CHCECE033 Student Assessment Booklet

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APEX Institute of Education *

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CHC30121

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Management

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Jan 9, 2024

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docx

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STUDENT ASSESSMENT BOOKLET CHC30121 C ERTIFICATE III IN E ARLY C HILDHOOD E DUCATION AND C ARE CHCECE033 D EVELOP POSITIVE AND RESPECTFUL RELATIONSHIPS WITH CHILDREN Student Name: __________________________________________________________________________ Date Commenced: _______________________________________________________________________

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E 87 EF 29980513733 CC 82 DCC 56 FDBAE 9 B 7515 C 870. DOCX © 2021 E DUWORKS R ESOURCES P AGE 3 Table of Contents Assessment Overview .......................................................................................................................................... 4 Assessment Task Summary ............................................................................................................................ 4 Assessment Documents ....................................................................................................................................... 4 Assessment Task Cover Sheet ........................................................................................................................ 4 The Assessment Process and Your Rights ........................................................................................................... 5 Submitting your Assessment Tasks ................................................................................................................. 5 Assessment Attempts and Resubmissions ...................................................................................................... 5 Assessment Outcomes .................................................................................................................................... 5 Plagiarism, Cheating and Collusion ................................................................................................................. 5 Assessment Appeals ....................................................................................................................................... 6 Reasonable Adjustment ................................................................................................................................... 6 Information about Assessment ............................................................................................................................. 6 Dimensions of Competency ............................................................................................................................. 6 Principles of Assessment and Rules of Evidence ............................................................................................ 7 Principles of Assessment ................................................................................................................................. 7 Rules of Evidence ............................................................................................................................................ 7 Glossary of Instructional Task Words .............................................................................................................. 8 Assessment Plan .................................................................................................................................................. 9 Assessment Task Cover Sheet – Assessment Task 1 ........................................................................................ 10 Assessment Task 1: Written Questions .............................................................................................................. 12 Assessment Task Cover Sheet – Assessment Task 4 ........................................................................................ 25 Assessment Task 2: Kazim and Alana ................................................................................................................ 27 Assessment Task Cover Sheet – Assessment Task 3 ........................................................................................ 35 Assessment Task 3: Communicating Positively and Respectfully With Children ................................................ 37 Assessment Task Cover Sheet – Assessment Task 4 ........................................................................................ 40 Assessment Task 4: Relationships With Children ............................................................................................... 42 Assessment Task Cover Sheet – Assessment Task 5 ........................................................................................ 52 Assessment Task 5: Supervisor Report .............................................................................................................. 54

E 87 EF 29980513733 CC 82 DCC 56 FDBAE 9 B 7515 C 870. DOCX © 2021 E DUWORKS R ESOURCES P AGE 4 Assessment Overview This Student Assessment Booklet includes all your assessment tasks for CHCECE033 Develop positive and respectful relationships with children. Assessment Task Summary This unit requires you to complete five assessment tasks. You must satisfactorily complete all tasks to achieve competency for this unit. Assessment Task Assessment Method Task Summary Assessment Task 1: Written Questions Written Questions Students must answer 14 written questions in an open book written assessment. Assessment Task 2: Kazim and Alana Case Studies You must correctly answer the case study questions to demonstrate that you understand the knowledge required of this unit/topic. Assessment Task 3: Communicating Positively and Respectfully With Children Observations Your assessor will observe you in the workplace as you communicate positively and respectfully with children in a number of situations. Assessment Task 4: Relationships With Children Reflective Journal You are required to complete the Reflective Journal to demonstrate your ability to document and critically reflect on observations about the ways in which relationships are developed with and between children. You will reflect about:  your relationships with children  educator relationships with children  relationships between children. Assessment Task 5: Supervisor Report Supervisor Report Your workplace supervisor is to complete a report that confirms your ability to demonstrate specific skills and knowledge required of this unit. Student hours of work Hours Log 160 hours of work logged in your Hours Log. Assessment Documents Assessment Task Cover Sheet At the beginning of each task in this booklet, you will find an Assessment Task Cover Sheet. Please fill it in for each task where you need to submit items for assessment, making sure you sign the student declaration. Your assessor will give you feedback about how well you went in each task and will write this on the back of the Task Cover Sheet.

E 87 EF 29980513733 CC 82 DCC 56 FDBAE 9 B 7515 C 870. DOCX © 2021 E DUWORKS R ESOURCES P AGE 5 The Assessment Process and Your Rights Submitting your Assessment Tasks When you have completed your assessment tasks, you will need to submit them, according to the instructions provided to you by your assessor or RTO. If you are provided with a due date, you must make sure you submit your tasks in accordance with it. You may be required to apply for an extension if you require extra time, according to your RTO’s policies and procedures. Instructions about submission can be found at the beginning of each assessment task. Make sure you keep a copy of your tasks before you submit them. Your RTO will need to keep them as evidence and may not be able to return them to you. Assessment Attempts and Resubmissions You have up to three attempts to complete each assessment tasks satisfactorily. If after the third attempt, you have not completed a task satisfactorily, your assessor will make alternative arrangements for assessment, which may involve additional training and time to consolidate your skills and knowledge. When you are required to resubmit, you may be required to:  Resubmit incorrect answers to questions (such as written tasks and case studies)  Resubmit part or all of a project, depending on how the error impacts on the total outcome of the task  Redo a role play after being provided with appropriate feedback about your original performance  Being observed a second (or third time) undertaking any tasks/activities that were not satisfactorily completed the first time, after being provided with appropriate feedback When you are required to resubmit, you’ll be given a due date for your resubmission. For example, you may:  Be given 30 days in which to resubmit incorrect responses to written tasks, projects and so on  Be provided with feedback about your performance in a role play and then being required to complete the role play again at a future meeting with your assessor  Need to complete workplace-based tasks again during the same workplace visit or additional workplace observations may need to be scheduled (as applicable) All re-submissions will be conducted in accordance with the RTO’s policies and procedures. Assessment Outcomes Each assessment task will be given an outcome of either Satisfactory (S) or Not Satisfactory (NS). You must complete all tasks satisfactorily to achieve an overall outcome of Competent (C) for a unit. If one or more of tasks are assessed as Not Satisfactory, you will be given an outcome for the unit of Not Yet Competent (NYC). You will be given a total of three attempts to complete each task and achieve a Satisfactory outcome. In the case of resubmission, you will be given a date by which you will need to resubmit, and you’ll be given feedback about what needs to be addressed in your resubmission. Plagiarism, Cheating and Collusion Plagiarism, cheating and collusion on assessments is not acceptable. Any incidence of this is considered academic misconduct. The definitions of each of these are below.  Cheating – seeking to obtain an unfair advantage in the assessment of any piece of work.  Plagiarism – to take and use the ideas and/or expressions and/or wording of another person or organisation and passing them off as your own by failing to give appropriate acknowledgement. This

E 87 EF 29980513733 CC 82 DCC 56 FDBAE 9 B 7515 C 870. DOCX © 2021 E DUWORKS R ESOURCES P AGE 6 includes material from any sources such as staff, students, texts, resources and the internet, whether published or unpublished.  Collusion – unauthorised collaboration between students. Where your assessor believes there has been an incident of academic misconduct involving plagiarism, cheating, and/or collusion, this will be addressed in line with the RTO’s policies and procedures which may ultimately lead to your withdrawal or you needing to complete the whole unit again. Assessment Appeals If you don’t agree with an assessment decision made, you have the right to appeal it. You may need to lodge your request for an appeal within a certain amount of time from the original decision being made. You will need to make your appeal in writing and follow your RTO’s process for appeals. Refer to your Student Handbook for more information about our appeals process. Reasonable Adjustment A legislative and regulatory framework underpins and supports the delivery of vocational education and training across Australia. Under this framework, providers of vocational education and training must take steps to ensure that students with recognised disabilities have the same learning opportunities and same opportunities to perform and complete assessments as students without disabilities. Sometimes reasonable adjustments are made to the learning environment, training delivery, learning resources and/or assessment tasks to accommodate the particular needs of a student with a disability. An adjustment is reasonable if it can accommodate the student’s particular needs while also taking into account factors such as:  The views of the student  The potential effect of the adjustment on the student and others  The costs and benefits of making the adjustment RTOs are obliged by law to provide reasonable adjustments where required to ensure maximum participation of students with a disability. Making reasonable adjustments requires the RTO to balance the need for change with the expense or effort involved in making this change. If an adjustment requires a disproportionately high expenditure or disruption it is not likely to be reasonable. [1] Please discuss with your assessor if you believe a reasonable adjustment to an assessment task, method or process needs to be made on the basis of disability. Information about Assessment Dimensions of Competency To be competent, you must show your ability to perform effectively in a broad capacity. The dimensions of competency ensure the person being assessed has the skills to perform competently in a variety of different circumstances. To be competent, you must demonstrate the following:  Task Skills: The skills needed to perform a task at an acceptable level. They include knowledge and practical skills, and these are usually described in the performance criteria.  Task Management Skills: These are skills in organising and coordinating, which are needed to be able to work competently while managing a number of tasks or activities within a job.  Contingency Skills : The skills needed to respond and react appropriately to unexpected problems, changes in routine and breakdowns while also performing competently. [1][1] Source: Innovation & Business Skills Australia. (2015). BSB business services training package: implementation guide . Retrieved from https://vetnet.gov.au/Public%20Documents/BSBv1.2%20Business%20Services%20Implementation%20Guide.pdf .

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