CHC30113 - Certificate III in Early Childhood Education
Assessment Workbook 3 for the subject Workplace Effectiveness in the Certificate III in Early Childhood Education and Care course.
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Certificate III in Early Childhood Education & Care (CHC30113)
Added on 2020-03-07
CHC30113 - Certificate III in Early Childhood Education
Assessment Workbook 3 for the subject Workplace Effectiveness in the Certificate III in Early Childhood Education and Care course.
Certificate III in Early Childhood Education & Care (CHC30113)
Added on 2020-03-07
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CHC30113 CertificateIII in Early ChildhoodEducation and CarePlay and DevelopmentV3.1 Produced 18 July 2016AssessmentWorkbook4
Copyright © 2016 Compliant Learning Resources. All rights reserved. No part of this publication may be reproducedor distributed in any form or by any means, or stored in a database or retrieval system other than pursuant to theterms of the Copyright Act 1968 (Commonwealth), without the prior written permission ofCompliant Learning ResourcesAssessment Workbook 4V3.1 Produced 18 July 2016Page 2© Compliant Learning Resources
DateSummary of modifications madeVersion30 April 2013Version 1 final produced followingassessment validation.V1.027 May 2014Amendments made to Part E, Question 3regarding the wordingV1.127 October2014Amendments made to Part E, Question 3regarding the wordingV1.217 November2014Changes made throughout documentV2.09 December2014Significant Changes made to documentfollowing validationV3.018 July 2016Updated unit mapping and formattingV3.1Assessment Workbook 4V3.1 Produced 18 July 2016© Compliant Learning ResourcesPage 3
TABLE OF CONTENTSThis is an interactive table of contents. If you are viewing this document inAcrobat, clicking on a heading will transfer you to that page. If you have thisdocument open in Word, you will need to hold down the Control key whileclicking for this to work.INSTRUCTIONS...........................................................................................4WHATISCOMPETENCYBASEDASSESSMENT...................................................4THEBASICPRINCIPLESOFASSESSINGNATIONALLYRECOGNISEDTRAINING.......5THEDIMENSIONSOFCOMPETENCY...............................................................6THEUNITOFCOMPETENCY..........................................................................7ASSESSMENT REQUIREMENTS....................................................................12REASONABLE ADJUSTMENT........................................................................12ASSESSMENT METHODS............................................................................13PRESENTATION.........................................................................................14ASSESSMENT WORKBOOK COVERSHEET......................................................15KNOWLEDGE ASSESSMENT.........................................................................16PART A – HOLISTIC DEVELOPMENT........................................................16PART B – SUPPORT PLAYAND LEARNING................................................28PART C – USE INFORMATIONABOUT CHILDREN......................................30PART D – RESPECTFULAND POSITIVEWITHCHILDREN.............................33PART E – SUPPORT BEHAVIOUR.............................................................37CASE STUDY A – HOLISTIC DEVELOPMENT..................................................44CASE STUDY B - DEVELOPPOSITIVEANDRESPECTFULRELATIONSHIPSWITHCHILDREN................................................................................................46CASE STUDY C – UNDERSTANDING CHILDREN BEHAVIOUR............................49PROJECT – OBSERVING, GATHERINGAND ANALYSING INFORMATION..............54WORKBOOK CHECKLIST............................................................................61FEEDBACK...............................................................................................62Assessment Workbook 4V3.1 Produced 18 July 2016Page 4© Compliant Learning Resources
INSTRUCTIONSSome questions cover underpinning knowledge content and concepts. Thesequestions are all in a short answer format. The longer questions requiring theapplication of concepts are covered in the other assessments. You mustanswer all questions using your own words. However you may referenceyour learner guide, and other online or hard copy resources to complete thisassessment.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 ASSESSMENTThe features of a competency based assessment system are:It is focused on what learners can do and whether it meets the criteria specified by industry as competency standards.Assessment should mirror the environment the learner will encounterin 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 seento 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.Assessment Workbook 4V3.1 Produced 18 July 2016© Compliant Learning ResourcesPage 5
THE BASIC PRINCIPLES OF ASSESSING NATIONALLY RECOGNISED TRAINING Developing and conducing assessment, in an Australian vocational education and training context, is founded on a number of basic conventions:The principles of assessment Assessment must be validoAssessment must include the full range of skills and knowledge needed to demonstrate competency.oAssessment must include the combination of knowledge and skills with their practical application.oAssessment, where possible, must include judgements based on evidence drawn from a number of occasions and across a number of contexts.Assessment must be reliableoAssessment must be reliable and must be regularly reviewed to ensure that assessors are making decisions in a consistent manner.oAssessors must be trained in national competency standards for 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 been acquired.oAssessment must be made accessible to learners though a variety of delivery modes, so they can proceed through modularised training packages to gain competencies.Assessment must be fair and equitableoAssessment must be equitable to all groups of learners.oAssessment procedures and criteria must be made clear to all learners before assessment.oAssessment must be mutually developed and agreed upon betweenassessor and the assessed.oAssessment must be able to be challenged. Appropriate mechanisms must be made for reassessment as a result of challenge.The rules of evidence (from Training in Australia by M Tovey, D Lawlor)Assessment Workbook 4V3.1 Produced 18 July 2016Page 6© Compliant Learning Resources
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 of competency. This evidence should match or at least reflect the type of performance that is to be assessed, whether it covers knowledge, skills or attitudes.SufficientoThis rule relates to the amount of evidence gathered It is imperative that enough evidence is gathered to satisfy the requirements that the learner is competent across all aspects of the unit of competency.AuthenticoWhen evidence is gathered the assessor must be satisfied that evidence is the learner’s own work. CurrentoThis relates to the recency of the evidence and whether the evidence relates to current abilities. THE DIMENSIONS OF COMPETENCY The 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 4V3.1 Produced 18 July 2016© Compliant Learning ResourcesPage 7
THE UNIT OF COMPETENCY Each unit of competency can be unbundled to reveal two key assessment components:1.the performance criteriaspecifying the required level of performance2.the evidence guideDescribing the underpinning knowledge and skills that must be demonstrated to determine competence. It provides essential advice for assessment of the unit of competency in the form of the assessment criteria.The assessments in this workbook cover four units of competency below:CHCECE010 Support the holistic development of children in earlychildhoodSupport physical developmentSupport social developmentSupport emotional developmentSupport cognitive developmentSupport communication developmentCreate an environment for holistic learning and developmentApplicationThis unit describes the skills and knowledge to support and recognise the interrelationship between the physical, social, emotional, cognitive and communication development of children from birth to 6 years of age. This unit applies to educators working in a range of early childhood education and care services.Performance EvidenceThe candidate must show evidence of the ability to complete tasks outlined in elements and performance criteria of this unit, manage tasks and manage contingencies in the context of the job role. There must be demonstrated evidence that the candidate has completed the following tasks at least once: supported the development of children in at least three different situations/activities (including different age groups and abilities), including:interacting with children to holistically support development and learning appropriate to the child’s abilities and ageAssessment Workbook 4V3.1 Produced 18 July 2016Page 8© Compliant Learning Resources
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