CHC30113 Certificate III: Physical and Emotional Wellbeing V2.1

This assessment workbook for the CHC30113 Certificate III in Early Childhood Education and Care focuses on evaluating competency in physical and emotional wellbeing. It includes an introduction to competency-based assessment, outlining its principles, dimensions, and the rules of evidence. The workbook covers reasonable adjustments for learners with disabilities, addresses cheating and plagiarism, and details the unit of competency, including performance criteria and evidence guides. The assessment methods include knowledge assessments and case studies designed to evaluate the learner's understanding and application of key concepts. The document provides instructions for both assessors and students, along with an assessor checklist and feedback section to ensure a fair, valid, reliable, and flexible assessment process. Desklib provides access to this document and other study resources.

CHC30113
Certificate III in Early
Childhood Education &
Care
Physical and Emotional
Wellbeing
V2.1 Produced 15 July 2016
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
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without the prior written permission of
Compliant Learning Resources
Assessment Workbook 5

Version control & document history
Date Summary of modifications made Versio
n
18 December
2013
Version 1 final produced following
assessment validation. 1.0
16 April 2014
Rewording of questions to clarify
understanding. Q1`,9,15, Case Study One,
Case Study Two
1.1
23 January
2015
Significant changes made to document
following validation 2.0
18 July 2016 Minor changes in formatting and wording
throughout document 2.1
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TABLE OF CONTENTS
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INTRODUCTION................................................................................... 4
WHAT IS COMPETENCY BASED ASSESSMENT...........................................4
THE BASIC PRINCIPLES OF ASSESSING NATIONALLY RECOGNISED TRAINING5
THE DIMENSIONS OF COMPETENCY........................................................6
REASONABLE ADJUSTMENT..................................................................7
CHEATING AND PLAGIARISM.................................................................8
THE UNIT OF COMPETENCY...................................................................9
CONTEXT FOR ASSESSMENT................................................................13
ASSESSMENT METHODS.....................................................................14
RESOURCES REQUIRED FOR ASSESSMENT.............................................14
INSTRUCTIONS TO ASSESSOR..............................................................15
INSTRUCTIONS TO STUDENT...............................................................16
ASSESSMENT WORKBOOK COVER SHEET..............................................17
KNOWLEDGE ASSESSMENT.................................................................18
CASE STUDY ONE..............................................................................41
CASE STUDY TWO.............................................................................49
ASSESSOR CHECKLIST.......................................................................52
FEEDBACK........................................................................................ 53
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INTRODUCTION
Assessment is a difficult process – we understand this and have
developed a range of assessment kits, such as this, to facilitate a painless
process for both the assessor and the learner being assessed.
There are a number of characteristics of assessment, ranging from
subjective assessment (which is based on opinions and feelings), to
objective assessment (which is based clearly on defined processes and
specific standards). Nearly all assessment involves a mixture of both
types of assessment because it is almost impossible to eradicate the
subjectivity humans carry into the process of assessing. The goal in
developing and implementing these assessment kits is to work towards
the objective end as far as possible and to reduce the degree of opinions
and feelings present.
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.
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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.
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.
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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
 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.
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
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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.
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:
 Submitting someone else’s work as your own. Whether you have
that persons consent or not.
 Submitting another author’s work as your own, without proper
acknowledgement of the author.
 To allow someone else to submit your own work as theirs.
 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, please
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.
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 Always reference your sources. You should name sources for any
graphs, tables or specific data, which you include in your
assignment.
 You must not copy someone else's work and present it as
your own.
 You must not falsify assessment evidence.
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THE UNIT OF COMPETENCY
Each unit of competency can be unbundled to reveal two key assessment
components:
1. the performance criteria
 specifying the required level of performance
2. the evidence guide
 Describing the underpinning knowledge and skills that must be
demonstrated to determine competence. It provides essential
advice for assessment of the unit of competency in the form of:
o critical aspects of evidence
o the essential skills
o the essential knowledge
The associated assessment tool in this kit covers all of these components
as detailed in the matrix to follow.
For the purpose of delivering the Qualification CHC50113 Diploma
of Early Childhood Education and Care clustered assessment of
units of competency will occur.
When assessing each unit it is important to understand how they
are structured in order to meet assessment requirements.
An outline of the units of competency is included below. Please note that
some skills that are not able to be observed in the workplace during your
Vocational Placement will be assessed utilising Case Studies and/or
projects.
CHCECE003 Provide care for children
This unit describes the skills and knowledge required to ensure
children’s physical and emotional wellbeing is maintained and their self-
sufficiency is nurtured.
This unit applies to people who work with children in a range of early
education and care services.
Elements
1. Provide physical care
2. Promote physical activity
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3. Adapt facilities to ensure access and participation
4. Help children with change
5. Settle new arrivals
Foundation Skills
The foundation skills described those required skills (language, literacy
and numeracy) that are essential to performance.
 Oral communication – in order to interact calmly and positively
with families and children
The remaining foundation skills essential to performance are explicit in
the performance criteria of this unit.
Performance Evidence
The candidate must show evidence of the ability to complete tasks
outlined in elements and performance criteria of this unit, manage tasks
and manage contingencies in the context of the job role. There must be
demonstrated evidence that the candidate has completed the following
tasks at least once:
 provided care and responded appropriately to at least three
children of varying ages, including:
o promoting physical activity and encouraging participation
o engaging children in discussions around physical health and
wellbeing
o adapting the physical environment to ensure challenge and
appropriate risk-taking
o ensuring the smooth transition of new arrivals
o supporting children through transition and change
 performed the activities outlined in the performance criteria of this
unit during a period of at least 120 hours of work in at least one
regulated education and care service.
Knowledge Evidence
The candidate must be able to demonstrate essential knowledge required
to effectively do the task outlined in elements and performance criteria of
this unit, manage the task and manage contingencies in the context of
the work role. This includes knowledge of:
 how to access:
o the National Quality Framework
o the National Quality Standards
o the relevant approved learning framework
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