CHCECE017 - Foster the holistic development and wellbeing of the child in early childhood Solution
Purpose of Assessment
Assessment is the process of
... [Show More] gathering and judging evidence in order to decide whether has achieved a
standard or objective and it is a competency based assessment. The competency-based assessment is the
method of gathering and judging of evidence in order to decide whether you achieved a standard of
competency.
The assessment tasks within this unit provide you with the opportunity to demonstrate evidence of the
required knowledge and skills to Foster the holistic development and wellbeing of the child in early
childhood.
Successful completion of assessments will contribute to the attainment of the following unit of
competency: CHCECE017 - Foster the holistic development and wellbeing of the child in early childhood.
Application
This unit describes the skills and knowledge required to foster and enhance the holistic development and
wellbeing of children from birth to 6 years of age.
The unit applies to educators working in a range early education and care service settings.
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.
Internet link to unit
https://training.gov.au/Training/Details/CHCECE017
Methods of assessments
There are two types of tasks in this assessment
a. Theory tasks and simulated tasks
b. Workplace tasks
The following methods are used for assessing competency for theory tasks in this unit:
• Analysis of responses to case scenarios
• Responses to Written questions
The following methods are used for assessing competency for workplace tasks in this unit:
• Analysis of responses to written questions and activities
• observation at workplace by trainer / assessor and supervisor
Student Assessment Workbook
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Principles of Assessment
The four principles of assessment are followed in assessment of each Student's evidence of competence.
The four principles are:
• Validity
• Reliability
• Flexibility
• Fairness
Validity:
• assessment against the unit(s) of competency and the associated assessment requirements covers the
broad range of skills and knowledge that are essential to competent performance;
• assessment of knowledge and skills is integrated with their practical application;
• assessment to be based on evidence that demonstrates that a Student could establish these skills and
knowledge in other similar situations; and
• Judgment of competence is based on evidence of Student performance that is aligned to the unit/s of
competency and associated assessment requirements.
Reliability: Evidence presented for assessment is consistently interpreted and assessment results are
comparable irrespective of the assessor conducting the assessment.
Fairness: The individual Student’s needs are considered in the assessment process. Where ever
appropriate, reasonable adjustments are applied by the KAL to take into account the individual Student’s
needs. KAL informs the Student about the assessment process, and provides the Student with the
opportunity to challenge the result of the assessment and be reassessed if necessary.
Flexibility: Assessment is flexible to the individual Student by:
• reflecting the Student’s needs;
• assessing competencies held by the Student no matter how or where they have been
acquired; and
• Drawing from a range of assessment methods and using those that are appropriate to
the context, the unit of competency and associated assessment requirements, and the
individual.
Rules of evidence
There are four rules of evidence that guide the collection of evidence. The learner’s work must
demonstrate the rules of evidence e.g.:
▪ Valid – The assessment task must cover the required skills and knowledge
▪ Sufficient – it must be enough to satisfy the competency
▪ Current – skills and knowledge must be up to date
▪ Authentic – it must be the learner’s own work and supporting documents must be genuine.
Competency/Submission Details and Instructions
For you to achieve competency in this unit, you are required to complete the following tasks and submit
according to your proposed training plan or else as negotiated with trainer. The Student instructions for
Student Assessment Workbook
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each task have been mentioned before the start of each task. You must achieve satisfactory ratings on all
tasks and all completed assessment tasks must be submitted in form hard copy.
Assessment tasks summary for workplace tasks
• The submission of answers (theory assessment tasks), should be typed using software suite like
Microsoft Office and submitted in printed form.
• Reports / templates where provided (workplace assessment tasks) should be completed by hand
and submitted along with printed documents.
• At each submission of your assessment, the Student must declare that the work submitted is
his/her own and has not been copied. Failure to do so will result in the assessment work being
returned for completion thus delaying the assessment.
• Make sure you have read all supporting resources prior to commencing and completing any of the
questions and activities in this assessment workbook.
• If you are unsure of the requirements of any assessment task – please contact your
trainer/assessor, for clarification. Reasonable adjustment options are available however this must
be arranged with the Training Department prior to assessment.
• You must ensure that you have attempted and completed all assessment tasks in this Student
Assessment Workbook prior to submitting for assessing.
• Written questions require in-depth responses and answers must be correct, sufficient and in
acceptable form of quality and standard
• All the above items must be adhered to. Failure to do so will result in your work being returned to
you, delaying the assessment of your tasks.
Understanding the assessment grading system
Assessments for qualifications are competency based, which means Students are assessed against the
unit of competency requirements. Assessment results are recorded as follows:
• Satisfactory (S) result: The Student’s submitted work satisfies the learning requirements and
competency standards for the Task.
• Not Satisfactory (NS) result: The Student’s submitted work does not demonstrate the
understanding of competency standards in the Task.
• Competent (C) result: Once a Student receives a satisfactory result for all required assessment
Tasks, as per the learning requirements and all competency standards for the unit (in accordance
with the unit of competency details at National Register www.training.gov.au), C outcome will be
awarded for the entire unit.
• Not Yet Competent (NYC) result: If any of the Tasks in unit is NS, a Student will receive NYC
outcome. He/she will receive written feedback from a trainer/assessor, clearly outlining where the
gaps are. The Student will then be required to rectify these gaps and re-submit his/her assessment
for marking.
Re-assessment
If the result of your Unit Assessment is “Not yet Competent (NYC)”, you will be given an opportunity for reassessment. Each Student has three (3) attempts to achieve a competent outcome, including two resubmission attempts. You will only work on the component(s) of the Task(s) that were marked “Not
Satisfactory”. The re-assessment must be completed within 14 days of assessment feedback given to you by
your facilitator/assessor. Please note that KAL will provide two (2) chances for re-assessment at no cost.
Student Assessment Workbook
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If you are not able to achieve competency with all of these opportunities, you are required to repeat the
unit at your own cost which will also impact on your extension of study period.
Plagiarism and Collusion
Plagiarism and collusion are both forms of cheating. It is taking and using someone else’s ideas, writings or
information and representing them as your own. Plagiarism is a serious act and may result in a participant’s
exclusion from a unit or a course. When you have any doubts about including the work of other authors in
your assessments, please consult with your trainer/assessor and refer to the KAL Student Handbook. In
case you need further information about plagiarism and collusion, please ask KAL staff to provide you with
the copy of plagiarism and collusion policy and procedure. The following list outlines some of the activities
for which a participant can be accused of plagiarism:
• Presenting any work by another individual as one’s own unintentionally
• Submitting assessments copied from another Student
• Presenting the work of another individual or group as their own work
• Submitting assessments without the adequate acknowledgement of sources used, including
assessments copied totally or in part from the internet
Referencing your work
The Students are required to use the right sources in their work. By doing proper referencing, you are
acknowledging that you have used someone else’s information or work. KAL encourages its Students to use
APA 6th referencing Style. You can visit http://guides.lib.monash.edu/citing-referencing/apa for the style
information or visit https://www.refme.com/au/referencing-generator/apa/ for APA style references
generation. You must reference all sources that you use in your assignment, including words and ideas,
facts, images, videos, audio, websites, statistics, diagrams and data.
There are two parts to every referencing system:
• In-text reference - a reference to a source of information placed within the body of the work.
• The reference list - a list of all sources referred to in the work, located at the end of the work.
Please ask your trainer if you do not know how to reference your evidence. Ensure your work is referenced
to prevent plagiarism. For more information on plagiarism and referencing, refer to the Student Handbook.
Appealing a decision
Where a Student disagrees with a decision made by KAL regarding outcome of unit, plagiarism or cheating,
he/she may pursue appeal proceedings in accordance with the KAL complaints and appeals process given in
Complaints and Appeals procedures, as you have the right to appeal the final decision. More information
about this process can be found in the Student Handbook or can be obtained from the Student Support
Services.
Reasonable Adjustments
If you have special needs or disabilities, reasonable adjustment will be organised in accordance with the
organisation assessment process of policy and procedures manual of KAL.
Student Assessment Workbook
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This may include but not limited to:
• visual difficulty; we can assist by making adjustments such as larger print of documents, assessment
tools and forms
• physical disabilities; assessment may be broken down into shorter/longer lengths of time, where
applicable
• sick or have medical condition, due date extension may be provided
• LLN Support
Examples of reasonable adjustment in assessment may include but not limited to:
• Submission of an oral assessment task for a written one
• Provision of extra time
• Use of adaptive technology
The requirements for special needs must be established and an appropriate record must be kept of the
efforts made to establish special need and the outcomes of these efforts. [Show Less]