Assessment Workbook for CHC50113 Diploma: Children's Health & Safety

This assessment workbook is designed for the CHC50113 Diploma of Early Childhood Education and Care, focusing on ensuring the health and safety of children. It includes instructions, competency-based assessment principles, dimensions of competency, reasonable adjustment guidelines, and information on cheating and plagiarism. The workbook covers units of competency CHCECE002 (Ensure the health and safety of children) and CHCECE004 (Promote and provide healthy food and drinks). Assessment methods include written questions and case studies, with guidelines on presentation and answering questions. The workbook is divided into knowledge assessment sections (Parts A, B, and C) and case studies (Parts A and B), concluding with a checklist and feedback section. The document emphasizes valid, reliable, flexible, and fair assessment practices, along with the rules of evidence (valid, sufficient, authentic, and current).

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CHC50113
Diploma of Early Childhood
Education and Care
Children’s Health and Safety
V4.0 Produced 08 July 2020
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 retrieval system other than pursuant to the
terms of the Copyright Act 1968 (Commonwealth), without the prior written permission of
Compliant Learning Resources
Subject 1 – Children’s Health and Safety – Assessor Guide V1.0 Produced 16 April 2014
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Version control & document history
Date Summary of modifications made Version
9 December
2013
Version 1 final produced following assessment
validation.
v1.0
16 April 2014 Changes to wording and clarification of
benchmarks in questions. A1,A3a,b,A14,A25,B10,C10 v1.1
24 October 2014 Minor clarifications in questions A14; removed
B8(a) question similar with B7(d) v1.2
18 November
2014 Changes made throughout document v1.3
3 December
2014
Significant changes made to document following
validation
v2.0
17 April 2015 Minor revisions on Questions B1 and B16 v2.1
18 July 2016 Updates made throughout document v2.2
08 August 2017 Updated intranet links v2.3
24 August 2017 Added url to hyperlink v2.4
7 February 2017 Updated Question 8 d v2.5
16 March 2018 Corrected KA Part 1 Question 1g v2.6
10 April 2018 Removed questions referencing HLTWHS001 v3.0
7 June 2018 NQS Updates v3.1
17 September
2018
Updated meal planning hyperlink in Case Studies
Part B
v3.2
08 July 2020 Re-wrote and removed case scenarios, improved
demonstration instructions, provided volunteer
and candidate task guidance, revised marking
guide for Case Study Part B:
 Case Study 4
 Case Study 5
v4.0
Assessment Workbook 1 Version No.4.0 Produced 08 July 2020
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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.
TABLE OF CONTENTS...........................................................3
INSTRUCTIONS.....................................................................4
WHAT IS COMPETENCY BASED ASSESSMENT?..........................4
THE BASIC PRINCIPLES OF ASSESSING NATIONALLY
RECOGNISED TRAINING........................................................5
The Principles of Assessment..................................................................5
THE DIMENSIONS OF COMPETENCY.......................................6
REASONABLE ADJUSTMENT...................................................7
CHEATING AND PLAGIARISM.................................................9
What is Cheating?....................................................................................9
What is Plagiarism?.................................................................................9
How do I avoid Plagiarism or Cheating?.................................................9
THE UNITS OF COMPETENCY...............................................10
CHCECE002 - Ensure the health and safety of children.......................10
CHCECE004 - Promote and provide healthy food and drinks...............11
CONTEXT FOR ASSESSMENT................................................13
ASSESSMENT METHODS......................................................14
RESOURCES REQUIRED FOR ASSESSMENT..............................14
PRESENTATION..................................................................15
Things to Consider:................................................................................15
If submitting your assessments please ensure that..............................15
Answering the Questions:......................................................................15
ASSESSMENT WORKBOOK COVERSHEET...............................16
KNOWLEDGE ASSESSMENT..................................................17
Part A.....................................................................................................17
Part B.....................................................................................................55
Part C.....................................................................................................83
CASE STUDIES – PART A.....................................................90
CASE STUDIES – PART B.....................................................92
WORKBOOK CHECKLIST....................................................107
Feedback..............................................................................108
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INSTRUCTIONS
The questions in this workbook are divided into two categories.
Written Questions: These questions are all in a short answer format.
Case Studies: These are longer questions requiring creative thought
processes are covered in the case studies assessment. 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 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.
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 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.
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
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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.
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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
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 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, and 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. 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.
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