CHC30113 Certificate III: Children's Health & Safety Assessment

This assignment workbook focuses on children's health and safety in early childhood education and care, aligning with the CHC30113 Certificate III curriculum. It includes a knowledge assessment with short answer questions addressing key concepts, case studies requiring application of these concepts to theoretical situations, and a project involving the establishment and maintenance of a safe and healthy environment for children in a workplace setting. The assessment emphasizes competency-based evaluation, reasonable adjustments for learners with disabilities, and adherence to principles of validity, reliability, flexibility, and fairness. It also addresses cheating and plagiarism, providing guidelines for avoiding academic dishonesty while completing the assessment tasks.

CHC30113 Certificate III
in Early Childhood
Education and Care
Children’s Health and Safety
Version 3.3 Produced 8 January 2018
Copyright © 2018 Compliant Learning Resources. All rights reserved. No part of this publication may
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written permission of
Compliant Learning Resources
Assessment Workbook 1

Version control & document history
Date Summary of modifications made Version
9 December
2013
Version 1 final produced following
assessment validation. 1.0
16 April 2014
Changes to wording and
clarification of benchmarks in
questions.
A1,A3a,b,A14,A25,B10,C10
1.1
24 October 2014
Minor clarifications in questions
A14; removed B8(a) question similar
with B7(d)
1.2
18 November
2014
Changes made throughout
document 1.3
3 December
2014
Significant changes made to
document following validation 2.0
17 April 2015 Minor revisions on Questions B1
and B16 2.1
18 July 2016 Updates made throughout
document 2.2
9 August 2016
Included CHCECE016 in the units
of competency of this workbook.
Added assessment items in the
Project.
3.0
9 March 2017 Minor changes in formatting and
wording throughout document 3.1
14 March 2017 Updated links throughout the
document 3.2
8 January 2018
Made minor revisions to task
instructions and email template in
Case Studies – Part B – Case Study
2
3.3
Assessment Workbook 1Version No. 3.3 Produced 8 January 2018
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TABLE OF CONTENTS
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INSTRUCTIONS....................................................................................4
WHAT IS COMPETENCY BASED ASSESSMENT...........................................5
THE BASIC PRINCIPLES OF ASSESSING NATIONALLY RECOGNISED TRAINING6
THE DIMENSIONS OF COMPETENCY........................................................7
REASONABLE ADJUSTMENT..................................................................8
CHEATING AND PLAGIARISM...............................................................10
THE UNITS OF COMPETENCY..............................................................11
CONTEXT FOR ASSESSMENT...............................................................16
ASSESSMENT METHODS.....................................................................17
RESOURCES REQUIRED FOR ASSESSMENT.............................................17
PRESENTATION.................................................................................18
ASSESSMENT WORKBOOK COVERSHEET...............................................19
KNOWLEDGE ASSESSMENT.................................................................20
CASE STUDIES – PART A....................................................................94
CASE STUDIES – PART B..................................................................100
PROJECT: ESTABLISH AND MAINTAIN A SAFE AND HEALTHY ENVIRONMENT
FOR CHILDREN................................................................................117
WORKBOOK CHECKLIST...................................................................128
REQUIRED DOCUMENTS....................................................................129
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INSTRUCTIONS
The questions in the Knowledge Assessment are all in a short answer
format. They address the underpinning knowledge and concepts relevant
to the units of competency in this subject.
Case Studies are longer questions requiring creative thought processes
and application of concepts to theoretical situations, while the Project
sets out tasks to be delivered in an actual workplace setting.
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.
Re-read the section on Plagiarism and Copying in your Welcome
pack.
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 anEarly Childhood Education/Child Care team you
may refer to Sparkling Stars as an example.
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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.
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.
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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
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.
o Assessment must be able to be challenged. Appropriate
mechanisms must be made for reassessment as a result of
challenge.
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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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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. E.g. If the assessment
was gathering evidence of the candidates 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.
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CHEATING AND PLAGIARISM
What is Cheating?
Cheating within the context of the study environment means to
dishonestly present an assessment task or assessment activity as
genuinely representing your own understanding of and/or ability in the
subject concerned.
Some examples of cheating are:
1. Submitting someone else’s work as your own. Whether you have
that persons consent or not.
2. Submitting another author’s work as your own, without proper
acknowledgement of the author.
3. To allow someone else to submit your own work as theirs.
4. To use any part of someone else’s work without the proper
acknowledgement
There are other forms of cheating not contained in this list. These are
merely given as some examples. If you are unsure about whether any
particular behaviour would constitute plagiarism or cheating, check with
your trainer prior to submitting your assessment work.
What is Plagiarism?
Plagiarism is a form of cheating and includes presenting another person
or organisation’s ideas or expressions as your own. This includes,
however is not limited to: copying written works such as books or
journals, data or images, tables, diagrams, designs, plans, photographs,
film, music, formulae, web sites, and computer programs.
How do I avoid Plagiarism or Cheating?
Students are advised to note the following advice to avoid claims of
plagiarism or cheating:
 Always reference other people’s work. You may quote from
someone else's work (for example from websites, textbooks,
journals or other published materials) but you must always indicate
the author and source of the material.
 Always reference your sources.You should name sources for any
graphs, tables or specific data, which you include in your
assignment.
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 You must not copy someone else's work and present it as
your own.
 You must not falsify assessment evidence.
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