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Diploma of Early Childhood Education and Care (CHC50113)

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Added on  2020-05-28

Diploma of Early Childhood Education and Care (CHC50113)

   Added on 2020-05-28

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CHC30113 Certificate
III in
Early Childhood
Education and Care
Play and Development
V3.1 Produced18 July 2016
Assessment Workbook 4
Diploma of Early Childhood Education and Care (CHC50113)_1
Copyright © 2016 Compliant Learning Resources. All rights reserved. No part of this publication may be reproduced
or distributed in any form or by any means, or stored in a database or retrieval system other than pursuant to the
terms of the Copyright Act 1968 (Commonwealth), without the prior written permission of
Compliant Learning Resources
Assessment Workbook 4 V3.1 Produced 18 July 2016
Page 2 © Compliant Learning Resources
Diploma of Early Childhood Education and Care (CHC50113)_2
Date Summary of modifications made Versio
n
30 April 2013 Version 1 final produced following
assessment validation.
V1.0
27 May 2014 Amendments made to Part E, Question 3
regarding the wording
V1.1
27 October
2014
Amendments made to Part E, Question 3
regarding the wording
V1.2
17 November
2014
Changes made throughout document V2.0
9 December
2014
Significant Changes made to document
following validation
V3.0
18 July 2016 Updated unit mapping and formatting V3.1
Assessment Workbook 4 V3.1 Produced 18 July 2016
© Compliant Learning Resources Page 3
Diploma of Early Childhood Education and Care (CHC50113)_3
TABLE OF CONTENTS
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 in Word, you will need to hold down the Control key while
clicking for this to work.
INSTRUCTIONS........................................................................................... 4
WHAT IS COMPETENCY BASED ASSESSMENT...................................................4
THE BASIC PRINCIPLES OF ASSESSING NATIONALLY RECOGNISED TRAINING.......5
THE DIMENSIONS OF COMPETENCY...............................................................6
THE UNIT OF COMPETENCY..........................................................................7
ASSESSMENT REQUIREMENTS....................................................................12
REASONABLE ADJUSTMENT........................................................................12
ASSESSMENT METHODS............................................................................13
PRESENTATION.........................................................................................14
ASSESSMENT WORKBOOK COVERSHEET......................................................15
KNOWLEDGE ASSESSMENT.........................................................................16
PART A – HOLISTIC DEVELOPMENT........................................................16
PART B – SUPPORT PLAY AND LEARNING................................................28
PART C – USE INFORMATION ABOUT CHILDREN......................................30
PART D – RESPECTFUL AND POSITIVE WITH CHILDREN.............................33
PART E – SUPPORT BEHAVIOUR.............................................................37
CASE STUDY A – HOLISTIC DEVELOPMENT..................................................44
CASE STUDY B - DEVELOP POSITIVE AND RESPECTFUL RELATIONSHIPS WITH
CHILDREN................................................................................................ 46
CASE STUDY C – UNDERSTANDING CHILDREN BEHAVIOUR............................49
PROJECT – OBSERVING, GATHERING AND ANALYSING INFORMATION..............54
WORKBOOK CHECKLIST............................................................................61
FEEDBACK............................................................................................... 62
Assessment Workbook 4 V3.1 Produced 18 July 2016
Page 4 © Compliant Learning Resources
Diploma of Early Childhood Education and Care (CHC50113)_4
INSTRUCTIONS
Some questions cover underpinning knowledge content and concepts. These
questions are all in a short answer format. The longer questions requiring the
application of concepts are covered in the other assessments. You must
answer all questions using your own words. However you may reference
your learner guide, and other online or hard copy resources to complete this
assessment.
If you are currently working as part of an Early Childhood Education/Child
Care 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 Early
Childhood 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
criteria specified by industry as competency standards.
Assessment should mirror the environment the learner will encounter
in 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 seen
to 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 4 V3.1 Produced 18 July 2016
© Compliant Learning Resources Page 5
Diploma of Early Childhood Education and Care (CHC50113)_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 valid
o Assessment must include the full range of skills and knowledge
needed to demonstrate competency.
o Assessment must include the combination of knowledge and skills
with their practical application.
o Assessment, where possible, must include judgements based on
evidence drawn from a number of occasions and across a number
of contexts.
Assessment must be reliable
o Assessment must be reliable and must be regularly reviewed to
ensure that assessors are making decisions in a consistent
manner.
o Assessors must be trained in national competency standards for
assessors to ensure reliability.
Assessment must be flexible
o Assessment, where possible, must cover both the on and off-the-
job components of training within a course.
o Assessment must provide for the recognition of knowledge, skills
and attitudes regardless of how they have been acquired.
o Assessment 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 equitable
o Assessment must be equitable to all groups of learners.
o Assessment procedures and criteria must be made clear to all
learners before assessment.
o Assessment must be mutually developed and agreed upon between
assessor and the assessed.
o Assessment 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 4 V3.1 Produced 18 July 2016
Page 6 © Compliant Learning Resources
Diploma of Early Childhood Education and Care (CHC50113)_6
When collecting evidence there are certain rules that apply to that evidence.
All evidence must be valid, sufficient, authentic and current;
Valid
o Evidence 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.
Sufficient
o This 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.
Authentic
o When evidence is gathered the assessor must be satisfied that
evidence is the learner’s own work.
Current
o This 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 skills
Task management skills
Contingency management skills
Job role and environment skills
Assessment Workbook 4 V3.1 Produced 18 July 2016
© Compliant Learning Resources Page 7
Diploma of Early Childhood Education and Care (CHC50113)_7
THE UNIT OF COMPETENCY
Each unit of competency can be unbundled to reveal two key assessment
components:
1. the performance criteria
specifying the required level of performance
2. the evidence guide
Describing 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 early
childhood
Support physical development
Support social development
Support emotional development
Support cognitive development
Support communication development
Create an environment for holistic learning and development
Application
This 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 Evidence
The 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 age
Assessment Workbook 4 V3.1 Produced 18 July 2016
Page 8 © Compliant Learning Resources
Diploma of Early Childhood Education and Care (CHC50113)_8

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