Early Childhood Education and Care Children's Behaviour and Inclusion Version 2.4 Produced 19 March 2018 Copyright 2018 Compliant Learning Resources

CHC50113
Diploma of Early
Childhood Education
and Care
Children’s Behaviour and
Inclusion
Version 2.4 Produced 19 March 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 10

Version control & document history
Date Summary of modifications made Version
16 May 2014 Version 1 final produced following
assessment validation. 1.0
16 October 2014 Revised question – Q7, 9
Mapping to Learner Guide 1.1
13 February 2015 Version 2 final produced following
second assessment validation 2.0
25 July 2016 Minor updates made throughout
document 2.1
9 March 2017 Intranet links and logins updated;
minor changes to wording 2.2
23 March 2017 Updated Sparkling Stars Link 2.3
19 March 2018
 Minor changes made to wording
and formatting
 Updated links for document in Q4
 Updated response requirements for
Q12a
2.4
Document Name: CHC50113_S10_A6_PRO(1) RTO Code: 52010 CRICOS Code:
03548F
Version: 1.0 Approved on: 15 Oct 2019 Review Date: 15 Oct 2020 Page 2 of 28

TABLE OF CONTENTS
INTRODUCTION.....................................................................4
WHAT IS COMPETENCY-BASED ASSESSMENT.....................5
THE BASIC PRINCIPLES OF ASSESSING NATIONALLY
RECOGNISED TRAINING.......................................................6
THE DIMENSIONS OF COMPETENCY...................................7
REASONABLE ADJUSTMENT.................................................8
THE UNITS OF COMPETENCY...............................................9
CONTEXT FOR ASSESSMENT..............................................10
ASSESSMENT REQUIREMENTS...........................................11
ASSESSMENT METHODS.....................................................12
RESOURCES REQUIRED FOR ASSESSMENT.......................12
ASSESSMENT WORKBOOK COVER SHEET.........................13
PROJECT ASSESSMENT.......................................................14
Project 3: Planning the inclusion of children with additional needs.............14
END OF DOCUMENT..................................................................20
Document Name: CHC50113_S10_A6_PRO(1) RTO Code: 52010 CRICOS Code:
03548F
Version: 1.0 Approved on: 15 Oct 2019 Review Date: 15 Oct 2020 Page 3 of 28

INTRODUCTION
The questions in this workbook are divided into two (2) categories: Knowledge
Assessment, and Project Assessment.
The questions under Knowledge Assessments are all in a short answer
format. The longer questions requiring creative and analytical thought
processes are covered in the Project Assessments. You must answer all
questions using your own words. However, you may reference your
Learner Guide and other relevant resources and learning materials to
complete this assessment.
Some questions cover processes you would likely encounter in a workplace.
Ideally, you should be able to answer these questions based on the processes
that are currently in place in your workplace. However, if you do not currently
have access to a workplace, then answer the questions based on processes
that should be implemented in a typical workplace setting.
Accessing Intranet Pages and External Links
There are instructions in this workbook that will refer you to intranet pages
and or external links. These intranet pages and external links are formatted in
Blue Underlined Text.
To access these, hold the Ctrl key for Windows users or the Command ⌘ key
for Mac users while clicking on these links.
Document Name: CHC50113_S10_A6_PRO(1) RTO Code: 52010 CRICOS Code:
03548F
Version: 1.0 Approved on: 15 Oct 2019 Review Date: 15 Oct 2020 Page 4 of 28

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 the 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 the judgement on whether competency 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.
Document Name: CHC50113_S10_A6_PRO(1) RTO Code: 52010 CRICOS Code:
03548F
Version: 1.0 Approved on: 15 Oct 2019 Review Date: 15 Oct 2020 Page 5 of 28

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
- 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 through a
variety of delivery modes so they can proceed through
modularised training packages to gain competencies.
- 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.
Document Name: CHC50113_S10_A6_PRO(1) RTO Code: 52010 CRICOS Code:
03548F
Version: 1.0 Approved on: 15 Oct 2019 Review Date: 15 Oct 2020 Page 6 of 28