CHCECE023 Analyze Information to Inform Learning | Desklib

This unit requires educators to gather and analyze information about children's learning to inform practice. The assessment plan includes a unit knowledge test, skills test, work placement tasks, and observation. The unit is part of the Diploma of Early Childhood Education and Care (CHC50113) course. Desklib offers access to solved assignments, essays, dissertations, and more.

Unit Assessment Pack (UAP) – Cover Sheet
Student and Trainer/Assessor Details
Course and Unit Details
Course code CHC50113
Course name Diploma of Early Childhood Education and care
Unit code CHCECE023
Unit name Analyze information to inform learning
Assessment Submission Method
☐ By hand to trainer/assessor ☐ By email
to
trainer/assessor
☐ Online submission via
Learning Management System
(LMS)
☐ By Australia Post to RTO ☐ Any other method
(
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Student Declaration

Assessment Plan
To demonstrate competence in this unit, you must be assessed as satisfactory in each
of the following assessment tasks.
Evidence recorded Evidence Type/ Method
of assessment
S
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Unit Assessment Task
1
Unit Knowledge Test (UKT) S / NS
(First
Attemp
t)
S / NS
(Secon
d
Attemp
t)
Unit Assessment Task
2
Unit Skills Test - Case studies
and activities
S / NS
(First
Attemp

t)
S / NS
(Secon
d
Attemp
t)
Unit Assessment Task
3
Work placement tasks S / NS
(First
Attemp
t)
S / NS
(Secon
d
Attemp
t)
Unit Assessment Task
4
Work placement Observation S / NS
(First
Attemp
t)
S / NS
(Secon
d
Attemp
t)
Final result C/NYC Date assessed
Trainer/
Assessor
Signature
Assessment task 3 and 4 will be conducted during the work placement.

Assessment Conditions
This unit describes the skills and knowledge required to gather and analyse information about
children’s learning, in order to inform practice.
This unit applies to educators working in a range of education and care services.
The skills in this unit must be applied in accordance with Commonwealth and
State/Territory legislation, Australian/New Zealand standards and industry codes of
practice.
• Gather and document information about children
• Monitor children’s learning and development
• Use evidence to inform practice
• Share information appropriately
The student will have access to the following:
 Learner guide
 PowerPoint presentation
 Unit Assessment Pack (UAP)
 Access to other learning materials such as
textbooks The resources required for these assessment
tasks also include:
 Access to a computer, the Internet and word-processing system such as MS Word
 The relevant approved learning framework under the National Quality Framework
for Early Childhood Education and Care
 Observation-recording tools.
 Computer technology and documentation as required
 Codes of practice and standards issued by government regulators or industry groups
Your trainer/assessor will confirm assessment submission details for each assessment task.
Academic Integrity:
Academic Integrity is about the honest presentation of your academic work. It means
acknowledging the work of others while developing your own insights, knowledge and ideas.

As a student, you are required to:
• Undertake studies and research responsibly and with honesty and integrity
• Ensure that academic work is in no way falsified
• Seek permission to use the work of others, where required
• Acknowledge the work of others appropriately
• Take reasonable steps to ensure other students cannot copy or misuse your work.
Plagiarism:
Plagiarism means to take and use another person's ideas and or manner of expressing them
and to pass them off as your own by failing to give appropriate acknowledgement. This
includes material sourced from the internet, RTO staff, other students, and from published
and unpublished work.
Plagiarism occurs when you fail to acknowledge that the ideas or work of others are being
used, which includes:
• Paraphrasing and presenting work or ideas without a reference
• Copying work either in whole or in part
• Presenting designs, codes or images as your own work
• Using phrases and passages verbatim without quotation marks or referencing the
author or web page
• Reproducing lecture notes without proper acknowledgement.
Collusion:
Collusion means unauthorised collaboration on assessable work (written, oral or practical)
with other people. This occurs when a student presents group work as their own or as the work
of someone else.
Collusion may be with another RTO student or with individuals or students external to the
RTO. This applies to work assessed by any educational and training body in Australia or
overseas.
Collusion occurs when you work without the authorisation of the teaching staff to:
• Work with one or more people to prepare and produce work
• Allow others to copy your work or share your answer to an assessment task
• Allow someone else to write or edit your work (without rto approval)
• Write or edit work for another student
• Offer to complete work or seek payment for completing academic work for other
students. Both collusion and plagiarism can occur in group work. For examples of plagiarism,
collusion and academic misconduct in group work please refer to the RTO’s policy on
Academic integrity, plagiarism and collusion.
Plagiarism and collusion constitute cheating. Disciplinary action will be taken against students who
engage in plagiarism and collusion as outlined in RTO’s policy.
Proven involvement in plagiarism or collusion may be recorded on students’ academic file and
could lead to disciplinary action.
N/A
• This unit is not graded and the student must complete and submit all requirements for
the assessment task for this cluster or unit of competency to be deemed competent.

• Students will receive a 'satisfactorily completed' (S) or 'not yet satisfactorily
completed (NS) result for each individual unit assessment task (UAT).
• Final unit result will be recorded as competency achieved/competent (C) or
competency not yet achieved/not yet competent (NYC).
Nil
Nil
The Foundation Skills describe those required skills (learning, oral communication, reading,
writing, numeracy, digital technology and employment skills) that are essential to
performance. Foundation skills essential to performance are explicit in the performance
criteria of this unit of competency.
 Australian Human Rights Commission Act 1986
 Age Discrimination Act 2004
 Disability Discrimination Act 1992
 Racial Discrimination Act 1975
 Sex Discrimination Act 1984
 The Privacy Act 1988 (Privacy Act) and Australian Privacy Principles (APPs)
 Occupational Health and Safety Act 2004 – Applicable in Victoria
 Work Health and Safety Act 2011
All assessment tasks will ensure that the principles of assessment and rules of evidence are
adhered to.
The principles of assessment are that assessment must be valid, fair, flexible, reliable and
consistent. The rules of evidence state that evidence must be sufficient, valid, current and
authentic.
AQF levels and the AQF levels criteria are an indication of the relative complexity and/or
depth of achievement and the autonomy required to demonstrate that achievement.
All assessment tasks must ensure compliance with the requirements of AQF level and the
AQF level criteria. For more information,

For further information about this unit go to https://training.gov.au/Training/Details/CHCECE023
Additional Information
• This information will be managed by the provisions of the Privacy Act and the
Freedom of Information Act.)
• Students are required to satisfactorily complete and submit all assessment tasks that
contribute to the assessment for a unit.
• Students will be provided with one more attempt to complete this Unit assessment
pack (UAP) if trainer/assessor deems them not satisfactorily completed (NS) in any
Unit assessment task (UAT).
• Unit Pre-Assessment Checklist (UPAC) will be reviewed by the trainer/assessor to
ensure the student is ready for the assessment.
• Feedback regarding this Unit Assessment Pack (UAP) can be emailed to the
compliance and quality assurance department/administration department in your
RTO for continuously improving our assessment and student resources.
Feedback to student
Feedback on students’ assessment performance is a vital element in their learning. Its
purpose is to justify to students how their competency was assessed, as well as to identify
and reward specific qualities in their work, to recommend aspects needing improvement, and
to guide students on what steps to take.
Feedback defines for students what their trainer/assessor thinks is important for a topic or a
subject. At its best, feedback should:
• Be provided for each Unit Assessment Task (UAT)
• Guide students to adapt and adjust their learning strategies
• Guide trainers/assessors to adapt and adjust teaching to accommodate students’ learning
needs
• Be a pivotal feature of learning and assessment design, not an add-on ritual
• Focus on course and unit learning outcomes
• Guide students to become independent and self-reflective learners and their own critics
• Acknowledge the developmental nature of learning
If students have not received proper feedback, they must speak to compliance and quality
assurance department/administration department in the RTO/person responsible for looking
after the quality and compliance services of the RTO.
For more information, please refer to RTO Student Handbook.

Unit Pre-Assessment Checklist (UPAC)
UAT 1 – Unit Knowledge Test (UKT)
Purpose of the checklist
The pre-assessment checklist helps students determine if they are ready for assessment. The
trainer/assessor must review the checklist with the student before the student attempts the
assessment task. If any items of the checklist are incomplete or not clear to the student, the
trainer/assessor must provide relevant information to the student to ensure they understand
the requirements of the assessment task. The student must ensure they are ready for the
assessment task before undertaking it.
Section 1: Information for Students
• Please make sure you have completed the necessary prior learning before attempting
this assessment.
• Please make sure your trainer/assessor clearly explained the assessment process and
tasks to be completed.
• Please make sure you understand what evidence is required to be collected and how.
• Please make sure you know your rights and the Complaints and Appeal process.
• Please make sure you discuss any special needs or reasonable adjustments to be
considered during the assessment (refer to the Reasonable Adjustments Strategy
Matrix and negotiate these with your trainer/assessor).
• Please make sure that you have access to a computer and the internet (if you prefer to
type the answers).
• Please ensure that you have all the required resources needed to complete this Unit
Assessment Task (UAT).
• Due date of this assessment task is according to your timetable.
• In exceptional (compelling and compassionate) circumstances, an extension to submit
an assessment can be granted by the trainer/assessor.
• Evidence of the compelling and compassionate circumstances must be provided
together with your request for an extension to submit your assessment work.
• Request for an extension to submit your assessment work must be made before the
due date of this assessment task.
Section 2: Reasonable adjustments
• Students with carer responsibilities, cultural or religious obligations, English as an
additional language, disability etc. can request for reasonable adjustments.
• Please note, academic standards of the unit/course will not be lowered to
accommodate the needs of any student, but there is a requirement to be flexible about
the way in which it is delivered or assessed.
• The Disability Standards for Education requires institutions to take reasonable steps to
enable the student with a disability to participate in education on the same basis as a
student without a disability.
• Trainer/Assessor must complete the section below “Reasonable Adjustment Strategies
Matrix” to ensure the explanation and correct strategy have been recorded and
implemented.
• Trainer/Assessor must notify the administration/compliance and quality assurance
department for any reasonable adjustments made.
• All evidence and supplementary documentation must be submitted with the
assessment pack to the administration/compliance and quality assurance department.
Reaso
nable
Adjust
ment
Strate

gies
Matrix
(Train
er/Ass
essor
to
compl
ete)
Category Possible Issue Reasonable Adjustment
Strategy (select as
applicable)
 LLN  Speaking
 Reading
 Writing
 Confidence
 Verbal assessment
 Presentations
 Demonstration of a skill
 Use of diagrams
 Use of supporting documents such as wordlists
 Non-
English
Speaking
Backgroun
d
 Speaking
 Reading
 Writing
 Cultural
backgroun
d
 Confidence
 Discuss with the student and supervisor (if
applicable) whether language, literacy and numeracy
are likely to impact on the assessment process
 Use methods that do not require a higher level of
language or literacy than is required to perform the job
role
 Use short sentences that do not contain large
amounts of information
 Clarify information by rephrasing, confirm
understanding
 Read any printed information to the student
 Use graphics, pictures and colour coding instead of,
or to support, text
 Offer to write down, or have someone else write,
oral responses given by the student
 Ensure that the time available to complete the
assessment, while meeting enterprise requirements,
takes account of the student’s needs

Indigenous
 Knowledge
and
understanding
 Flexibility
 Services
 Inappropriat
e training and
assessment
 Culturally appropriate training
 Explore understanding of concepts and
practical application through oral assessment
 Flexible delivery
 Using group rather than individual assessments
 Assessment through completion of practical tasks in
the field after demonstration of skills and knowledge.
 Age  Educationa
l background
 Limited
study skills
 Make sure font size is not too small
 Trainer/Assessor should refer to
the student’s experience
 Ensure that the time available to complete
the assessment takes account of the student’s
needs
 Provision of information or course materials in

accessible format.
 Changes in teaching practices, e.g. wearing an
FM microphone to enable a student to hear
lectures
 Supply of specialised equipment or services, e.g. a
note- taker for a student who cannot write
Changes in lecture schedules and arrangements,
e.g.relocating classes to an accessible venue

 Changes to course design, e.g. substituting
an assessment task
 Modifications to physical environment, e.g. installing
lever taps, building ramps, installing a lift

Educationa
l
backgroun
d
 Reading
 Writing
 Numeracy
 Limited study
skills and/or
learning
strategies
 Discuss with the Student previous learning experience
 Ensure learning and assessment methods meet
the student’s individual need
 Disability  Speaking
 Reading
 Writing
 Numeracy
 Limited study
skills and/or
learning
strategies
 Identify the issues
 Create a climate of support
 Ensure access to support that the student has agreed to
 Appropriately structure the assessment
 Provide information or course materials in
accessible format, e.g. a textbook in braille
 Changes in teaching practices, e.g. wearing an
FM microphone to enable a student to hear
lectures
 Supply of specialised equipment or services, e.g. a
note- taker for a student who cannot write
 Changes in lecture schedules and arrangements,
e.g. relocating classes to an accessible venue
 Changes to course design, e.g. substituting
an assessment task
 Modifications to physical environment, e.g. installing
lever taps, building ramps, installing a lift
Explanation of reasonable
adjustments strategy used
(If required)

Unit Assessment Task (UAT)
Assessment Task 1 - Unit Knowledge Test (UKT)
Assessment type:
 Written Questions
Assessment task description:
 This is the first (1) unit assessment task you have to successfully complete to be
deemed competent in this unit of competency.
 The Unit Knowledge Test is comprised of seventeen (17) written questions.
 You must respond to all questions and submit them to your Trainer/Assessor.
 You must answer all questions to the required level, e.g. provide the number of points,
to be deemed satisfactory in this task.
 You will receive your feedback within two weeks - you will be notified by your
Trainer/Assessor when results are available.
Applicable conditions:
 This knowledge test is untimed and are conducted as open book tests (this means you
are able to refer to your textbook during the test).
 You must read and respond to all questions.
 You may handwrite/use computers to answer the questions.
 You must complete the task independently.
 No marks or grades are allocated for this assessment task. The outcome of the task
will be Satisfactory or Not Satisfactory.
 As you complete this assessment task you are predominately demonstrating your
written skills and knowledge to your trainer/assessor.
 The trainer/assessor may ask you relevant questions on this assessment task to ensure
that this is your own work.
Resubmissions and reattempts:
 Where a student’s answers are deemed not satisfactory after the first attempt, a
resubmission attempt will be allowed.
 You must speak to your Trainer/Assessor if you have any difficulty in completing this
task and require reasonable adjustments (e.g. can be given as an oral assessment).
 For more information, please refer to your RTO Student Handbook.
Location:
 This assessment task may be completed in a classroom, learning management system
(i.e. Moodle) or independent learning environment.
 Your trainer/assessor will provide you further information regarding the location for
completing this assessment task.
Instructions for answering written questions:
 Complete a written assessment consisting of a series of questions.
 You will be required to correctly answer all the questions.
 Do not start answering questions without understanding what is required from you.
Read the questions carefully and critically analyse them for a few seconds, this will
help you to identify what is really needed.

 Your answers must demonstrate an understanding and application of relevant
concepts, critical thinking, and good writing skills.
 Be concise to the point and write answers according to the given word-limit to each
question and do not provide irrelevant information. Be careful, quantity is not quality.
 Be careful to use non-discriminatory language. The language used should not devalue,
demean, or exclude individuals or groups on the basis of attributes such as gender,
disability, culture, race, religion, sexual preference or age. Gender inclusive language
should be used.
 When you quote, paraphrase, summarise or copy information from the sources you
are using to write your answers/research your work, you must always acknowledge
the source.
How your trainer/assessor will assess your work?
 This assessment task requires the student to answer all the questions.
 Answers must demonstrate the student’s understanding and knowledge of the unit.
 If all assessment tasks are deemed Satisfactory (S), then the unit outcome is Competent (C).
 If at least one of the assessment task is deemed Not Satisfactory (NS), then the unit
outcome is Not Yet Competent (NYC).
 Once all assessment tasks allocated to this Unit of Competency have been
undertaken, trainer/assessor will complete an Assessment plan to record the unit
outcome. The outcome will be either Competent (C) or Not Yet Competent (NYC).
 The “Assessment Plan” is available with the Unit Assessment Pack (UAP) – Cover Sheet.
Purpose of the assessment task:
This assessment task is designed to evaluate your Knowledge for the following:
 Knowledge to identify purposes for observations of real-life experiences that occur in a
child’s day (activities, social interactions, transitions, routines etc.) over a period of time.
 Knowledge to embed the National quality framework and standards in practice.
 Knowledge to outline strategies to undertake observations and gather detailed information
about children’s learning over time and a variety of spaces.
 Knowledge to interpret the relevance of framework and standards documents in
guiding work.
 Knowledge to identify and document observation and inclusion principles.
 Knowledge of confidentiality requirements and code of ethics.
 Knowledge to identify organisation standards, policies and procedures.
 Knowledge to determine and record the purpose of the observation and link it to
Framework outcomes.

Assessment Task 1 - Unit Knowledge Test (UKT)
Instructions:
 This is an individual assessment.
 The purpose of this assessment task is to to gather and analyse information about children’s
learning, in order to inform practice.
 To make full and satisfactory responses you should consult a range of learning resources,
other information such as handouts and textbooks, learners’ resources and slides.
 All questions must be answered in order to gain competency for this assessment.
 You may attach a separate sheet if required.
 You must include the following particulars in the footer section of each page of the
attached sheets:
o Student ID or Student Name
o Unit ID or Unit Code
o Course ID or Course Code
o Trainer and assessor name
o Page numbers
 You must staple the loose sheets together along with the cover page.
 You must attach the loose sheets chronologically as per the page numbers.
 Correction fluid and tape are not permitted. Please do any corrections by striking
through the incorrect words with one or two lines and rewriting the correct words.
Resources required to complete the assessment task:
 Computer
 Internet
 MS Word
 Printer or e-printer
 Adobe acrobat/reader
 Learning management system

Questions:
Q1: List any five (5) purposes for observations of real-life experiences that occur in a child’s day
(activities, social interactions, transitions, routines etc.) over a period of time.
In regard to observation, it can be said that it is an effective way of connecting with children and
discovering their connection to others. Observation helps out in understanding children’s behaviors
and on the basis of their known behaviors, tutors can develop teaching strategies accordingly and can
improve children’s learning.
 The main purpose of observing child’s day activities is to better understand as why child might
be having challenging behavior.
 It also helps in identifying their special needs.
 It helps in knowing their interest, needs and skills.
The main purpose of observing child’s social interactions is:
 To understand communicational style and adopting teaching style accordingly.
 It helps in knowing their personal behavior as whether they are introvert or are extrovert. It also
helps tutors in developing teaching styles for children accordingly and can also encourage for
social
Purpose of observing child’s transition is:
 To build up a picture of child’s needs and helping them out with those needs.
 It helps in improving decision for improving learning and knowledge in children.
Purpose of observing child’s routine is
 To understand their interesting area of working and subject of learning.
 It helps in knowing about their both areas of strengths and weaknesses.
Q2: How have you embedded the following frameworks and guidelines in your
practice and procedures especially when working with families by sharing and
reporting on children?
Answer 30-60 words each.
2.1 National
Quality
Framework
This framework introduces legal requirements as well as
quality standard that can improve education and care across
family day and long day care. As per the standard 6.1 and
6.1.1, I will support families from enrolment that need to be
involved in the service and will encourage to participate in
their child’s learning process.

2.2 National Quality
Standards
As per national quality standards, there is requirement for
responsible person to make sure that children are being
provided with better and qualitative care, there are qualified
and skilled staff and others. Rating system can be used while
working with families for sharing as well as reporting on
children.
As per the standard 3.3of NQS, I will take an active role in
caring for academic environment for leading sustainable
working.
2.3 Relevant
approved learning
framework
The early years learning is an effective framework that guides
educators of early childhood through a series of practices and
principles. It can help us out in setting out key ideas about
ways in which tutors can work with young children and their
family members in order to know about their learning
behaviors and patterns.
2.4. Code of ethics UNICEF has developed some principles to assist journalists as
they report on issues that affect children. Some codes of ethics
and principles that can be considered while working with
families of young children regarding reporting and informing
children include:
To respect dignity and rights of every child in every
circumstances whether they are mentally disable, suffering
from any problem and others.
To pay attention on children’s rights to confidentiality and
privacy.
To take their views into consideration and value their opinion.

Q3: Outline two (2) strategies that you may use to undertake observations and gather detailed
information about children’s learning over time and in a variety of spaces?
There are numbers of observational techniques that can be used for gathering detailed information
about children’s learning such as: tracking, checklist, time sampling, learning stories, documenting,
learning stories, running records, jotting, anecdotal records and others.
Running records: It is one of the effective way of observation and getting detailed information about
children’s learning over time. In this type of technique, professionals need to focus on story of child’s
behavior by understanding everything that a child says at the time of a set period of time. Running
records are written in present tense because in present, tutors set a time and on that specific time, he
observes children as how they talk, how to react, what makes them happy, what makes them angry and
reasons of their reaction towards specific actions. Tutors need to set 5-10 minutes for this type of
observation for each child and need to focus on his/her behavior, personality and all of those things
that can give information about their learning behavior.
Jotting: Jotting means writing. In this technique, professionals and tutors need to write a short detail of
significant event, conversation and behavior. On the basis of outcomes of event and observation of
children, they can write short summary for each child related to their learning behavior, their reactions
to actions and others. It should be a couple of sentence to no longer than a paragraph. It is considered
as an easier and effective way to record significant event and behavior as well.

Q4: Explain the following mandatory requirements in your own 50-100 words:
4.1. ‘Each child’s learning and development is assessed as part of an ongoing cycle of
planning, documentation and evaluation’ (NQS 1.2.1).
There are some mandatory requirements and some specific standards have been set. I want to
discuss reasons of mandatory requirements. In this statement, it is stated that tutors assess each child’s
learning and development in order to plan and documentation. It is argued and asked by other authors as
why it is mandatory and why tutors do not assess all children altogether. So, in this context, I can say
that each child has different style of learning and it is responsibility of tutors to understand behavior of
each child and improving their learning and knowledge as per their style. For example: some children
have visual style of learning, some have auditory and some have reading style. So, it is important to
assess each student in order to increase their skills and learning development.
4.2. ‘Viewing children as active participants and decision makers opens up possibilities for
educators to move beyond pre-conceived expectations about what children can do and learn’
(EYLF p. 9)
It is stated that if educators view children as an active participant and involve them in decision
making process then they are more likely to teach children in an effective manner. It is mandatory
requirement for tutors to view children as active participants because it helps them out to gain
knowledge and understand what each student think and which style will they prefer to be taught from
rather applying teaching style as per their own. If teachers adopt teaching style as per their own rather
viewing children as a participant, then it can affect learning capabilities of children. Children can find
problems in understanding learning materials. so, it is the reason it is mandatory requirement to engage
students in decision making process.
4.3. ‘The focus for assessments for children who have English as a second language and for refugee
children may be on their social and emotional wellbeing’ (EYLF p. 30).
This statement states that there is mandatory requirement for tutors to focus on social and emotional
well-being of those children who are refugee and have English language as a second language. The
reason behind it is: to understand their behavior on the basis of social and emotional factors. It is not
their fault if children do not have knowledge of English language so, they are allowed to judge or
observed on the basis of emotional and social factors such as: ways of engaging in social activities,
reaction towards action and others.
4.4. Learning domains associated with physical, social, emotional, personal, spiritual,
creative, cognitive and linguistic aspects of a child’s learning are still considered (especially
as we realize that a child may develop more or less, at a greater or lesser accelerated rate in
any particular domain) but, as educators, we ‘see children’s learning as integrated and
interconnected’ (EYLF p. 14)
This sentence states that tutors consider physical, emotional, personal, spiritual, social,
cognitive and other factors for knowing children’s behavior and learning. It is mandatory
requirement for them to consider all these factors rather considering them altogether and only
considering their learning capability. The reason behind it is: it helps tutors in knowing
effectiveness of children in each sector. The main responsibility of tutors is to increase

knowledge among children not to make them pass in examination. So, by considering each
aspect, they identify areas in which each child is effective and on this basis, they motivate
children for accomplishing goals and to gain more knowledge.
4.5. ‘Critical reflection involves closely examining all aspects of events and experiences from
different
perspectives’ (EYLF p. 13)
It is stated that for knowing all about any specific event and topic, there is requirement to consider all
aspects of events and experience from others rather considering and evaluating overall outcome. It is
believed that we cannot make an improved decision if we consider overall outcomes. For better decision
and increasing learning capabilities, we need to consider all important aspects of event.

Q5: Explain “assessment principles” and why these should be considered in the assessment methods
and tools.
Assessment principles is a guideline which is used to ensure that the conducted tests are useful and
effective. These principles are an important step which is important to be taken in considerations as
assessment is important related to the aspect of educational processes. Assessment principles helps in
determining the level of accomplishments. The principles of assessment are being practical which
refers to the time and cost constraints while having the assessment. Reliability is related to the stability
of scores over time while validity is about the test which measures the required. The authenticity in the
assessment principles contains a natural language while replicating the real life experiences.
Considering the assessment principles in the method is important as it is a good practice which will
fulfill the requirements of regulatory standards. These principles help in reflecting and critically
assessing the performance. It provides a base for building the standards.

Q6: Explain the term “Assessment” in the ECEC context and discuss at-least three (3) of its
purposes.
Assessment in the context of early childhood education and care is a way to determine what a child
knows and understand along with their ability to do. Assessment is an important parameter which is
important in tracking the progress of the child, planning the future steps, reporting their activities and
making the child learn. The purpose of assessment in early childhood is to determine the strengths of
the students and set the goals aligning the same.

Q7: How can you determine and record the purpose of the observation and link it to
Framework outcomes? Explain in 150-200 words.
Answer: Observation plays a vital role as it informs our practices and help us out in developing an
action plan that best fits to each child’s individual needs. When we observe children and students then it
helps us out in understanding their behaviors and ways of learning materials. On the basis of
observation, we can develop practices for improving children’s learning.
An observation is a record of something that we see and hear. Observation based assessment helps
professionals and tutors to understand as what children know, what they can do, how they learn, grasp
things and all these can be matched to learning outcomes. Overall, it can be said that this observation
based assessment helps in improving students’ outcomes. by developing teaching strategies as per the
behavior of students.

Q8: Explain with an example, the value of gathering information from secondary sources
(including the voices of other educators, children, peers, families and other professionals
where appropriate) to support children’s learning in 50-100 words.
Answer: Gathering information from secondary sources such as children, peers, their
families and professionals play a vital role as it helps in knowing all about children’s
behavior. On the basis of secondary data, tutors can increase knowledge and learning in
children. For example: by gathering data from families, tutors can know as what their child
do when he/she comes from school, how many hours he/she does his homework, what does
he/she likes the most and others. Family members are the one who have detailed knowledge
of their children and ways by which their children learn educational materials in an
effective manner.
Q9: What are “inclusive assessment practices”. Explain with a reference to Early Years Learning
Framework?
Answer: Inclusive assessment is more than evaluating students. It is an effective way that consists of
ongoing activities by which instructors as well as students understand students’ progress on meeting
the course learning objectives. Students are asked to share their learning experience through this
summative and formative assessment. Changing materials, rooms and places of learning are some
examples of inclusive learning. Allowing more flexibility and break for diabetic children to eat or
arrange some physical activities are also examples that can improve their learning.
Early years learning framework is a guide that is being used by professionals and tutors to support
young children’s learning from birth to 5 years of age.

Q10: Explain “objective assessment” in the ECEC context. What kind of questions can
you ask for objective assessment?
Answer: Objective assessment is a form of questioning that has a single correct answer
and target people need to give one possible answer as it helps interviewer in assessing
and knowing about target people as what they think. Questions are being asked as per the
main objective and aim of conducting study. In Early childhood education context
objective assessment aims to determine students; strengths as well as weaknesses. This
assessment helps in knowing objectives that children have and strategies by which they
can improve their academic performance.
 What do you have in breakfast?
 Do you engage in social activities?
 Do you feel safe, valued and secure in schools?
 How do you communicate with your tutor when you have any problem?
Q11: Explain summative assessments in your own 20-40 words.
Answer: It is a type of assessment that is being administered at the end of an instructional unit of a
course. The main purpose of this type of assessment is to evaluate students’ learning by comparing
their performance to specific benchmark.

Q12: List four (4) sources you may include in the summative assessments.
Summative assessment:
It arises when the unit or any chapter ends and it is connected with the final project. The four types of
assessments are performance tasks, portfolios, senior projects and written assessments.
Q13: What must be included in the summative assessments according to the requirements of the
National Regulations’. (50-100 words)
summative assessments plays vital role in students education life. Things which must be included in
summative assessments are midterm exams, some final project work, chapter tests after the unit ends
and standardized tests which is taken by schools. Midterm exams of students are taken to check its
knowledge and also to prepare them for final paper. Final projects have been made to check
understanding of students. Chapter tests are also taken by teachers so that he or she can come to know
that how much is understood by the students. It can also guide teacher that what they have taught is
understood properly by children or not.

Q14: List five (5) questions you may ask in review team meetings with colleagues, external
professional agencies and families as collaborative planning techniques to identify what is
working well and what needs to be improved as a regular reflection and evaluation of the
effectiveness of the documentation systems?
 Do you think that there is scope for improvement and if yes then in which activity?
 Does everyone has understood its duties and responsibilities as a team member?
 Is every team member aware of team goals?
 Resources and equipment which are provided to accomplish task is available with everyone
or not?
 Effective team provide desired outcome. So try to collaborate with each other.
Q15: Explain in 50-100 words, what a time-sample observation sheet is used for?
Time sample gives screenshot of child's day. It is utilized to calculate the occurrence of the behavior of
child at specific times of day. It includes meal times etc. it is used when there is pressure for specific
behavior and also wanted to know that how frequently it is taking place. Time samples can be taken in
every 10 minutes or in every half an hour.

Q16: What information about an organisation's inclusive principles and practices should be
provided to parents and carers, and in what formats might the information be disseminated?
(100-150 words)
the information which must be given to parents or carers are who the inclusion policy is relates to like it
can be with disable children, aboriginals, islanders. What is the objective of this policy. There should be
no discrimination on the basis of age, gender, color etc and everyone should be treated equally. The
proper meaning of inclusion policy should be also explained. The information can be circulate in the
form of copy of procedure which can be easily accessed by family members. Policy can also provide in
various languages so that it can easily understand by every parent. As there are many families which
does not understand English language.
Q17: Documentation of early childhood programs serves many purposes, for each of the
following stakeholder list the key reason or purpose:
Stakeholders
l Children and families, (100-150 words)
Information about the program should been provided to children and their families in easy language so
that parents can understand the progress of their child. Provide opportunities to the families of children
so that they can know about the growth of their children and also can participate in the planning
procedure. making strong relationship between teacher and families so that it will be easy while
supporting children. It is very important to support developing child in order to improve its learning
process. Educators should have idea about the strengths and weaknesses of child so that they can teach
them accordingly.
l Employers, (20-40 words)
employers which includes communities, companies, individual, board of directors etc. plays important
role. They have the responsibility of making sure that services which are given to families and children
are according to legal expectations. As any other services which is not meeting legal criteria should not
be provided.
l National standards/regulatory requirements, (50-100 words)
Compliance with the regulatory requirements or standards which involve development programs related
to child and it also consists of documentation which shows child's development. Making sure the
requirements of program documentation compliance with set standards which can be use for quality
assurance and also for funding purposes. Its objective is to ensure proper consistency so that there can
be continuous improvements.
l yourself as a professional. (50-100 words)
when you yourself are doing it then one has to make sure that what is documenting, why and also how
you will be use the documentation. Good documentation will be helpful in bringing good practice. One
must know the advantages of early childhood education and also deep knowledge of child development.

Unit Assessment Result Sheet (UARS)
Assessment Task 1 – Unit Knowledge Test (UKT) Student and
Trainer/Assessor Details
Unit code CHCECE023
Unit name Analyse
information to
inform learning
Outcome of Unit
Assessment Task
(UAT)
First attempt:
Outco
me
(please
make
sure to
tick
the
correct
checkb
ox):
Satisfa
ctory
(S) ☐
or Not
Satisfa
ctory
(NS)
☐
Date: (day)/
(month)/ (year)
Second attempt:
Outco
me
(please
make
sure to
tick
the
correct
checkb
ox):
Satisfa
ctory

(S) ☐
or Not
Satisfa
ctory
(NS)
☐
Date: (day)/
(month)/ (year)
Feedback to Student First attempt:
Second
attempt:
Student Declaration  I declare that the answers I have provided are my own
work. Where I have accessed information from other
sources, I have provided references and or links to my
sources.
 I have kept a copy of all relevant notes and reference
material that I used as part of my submission.
 I have provided references for all sources where the
information is not my own. I understand the
consequences of falsifying documentation and
plagiarism. I understand how the assessment is
structured. I accept that all work I submit must be
verifiable as my own.
 I understand that if I disagree with the assessment
outcome, I can appeal the assessment process, and either
re-submit additional evidence undertake gap training and

or have my submission re-assessed.
 All appeal options have been explained to me.
Student Signature
Date
Trainer/Assessor
Name
Trainer/
Assessor
Declaration
I hold:
 Vocational competencies at least to the level being delivered
 Current relevant industry skills
 Current knowledge and skills in VET, and undertake
 Ongoing professional development in VET
I declare that I have conducted an assessment of this candidate’s
submission. The assessment tasks were deemed current,
sufficient, valid and reliable. I declare that I have conducted a
fair, valid, reliable, and flexible assessment. I have provided
feedback to the above- named candidate.
Trainer/
Assessor
Signature
Date
Office Use Only Outcome of Assessment has been entered onto the
Student Management System on
(insert date)by (insert Name)

Unit Pre-Assessment Checklist (UPAC)
UAT 2 – Unit Skill Test - Case studies and activities
Purpose of the checklist
The pre-assessment checklist helps students determine if they are ready for assessment. The
trainer/assessor must review the checklist with the student before the student attempts the
assessment task. If any items of the checklist are incomplete or not clear to the student, the
trainer/assessor must provide relevant information to the student to ensure they understand
the requirements of the assessment task. The student must ensure they are ready for the
assessment task before undertaking it.
Section 1: Information for Students
• Please make sure you have completed the necessary prior learning before attempting
this assessment.
• Please make sure your trainer/assessor clearly explained the assessment process and
tasks to be completed.
• Please make sure you understand what evidence is required to be collected and how.
• Please make sure you know your rights and the Complaints and Appeal process.
• Please make sure you discuss any special needs or reasonable adjustments to be
considered during the assessment (refer to the Reasonable Adjustments Strategy
Matrix and negotiate these with your trainer/assessor).
• Please make sure that you have access to a computer and the internet (if you prefer to
type the answers).
• Please ensure that you have all the required resources needed to complete this Unit
Assessment Task (UAT).
• Due date of this assessment task is according to your timetable.
• In exceptional (compelling and compassionate) circumstances, an extension to submit
an assessment can be granted by the trainer/assessor.
• Evidence of the compelling and compassionate circumstances must be provided
together with your request for an extension to submit your assessment work.
• Request for an extension to submit your assessment work must be made before the
due date of this assessment task.
Section 2: Reasonable adjustments
• Students with carer responsibilities, cultural or religious obligations, English as an
additional language, disability etc. can request for reasonable adjustments.
• Please note, academic standards of the unit/course will not be lowered to
accommodate the needs of any student, but there is a requirement to be flexible about
the way in which it is delivered or assessed.
• The Disability Standards for Education requires institutions to take reasonable steps to
enable the student with a disability to participate in education on the same basis as a
student without a disability.
• Trainer/Assessor must complete the section below “Reasonable Adjustment Strategies
Matrix” to ensure the explanation and correct strategy have been recorded and
implemented.
• Trainer/Assessor must notify the administration/compliance and quality assurance
department for any reasonable adjustments made.

• All evidence and supplementary documentation must be submitted with the
assessment pack to the administration/compliance and quality assurance department.
Reaso
nable
Adjust
ment
Strate
gies
Matrix
(Train
er/Ass
essor
to
compl
ete)
Category Possible Issue Reasonable Adjustment
Strategy (select as
applicable)
 LLN  Speaking
 Reading
 Writing
 Confidence
 Verbal assessment
 Presentations
 Demonstration of a skill
 Use of diagrams
 Use of supporting documents such as wordlists
 Non-
English
Speaking
Backgroun
d
 Speaking
 Reading
 Writing
 Cultural
backgroun
d
 Confidence
 Discuss with the student and supervisor (if
applicable) whether language, literacy and numeracy
are likely to impact on the assessment process
 Use methods that do not require a higher level of
language or literacy than is required to perform the job
role
 Use short sentences that do not contain large
amounts of information
 Clarify information by rephrasing, confirm
understanding
 Read any printed information to the student
 Use graphics, pictures and colour coding instead of,
or to support, text
 Offer to write down, or have someone else write,
oral responses given by the student
 Ensure that the time available to complete the
assessment, while meeting enterprise requirements,
takes
account of the student’s needs

Indigenous
 Knowledge
and
understanding
 Flexibility
 Services
 Culturally appropriate training
 Explore understanding of concepts and
practical application through oral assessment
 Flexible delivery
 Using group rather than individual assessments

 Inappropriate
training
and
assessment
 Assessment through completion of practical tasks in
the field after demonstration of skills and knowledge.
 Age  Educationa
l background
 Limited
study skills
 Make sure font size is not too small
 Trainer/Assessor should refer to the
student’s experience
 Ensure that the time available to complete the
assessment takes account of the student’s needs
 Provision of information or course materials in
accessible format.
 Changes in teaching practices, e.g. wearing an
FM microphone to enable a student to hear
lectures
 Supply of specialised equipment or services, e.g. a
note-
taker for a student who cannot write
 Changes in lecture schedules and arrangements,
e.g. relocating classes to an accessible venue
 Changes to course design, e.g. substituting
an assessment task
 Modifications to physical environment, e.g. installing
lever taps, building ramps, installing a lift

Educationa
l
backgroun
d
 Reading
 Writing
 Numeracy
 Limited
study skills
and/or
learning strategies
 Discuss with the Student previous learning experience
 Ensure learning and assessment methods meet the
student’s individual need
 Disability  Speaking
 Reading
 Writing
 Numeracy
 Limited study
skills and/or
learning
strategies
 Identify the issues
 Create a climate of support
 Ensure access to support that the student has agreed to
 Appropriately structure the assessment
 Provide information or course materials in
accessible format, e.g. a text book in braille
 Changes in teaching practices, e.g. wearing an
FM microphone to enable a student to hear
lectures
 Supply of specialised equipment or services, e.g. a
note taker for a student who cannot write
 Changes in lecture schedules and arrangements,
e.g. relocating classes to an accessible venue
 Changes to course design, e.g. substituting
an assessment task
 Modifications to physical environment, e.g. installing

lever taps, building ramps, installing a lift
Explanation of reasonable
adjustments strategy used
(If required)

Assessment Task 2 – Unit Skill Test - Case
studies and activities
Assessment type:
l Unit Skills Test – Case studies and activities
Assessment task description:
l This is the second (2) unit assessment task you have to successfully complete to be
deemed competent in this unit of competency.
l This assessment task is comprised of a Unit Skills Test (UST).
l This assessment task is divided into two (2) parts:
o Part A: Read the case study and complete the specified activities
o Part B: Read the summative assessment and answer the given questions
l You must attempt all criteria to the required level, e.g. Assessment criteria mentioned
in the performance checklist to be deemed satisfactory in this task.
l You will receive your feedback within two weeks - you will be notified by your
Trainer/Assessor when results are available.
Applicable conditions:
l This skill test is untimed and conducted as an open book test (this means you are able
to refer to your textbook or other learner materials during the test).
l You will be assessed independently on this assessment task.
l Word limit to write response is given in task itself.
l No marks or grades are allocated for this assessment task. The outcome of the task
will be Satisfactory or Not Satisfactory.
l As you complete this assessment task you are predominately demonstrating your
practical skills, techniques and knowledge to your trainer/assessor.
l Trainer/Assessor may ask you relevant questions during this assessment task.
Resubmissions and reattempts:
l Where a student’s answers are deemed not satisfactory after the first attempt, a
resubmission attempt will be allowed.
l You must speak to your Trainer/Assessor if you have any difficulty in completing this
task and require reasonable adjustments (e.g. can be given as an oral assessment).
l For more information, please refer to your RTO Student Handbook.
Location:
l This assessment task may be completed in a classroom, learning management system
(i.e. Moodle etc.) or independent learning environment.
l Your trainer/assessor will provide you further information regarding the location of
completing this assessment task.
General Instructions for attempting the skills test:
l You will have to read the case studies, complete the following observation sheet and
answer the questions in this assessment task.
l You will be expanding the knowledge and skills acquired during the previous assessment
task.
How your trainer/assessor will assess your work?

l Answers must demonstrate the student’s understanding and skills of the unit.
l Assessment objectives/ measurable learning outcome(s) are attached as
performance checklist/ performance criteria with this assessment task to ensure
that you have successfully completed and submitted the assessment task.
l If all assessment tasks are deemed Satisfactory (S), then the unit outcome is Competent (C).
l If at least one of the assessment task is deemed Not Satisfactory (NS), then the unit
outcome is Not Yet Competent (NYC).
l Once all assessment tasks allocated to this Unit of Competency have been
undertaken, trainer/assessor will complete an Assessment plan to record the unit
outcome. The outcome will be either Competent (C) or Not Yet Competent (NYC).
l The “Assessment Plan” is available with the Unit Assessment Pack (UAP) – Cover Sheet.
Purpose of the assessment task:
This assessment task is designed to evaluate your following skills and abilities:
• Skills to analyse the case study and complete the observation sheet.
• Skills to identify and document the prescribed methods of documenting the
observations under the National Law or the National Regulations based on given
case study.
• Skills to identify the aspect of holistic development and links to EYLF based on given skills.
• Skills to identify key information given in summative assessment/case study and
document the learnings.
• Skills to identify the requirements for assessment in the National Regulations
and the National Quality Standard

Assessment Task 2 – Unit skills test- Case studies and activities
Assessment Instructions
l You are required to read the case studies, complete the following observation sheet
and answer the questions in this assessment task.
l You may attach a separate sheet if required.
l You must include the following particulars in the footer section of each page of the
attached sheets:
o Student ID or Student Name
o Unit ID or Unit Code
o Course ID or Course Code
o Trainer and assessor name
o Page numbers
l You must staple the loose sheets together along with the cover page.
l You must attach the loose sheets chronologically as per the page numbers.
l Correction fluid and tape are not permitted. Please do any corrections by striking
through the incorrect words with one or two lines and rewriting the correct words.
Resources required to complete the assessment task:
l Computer
l Internet
l MS Word
l Printer or e-printer
l Adobe acrobat/reader
l Learning management system
Task:
This assessment task is divided into two (2) parts:
l Part A: Read the case study and complete the specified activity/ies
l Part B: Read the summative assessment and answer the given questions
Part A requires student to read the case study and complete the specified activity/ies and
Part B requires student to read the case study and answer the specified questions.
Part A: Read the case study and complete the specified activity/ies

Case Study:
Case study 1 – John
Read the case study and complete the following observation sheet.
Activity 1.1. Complete the following observation sheet:
Date of observation 01/09/21
Time of observation 10:00- 10:45 a.m.
Name of observer Lily Adam
Name of child John
Child’s age 1 year 8 months
Setting Indoor craft table in the room of infant
Purpose of observation To concentrate on various aspects of physical and health
wellbeing.
EYLF Outcome Children should easily get connected with the world and they
should have sense of identity
Activity 1.2. What are the prescribed methods of documenting the observations under the
National Law or the National Regulations? (100-150 words)
Educator uses various methods to gather information. Observing means looking at certain things and
then writing about what has been observed. Methods of documentation are snapshot observation- it is
one of the simplest way of doing observation. It uses few words which is related with child play's photo.
This is done so that children’s voice can get captured. Educators send recording to the families of
children so that to include family in learning process. Conservations- it is normally the conversation
which is had with children and it includes no picture. After the end of lesson educator provide summary
which can enhance child learning.

Activity 1.3. Complete the following “evidence of holistic development” table for John and
correctly identify the aspect of holistic development and links to EYLF according to the
following skills and knowledge:
Skills and knowledge Aspects of holistic
development
Links to EYLF
Fine motor skills and
hand-eye
coordination
Physical aspect It will be helpful for children in their body
movement
Collaboration Emotional aspect It will help children to easily mix with other
children in the classroom.
Independent
thinking and sense
of agency leading
to a strong sense of
identity
Mental aspect It will enhance thinking power of a child
Intense concentration
and a sense of awe
and wonder
Mental aspect It will enhance concentration and helpful in
making mind sharp.
Development of
a unique product
Physical aspect It will build innovation and creative skills in
the child
Colour-mixing
and problem-
solving
Physical and mental
aspect
In the future child will be able to solve
complex questions.
Verbal and non-
verbal
communication
Social aspect It will help student to get good marks.

Part B: Read the summative assessment and answer the given questions
Case study 1 – Holly
Read the summative assessment (summary of learning and development for a child in the
form if a letter that personalises what educators have noticed about the child) and answer
following questions.
Reference: National quality standard, professional learning program.

Q1: What have we learned from the above summative assessment? Summarise your
findings and observations in 50-100 words.
From the above summative assessment it has learned that children behave as per their wish. They like to
learn new things. Holly is the child who loves to do new things and loves to play with other children.
She likes to play with her toys especially doll, she likes painting and she also plays with her other
children of her age.
Q2: Explain the requirements for assessment in the National Regulations and the National
Quality Standard? (150-200 words)
Children health and safety is the basic requirement as it is day care which is attended by small children
which easily mess up everything so it is important that day acre should maintain proper health and
safety. Physical environment in which children are present should be safe. As children cannot take
decision on their own so that is why it is important to have safe environment. Children learning and
development can be enhanced only if physical environment is favorable. Educators should know that
how children are handled patiently in day care. As day care have small age children so teachers who are
handling small children should have patient. They cannot slap children if they have done any mistake.
Learning process can be encouraged only if children and teacher have good relationship. As small
children are moody so it is important for teacher to maintain good relations with them.

Unit Assessment Result Sheet (UARS)
Assessment Task 2 – Unit skills test- Case studies and activities Student and
Trainer/Assessor Details
Unit code CHCECE023
Unit name Analyse
information to
inform learning
Outcome of Unit
Assessment Task
(UAT)
First attempt:
Outco
me
(please
make
sure to
tick
the
correct
checkb
ox):
Satisfa
ctory
(S) ☐
or Not
Satisfa
ctory
(NS)
☐
Date: (day)/
(month)/ (year)
Second attempt:
Outco
me
(please
make
sure to
tick
the
correct
checkb
ox):
Satisfa
ctory

(S) ☐
or Not
Satisfa
ctory
(NS)
☐
Date: (day)/
(month)/ (year)
Feedback to Student First attempt:
Second
attempt:

Student Declaration
 I declare that the answers I have provided are my own work. Where I have accessed
information from other sources, I have provided references and or links to my sources.
 I have kept a copy of all relevant notes and reference material that I used as part of my
submission.
 I have provided references for all sources where the information is not my own. I understand
the consequences of falsifying documentation and plagiarism. I understand how the
assessment is structured. I accept that all work I submit must be verifiable as my own.
 I understand that if I disagree with the assessment outcome, I can appeal the assessment
process, and either re-submit additional evidence undertake gap training and or have my
submission re-assessed.
 All appeal options have been explained to me.
Student Signature
Date
Trainer/Assessor Name
Trainer/Assessor Declaration
I hold:
 Vocational competencies at least to the level being delivered
 Current relevant industry skills
 Current knowledge and skills in VET, and undertake
 Ongoing professional development in VET
I declare that I have conducted an assessment of this candidate’s submission. The assessment tasks
were deemed current, sufficient, valid and reliable. I declare that I have conducted a fair, valid,
reliable, and flexible assessment. I have provided feedback to the above- named candidate.
Trainer/Assessor Signature
Date
Office Use Only
Outcome of Assessment has been entered onto the Student Management System on
(insert date)
by (insert Name)