The assignment is related to child care.
CHCECE023
Analyse information to inform learning
Assessment Tasks
(Learner Copy)
Student Name
Unit Date Started
Unit Date Submitted
Trainer/Assessor Name and Signature
This page is left intentionally blank
Student Name
Unit Submission Date
Unit Submission Date (2nd)
Unit Submission Date (3rd)
Assessor Feedback
To be returned with feedback to student after marking
Australian Careers College Pty Ltd
37, Gregory Street, Parap, NT- 0820
Ph: : 08 8981 9619
1/48 Woods Street, Darwin NT- 0800
586-590 Paramatta Road, Petersham NSW- 2049
CHCECE023 Analyse information to inform learning
Written by Aspire Training and Consulting Copyright © 2018
Authorised use: Australian Careers College
This book is protected by copyright and may not be reproduced or copied in part or in whole nor used for financial gain without the express approval in writing of the owner (Australian Careers College) of the copyright
TERMS AND CONDITIONS
Submitting your evidence portfolio
You are recommended to seek the advice of your assessor when putting together your evidence portfolio in order to confirm that you have provided sufficient evidence of competency.
You should note that your evidence portfolio must be retained by the Registered Training Organisation for audit purposes and will not be returned to you. If you wish to keep any evidence, you should make a copy prior to submission for assessment. You are advised to make sure you clearly label each answer and task and complete all sections of each assessment.
If possible, you should also submit copies of any workplace documents that may be relevant to this unit of competency. In this case you will need to gain approval to provide the copies from your employer.
Ownership and plagiarism
You are advised by accepting these terms and conditions you have declared the evidence that you submit is your own work or the result of your own research. By signing the declaration below you acknowledge your assessment is your own and contains no material written by another person except where due reference is made.
Note that if you quote any source in your evidence, you must provide a reference to the source in order to ensure that you do not breach Copyright legislation. You need to be aware that a false declaration may lead to the withdrawal of a qualification.
Re-submission of your evidence portfolio
If your evidence meets the requirements of the unit of competency you will be assessed as Competent (C) in this unit. If your evidence does not meet the requirements of the unit of competency you will be assessed as Not Yet Competent (NYC). If you are assessed NYC, it is important to discuss your re-submission with your assessor as you will be given two opportunities only to revise and re-submit your evidence portfolio.
Declaration by Learner
I confirm that the evidence that I have presented is my own work and/or the result of my own research. It contains no material written by another person except where I have stated the source. I am aware that a false declaration may lead to withdrawal of a qualification.
LEARNER NAME (PLEASE PRINT) LEARNER SIGNATURE DATE
Elements and Performance Criteria
ELEMENT PERFORMANCE CRITERIA
Elements define the essential outcomes. Performance criteria specify the level of performance needed to demonstrate achievement of the element.
- Gather and document information about children 1.1 Undertake observations and gather detailed information about children’s learning, using a wide range of approaches
1.2 Ensure the assessment methods and tools used to gather information consider assessment principles
1.3 Gather information and observations over time and in a variety of spaces
1.4 Include the voices of educators, children, peers, families and other professionals where appropriate
1.5 Demonstrate inclusive assessment practices - Monitor children’s learning and development 2.1 Use information and observations to analyse and monitor children’s strengths, interests, relationships and learning in conjunction with the approved framework’s learning outcomes
2.2 Identify children who may need additional support in order to achieve particular learning outcomes
2.3 Use summative assessment to reflect on children’s learning over a period of time
2.4 Collaborate with families and colleagues to support children’s learning
2.5 Develop a process to ensure that information and observations are gathered and used to inform planning for all children - Use evidence to inform practice 3.1 Use evidence to plan for children to learn through play, intentional teaching, modelling and the learning environment
3.2 Reflect on and improve own practices using evidence gathered - Share information appropriately 4.1 Implement strategies to ensure that children’s documentation can be shared with families
4.2 Follow confidentiality practices to ensure information is shared appropriately
Recognition of Prior Learning (if applicable)
RPL Evidence Guide
Students who require RPL or accelerated progression must produce verifiable documentary evidence of their competence in the following competency standards:
CHCECE023 Analyse information to inform learning
Student’s name
Assessor’s name
Date enrolled
Please see your assessor for an RPL kit, to be completed and presented to your assessor with required evidence. An appointment will then be set for a competency conversation. Your assessor will explain all evidence requirements for this unit of competency.
Suggested evidence
? Letter from current/previous employer
? Answers to written questions
? Answer to oral questions
? Practical demonstration
Action
Assessment plan agreed
Student handbook supplied
Support materials provided
Invoice supplied
Language / Literacy / Numeracy needs discussed
Special/particular needs discussed
Appeals process explained
Overview on assessment procedure explained
Pre-evaluation of job conducted
Copy of evidence provided
RPL Evidence Guide
Additional requirements
Student’s signature
Date
Assessor’s signature Date
Learning checkpoint 1
Gathering and documenting information about children
Observe three children and collect specific information about their background and learning. Select children from different age groups if possible. Prepare a file for each child. You will add to these files in the learning checkpoints for each topic in this learner guide.
Maintain confidentiality at all times.
The parents of the children will need to be willing to give you feedback as you progress through the checkpoints.
Question 1
Provide information about parental permissions. Include:
• a copy of the policy that details how permission is granted for collecting records of children’s learning and behaviour
• a blank copy of the document that parents sign to give permission for educators to collect records of children’s learning and behaviour.
Question 2
Develop a simple form that gathers signed permission for you to gather and record information about the three children. The form should include:
• your name
• why you want the information
• how you will use the information
• where the information will be stored
• how the parents will be involved in the process
• whether the parent allows you to include photographs of their child in your records
• whether the parent agrees that you can share the information with your trainer/assessor
• how you will maintain confidentiality.
Question 3
Create a profile for each child that includes:
• family background
• interests and play preferences
• strengths
• relationships
• developmental level.
You should collect information from:
• the family
• other people close to the child
• the child
• other children
• educators
• relevant professionals/specialists (if appropriate).
Question 4
Create observation records for each child over a period of time and in a variety of spaces. Identify their progress toward the five EYLF/MTOP outcomes by focusing on:
• the child’s sense of identity
• the child’s connection to their world
• the child’s sense of wellbeing
• the child as a confident and involved learner
• the child as an effective communicator.
Use at least four of the following methods to gather and record information:
• Secondary sources such as discussions with others, communication books, incident reports and samples of work
• Jottings
• Anecdotal information
• Time samples and running records
• Questioning
• Event samples and checklists
• Sociograms
• Webs
• Learning stories
• ICT
Question 5
Provide a short summative assessment of each child. Include the voice of others in the assessment.
Question 6
For each child, describe how you have collected information over enough time and in a number of spaces to give you an accurate view of the child.
Question 7
For each child, describe how your assessments are valid, representative, significant and relevant.
Question 8
For each child, describe how you used inclusive assessment practices.
Learning Checkpoint One
Learner
name Student Number
Unit CHCECE023 Analyse information to inform learning
Assessor name
Learner Assessment Declaration (tick the relevant box)
The purpose and outcomes of the assessment have been explained to me Yes ? No ?
I have received information about the unit of competency Yes ? No ?
I understand the type of evidence to be collected Yes ? No ?
The appeals system has been explained to me Yes ? No ?
I have informed my assessor of any special needs that may need to be considered during the assessment Yes ? No ?
Learner signature Date
Result of assessment – Assessment 1: Written Test
Attempt No 1: S ? NYS ? Attempt No 2: S ? NYS ? Attempt No 3: S ? NYS ?
The learner’s overall performance was Satisfactory ? Not Yet Satisfactory ?
Feedback to learner on overall performance
Assessor signature Date
I intend to lodge an appeal on the above decision Yes ? No ?
Learner signature Date
Learning checkpoint 2
Monitoring children’s learning and development
Part A
Complete the following tasks to continue to develop the files for the three children you observed in Learning checkpoint 1.
Question 1
For each child, use a format of your choice to complete a summative assessment that links to the EYLF/MTOP outcomes and represents each child’s:
• strengths
• interests and play preferences
• relationships
• learning
• need for additional support to meet an EYLF/MTOP outcome.
Question 2
Share your summative assessments with a colleague and/or the children’s parents. Ask for their feedback on your summative assessment and see if there is any further information you can gather from them. Record this feedback.
Part B
Read the case study, then answer the questions that follow.
Case study
Linda is a Diploma-qualified educator working in a room with 27 children and two other educators. The children are aged between four and five years old and are from a range of backgrounds. They all speak and understand English well. The children usually attend the service between 9.00 am and 3.00 pm.
Question 1
Develop a process that Linda could use to ensure that each child is observed and suitable information is gathered to make the curriculum responsive and inclusive.
Question 2
What should Linda do if the assessment of information from this process indicates a child needs additional support to achieve a learning outcome?
Learning Checkpoint Two
Learner
name Student Number
Unit CHCECE023 Analyse information to inform learning
Assessor name
Learner Assessment Declaration (tick the relevant box)
The purpose and outcomes of the assessment have been explained to me Yes ? No ?
I have received information about the unit of competency Yes ? No ?
I understand the type of evidence to be collected Yes ? No ?
The appeals system has been explained to me Yes ? No ?
I have informed my assessor of any special needs that may need to be considered during the assessment Yes ? No ?
Learner signature Date
Result of assessment – Assessment 1: Written Test
Attempt No 1: S ? NYS ? Attempt No 2: S ? NYS ? Attempt No 3: S ? NYS ?
The learner’s overall performance was Satisfactory ? Not Yet Satisfactory ?
Feedback to learner on overall performance
Assessor signature Date
I intend to lodge an appeal on the above decision Yes ? No ?
Learner signature Date
Learning checkpoint 3
Using evidence to inform practice
Part A
For each of the three children you have been collecting information for, use your formative and summative assessments to develop plans of two experiences for each child. For each child, include:
• an intentional teaching experience
• a planned ‘learning through play’ experience.
For each experience, your plan should describe:
• which type of experience it is (intentional or learning through play)
• what the planned experience is
• how you will set up the environment to encourage participation and learning
• how you will ensure the children are comfortable by creating a safe and non-threatening space
• an EYLF/MTOP outcome
• a goal
• an objective
• modelling that is planned
• the materials and resources needed.
You can follow a service’s template or use a table similar to the following.
Experience plan
Child:
Name:
Age:
Intentional teaching or planned learning through play experience?
Description of the experience
Environment set-up
EYLF/MTOP Outcome
Goal
Objective
Modelling
Resources and materials
Part B
Question 1
Use three methods to critically reflect on and improve your practice. Briefly describe:
• the methods you used
• what you found out
• how you plan to improve your performance.
Question 2
Provide an example of a situation you have reflected on where you believe you could have reacted better. Answer the following questions to reflect on the situation.
• What happened?
• Why did it happen?
• How did it happen?
• How do you feel about it?
• What have you learnt from this?
• What is the significance of this?
• What will you do next?
• How will this alter your future actions and values?
Learning Checkpoint Three
Learner
name Student Number
Unit CHCECE023 Analyse information to inform learning
Assessor name
Learner Assessment Declaration (tick the relevant box)
The purpose and outcomes of the assessment have been explained to me Yes ? No ?
I have received information about the unit of competency Yes ? No ?
I understand the type of evidence to be collected Yes ? No ?
The appeals system has been explained to me Yes ? No ?
I have informed my assessor of any special needs that may need to be considered during the assessment Yes ? No ?
Learner signature Date
Result of assessment – Assessment 1: Written Test
Attempt No 1: S ? NYS ? Attempt No 2: S ? NYS ? Attempt No 3: S ? NYS ?
The learner’s overall performance was Satisfactory ? Not Yet Satisfactory ?
Feedback to learner on overall performance
Assessor signature Date
I intend to lodge an appeal on the above decision Yes ? No ?
Learner signature Date
Learning checkpoint 4
Sharing information with families appropriately
Part A
Use appropriate strategies to share documentation of your choice with a family.
a. Explain the type of documentation you shared.
b. Explain the strategy you used to communicate the information in the documentation.
c. Explain why you shared this particular documentation.
d. Explain how you ensured privacy (when appropriate) for the parents when sharing the information in the documentation.
Part B
Question 1
Describe three methods for ensuring that information shared with families is kept private.
Question 2
Explain why it is essential to follow confidentiality practices when sharing information.
Question 3
Give two reasons why documentation about a child’s program and progress must be made available to their family.
Learning Checkpoint Four
Learner
name Student Number
Unit CHCECE023 Analyse information to inform learning
Assessor name
Learner Assessment Declaration (tick the relevant box)
The purpose and outcomes of the assessment have been explained to me Yes ? No ?
I have received information about the unit of competency Yes ? No ?
I understand the type of evidence to be collected Yes ? No ?
The appeals system has been explained to me Yes ? No ?
I have informed my assessor of any special needs that may need to be considered during the assessment Yes ? No ?
Learner signature Date
Result of assessment – Assessment 1: Written Test
Attempt No 1: S ? NYS ? Attempt No 2: S ? NYS ? Attempt No 3: S ? NYS ?
The learner’s overall performance was Satisfactory ? Not Yet Satisfactory ?
Feedback to learner on overall performance
Assessor signature Date
I intend to lodge an appeal on the above decision Yes ? No ?
Learner signature Date
Final assessment
CHCECE023 Analyse information to inform learning
Your trainer or assessor may require you to complete this assessment activity and will provide you with instructions as to how to present your responses. They may provide alternative or additional assessment activities depending on the circumstances of your training program.
The following table maps this final assessment activity against the elements and performance criteria of CHCECE023 Analyse information to inform learning.
Part Element Performance criteria
A 1, 2, 3, 4 1.1, 1.2, 1.3, 1.4, 1.5, 2.1, 2.2, 2.3, 2.4, 2.5, 3.1, 3.2, 4.1, 4.2
B 1, 2, 3, 4 1.1, 1.2, 1.3, 1.4, 1.5, 2.1, 2.2, 2.3, 2.4, 2.5, 3.1, 4.1, 4.2
C 3 3.2, 3.3
Detailed mapping of this learner guide against the methods of assessment, the elements, the performance criteria and performance and knowledge evidence is available in the Aspire Trainer’s and assessor’s guide for this unit.
Purpose
The following activity forms part of your assessment of competence. You may also need to provide various workplace documents or third-party reports. Your trainer will give you guidance in this area.
This assessment activity is designed to assess your skills and knowledge across the whole unit CHCECE023 Analyse information to inform learning.
Requirements
To complete this assessment activity, you need:
• access to a children’s services environment
• access to the service’s standards, policies and procedures
• access to the National Quality Framework and Early Years Learning Framework
• to be observed demonstrating performance as outlined in Part A
• to complete the tasks outlined in Part B and Part C and submit responses as directed by your trainer/assessor/training organisation
• to ensure you maintain confidentiality as required.
Part A
Your trainer needs to see demonstrated evidence of your performance in the following areas. Observations may take place in your workplace or in a simulated environment. Your trainer/assessor/training organisation will provide guidance as to how these observations will take place.
Demonstration of your performance as outlined in Part A can be undertaken in conjunction with Part B.
Performance evidence Example
Demonstrate how you collected and documented observations of at least three different children, including:
children’s behaviour and learning Show your trainer/assessor how you:
observed the children and kept notes of their behaviour
read enrolment records to identify their behaviour at home and their developmental abilities
read incident and specialist reports to identify behaviour issues.
children’s play preferences Show your trainer/assessor:
an assessment record you have completed that demonstrates you are aware of a child’s interests
how you discussed what type of play the children enjoyed at home.
strengths, interests and relationships. Show your trainer/assessor:
samples of children’s work that helped you identify their interests and developmental strengths
notes you kept about a child’s relationships following discussion with parents and other educators
how you have planned an experience that responds to a child’s strengths.
Demonstrate how you applied information to educational practice, including:
sharing information with families, educators, children, experts and specialists Show your trainer/assessor how you:
arranged meetings and used pick-up and drop-off times to share information about a child with their family
discussed a child’s progress with other educators at team meetings
collaborated with specialists to provide a comprehensive view of a child.
collaborating with families to plan for children’s individual needs Show your trainer/assessor:
how you arranged meetings and informal discussions with families to ensure they were involved in contributing ideas to plan an appropriate experience for their child
shared the child’s program with parents at a one-on-one meeting.
using information gathered to inform planning. Show your trainer/assessor how you:
used the information about a family’s circumstances, culture and interests and their child’s skills, relationships, interests and needs to plan a responsive and appropriate plan of activities and experiences for the child
planned an experience that responded to the child’s strengths and developmental stage.
Part B
You are to collect information about one more child of any age and plan responsive learning experiences for these children to demonstrate that you can:
• collect information about children from a range of sources and over a period of time to help you plan for children
• analyse and assess the information you gather
• use the evidence gathered and analysed to plan appropriate activities
• collaborate and share information with families.
Use a different child of any age from those you may have used for assessments in chapters 1, 2, 3 and 4.
Complete the following tasks.
- Use a confidential portfolio assessment method (see section 1B) to collate the records you collect about the child. This confidential child portfolio allows your trainer/assessor to see how you analyse information to inform learning.
Prepare a portfolio for the child.
Include forms for at least three recording method formats you will use (such as learning stories, anecdotal records, checklists, jottings and event samples). Each format must include space for:
• the observation record
• parents and other educators to provide additional information
• a formative assessment linked to the EYLF learning outcomes.
Ask your supervisor or educational leader to approve the child portfolio and the methods you will use to collect information before you present them to parents.
Before observing and collecting information about each child, speak with their parents. Explain your plans and show them the child portfolio assessment you have begun to prepare (the method you will use to document their child’s development). Explain how you would like them to participate in their child’s assessment.
Check your service policies about how parents give approval for their child to be observed and their learning and development recorded and photographed, then develop a word-processed parent permission form to be used specifically for this assessment task. Have your supervisor check this form to ensure it is professional and contains appropriate information, including:
• your name
• the role you are playing in the service (educator, student, volunteer)
• why you are collecting the information
• how you will be using the information
• how the parents will be involved in the process
• whether the parent allows you to include photographs of their child in your records.
• whether the parent agrees that you can share the information with other educators and your trainer/assessor
• how you will maintain their confidentiality by following service policies and procedures, responding to the ECA Code of Ethics, and by storing and using the records.
Request that the parents sign the permission form. You must have their signature before you start observing the child. Add the signed permission form to the child’s confidential portfolio.
Gather, document and analyse information about the child who you are working with, adding each piece of information to the child’s confidential portfolio. Ensure each item added is clearly dated and named. Use a range of recording types (for example, enrolment forms, learning stories, anecdotal records, event samples) including the templates you prepared in question 1.
Ensure the information:
• spans a reasonable period of time and is collected in different spaces
• provides relevant and significant background information about the child
• identifies and describes the child’s learning, strengths, interests, relationships, play preferences and behaviour
• monitors at least one developmental aspect (for example, physical milestones)
• includes the voice of a specialist or other professional (if applicable)
• includes the voice of the child, the parents and other educators
• addresses assessment principles (valid, representative, significant, relevant, inclusive)
• includes each of the five EYLF Outcomes.
Analyse each record you gather in an unbiased and methodical manner so it represents a true and accurate picture of the child.
You may wish to use a checklist similar to the following to check off the information you have gathered about each child.
Information required for portfolio Child 1
Background information:
name
age
how often the child attends the service
cultural and lifestyle influences
dietary or other restrictions or preferences
health issues
specialist or other intervention
Learning
Strengths
Interests
Relationships
Play preferences
Behaviour
Developmental monitoring
Additional information from specialists and/or other professionals (if applicable)
Additional information from the child
Additional information from other educators
Additional information from the family
Enough information over time and in a variety of spaces to ensure each assessment will be valid, significant, representative, relevant and inclusive
Each of the EYLF Outcomes must be represented in the information you have gathered, recorded and analysed. ? Outcome 1
? Outcome 2
? Outcome 3
? Outcome 4
? Outcome 5
Develop a summative assessment based on the child’s progress toward the relevant Outcomes of the EYLF. Address your summative assessment to specific Outcomes as appropriate.
Present your child portfolio, including the summative assessment, to your supervisor or the educator responsible for the three children. Ask them to add their comments to the summative assessment you prepared for the child’s portfolio.
Use the three summative assessments to plan appropriate learning environments, activities and experiences for the child. The experiences you plan must meet the following six criteria.
Experience criteria (for each child) Minimum number of experiences required
Experiences that include specific EYLF Outcomes from each of the five main EYLF Outcomes Five
An intentional teaching opportunity Three
An experience that responds to child’s strengths Three
An experience that responds to the child’s interests Three
An experience that responds to the child’s relations Three
An experience that supports learning through play Three
For each experience, include:
• the name of the experience
• who the experience is provided for
• how many children will be involved
• the specific EYLF Outcome the experience relates to
• a goal and/or objective
• a description of the experience
• the materials and resources you will use
• how you will set up the learning environment
• how you will use modelling during the experience to support learning
• how you might provide additional support to a child.
Present your completed confidential child portfolio to your supervisor or the educator responsible for the child. Ask for their feedback and alter the child portfolio as required to meet service policies and procedures and to demonstrate inclusive practice.
Show the completed confidential child portfolio to the parents of the child. Demonstrate how the portfolio has developed and note their comments.
Part C
Reflect on your practice and suggest improvements. - Think about how you performed as you worked through Part A and Part B, and where and how you can make improvements to your work practices.
Complete a table similar to the following. Make sure you address all the areas in the table.
Area Self-assessment Improvements
Observed and collected information
Collaborated and shared information with parents and others
Used the information to plan appropriate activities
Set up a safe and responsive learning environment
Used spontaneous play as learning experiences
Maintained confidentiality and privacy
Identified and applied relevant sections of the NQF
Ask an educational leader, your supervisor or another educator to give you feedback on your performance; in particular, how you can improve your skills, knowledge and professional practice. Provide a record of their response.
Access the NQS and locate Quality Area 6, Collaborative partnerships with families and communities. Provide examples of how you meet the Standard and Elements when you share information with families.
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