CHCECE023 - Analyzing Information to Inform Learning: A Detailed Guide

This document represents a Unit Assessment Pack (UAP) for the CHCECE023 unit, which focuses on analyzing information to inform learning within the context of early childhood education and care. It includes details about the course, unit, assessment methods (knowledge tests, skills tests, work placement tasks, and observations), and assessment conditions. The document emphasizes academic integrity, plagiarism, and collusion policies. It also covers foundation skills, relevant legislation, principles of assessment, and additional information regarding assessment completion and feedback. A pre-assessment checklist is included to ensure students are prepared for the assessment, and reasonable adjustment strategies are outlined to accommodate students with diverse needs. The UAP aims to ensure students can effectively gather and analyze information about children’s learning to inform their practice in accordance with industry standards and regulations.

Unit Assessment Pack (UAP) – Cover Sheet
Student and Trainer/Assessor Details
Course and Unit Details
Course code CHC50113
Course name Diploma of Early Childhood Education and care
Unit code CHCECE023
Unit name Analyze information to inform learning
Assessment Submission Method
☐ By hand to trainer/assessor ☐ By email
to
trainer/assessor
☐ Online submission via
Learning Management System
(LMS)
☐ By Australia Post to RTO ☐ Any other method
(
P
l
e
a
s
e
m
e
n
t
i
o
n
h
e
r
e
)
Student Declaration

Assessment Plan
To demonstrate competence in this unit, you must be assessed as satisfactory in each
of the following assessment tasks.
Evidence recorded Evidence Type/ Method
of assessment
S
u
f
f
i
c
i
e
n
t
e
v
i
d
e
n
c
e
r
e
c
o
r
d
e
d
/
O
u
t
c
o
m
e
Unit Assessment Task
1
Unit Knowledge Test (UKT) S / NS
(First
Attemp
t)
S / NS
(Secon
d
Attemp
t)
Unit Assessment Task
2
Unit Skills Test - Case studies
and activities
S / NS
(First
Attemp

t)
S / NS
(Secon
d
Attemp
t)
Unit Assessment Task
3
Work placement tasks S / NS
(First
Attemp
t)
S / NS
(Secon
d
Attemp
t)
Unit Assessment Task
4
Work placement Observation S / NS
(First
Attemp
t)
S / NS
(Secon
d
Attemp
t)
Final result C/NYC Date assessed
Trainer/
Assessor
Signature
Assessment task 3 and 4 will be conducted during the work placement.

Assessment Conditions
This unit describes the skills and knowledge required to gather and analyse information about
children’s learning, in order to inform practice.
This unit applies to educators working in a range of education and care services.
The skills in this unit must be applied in accordance with Commonwealth and
State/Territory legislation, Australian/New Zealand standards and industry codes of
practice.
• Gather and document information about children
• Monitor children’s learning and development
• Use evidence to inform practice
• Share information appropriately
The student will have access to the following:
 Learner guide
 PowerPoint presentation
 Unit Assessment Pack (UAP)
 Access to other learning materials such as
textbooks The resources required for these assessment
tasks also include:
 Access to a computer, the Internet and word-processing system such as MS Word
 The relevant approved learning framework under the National Quality Framework
for Early Childhood Education and Care
 Observation-recording tools.
 Computer technology and documentation as required
 Codes of practice and standards issued by government regulators or industry groups
Your trainer/assessor will confirm assessment submission details for each assessment task.
Academic Integrity:
Academic Integrity is about the honest presentation of your academic work. It means
acknowledging the work of others while developing your own insights, knowledge and ideas.

As a student, you are required to:
• Undertake studies and research responsibly and with honesty and integrity
• Ensure that academic work is in no way falsified
• Seek permission to use the work of others, where required
• Acknowledge the work of others appropriately
• Take reasonable steps to ensure other students cannot copy or misuse your work.
Plagiarism:
Plagiarism means to take and use another person's ideas and or manner of expressing them
and to pass them off as your own by failing to give appropriate acknowledgement. This
includes material sourced from the internet, RTO staff, other students, and from published
and unpublished work.
Plagiarism occurs when you fail to acknowledge that the ideas or work of others are being
used, which includes:
• Paraphrasing and presenting work or ideas without a reference
• Copying work either in whole or in part
• Presenting designs, codes or images as your own work
• Using phrases and passages verbatim without quotation marks or referencing the
author or web page
• Reproducing lecture notes without proper acknowledgement.
Collusion:
Collusion means unauthorised collaboration on assessable work (written, oral or practical)
with other people. This occurs when a student presents group work as their own or as the work
of someone else.
Collusion may be with another RTO student or with individuals or students external to the
RTO. This applies to work assessed by any educational and training body in Australia or
overseas.
Collusion occurs when you work without the authorisation of the teaching staff to:
• Work with one or more people to prepare and produce work
• Allow others to copy your work or share your answer to an assessment task
• Allow someone else to write or edit your work (without rto approval)
• Write or edit work for another student
• Offer to complete work or seek payment for completing academic work for other
students. Both collusion and plagiarism can occur in group work. For examples of plagiarism,
collusion and academic misconduct in group work please refer to the RTO’s policy on
Academic integrity, plagiarism and collusion.
Plagiarism and collusion constitute cheating. Disciplinary action will be taken against students who
engage in plagiarism and collusion as outlined in RTO’s policy.
Proven involvement in plagiarism or collusion may be recorded on students’ academic file and
could lead to disciplinary action.
N/A
• This unit is not graded and the student must complete and submit all requirements for
the assessment task for this cluster or unit of competency to be deemed competent.

• Students will receive a 'satisfactorily completed' (S) or 'not yet satisfactorily
completed (NS) result for each individual unit assessment task (UAT).
• Final unit result will be recorded as competency achieved/competent (C) or
competency not yet achieved/not yet competent (NYC).
Nil
Nil
The Foundation Skills describe those required skills (learning, oral communication, reading,
writing, numeracy, digital technology and employment skills) that are essential to
performance. Foundation skills essential to performance are explicit in the performance
criteria of this unit of competency.
 Australian Human Rights Commission Act 1986
 Age Discrimination Act 2004
 Disability Discrimination Act 1992
 Racial Discrimination Act 1975
 Sex Discrimination Act 1984
 The Privacy Act 1988 (Privacy Act) and Australian Privacy Principles (APPs)
 Occupational Health and Safety Act 2004 – Applicable in Victoria
 Work Health and Safety Act 2011
All assessment tasks will ensure that the principles of assessment and rules of evidence are
adhered to.
The principles of assessment are that assessment must be valid, fair, flexible, reliable and
consistent. The rules of evidence state that evidence must be sufficient, valid, current and
authentic.
AQF levels and the AQF levels criteria are an indication of the relative complexity and/or
depth of achievement and the autonomy required to demonstrate that achievement.
All assessment tasks must ensure compliance with the requirements of AQF level and the
AQF level criteria. For more information,

For further information about this unit go to https://training.gov.au/Training/Details/CHCECE023
Additional Information
• This information will be managed by the provisions of the Privacy Act and the
Freedom of Information Act.)
• Students are required to satisfactorily complete and submit all assessment tasks that
contribute to the assessment for a unit.
• Students will be provided with one more attempt to complete this Unit assessment
pack (UAP) if trainer/assessor deems them not satisfactorily completed (NS) in any
Unit assessment task (UAT).
• Unit Pre-Assessment Checklist (UPAC) will be reviewed by the trainer/assessor to
ensure the student is ready for the assessment.
• Feedback regarding this Unit Assessment Pack (UAP) can be emailed to the
compliance and quality assurance department/administration department in your
RTO for continuously improving our assessment and student resources.
Feedback to student
Feedback on students’ assessment performance is a vital element in their learning. Its
purpose is to justify to students how their competency was assessed, as well as to identify
and reward specific qualities in their work, to recommend aspects needing improvement, and
to guide students on what steps to take.
Feedback defines for students what their trainer/assessor thinks is important for a topic or a
subject. At its best, feedback should:
• Be provided for each Unit Assessment Task (UAT)
• Guide students to adapt and adjust their learning strategies
• Guide trainers/assessors to adapt and adjust teaching to accommodate students’ learning
needs
• Be a pivotal feature of learning and assessment design, not an add-on ritual
• Focus on course and unit learning outcomes
• Guide students to become independent and self-reflective learners and their own critics
• Acknowledge the developmental nature of learning
If students have not received proper feedback, they must speak to compliance and quality
assurance department/administration department in the RTO/person responsible for looking
after the quality and compliance services of the RTO.
For more information, please refer to RTO Student Handbook.

Unit Pre-Assessment Checklist (UPAC)
UAT 1 – Unit Knowledge Test (UKT)
Purpose of the checklist
The pre-assessment checklist helps students determine if they are ready for assessment. The
trainer/assessor must review the checklist with the student before the student attempts the
assessment task. If any items of the checklist are incomplete or not clear to the student, the
trainer/assessor must provide relevant information to the student to ensure they understand
the requirements of the assessment task. The student must ensure they are ready for the
assessment task before undertaking it.
Section 1: Information for Students
• Please make sure you have completed the necessary prior learning before attempting
this assessment.
• Please make sure your trainer/assessor clearly explained the assessment process and
tasks to be completed.
• Please make sure you understand what evidence is required to be collected and how.
• Please make sure you know your rights and the Complaints and Appeal process.
• Please make sure you discuss any special needs or reasonable adjustments to be
considered during the assessment (refer to the Reasonable Adjustments Strategy
Matrix and negotiate these with your trainer/assessor).
• Please make sure that you have access to a computer and the internet (if you prefer to
type the answers).
• Please ensure that you have all the required resources needed to complete this Unit
Assessment Task (UAT).
• Due date of this assessment task is according to your timetable.
• In exceptional (compelling and compassionate) circumstances, an extension to submit
an assessment can be granted by the trainer/assessor.
• Evidence of the compelling and compassionate circumstances must be provided
together with your request for an extension to submit your assessment work.
• Request for an extension to submit your assessment work must be made before the
due date of this assessment task.
Section 2: Reasonable adjustments
• Students with carer responsibilities, cultural or religious obligations, English as an
additional language, disability etc. can request for reasonable adjustments.
• Please note, academic standards of the unit/course will not be lowered to
accommodate the needs of any student, but there is a requirement to be flexible about
the way in which it is delivered or assessed.
• The Disability Standards for Education requires institutions to take reasonable steps to
enable the student with a disability to participate in education on the same basis as a
student without a disability.
• Trainer/Assessor must complete the section below “Reasonable Adjustment Strategies
Matrix” to ensure the explanation and correct strategy have been recorded and
implemented.
• Trainer/Assessor must notify the administration/compliance and quality assurance
department for any reasonable adjustments made.
• All evidence and supplementary documentation must be submitted with the
assessment pack to the administration/compliance and quality assurance department.
Reaso
nable
Adjust
ment
Strate

gies
Matrix
(Train
er/Ass
essor
to
compl
ete)
Category Possible Issue Reasonable Adjustment
Strategy (select as
applicable)
 LLN  Speaking
 Reading
 Writing
 Confidence
 Verbal assessment
 Presentations
 Demonstration of a skill
 Use of diagrams
 Use of supporting documents such as wordlists
 Non-
English
Speaking
Backgroun
d
 Speaking
 Reading
 Writing
 Cultural
backgroun
d
 Confidence
 Discuss with the student and supervisor (if
applicable) whether language, literacy and numeracy
are likely to impact on the assessment process
 Use methods that do not require a higher level of
language or literacy than is required to perform the job
role
 Use short sentences that do not contain large
amounts of information
 Clarify information by rephrasing, confirm
understanding
 Read any printed information to the student
 Use graphics, pictures and colour coding instead of,
or to support, text
 Offer to write down, or have someone else write,
oral responses given by the student
 Ensure that the time available to complete the
assessment, while meeting enterprise requirements,
takes account of the student’s needs

Indigenous
 Knowledge
and
understanding
 Flexibility
 Services
 Inappropriat
e training and
assessment
 Culturally appropriate training
 Explore understanding of concepts and
practical application through oral assessment
 Flexible delivery
 Using group rather than individual assessments
 Assessment through completion of practical tasks in
the field after demonstration of skills and knowledge.
 Age  Educationa
l background
 Limited
study skills
 Make sure font size is not too small
 Trainer/Assessor should refer to
the student’s experience
 Ensure that the time available to complete
the assessment takes account of the student’s
needs
 Provision of information or course materials in

accessible format.
 Changes in teaching practices, e.g. wearing an
FM microphone to enable a student to hear
lectures
 Supply of specialised equipment or services, e.g. a
note- taker for a student who cannot write
Changes in lecture schedules and arrangements,
e.g.relocating classes to an accessible venue

 Changes to course design, e.g. substituting
an assessment task
 Modifications to physical environment, e.g. installing
lever taps, building ramps, installing a lift

Educationa
l
backgroun
d
 Reading
 Writing
 Numeracy
 Limited study
skills and/or
learning
strategies
 Discuss with the Student previous learning experience
 Ensure learning and assessment methods meet
the student’s individual need
 Disability  Speaking
 Reading
 Writing
 Numeracy
 Limited study
skills and/or
learning
strategies
 Identify the issues
 Create a climate of support
 Ensure access to support that the student has agreed to
 Appropriately structure the assessment
 Provide information or course materials in
accessible format, e.g. a textbook in braille
 Changes in teaching practices, e.g. wearing an
FM microphone to enable a student to hear
lectures
 Supply of specialised equipment or services, e.g. a
note- taker for a student who cannot write
 Changes in lecture schedules and arrangements,
e.g. relocating classes to an accessible venue
 Changes to course design, e.g. substituting
an assessment task
 Modifications to physical environment, e.g. installing
lever taps, building ramps, installing a lift
Explanation of reasonable
adjustments strategy used
(If required)