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Compliant Learning Resources. V2.1 Produced 15 July 2016

   

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CHC30113 Certificate III inEarlyChildhood Education &CarePhysical and EmotionalWellbeingV2.1 Produced 15 July 2016Copyright © 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 ResourcesAssessmentWorkbook5

Version control & document historyDateSummary of modifications madeVersion18 December2013Version 1 final produced followingassessment validation.1.016 April 2014Rewording of questions to clarifyunderstanding. Q1`,9,15, Case Study One,Case Study Two1.123 January2015Significant changes made to documentfollowing validation2.018 July 2016Minor changes in formatting and wordingthroughout document2.1Assessment Workbook 5V2.1 Produced 18 July 2016Page 2© Compliant Learning Resources

TABLE OF CONTENTSThis is an interactive table of contents. If you are viewing this documentin Acrobat, clicking on a heading will transfer you to that page. If youhave this document open in Word, you will need to hold down the Controlkey while clicking for this to work.INTRODUCTION...................................................................................4WHATISCOMPETENCYBASEDASSESSMENT...........................................4THEBASICPRINCIPLESOFASSESSINGNATIONALLYRECOGNISEDTRAINING5THEDIMENSIONSOFCOMPETENCY........................................................6REASONABLE ADJUSTMENT..................................................................7CHEATINGAND PLAGIARISM.................................................................8THEUNITOFCOMPETENCY...................................................................9CONTEXTFORASSESSMENT................................................................13ASSESSMENT METHODS.....................................................................14RESOURCESREQUIREDFORASSESSMENT.............................................14INSTRUCTIONSTO ASSESSOR..............................................................15INSTRUCTIONSTO STUDENT...............................................................16ASSESSMENT WORKBOOK COVERSHEET..............................................17KNOWLEDGE ASSESSMENT.................................................................18CASE STUDY ONE..............................................................................41CASE STUDY TWO.............................................................................49ASSESSOR CHECKLIST.......................................................................52FEEDBACK........................................................................................53Assessment Workbook 5V2.1 Produced 18 July 2016© Compliant Learning ResourcesPage 3

INTRODUCTIONAssessment is a difficult process – we understand this and havedeveloped a range of assessment kits, such as this, to facilitate a painlessprocess for both the assessor and the learner being assessed.There are a number of characteristics of assessment, ranging fromsubjective assessment (which is based on opinions and feelings), toobjective assessment (which is based clearly on defined processes andspecific standards). Nearly all assessment involves a mixture of bothtypes of assessment because it is almost impossible to eradicate thesubjectivity humans carry into the process of assessing. The goal indeveloping and implementing these assessment kits is to work towardsthe objective end as far as possible and to reduce the degree of opinionsand feelings present.WHAT IS COMPETENCY BASED ASSESSMENTThe features of a competency based assessment system are:It is focused on what learners can do and whether it meets thecriteria specified by industry as competency standards.Assessment should mirror the environment the learner willencounter in the 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 twooutcomes – competent or not yet competent.The basis of assessment is in applying knowledge for somepurpose. In a competency system, knowledge for the sake ofknowledge is seen to be ineffectual unless it assists a person toperform a task to the level required in the workplace.The emphasis in assessment is on assessable outcomes that areclearly stated for the trainer and learner. Assessable outcomes aretied to the relevant industry competency standards where theseexist. Where such competencies do not exist, the outcomes arebased upon those identified in a training needs analysis.Assessment Workbook 5V2.1 Produced 18 July 2016Page 4© Compliant Learning Resources

Definition of competencyAssessment in this context can be defined as:The fair, valid, reliable and flexible gathering and recording ofevidence to support judgement on whether competence has beenachieved. Skills and knowledge (developed either in a structuredlearning situation, at work, or in some other context) are assessedagainst national standards of competence required by industry,rather than compared with the skills and knowledge of otherlearners.THE BASIC PRINCIPLES OF ASSESSING NATIONALLY RECOGNISED TRAININGDeveloping and conducing assessment, in an Australian vocationaleducation and training context, is founded on a number of basicconventions:The principles of assessmentAssessment must be validoAssessment must include the full range of skills andknowledge needed to demonstrate competency.oAssessment must include the combination of knowledge andskills with their practical application.oAssessment, where possible, must include judgements basedon evidence drawn from a number of occasions and across anumber of contexts.Assessment must be reliableoAssessment must be reliable and must be regularly reviewedto ensure that assessors are making decisions in a consistentmanner.oAssessors must be trained in national competency standardsfor assessors 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 beenacquired.Assessment Workbook 5V2.1 Produced 18 July 2016© Compliant Learning ResourcesPage 5

oAssessment must be made accessible to learners though avariety of delivery modes, so they can proceed throughmodularised training packages to gain competencies.Assessment Workbook 5V2.1 Produced 18 July 2016Page 6© Compliant Learning Resources

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 uponbetween assessor 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, DLawlor)When collecting evidence there are certain rules that apply to thatevidence. All evidence must be valid, sufficient, authentic and current;ValidoEvidence gathered should meet the requirements of the unitof competency. This evidence should match or at least reflectthe type of performance that is to be assessed, whether itcovers knowledge, 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 aspectsof the unit of competency.AuthenticoWhen evidence is gathered the assessor must be satisfiedthat evidence 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 workperformance, and not only narrow task skills. The four dimensions ofcompetency are:Task skillsTask management skillsContingency management skillsJob role and environment skillsAssessment Workbook 5V2.1 Produced 18 July 2016© Compliant Learning ResourcesPage 7

REASONABLE ADJUSTMENTAdapted Reasonable Adjustment in teaching, learning and assessmentfor learners with a disability - November 2010 - Prepared by -Queensland VET Development CentreReasonable adjustment in VET is the term applied to modifying thelearning environment or making changes to the training delivered toassist a learner with a disability. A reasonable adjustment can be assimple as changing classrooms to be closer to amenities, or installing aparticular type of software on a computer for a person with visionimpairment.Why make a reasonable adjustment? We make reasonable adjustments in VET to make sure that learners witha disability have: the same learning opportunities as learners without a disabilitythe same opportunity to perform and complete assessments asthose without a disability. Reasonable adjustment applied to participation in teaching,learning and assessment activities can include:customising resources and assessment activities within thetraining package or accredited coursemodifying the presentation medium learner supportuse of assistive / adaptive technologiesmaking information accessible both prior to enrolment andduring the coursemonitoring the adjustments to ensure learner needs continue tobe met.Assistive / Adaptive TechnologiesAssistive/adaptive technology means ‘software or hardware that has beenspecifically designed to assist people with disabilities in carrying outdaily activities’ (World Wide Web Consortium - W3C). It includes screenreaders, magnifiers, voice recognition software, alternative keyboards,devices for grasping, visual alert systems, digital note takers.IMPORTANT NOTEReasonable adjustment made for collecting candidate assessment evidencemust not impact on the standard expected by the workplace, as expressed bythe relevant Unit(s) of Competency. E.g. If the assessment was gatheringAssessment Workbook 5V2.1 Produced 18 July 2016Page 8© Compliant Learning Resources

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