CHC30113 Certificate III in Early Childhood Education and Care Workplace Effectiveness

CHC30113 Certificate III in
Early Childhood Education and
Care
Subject 3
Workplace Effectiveness
V6.0 Produced 2 September 2016

Version control & document history
Date Summary of modifications made Version
07/06/23 Version 1 final produced following assessment
validation. 1.0
16 April 2014
1.2 – reworded question and benchmark for
assessor
1.3 – reworded question
1.8 – added Guidance for student and assessor
1.8
5 January 2015 Version 2 final produced following second
validation session 2.0
1 June 2016 Version 3 final produced following third
validation session 3.0
5 July 2016
Version 4 final produced following fourth
validation session
Assessment items have been revised
Quiz types have been changed
4.0
10 August 2016 Removed assessments mapped to
CHCORG303C 5.0
2 September 2016 Converted workbook to Inspire cobranded
version. 6.0
Assessment Workbook 3 Version No. 6.0 Produced
2 September 2016
Page 2 © Compliant Learning Resources

1. TABLE OF CONTENTS
1.TABLE OF CONTENTS................................................................................3
2.INSTRUCTIONS.........................................................................................4
3.WHAT IS COMPETENCY BASED ASSESSMENT?..............................................4
4.THE BASIC PRINCIPLES OF ASSESSING NATIONALLY RECOGNISED TRAINING 5
The Principles of Assessment...........................................................................5
5.THE DIMENSIONS OF COMPETENCY...........................................................6
6.REASONABLE ADJUSTMENT.......................................................................7
7.CHEATING AND PLAGIARISM......................................................................9
What is Cheating?............................................................................................9
What is Plagiarism?..........................................................................................9
How do I avoid Plagiarism or Cheating?..........................................................9
8.THE UNITS OF COMPETENCY...................................................................10
CHCLEG001 Work legally and ethically........................................................10
CHCECE009 Use an approved learning framework to guide practice..........12
CHCPRT001 Identify and respond to children and young people at risk......13
9.CONTEXT FOR ASSESSMENT....................................................................14
10.ASSESSMENT METHODS........................................................................14
11.RESOURCES REQUIRED FOR ASSESSMENT................................................15
12.PRESENTATION....................................................................................16
13.ASSESSMENT WORKBOOK COVERSHEET.................................................17
14.KNOWLEDGE ASSESSMENT....................................................................18
15.CASE STUDIES.....................................................................................25
Case 1.............................................................................................................25
Case 2.............................................................................................................32
WORKBOOK CHECKLIST.............................................................................39
16.FEEDBACK........................................................................................... 40
Assessment Workbook 3 Version No. 6.0 Produced
2 September 2016
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2. INSTRUCTIONS
Some questions cover underpinning knowledge of workplace effectiveness
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.
3. 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 3 Version No. 6.0 Produced
2 September 2016
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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.
4. 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 Workbook 3 Version No. 6.0 Produced
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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.
5. 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 3 Version No. 6.0 Produced
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6. 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, and digital note takers.
Assessment Workbook 3 Version No. 6.0 Produced
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IMPORTANT NOTE
Reasonable adjustment made for collecting candidate assessment evidence must not
impact on the standard expected by the workplace, as expressed by the relevant
Unit(s) of Competency. For example, if the assessment was gathering evidence of the
candidate’s competency in writing, allowing the candidate to complete the
assessment verbally would not be a valid assessment method. The method of
assessment used by any reasonable adjustment must still meet the competency
requirements.
Assessment Workbook 3 Version No. 6.0 Produced
2 September 2016
Page 8 © Compliant Learning Resources