Program Design and Implementation Guide for CHC50113 Diploma of Early Childhood Education and Care

CHC50113 Diploma of
Early Childhood Education
and Care
Program design and
implementation
V2.2 Produced 24 August 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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Assessment Workbook 9

without the prior written permission of
Compliant Learning Resources
Assessor Guide 9 Version No. 2.2 Produced 24 August 2017
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Version control & document history
Date Summary of modifications made Versio
n
20 May 2014 Version 1 final produced following assessment
validation.
v1.0
11 February
2015
Version 2 produced following further validation. V2.0
22 July 2016 Updates made throughout document V2.1
24 August 2017 Added url to hyperlink V2.2
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TABLE OF CONTENTS
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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.................................................8
THE UNIT OF COMPETENCY...................................................9
CONTEXT FOR ASSESSMENT................................................23
ASSESSMENT METHODS......................................................24
RESOURCES REQUIRED FOR ASSESSMENT..............................24
PRESENTATION..................................................................25
ASSESSMENT WORKBOOK COVERSHEET...............................26
KNOWLEDGE ASSESSMENT..................................................27
PROJECT 1 – PLAN, DESIGN, AND IMPLEMENT TWO CHILDCARE
PROGRAMS........................................................................45
PROJECT 2 – PHOTO DOCUMENTATION.................................56
WORKBOOK CHECKLIST......................................................63
FEEDBACK.........................................................................64
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INSTRUCTIONS
The questions in this workbook are divided into two categories.
The questions in the knowledge assessment are all in a short answer
format.
Activities requiring application of the underpinning knowledge of this
unit cluster is covered in the project assessment. Where applicable, 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.
You must attempt all assessments satisfactorily to achieve an overall
award of competent.
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 you
may refer to Sparkling Stars as an example..
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
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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.
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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.
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