Play and Development Assessment Workbook for CHC50113 Diploma in Early Childhood Education & Care

CHC50113
Diploma in Early Childhood
Education & Care
Subject 4
Play and Development
Assessment Workbook
V3.3 Produced 12/06/2312/06/23
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Version Control and Document History
Date Summary of modifications made Versio
n
12/06/23 Version 1 final produced following
assessment validation.
V1.0
12/06/23 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
12/06/23 Significant Changes made to document
following validation
V3.0
18 July 2016 Updated unit mapping and formatting V3.1
24 August
2017
Added url to hyperlink V3.2
13 April 2018 Updated for NQS V3.3
CHC50113 Subject 4 Assessment Workbook Version No. 3.3 Produced 13 April 2018
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TABLE OF CONTENTS
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TABLE OF CONTENTS...........................................................................3
INSTRUCTIONS....................................................................................4
WHAT IS COMPETENCY BASED ASSESSMENT...........................................4
THE BASIC PRINCIPLES OF ASSESSING NATIONALLY RECOGNISED TRAINING
......................................................................................................... 6
The principles of assessment ..................................................................6
THE DIMENSIONS OF COMPETENCY .......................................................8
THE UNIT OF COMPETENCY ..................................................................9
CHCECE010 Support the holistic development of children in early
childhood.................................................................................................9
CHCECE013 Use information about children to inform practice ........11
CHCECE006 Support behaviour of children and young people............12
CHCECE007 Develop positive and respectful relationships with
children..................................................................................................13
ASSESSMENT REQUIREMENTS.............................................................16
REASONABLE ADJUSTMENT.................................................................16
ASSESSMENT METHODS ....................................................................18
PRESENTATION.................................................................................19
ASSESSMENT WORKBOOK COVERSHEET...............................................20
KNOWLEDGE ASSESSMENT.................................................................22
Part A – Holistic Development...............................................................22
Part B – Support Play and Learning......................................................35
Part C – Use Information about CHildren ............................................37
Part D – Respectful and Positive with children.....................................40
Part E – Support Behaviour ..................................................................44
CASE STUDY A – HOLISTIC DEVELOPMENT...........................................54
CASE STUDY B - DEVELOP POSITIVE AND RESPECTFUL RELATIONSHIPS
WITH CHILDREN................................................................................57
CASE STUDY C – UNDERSTANDING CHILDREN BEHAVIOUR....................61
PROJECT – OBSERVING, GATHERING AND ANALYSING INFORMATION.......67
WORKBOOK CHECKLIST.....................................................................76
FEEDBACK........................................................................................ 77
CHC50113 Subject 4 Assessment Workbook Version No. 3.3 Produced 13 April 2018
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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.
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CHC50113 Subject 4 Assessment Workbook Version No. 3.3 Produced 13 April 2018
© Inspire Education Pty Ltd Page 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.
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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)
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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
CHC50113 Subject 4 Assessment Workbook Version No. 3.3 Produced 13 April 2018
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