Children's Behaviour and Inclusion Assessment Workbook - CHC50113 Diploma of Early Childhood Education and Care

CHC50113 Diploma of
Early Childhood Education
and Care
Children’s behaviour and
inclusion
V2.2 Produced 24August 2017
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
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without the prior written permission of
Compliant Learning Resources.
Assessment Workbook 10

Version control & document history
Date Summary of modifications made Versio
n
16 May 2014 Version 1 final produced following assessment
validation.
1.0
16 October 2014 Revised benchmark answers – Q1, 2, 3,7, 10, 11
Revised question – Q7, 9
Mapping to Learner Guide
1.1
13 February
2015
Version 2 final produced following second
assessment validation
2.0
25 July 2016 Minor updates made throughout document 2.1
24 August 2017 Added url to hyperlink 2.2
Assessment Workbook 10 Version No. 2.2Produced 24August 2017
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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
REASONABLE ADJUSTMENT...................................................7
CHEATING AND PLAGIARISM.................................................9
THE UNIT OF COMPETENCY.................................................10
ASSESSMENT METHODS......................................................17
CONTEXT FOR ASSESSMENT.................................................17
RESOURCES REQUIRED FOR ASSESSMENT..............................17
PRESENTATION..................................................................18
ASSESSMENT WORKBOOK COVERSHEET...............................19
KNOWLEDGE ASSESSMENT..................................................20
PROJECT 1: ESTABLISH AND IMPLEMENT PLANS FOR
DEVELOPING COOPERATIVE BEHAVIOR..................................38
PROJECT 2: PROMOTE INCLUSION AND RESPECT DIVERSITY....47
PROJECT 3: PLANNING THE INCLUSION OF CHILDREN WITH
ADDITIONAL NEEDS............................................................52
ASSESSOR CHECKLIST........................................................58
FEEDBACK.........................................................................59
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INSTRUCTIONS
The questions in this workbook are divided into two categories.
The written questions cover underpinning knowledge of the Learner
Guide 10Children’s behaviour and inclusioncontent and concepts.
These questions are all in a short answer format. The projects are an
application of the knowledge and concepts of this subject.
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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Definition of competency
Assessment in this context can be defined as:
 The fair, valid, reliable and flexible gathering and recording of
evidence to support judgement on whether competence has been
achieved. Skills and knowledge (developed either in a structured
learning situation, at work, or in some other context) are assessed
against national standards of competence required by industry,
rather than compared with the skills and knowledge of other
learners.
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.
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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.
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 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)
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
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REASONABLE ADJUSTMENT
Adapted Reasonable Adjustment in teaching, learning and assessment for
learners with a disability - November 2010 - Prepared by - Queensland
VET Development Centre
Reasonable adjustment in VET is the term applied to modifying the
learning environment or making changes to the training delivered to
assist a learner with a disability. A reasonable adjustment can be as
simple as changing classrooms to be closer to amenities, or installing a
particular type of software on a computer for a person with vision
impairment.
Why make a reasonable adjustment?
We make reasonable adjustments in VET to make sure that learners with
a disability have:
 the same learning opportunities as learners without a disability
 the same opportunity to perform and complete assessments as
those without a disability.
Reasonable adjustment applied to participation in teaching,
learning and assessment activities can include:
 customising resources and assessment activities within the
training package or accredited course
 modifying the presentation medium learner support
 use of assistive / adaptive technologies
 making information accessible both prior to enrolment and
during the course
 monitoring the adjustments to ensure learner needs continue to
be met.
Assistive / Adaptive Technologies
Assistive/adaptive technology means ‘software or hardware that has been
specifically designed to assist people with disabilities in carrying out
daily activities’ (World Wide Web Consortium - W3C). It includes screen
readers, magnifiers, voice recognition software, alternative keyboards,
devices for grasping, visual alert systems, digital note takers.
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