Diploma in Early Childhood Education and Care CHC50113

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Diploma in Early ChildhoodEducation & CareSubject 10Children’s behaviour and inclusionV1.1 Produced 4 February 2020Copyright © 2014 Inspire Education Pty Ltd. All rights reserved. No part of this publication may bereproduced or distributed in any form or by any means, or stored in a database or retrieval system other thanpursuant to the terms of the Copyright Act 1968 (Commonwealth), without the prior written permission of Inspire Education Pty Ltd
Version control & document historyDateSummary of modifications madeVersion4 February 2020Version 1 final produced followingassessment validation.v1.04 February 2020Revised question – Q7, 9V1.1Assessment Workbook 10Version No. 1.1 Produced 4 February 2020Page 2© Compliant Learning Resources
1.TABLE OF CONTENTS1.TABLEOF CONTENTS.........................................................32.INTRODUCTION.................................................................43.WHATISCOMPETENCYBASEDASSESSMENT.........................44.THEBASICPRINCIPLESOFASSESSINGNATIONALLYRECOGNISEDTRAINING........................................................5The principles of assessment...................................................................55.THEDIMENSIONSOFCOMPETENCY.....................................66.THEUNITOFCOMPETENCY................................................7CHCECE020 Establish and implement plans for developing cooperativebehaviour ................................................................................................8CHCECE021 Implement strategies for the inclusion of all children ....11CHCECE026 Work in partnership with families to provide appropriate education and care for children ............................................................147.ASSESSMENT METHODS..................................................168.INSTRUCTIONSTO ASSESSOR............................................179.INSTRUCTIONSTO STUDENT.............................................18Written Questions..................................................................................1810.ASSESSMENT WORKBOOK COVERSHEET..........................1911.WRITTEN QUESTIONS....................................................2012.FEEDBACK....................................................................54Assessment Workbook 10Version No. 1.1 Produced 4 February 2020Page 3© Compliant Learning Resources
2.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.3.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 outcomesare tied to the relevant industry competency standards wherethese exist. Where such competencies do not exist, theoutcomes are based upon those identified in a training needsanalysis.Assessment Workbook 10Version No. 1.1 Produced 4 February 2020Page 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.4.THE BASIC PRINCIPLES OF ASSESSING NATIONALLY RECOGNISED TRAINING Developing 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.Assessment Workbook 10Version No. 1.1 Produced 4 February 2020Page 5© Compliant Learning Resources
oAssessment must provide for the recognition of knowledge,skills and attitudes regardless of how they have beenacquired.oAssessment must be made accessible to learners though avariety of delivery modes, so they can proceed throughmodularised training packages to gain competencies.Assessment Workbook 10Version No. 1.1 Produced 4 February 2020Page 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, D Lawlor)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. 5.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 skillsAssessment Workbook 10Version No. 1.1 Produced 4 February 2020Page 7© Compliant Learning Resources
Job role and environment skillsAssessment Workbook 10Version No. 1.1 Produced 4 February 2020Page 8© Compliant Learning Resources

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