Assessment Workbook 1 - Compliant Learning Resources · The written questions assessment covers generic underpinning knowledge of basic project management terms and concepts. These

CHC30213 Certificate III in Education Support

Subject 1 – Support Student Development

V1.2 Produced 19 May 2016

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Assessment Workbook 1 Version No. 1.2 Produced 19 May 2016 Page 2 © Compliant Learning Resources

Version control & document history

Date Summary of modifications made Version

16 December 2015 Version produced following assessment validation. 1.0

04 May 2016 Version updated following amendment of instruction

and option of WQ8. 1.1

18 May 2016

Version updated following amendment of instructions and benchmarks on Written Questions.

Updated Case Study 4 instructions and added sample response for Step 1.

1.2

SAM

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Assessment Workbook 1 Version No. 1.2 Produced 19 May 2016 © Compliant Learning Resources Page 3

TABLE OF CONTENTS

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INSTRUCTIONS ........................................................................... 4

WHAT IS COMPETENCY BASED ASSESSMENT .................................... 5

THE BASIC PRINCIPLES OF ASSESSING NATIONALLY RECOGNISED

TRAINING .................................................................................. 6

THE DIMENSIONS OF COMPETENCY ............................................... 7

REASONABLE ADJUSTMENT .......................................................... 8

THE UNITS OF COMPETENCY .......................................................10

ASSESSMENT REQUIREMENTS...................................................... 11

ASSESSMENT METHODS .............................................................. 12

RESOURCES REQUIRED FOR ASSESSMENT ....................................... 12

PRESENTATION ......................................................................... 13

ASSESSMENT WORKBOOK COVER SHEET ....................................... 14

WRITTEN QUESTIONS ................................................................ 15

CASE STUDIES .......................................................................... 35

Case Study 1: Ella ...................................................................................................... 35 Case Study 2: Hudson ............................................................................................... 37 Case Study 3: Sophie ................................................................................................ 39 Case Study 4: Activity Bank ...................................................................................... 42

WORKBOOK CHECKLIST ............................................................. 51

FEEDBACK ............................................................................... 52

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INSTRUCTIONS

The questions in this workbook are divided into two categories.

The written questions assessment covers generic underpinning knowledge of basic

project management terms and concepts. These questions are all in a short answer

format. The 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 to complete this assessment.

Requirements for satisfactory completion

For a ‘satisfactory’ result for each component of this workbook, all tasks must be

addressed to a ‘satisfactory’ standard. It is important you;

a) Provide responses using complete sentences, making direct reference to the

question.

b) Specifically address all parts of the question providing examples where

appropriate.

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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.

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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.

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.

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.

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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.

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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 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.

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THE UNITS OF COMPETENCY

The units of competency specify the standards of performance required in the

workplace.

This assessment addresses the following units of competency from CHC30213 Certificate III in Education Support: CHCECE006 Support behaviour of children and young people

1. Contribute to a safe and supportive environment

2. Use positive support techniques

3. Observe and collect data to assist with development of appropriate

strategies for support

4. Implement strategies to support children or young people who

require additional support

5. Monitor and review strategies

CHCEDS003 Contribute to student education in all developmental domains

1. Support the physical development of students

2. Support the social and emotional development of students

3. Support the cognitive and language development of students

4. Contribute to the inclusion of all students in the classroom and

community

CHCEDS007 Work effectively with students and colleagues

1. Communicate effectively with students

2. Use current, recognised good practice techniques of communication

3. Work effectively with diverse students and colleagues

For complete copies of the above units of competency:

Download them from the TGA website: www.training.gov.au

SAM

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http://www.training.gov.au/


ASSESSMENT REQUIREMENTS

The assessment requirements specify the evidence and required conditions for

assessment.

Each unit of competency can be unbundled to reveal three key assessment components:

1. Performance Evidence

- describes the subtasks that make up the element of the unit

2. Knowledge Evidence

- describes the knowledge that must be applied in understanding the tasks

described in the elements

3. Assessment Condition

- describes the environment and conditions that assessments must be

conducted under

The associated assessment method in this kit covers all of these components as

detailed in the matrix to follow:

Units of Competency

Assessment Activities

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Written Questions

Case Studies

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ASSESSMENT METHODS

1. Written questions

- Written assessments to test students’ understanding of underpinning

knowledge, concepts and/or theories relevant to the units of competency

included in this subject

2. Case Studies

- Detailed scenarios and simulated environments providing all necessary

information required to complete relevant tasks and activities

RESOURCES REQUIRED FOR ASSESSMENT

Assessor to provide:

Templates for case studies The student to provide:

Access to computer with: o Internet access o MS Word o Adobe Acrobat Reader o Access to email

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PRESENTATION

Things to Consider:

Only submit your workbook once all activities inside are complete. Should you have

any questions regarding your assessments, or not understand what is required for

you to complete your assessment, please feel free to ask your trainer.

Keep your answers succinct and make sure you are answering the question. Re-read

the question after you have drafted up your response just to be sure you have

covered all that is needed.

Your final assessment result will either be competent or not yet competent.

If submitting your assessments please ensure that

1. All assessment tasks within the workbook have been completed

2. You have proof read your assessment

Answering the Questions:

1. If you are using Microsoft Word you will need to click in the grey area of the box to begin typing your answer.

Assessments may not be processed if the above guidelines are not adhered to. To ensure your assessment is processed as quickly as possible, please follow these instructions.

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ASSESSMENT WORKBOOK COVER SHEET

WORKBOOK: WORKBOOK 1

TITLE: Supporting Student Development

FIRST AND SURNAME:

PHONE:

EMAIL:

Please read the Candidate Declaration below and if you agree to the terms of the declaration sign and date in the space

provided.

By submitting this work, I declare that:

I have been advised of the assessment requirements, have been made aware of my rights and responsibilities as an assessment candidate, and choose to be assessed at this time.

I am aware that there is a limit to the number of submissions that I can make for each assessment and I am submitting all documents required to complete this Assessment Workbook.

I have organised and named the files I am submitting according to the instructions provided and I am aware that my assessor will not assess work that cannot be clearly identified and may request the work be resubmitted according to the correct process.

This work is my own and contains no material written by another person except where due reference is made. I am aware that a false declaration may lead to the withdrawal of a qualification or statement of attainment.

I am aware that there is a policy of checking the validity of qualifications that I submit as evidence as well as the qualifications/evidence of parties who verify my performance or observable skills. I give my consent to contact these parties for verification purposes.

Name : Signature: Date:

SAM

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WRITTEN QUESTIONS

1. The following options show broad developmental stages of gross and fine

motor skills for children and young people. Which of the following can be

expected from a 3-year-old child?

Select all that apply.

a) Hops, jumps, and runs with ease

b) Holding crayon with fingers

c) Walking to a ball and kicking it

d) Exhibiting hand preference

e) Rides a two wheel bike without assistance

2. Which of the following are considered as developmental stages for either

children or young people under the cognitive domain?


a) 7-8 years: Showing strong attachment to a parent or primary carer

b) 2-3 years: Identifying and learning to avoid simple hazards around the

house

c) 6-11 years: Developing the ability to understand other perspectives

d) 3-5 years: Counting by rote and memorising numbers

e) 3-5 years: Understanding when someone is hurt and comforting them

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3. Which of the following are developmental stages for children at least 5 years of

age under the language and communication domain?


a) Enjoys talking to self and experimenting with new words

b) Refers to self by name

c) Can take turns in with other children

d) Can follow two or more directions

e) Uses adverbs and prepositions

4. Which of the following social development stages would you expect a 4-year-

old child to be able to do?

Select the best answer.

a) Perform parallel play with others in the room.

b) Learn to relate with peers according to rule

c) Curious and may explore around the room but depends on an adult for

reassurance

d) Joint manipulation of toys and other objects with one or two peers

e) Move head to the sound of voices

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5. Which of the following options fall under the developmental stages of the

emotional domain?


a) Assisting another in distress through physical contact, expressing

sympathy, or offering toys

b) Playing and interacting with other children

c) Counting numbers up to 10

d) Beginning to show guilt or remorse for misdeeds

e) Dressing and undressing with minimal assistance

6. Which of the following describes a curriculum?


a) A curriculum is made up of four things: the educational philosophy

backing it, the content, the instructional strategy, and the assessment.

b) A curriculum is considered as the total programme of educational

experiences in a given institution.

c) A curriculum is a set of standards that are implemented according to

set goals for an institution.

d) A curriculum is made up of the subjects that a student must take to

complete a given programme.

e) A curriculum is a programme that follows educational protocol and

works to help students learn.

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7. Which of the following best defines a curriculum framework?


a) A curriculum framework is a set of subjects that govern a student’s

education within a learning institution.

b) A curriculum framework is the backbone of any curriculum.

c) A curriculum framework is an organised plan of standards or learning

outcomes that defines what a student must know and must be able to

do.

d) A curriculum framework is comprised of four elements: the educational

philosophy of the institution, the subjects making up the framework,

the teaching strategy, and the type of assessment.

e) A curriculum framework is a set of rules that inform how a curriculum

must be organised, implemented, and assessed.

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8. The following statements define a disruptive behaviour and behaviour of

concern. Write T if the definition is True, and F if the definition is incorrect.

a) Behaviours of concern are behaviours that present as an irritation to

group learning, social and/or community activities.

b) Some behaviours of concern may be diagnosed as under the

umbrella of behavioural disorders.

c) Disruptive behaviours are behaviours of such intensity, frequency,

and duration that the physical safety of the student and of others are

in jeopardy.

d) Disruptive behaviours are only mild negative behaviours that can

easily be addressed within a classroom context.

e) Behaviours of concern are behaviours of such intensity, frequency,

and duration that the physical safety of the student and of others are

in jeopardy.

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9. The following behaviours can be classified as either disruptive behaviour or

behaviour of concern. Write D if the statement describes a disruptive

behaviour and C if it describes a behaviour of concern.

a) Yelling and screaming while a class is ongoing

b) Banging head against the wall

c) Hitting another student with a book

d) Head-butting another student during recess

e) Repetitive questioning

10. During Math class, Layla was observed to be constantly having trouble

aligning numerals when adding two-digit numbers, and with memorising

multiplication facts. What kinds of problematic behaviour may result from

having this learning difficulty?


a) Layla may be wary of joining classroom activities that require board

work, i.e. working solutions out in front of the class.

b) Layla may not pass her homework on time or may not do her

homework at all.

c) Layla’s school absences may increase.

d) Layla may prefer to join more extra-curricular activities.

e) Layla may start to like outdoor activities more than indoor ones.

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11. Archer, a Year 3 student in your class, was diagnosed with Attention-Deficit

Hyperactive Disorder (ADHD) with mild intellectual disability. What kinds of

behaviour may be expected from Archer as a result of this diagnosis?


a) It is expected that Archer may need multiple repetitions of a worksheet

or activity to understand a topic.

b) It is expected that Archer may prefer to complete classroom activities in

short, sporadic bursts.

c) It is expected that Archer might run around the classroom at random

times during the day.

d) It is expected that Archer may prefer to re-arrange object and furniture

in sequential and linear patterns.

e) It is expected that Archer may echo what the teacher says randomly

and with a high frequency.

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CASE STUDIES

Case Study 1: Ella

Introduction

Ella is a Foundation Year 1 student in your class. She has not been formally

diagnosed of any intellectual disability. Previous journal entries by your supervising

teacher, however, showed that she may have problems maintaining her attention,

especially during activities that require her to perform fine-motor skills and activities

that require her to perform simple math operations. She tends to be on-task for only

about a few minutes at a time and forgets to complete multi-step activities most of

the time.

She does, however, participate well during group activities engaging more compared

to when she does things alone. Ella can also be observed calling out instructions to

other children, and giving help when others are in need.

Today’s classroom activity is about mathematical sets. It involves the children using

popsicle sticks to group sets together according to a predetermined numbering.

How would you go about giving instructions to Ella, and how would you modify the

activity to maximise Ella’s learning experience?

Task

Complete the template that follows by providing the details required. You can add

more information but completing the template will be enough.

SAM

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Case Study 1: Ella

Implementation Plan and Specific Student Instruction

Guidance: Based on the observation and the interpretation of the student’s needs, write down a general plan of action to maximise the student’s learning experience. You must also write

the specific instructions you will say to the student once the activity starts.

General Plan of Action

Guidance: Provide at least one

general plan of action.

Specific Instructions

Guidance: Provide the step-by-step

instructions on how the general plan

will be implemented.

SAM

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Case Study 2: Hudson

Introduction

Hudson is a Year 2 student whom you’ve observed to be struggling with

Mathematics, particularly with the strand on Number and Algebra, and on

recognising grouping. The following example shows Hudson’s worksheet from his

last activity:

Photo credit: Compliant Learning Resources

Assuming that Hudson is required to repeat the same activity and you only have this

worksheet to work on:

What modifications to the worksheet’s instructions would you make?

What kinds of adjustments would you employ to maximise Hudson’s learning

experience?

Task

Complete the template below by filling in the details required. You can add more

information but completing the template will be enough.

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Guidance: Based on the observation and the interpretation of the student’s needs, write down a general

plan of action to maximise the student’s learning experience. You must also write the specific

instructions you will say to the student once the activity starts.


Guidance: Provide at least two general

plans of action.



instructions on how the general plan will

be implemented.

SAM

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Case Study 3: Sophie

Introduction

Sophie is a Year 6 student whom you’ve observed to be having problems with Science

as a Learning Area. The following worksheet shows her latest work:

(Page 1)

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(Page 2)

Photo credit: Compliant Learning Resources

Assuming that Sophie is required to repeat the same activity and you only have this

worksheet to work on, what modifications to the instructions would you make, and

what kinds of adjustments would you employ to maximise Sophie’s learning

experience?

Task

Complete the template below by filling in the details required. Additional

information is welcome but completing the template will be enough.

SAM

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Guidance: Based on the observation and the interpretation of the student’s needs, write down a general plan of action to maximise the student’s learning experience. You must also write the specific

instructions you will say to the student once the activity starts.


Guidance: Provide at least two general

plans of action.



instructions on how the general plan

will be implemented.

SAM

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WORKBOOK CHECKLIST

When you have completed this assessment workbook, review the candidate’s

assessment against the checklist below:

The candidate has completed all the assessments in the

workbook:

Written Questions Assessment

Case Study 1: Ella



Case Study 4: Activity Bank

IMPORTANT REMINDER

Candidates must achieve a satisfactory result to ALL assessment tasks to be

awarded COMPETENT for the units relevant to this cluster.

To award the candidate competent in the units relevant to this subject, the candidate

must successfully complete all the requirements listed above according to the

prescribed benchmarks.

SAM

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FEEDBACK

Well done for finishing this workbook. We hope that what you learn with

us will open up new path ways of success in your life. At Compliant

Learning Resources, we continually strive to improve our courses and

heighten the learning experience for you. One way we do this is by

seeking feedback. Your experience is important to us and we are very

keen to hear any suggestions or complaints you may have. Click on the

button below to let us know what you think of us and our course.

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PLE

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Assessment Workbook 1 - Compliant Learning Resources · The written questions assessment covers generic underpinning knowledge of basic project management terms and concepts. These