....................................................................................4
WHAT IS COMPETENCY BASED ASSESSMENT...........................................5
THE BASIC PRINCIPLES OF ASSESSING NATIONALLY RECOGNISED TRAINING6
THE DIMENSIONS OF COMPETENCY........................................................7
REASONABLE ADJUSTMENT..................................................................8
CHEATING AND PLAGIARISM...............................................................10
THE UNITS OF COMPETENCY..............................................................11
CONTEXT FOR ASSESSMENT...............................................................16
ASSESSMENT METHODS.....................................................................17
RESOURCES REQUIRED FOR ASSESSMENT.............................................17
PRESENTATION.................................................................................18
ASSESSMENT WORKBOOK COVERSHEET...............................................19
KNOWLEDGE ASSESSMENT.................................................................20
CASE STUDIES – PART A....................................................................94
CASE STUDIES – PART B..................................................................100
PROJECT: ESTABLISH AND MAINTAIN A SAFE AND HEALTHY ENVIRONMENT
FOR CHILDREN................................................................................117
WORKBOOK CHECKLIST...................................................................128
REQUIRED DOCUMENTS....................................................................129
Assessment Workbook 1 Version No. 3.7 Produced 17 September 2018
Page 4 © Compliant Learning Resources
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.
INSTRUCTIONS....................................................................................4
WHAT IS COMPETENCY BASED ASSESSMENT...........................................5
THE BASIC PRINCIPLES OF ASSESSING NATIONALLY RECOGNISED TRAINING6
THE DIMENSIONS OF COMPETENCY........................................................7
REASONABLE ADJUSTMENT..................................................................8
CHEATING AND PLAGIARISM...............................................................10
THE UNITS OF COMPETENCY..............................................................11
CONTEXT FOR ASSESSMENT...............................................................16
ASSESSMENT METHODS.....................................................................17
RESOURCES REQUIRED FOR ASSESSMENT.............................................17
PRESENTATION.................................................................................18
ASSESSMENT WORKBOOK COVERSHEET...............................................19
KNOWLEDGE ASSESSMENT.................................................................20
CASE STUDIES – PART A....................................................................94
CASE STUDIES – PART B..................................................................100
PROJECT: ESTABLISH AND MAINTAIN A SAFE AND HEALTHY ENVIRONMENT
FOR CHILDREN................................................................................117
WORKBOOK CHECKLIST...................................................................128
REQUIRED DOCUMENTS....................................................................129
Assessment Workbook 1 Version No. 3.7 Produced 17 September 2018
Page 4 © Compliant Learning Resources
INSTRUCTIONS
The questions in the Knowledge Assessment are all in a short answer
format. They address the underpinning knowledge and concepts relevant
to the units of competency in this subject.
Case Studies are longer questions requiring creative thought processes
and application of concepts to theoretical situations, while the Project
sets out tasks to be delivered in an actual workplace setting.
Where applicable, you must answer all questions using your own
words. However you may reference your learner guide, and other online
or hard copy resources to complete this assessment.
You must attempt all assessments satisfactorily to achieve an overall
award of competent.
Re-read the section on Plagiarism and Copying in your Welcome
pack.
If you are currently working as part of an Early Childhood
Education/Child Care team, you may answer these questions based on
your own workplace. Otherwise consider what you should do if you were
working as part of an Early Childhood Education/Child Care team you
may refer to Sparkling Stars as an example.
Assessment Workbook 1 Version No. 3.7 Produced 17 September 2018
© Compliant Learning Resources Page 5
The questions in the Knowledge Assessment are all in a short answer
format. They address the underpinning knowledge and concepts relevant
to the units of competency in this subject.
Case Studies are longer questions requiring creative thought processes
and application of concepts to theoretical situations, while the Project
sets out tasks to be delivered in an actual workplace setting.
Where applicable, you must answer all questions using your own
words. However you may reference your learner guide, and other online
or hard copy resources to complete this assessment.
You must attempt all assessments satisfactorily to achieve an overall
award of competent.
Re-read the section on Plagiarism and Copying in your Welcome
pack.
If you are currently working as part of an Early Childhood
Education/Child Care team, you may answer these questions based on
your own workplace. Otherwise consider what you should do if you were
working as part of an Early Childhood Education/Child Care team you
may refer to Sparkling Stars as an example.
Assessment Workbook 1 Version No. 3.7 Produced 17 September 2018
© Compliant Learning Resources Page 5
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.
Assessment Workbook 1 Version No. 3.7 Produced 17 September 2018
Page 6 © Compliant Learning Resources
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.
Assessment Workbook 1 Version No. 3.7 Produced 17 September 2018
Page 6 © Compliant Learning Resources
THE BASIC PRINCIPLES OF ASSESSING
NATIONALLY RECOGNISED TRAINING
Developing and conducting 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
o Assessment must include the full range of skills and
knowledge needed to demonstrate competency.
o Assessment must include the combination of knowledge
and skills with their practical application.
o 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
o Assessment must be reliable and must be regularly
reviewed to ensure that assessors are making decisions in
a consistent manner.
o Assessors must be trained in national competency
standards for assessors to ensure reliability.
Assessment must be flexible
o Assessment, where possible, must cover both the on and
off-the-job components of training within a course.
o Assessment must provide for the recognition of
knowledge, skills and attitudes regardless of how they
have been acquired.
o 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
o Assessment must be equitable to all groups of learners.
o Assessment procedures and criteria must be made clear to
all learners before assessment.
o Assessment must be mutually developed and agreed upon
between assessor and the assessed.
o Assessment must be able to be challenged. Appropriate
mechanisms must be made for reassessment as a result of
challenge.
Assessment Workbook 1 Version No. 3.7 Produced 17 September 2018
© Compliant Learning Resources Page 7
NATIONALLY RECOGNISED TRAINING
Developing and conducting 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
o Assessment must include the full range of skills and
knowledge needed to demonstrate competency.
o Assessment must include the combination of knowledge
and skills with their practical application.
o 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
o Assessment must be reliable and must be regularly
reviewed to ensure that assessors are making decisions in
a consistent manner.
o Assessors must be trained in national competency
standards for assessors to ensure reliability.
Assessment must be flexible
o Assessment, where possible, must cover both the on and
off-the-job components of training within a course.
o Assessment must provide for the recognition of
knowledge, skills and attitudes regardless of how they
have been acquired.
o 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
o Assessment must be equitable to all groups of learners.
o Assessment procedures and criteria must be made clear to
all learners before assessment.
o Assessment must be mutually developed and agreed upon
between assessor and the assessed.
o Assessment must be able to be challenged. Appropriate
mechanisms must be made for reassessment as a result of
challenge.
Assessment Workbook 1 Version No. 3.7 Produced 17 September 2018
© Compliant Learning Resources Page 7
Assessment Workbook 1 Version No. 3.7 Produced 17 September 2018
Page 8 © Compliant Learning Resources
Page 8 © Compliant Learning Resources
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