CHC50113 Diploma of Early Childhood: Assessment Workbook on Behaviour

This document is an assessment workbook for the CHC50113 Diploma of Early Childhood Education and Care, focusing on Children's Behaviour and Inclusion. It includes detailed information about competency-based assessment, the principles of assessing nationally recognized training, and the dimensions of competency. The workbook outlines assessment requirements, methods, and resources needed, including access to learning materials and the internet. It covers both knowledge and project assessments, with specific units of competency addressed, such as establishing plans for cooperative behavior, implementing inclusion strategies, and working in partnership with families. The workbook also includes a cover sheet, instructions for accessing intranet pages and external links, and a table of contents. The project assessment requires workplace access for practical application of learned concepts. The document also touches on reasonable adjustments for learners with disabilities. It's a comprehensive guide for students undertaking this diploma.

CHC50113
Diploma of Early
Childhood Education
and Care
Children’s Behaviour and
Inclusion
Version 2.4 Produced 19 March 2018
Copyright © 2018 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 10

Version control & document history
Date Summary of modifications made Version
16 May 2014 Version 1 final produced following
assessment validation. 1.0
16 October 2014 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
9 March 2017 Intranet links and logins updated;
minor changes to wording 2.2
23 March 2017 Updated Sparkling Stars Link 2.3
19 March 2018
 Minor changes made to wording
and formatting
 Updated links for document in Q4
 Updated response requirements for
Q12a
2.4
Document Name: CHC50113_S10_A2_KA(B) RTO Code: 52010 CRICOS Code: 03548F
Version: 1.0 Approved on: 15 Oct 2019 Review Date: 15 Oct 2020 Page 2 of 26

TABLE OF CONTENTS
INTRODUCTION.....................................................................4
WHAT IS COMPETENCY-BASED ASSESSMENT.....................5
THE BASIC PRINCIPLES OF ASSESSING NATIONALLY
RECOGNISED TRAINING.......................................................6
THE DIMENSIONS OF COMPETENCY...................................7
REASONABLE ADJUSTMENT.................................................8
THE UNITS OF COMPETENCY...............................................9
CONTEXT FOR ASSESSMENT..............................................10
ASSESSMENT REQUIREMENTS...........................................11
ASSESSMENT METHODS.....................................................12
RESOURCES REQUIRED FOR ASSESSMENT.......................12
ASSESSMENT WORKBOOK COVER SHEET.........................13
KNOWLEDGE ASSESSMENT........................................................14
END OF DOCUMENT..................................................................21
Document Name: CHC50113_S10_A2_KA(B) RTO Code: 52010 CRICOS Code: 03548F
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INTRODUCTION
The questions in this workbook are divided into two (2) categories: Knowledge
Assessment, and Project Assessment.
The questions under Knowledge Assessments are all in a short answer
format. The longer questions requiring creative and analytical thought
processes are covered in the Project Assessments. You must answer all
questions using your own words. However, you may reference your
Learner Guide and other relevant resources and learning materials to
complete this assessment.
Some questions cover processes you would likely encounter in a workplace.
Ideally, you should be able to answer these questions based on the processes
that are currently in place in your workplace. However, if you do not currently
have access to a workplace, then answer the questions based on processes
that should be implemented in a typical workplace setting.
Accessing Intranet Pages and External Links
There are instructions in this workbook that will refer you to intranet pages
and or external links. These intranet pages and external links are formatted in
Blue Underlined Text.
To access these, hold the Ctrl key for Windows users or the Command ⌘ key
for Mac users while clicking on these links.
Document Name: CHC50113_S10_A2_KA(B) RTO Code: 52010 CRICOS Code: 03548F
Version: 1.0 Approved on: 15 Oct 2019 Review Date: 15 Oct 2020 Page 4 of 26

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 the 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.
Definition of Competency
Assessment in this context can be defined as:
The fair, valid, reliable and flexible gathering and recording of evidence to
support the judgement on whether competency 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.
Document Name: CHC50113_S10_A2_KA(B) RTO Code: 52010 CRICOS Code: 03548F
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THE BASIC PRINCIPLES OF ASSESSING
NATIONALLY RECOGNISED TRAINING
Developing and conducting 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
- Assessment must include the full range of skills and knowledge
needed to demonstrate competency.
- Assessment must include the combination of knowledge and skills
with their practical application.
- 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
- Assessment must be reliable and must be regularly reviewed to
ensure that assessors are making decisions in a consistent
manner.
- Assessors must be trained in national competency standards for
assessors to ensure reliability.
 Assessment must be flexible
- Assessment, where possible, must cover both the on and off-the-
job components of training within a course.
- Assessment must provide for the recognition of knowledge, skills
and attitudes regardless of how they have been acquired.
- Assessment must be made accessible to learners through a
variety of delivery modes so they can proceed through
modularised training packages to gain competencies.
- Assessment must be mutually developed and agreed upon
between assessor and the assessed.
- Assessment must be able to be challenged. Appropriate
mechanisms must be made for reassessment as a result of
challenge.
Document Name: CHC50113_S10_A2_KA(B) RTO Code: 52010 CRICOS Code: 03548F
Version: 1.0 Approved on: 15 Oct 2019 Review Date: 15 Oct 2020 Page 6 of 26

(Source: Standards for RTOs 2015, Clauses 1.8 – 1.12)
Document Name: CHC50113_S10_A2_KA(B) RTO Code: 52010 CRICOS Code: 03548F
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The rules of evidence
When collecting evidence, there are certain rules that apply to that evidence.
All evidence must be valid, sufficient, authentic and current:
 Valid
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
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 in all aspects of the unit of competency.
 Authentic
When evidence is gathered the assessor must be satisfied that evidence
is the learner’s own work.
 Current
This relates to the recency of the evidence and whether the evidence
relates to current abilities.
(Source: Training in Australia by M Tovey, D Lawlor)
THE DIMENSIONS OF COMPETENCY
The national concept of competency includes all aspects of work
performance and not only narrow task skills. The four (4) dimensions of
competency are:
1. Task skills
2. Task management skills
3. Contingency management skills
4. Job or role environment skills
Document Name: CHC50113_S10_A2_KA(B) RTO Code: 52010 CRICOS Code: 03548F
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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, and
 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 before enrollment 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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Document Name: CHC50113_S10_A2_KA(B) RTO Code: 52010 CRICOS Code: 03548F
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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 were
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.
THE UNITS OF COMPETENCY
The units of competency specify the standards of performance required in the
workplace.
This assessment addresses the following unit(s) of competency from
CHC50113 Diploma of Early Childhood Education and Care:
CHCECE020 – Establish and implement plans for developing
cooperative behaviour
1. Establish and apply limits and guidelines for behaviour
2. Identify and review behaviour as required
3. Develop a plan to guide a particular child’s behaviour where
required
4. Implement and monitor behaviour plan
CHCECE021 – Implement strategies for the inclusion of all children
1. Promote inclusion
2. Respect diversity
3. Identify children with barriers to learning
4. Develop a plan for support and inclusion
5. Implement strategies to meet the child’s additional needs
6. Monitor and review strategies
Document Name: CHC50113_S10_A2_KA(B) RTO Code: 52010 CRICOS Code: 03548F
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CHCECE026 – Work in partnership with families to provide appropriate
education and care for children
1. Provide families with opportunities to be involved in the service
2. Provide information to families about their child
3. Provide information to families about the service
4. Provide information about community services and resources
For complete copies of the above units of competency:
Download them from the TGA website:
CHCECE020
CHCECE021
CHCECE026
CONTEXT FOR ASSESSMENT
To complete the assessments in this workbook, students need to have access
to their learning materials and the Internet. The Knowledge Assessment may
be completed wholly at the student’s home or chosen place of study. The
Project Assessment must be completed in a workplace.
Document Name: CHC50113_S10_A2_KA(B) RTO Code: 52010 CRICOS Code: 03548F
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