CHC50113

Diploma of Early Childhood Education and Care

Children’s Health and Safety

V3.2 Produced 17 September 2018

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Compliant Learning Resources

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

Table of Contents

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Instructions 4

What is competency based assessment? 4

The Basic Principles of Assessing Nationally Recognised Training 5

The Dimensions of Competency 6

Reasonable Adjustment 7

Cheating and Plagiarism 9

The Units of Competency 10

Context for Assessment 13

Assessment Methods 14

Resources required for assessment 14

Presentation 15

Assessment Workbook Coversheet 16

Knowledge Assessment 17

Part A 17

Part B 55

Part C 83

Case Studies – Part A 90

Case Study One Error! Bookmark not defined.

Case Study Two 90

Case Study Three Error! Bookmark not defined.

Case Studies – Part B 92

Project Error! Bookmark not defined.

Workbook Checklist 104

Feedback 105

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.
• 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
  • 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 though a variety of delivery modes, so they can proceed through modularised training packages to gain competencies.

• Assessment must be fair and equitable
  • Assessment must be equitable to all groups of learners.
  • Assessment procedures and criteria must be made clear to all learners before assessment.
  • 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.

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
  • 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 across 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.

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

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.

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.

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, 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.
• You must not copy someone else’s work and present it as your own.
• You must not falsify assessment evidence.

The Units 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

1. 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:
  • critical aspects of evidence
  • the essential skills
  • the essential knowledge