2. assessment 5The basic principles of assessing nationally recognised training 6The
dimensions of competency 7Reasonable Adjustment 8Cheating and Plagiarism 10The Units
of Competency 11Context for Assessment 16Assessment Methods 17Resources required for
assessment 17Presentation 18Assessment Workbook Coversheet 19Knowledge Assessment
20Case Studies – Part A 94Case Studies – Part B 100Project: Establish and Maintain A safe
and healthy Environment for Children 118Workbook Checklist 129Required documents
130Feedback 132InstructionsThe questions in the Knowledge Assessment are all in a short
answer format. They address the underpinning knowledge and concepts relevant to the
units of competency in this subject.Case Studies are longer questions requiring creative
thought processes and application of concepts to theoretical situations, while the Project
sets out tasks to be delivered in an actual workplace setting. CHC30113 Certificate III in
Early Childhood EducationWhere applicable, 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 assessmentThe 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 competencyAssessment in this context can be
defined as:The fair, valid, reliable and flexible gathering and recording of evidence to
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 trainingDeveloping and conducing assessment, in an Australian vocational
education and training context, is founded on a number of basic conventions:The principles
of assessmentAssessment must be validAssessment 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
3. include judgements based on evidence drawn from a number of occasions and across a
number of contexts.Assessment must be reliableAssessment 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. CHC30113 Certificate III in Early Childhood EducationAssessment must
be flexibleAssessment, 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
equitableAssessment 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.ORDER NOW FOR CUSTOMIZED, PLAGIARISM-FREE PAPERS
