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Child Abuse Reporting & Confidentiality

   

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CHC30113 CertificateIII in Early ChildhoodEducation and CareSubject 3WorkplaceEffectivenessV6.0 Produced 2 September2016Copyright © 2016 Compliant Learning Resources. All rights reserved. No part of thispublication may be reproduced or distributed in any form or by any means, or storedin a database or retrieval system other than pursuant to the terms of the CopyrightAct 1968 (Commonwealth), without the prior written permission of Compliant Learning Resources.AssessmentWorkbook3
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Version control & document historyDateSummary of modifications madeVersion27 November 2013Version 1 final produced following assessmentvalidation.1.016 April 20141.2 – reworded question and benchmark forassessor1.3 – reworded question1.8 – added Guidance for student and assessor1.85 January 2015Version 2 final produced following secondvalidation session2.01 June 2016Version3 final produced following thirdvalidation session3.05 July 2016Version 4 final produced following fourthvalidation sessionAssessment items have been revisedQuiz types have been changed4.010 August 2016Removed assessments mapped toCHCORG303C5.02 September 2016Converted workbook to Inspire cobrandedversion.6.0Table of ContentAssessment Workbook 3 Version No.6.0 Produced 2 September 2016Page 2© Compliant Learning Resources
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This 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 inWord you will need to hold down the Control key while clicking for this to work.INSTRUCTIONS...........................................................................................4WHATISCOMPETENCYBASEDASSESSMENT?.................................................4THE BASIC PRINCIPLESOF ASSESSING NATIONALLY RECOGNISED TRAINING....5The Principles of Assessment..................................................................................................5THE DIMENSIONSOF COMPETENCY..............................................................6REASONABLE ADJUSTMENT..........................................................................7CHEATINGAND PLAGIARISM........................................................................9THE UNITSOF COMPETENCY......................................................................10CHCLEG001 Work legally and ethically................................................................................10CHCECE009 Use an approved learning framework to guide practice..................................11CHCPRT001 Identify and respond to children and young people at risk..............................13CONTEXTFOR ASSESSMENT.......................................................................14ASSESSMENT METHODS............................................................................14RESOURCESREQUIREDFORASSESSMENT.....................................................14PRESENTATION.........................................................................................15ASSESSMENT WORKBOOK COVERSHEET......................................................16KNOWLEDGE ASSESSMENT.........................................................................17CASE STUDIES..........................................................................................22Case 1....................................................................................................................................22Case 2....................................................................................................................................29WORKBOOK CHECKLIST............................................................................35FEEDBACK...............................................................................................36Assessment Workbook 3 Version No. 6.0 Produced 2 September 2016Page 3© Compliant Learning Resources
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INSTRUCTIONSSome questions cover underpinning knowledge of workplace effectivenesscontent and concepts. These questions are all in a short answer format. Thelonger questions requiring the application of concepts are covered in the otherassessments. You must answer all questions using your own words.However, you may reference your learner guide and other online or hard copyresources to complete this assessment.If you are currently working as part of an Early Childhood Education/ChildCare 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 EarlyChildhood Education/Child Care team.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 criteriaspecified by industry as competency standards.Assessment should mirror the environment the learner will encounter inthe workplace.Assessment criteria should be clearly stated to the learner at thebeginning of the learning process.Assessment should be holistic. That is it aims to assess as manyelements 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 acompetency system, knowledge for the sake of knowledge is seen to beineffectual unless it assists a person to perform a task to the levelrequired in the workplace.The emphasis in assessment is on assessable outcomes that are clearlystated for the trainer and learner. Assessable outcomes are tied to therelevant industry competency standards where these exist. Where suchcompetencies do not exist, the outcomes are based upon those identifiedin a training needs analysis.Assessment Workbook 3 Version No.6.0 Produced 2 September 2016Page 4© Compliant Learning Resources
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Definition of competencyAssessment in this context can be defined as:The fair, valid, reliable and flexible gathering and recording of evidenceto support judgement on whether competence has been achieved. Skillsand knowledge (developed either in a structured learning situation, atwork, or in some other context) are assessed against national standardsof competence required by industry, rather than compared with theskills and knowledge of other learners.THE BASIC PRINCIPLES OF ASSESSING NATIONALLY RECOGNISED TRAININGDeveloping and conducing assessment, in an Australian vocational educationand training context, is founded on a number of basic conventions:The Principles of AssessmentAssessment must be validoAssessment must include the full range of skills and knowledgeneeded to demonstrate competency.oAssessment must include the combination of knowledge and skillswith their practical application.oAssessment, where possible, must include judgements based onevidence drawn from a number of occasions and across a numberof contexts.Assessment must be reliableoAssessment must be reliable and must be regularly reviewed toensure that assessors are making decisions in a consistentmanner.oAssessors must be trained in national competency standards forassessors to ensure reliability.Assessment must be flexibleoAssessment, where possible, must cover both the on and off-the-job components of training within a course.oAssessment must provide for the recognition of knowledge, skills,and attitudes regardless of how they have been acquired.oAssessment must be made accessible to learners though a varietyof delivery modes, so they can proceed through modularisedtraining packages to gain competencies.Assessment Workbook 3 Version No. 6.0 Produced 2 September 2016Page 5© Compliant Learning Resources
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Assessment must be fair and equitableoAssessment must be equitable to all groups of learners.oAssessment procedures and criteria must be made clear to alllearners before assessment.oAssessment must be mutually developed and agreed upon betweenassessor and the assessed.oAssessment must be able to be challenged. Appropriatemechanisms must be made for reassessment as a result ofchallenge.The rules of evidence (from Training in Australia by M Tovey, D Lawlor)When collecting evidence there are certain rules that apply to that evidence.All evidence must be valid, sufficient, authentic and current;ValidoEvidence gathered should meet the requirements of the unit ofcompetency. This evidence should match or at least reflect thetype of performance that is to be assessed, whether it coversknowledge, skills or attitudes.SufficientoThis rule relates to the amount of evidence gathered It isimperative that enough evidence is gathered to satisfy therequirements that the learner is competent across all aspects ofthe unit of competency.AuthenticoWhen evidence is gathered the assessor must be satisfied thatevidence is the learner’s own work. CurrentoThis relates to the recency of the evidence and whether theevidence relates to current abilities. THE DIMENSIONS OF COMPETENCYThe national concept of competency includes all aspects of work performance,and not only narrow task skills. The four dimensions of competency are:Task skillsTask management skillsContingency management skillsJob role and environment skillsAssessment Workbook 3 Version No.6.0 Produced 2 September 2016Page 6© Compliant Learning Resources
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REASONABLE ADJUSTMENTAdapted Reasonable Adjustment in teaching, learning, and assessment forlearners with a disability - November 2010 - Prepared by - Queensland VETDevelopment CentreReasonable adjustment in VET is the term applied to modifying the learningenvironment or making changes to the training delivered to assist a learnerwith a disability. A reasonable adjustment can be as simple as changingclassrooms to be closer to amenities, or installing a particular type of softwareon a computer for a person with vision impairment.Why make a reasonable adjustment? We make reasonable adjustments in VET to make sure that learners with adisability have: the same learning opportunities as learners without a disabilitythe same opportunity to perform and complete assessments as thosewithout a disability. Reasonable adjustment applied to participation in teaching, learningand assessment activities can include:customising resources and assessment activities within the trainingpackage or accredited coursemodifying the presentation medium learner supportuse of assistive / adaptive technologiesmaking information accessible both prior to enrolment and during thecoursemonitoring the adjustments to ensure learner needs continue to bemet.Assistive / Adaptive TechnologiesAssistive/adaptive technology means ‘software or hardware that has beenspecifically designed to assist people with disabilities in carrying out dailyactivities’ (World Wide Web Consortium - W3C). It includes screen readers,magnifiers, voice recognition software, alternative keyboards, devices forgrasping, visual alert systems, and digital note takers.Assessment Workbook 3 Version No. 6.0 Produced 2 September 2016Page 7© Compliant Learning Resources
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IMPORTANT NOTEReasonable adjustment made for collecting candidate assessment evidence must notimpact on the standard expected by the workplace, as expressed by the relevantUnit(s) of Competency. For example, if the assessment was gathering evidence of thecandidate’s competency in writing, allowing the candidate to complete theassessment verbally would not be a valid assessment method. The method ofassessment used by any reasonable adjustment must still meet the competencyrequirements.Assessment Workbook 3 Version No.6.0 Produced 2 September 2016Page 8© Compliant Learning Resources
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