The assignment is related to child care.CHCECE023Analyse
\nThe assignment is related to child care.<\/p>\n
CHCECE023
\nAnalyse information to inform learning
\nAssessment Tasks
\n(Learner Copy)
\nStudent Name
\nUnit Date Started
\nUnit Date Submitted
\nTrainer\/Assessor Name and Signature
\nThis page is left intentionally blank<\/p>\n
Student Name
\nUnit Submission Date
\nUnit Submission Date (2nd)
\nUnit Submission Date (3rd)
\nAssessor Feedback<\/p>\n
To be returned with feedback to student after marking
\nAustralian Careers College Pty Ltd
\n37, Gregory Street, Parap, NT- 0820
\nPh: : 08 8981 9619
\n1\/48 Woods Street, Darwin NT- 0800
\n586-590 Paramatta Road, Petersham NSW- 2049
\nCHCECE023 Analyse information to inform learning
\nWritten by Aspire Training and Consulting Copyright \u00a9 2018
\nAuthorised use: Australian Careers College
\nThis 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<\/p>\n
TERMS AND CONDITIONS
\nSubmitting your evidence portfolio
\nYou 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.
\nYou 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.
\nIf 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.
\nOwnership and plagiarism
\nYou 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.
\nNote 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.
\nRe-submission of your evidence portfolio
\nIf 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.
\nDeclaration by Learner
\nI 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.<\/p>\n
LEARNER NAME (PLEASE PRINT) LEARNER SIGNATURE DATE<\/p>\n
Elements and Performance Criteria
\nELEMENT PERFORMANCE CRITERIA
\nElements define the essential outcomes. Performance criteria specify the level of performance needed to demonstrate achievement of the element.
\n1. Gather and document information about children 1.1 Undertake observations and gather detailed information about children\u2019s learning, using a wide range of approaches
\n1.2 Ensure the assessment methods and tools used to gather information consider assessment principles
\n1.3 Gather information and observations over time and in a variety of spaces
\n1.4 Include the voices of educators, children, peers, families and other professionals where appropriate
\n1.5 Demonstrate inclusive assessment practices<\/p>\n
2. Monitor children\u2019s learning and development 2.1 Use information and observations to analyse and monitor children\u2019s strengths, interests, relationships and learning in conjunction with the approved framework\u2019s learning outcomes
\n2.2 Identify children who may need additional support in order to achieve particular learning outcomes
\n2.3 Use summative assessment to reflect on children\u2019s learning over a period of time
\n2.4 Collaborate with families and colleagues to support children\u2019s learning
\n2.5 Develop a process to ensure that information and observations are gathered and used to inform planning for all children<\/p>\n
3. Use evidence to inform practice 3.1 Use evidence to plan for children to learn through play, intentional teaching, modelling and the learning environment
\n3.2 Reflect on and improve own practices using evidence gathered<\/p>\n
4. Share information appropriately 4.1 Implement strategies to ensure that children\u2019s documentation can be shared with families
\n4.2 Follow confidentiality practices to ensure information is shared appropriately
\nRecognition of Prior Learning (if applicable)
\nRPL Evidence Guide
\nStudents who require RPL or accelerated progression must produce verifiable documentary evidence of their competence in the following competency standards:
\nCHCECE023 Analyse information to inform learning
\nStudent\u2019s name
\nAssessor\u2019s name
\nDate enrolled
\nPlease 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.
\nSuggested evidence
\n? Letter from current\/previous employer
\n? Answers to written questions
\n? Answer to oral questions
\n? Practical demonstration
\nAction
\nAssessment plan agreed
\nStudent handbook supplied
\nSupport materials provided
\nInvoice supplied
\nLanguage \/ Literacy \/ Numeracy needs discussed
\nSpecial\/particular needs discussed
\nAppeals process explained
\nOverview on assessment procedure explained
\nPre-Assessment of job conducted
\nCopy of evidence provided
\nRPL Evidence Guide
\nAdditional requirements
\nStudent\u2019s signature
\nDate
\nAssessor\u2019s signature Date
\nLearning checkpoint 1
\nGathering and documenting information about children
\nObserve 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 (sample nursing essay examples by the best nursing assignment writing service) in this learner guide.
\nMaintain confidentiality at all times.
\nThe parents of the children will need to be willing to give you feedback as you progress through the checkpoints.
\nQuestion 1
\nProvide information about parental permissions. Include:
\n\u2022 a copy of the policy that details how permission is granted for collecting records of children\u2019s learning and behaviour
\n\u2022 a blank copy of the document that parents sign to give permission for educators to collect records of children\u2019s learning and behaviour.
\nQuestion 2
\nDevelop a simple form that gathers signed permission for you to gather and record information about the three children. The form should include:
\n\u2022 your name
\n\u2022 why you want the information
\n\u2022 how you will use the information
\n\u2022 where the information will be stored
\n\u2022 how the parents will be involved in the process
\n\u2022 whether the parent allows you to include photographs of their child in your records
\n\u2022 whether the parent agrees that you can share the information with your trainer\/assessor
\n\u2022 how you will maintain confidentiality.
\nQuestion 3
\nCreate a profile for each child that includes:
\n\u2022 family background
\n\u2022 interests and play preferences
\n\u2022 strengths
\n\u2022 relationships
\n\u2022 developmental level.
\nYou should collect information from:
\n\u2022 the family
\n\u2022 other people close to the child
\n\u2022 the child
\n\u2022 other children
\n\u2022 educators
\n\u2022 relevant professionals\/specialists (if appropriate).
\nQuestion 4
\nCreate 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:
\n\u2022 the child\u2019s sense of identity
\n\u2022 the child\u2019s connection to their world
\n\u2022 the child\u2019s sense of wellbeing
\n\u2022 the child as a confident and involved learner
\n\u2022 the child as an effective communicator.
\nUse at least four of the following methods to gather and record information:
\n\u2022 Secondary sources such as discussions with others, communication books, incident reports and samples of work
\n\u2022 Jottings
\n\u2022 Anecdotal information
\n\u2022 Time samples and running records
\n\u2022 Questioning
\n\u2022 Event samples and checklists
\n\u2022 Sociograms
\n\u2022 Webs
\n\u2022 Learning stories
\n\u2022 ICT
\nQuestion 5
\nProvide a short summative assessment of each child. Include the voice of others in the assessment.
\nQuestion 6
\nFor 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.
\nQuestion 7
\nFor each child, describe how your assessments are valid, representative, significant and relevant.
\nQuestion 8
\nFor each child, describe how you used inclusive assessment practices.
\nLearning Checkpoint One
\nLearner
\nname Student Number
\nUnit CHCECE023 Analyse information to inform learning
\nAssessor name
\nLearner Assessment Declaration (tick the relevant box)
\nThe purpose and outcomes of the assessment have been explained to me Yes ? No ?
\nI have received information about the unit of competency Yes ? No ?
\nI understand the type of evidence to be collected Yes ? No ?
\nThe appeals system has been explained to me Yes ? No ?
\nI have informed my assessor of any special needs that may need to be considered during the assessment Yes ? No ?
\nLearner signature Date<\/p>\n
Result of assessment \u2013 Assessment 1: Written Test
\nAttempt No 1: S ? NYS ? Attempt No 2: S ? NYS ? Attempt No 3: S ? NYS ?
\nThe learner\u2019s overall performance was Satisfactory ? Not Yet Satisfactory ?
\nFeedback to learner on overall performance
\nAssessor signature Date
\nI intend to lodge an appeal on the above decision Yes ? No ?
\nLearner signature Date<\/p>\n
Learning checkpoint 2
\nMonitoring children\u2019s learning and development
\nPart A
\nComplete the following tasks to continue to develop the files for the three children you observed in Learning checkpoint 1.
\nQuestion 1
\nFor each child, use a format of your choice to complete a summative assessment that links to the EYLF\/MTOP outcomes and represents each child\u2019s:
\n\u2022 strengths
\n\u2022 interests and play preferences
\n\u2022 relationships
\n\u2022 learning
\n\u2022 need for additional support to meet an EYLF\/MTOP outcome.
\nQuestion 2
\nShare your summative assessments with a colleague and\/or the children\u2019s 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.
\nPart B
\nRead the case study, then answer the questions that follow.
\nCase study
\nLinda 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.
\nQuestion 1
\nDevelop 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.
\nQuestion 2
\nWhat should Linda do if the assessment of information from this process indicates a child needs additional support to achieve a learning outcome?
\nLearning Checkpoint Two
\nLearner
\nname Student Number
\nUnit CHCECE023 Analyse information to inform learning
\nAssessor name
\nLearner Assessment Declaration (tick the relevant box)
\nThe purpose and outcomes of the assessment have been explained to me Yes ? No ?
\nI have received information about the unit of competency Yes ? No ?
\nI understand the type of evidence to be collected Yes ? No ?
\nThe appeals system has been explained to me Yes ? No ?
\nI have informed my assessor of any special needs that may need to be considered during the assessment Yes ? No ?
\nLearner signature Date<\/p>\n
Result of assessment \u2013 Assessment 1: Written Test
\nAttempt No 1: S ? NYS ? Attempt No 2: S ? NYS ? Attempt No 3: S ? NYS ?
\nThe learner\u2019s overall performance was Satisfactory ? Not Yet Satisfactory ?
\nFeedback to learner on overall performance
\nAssessor signature Date
\nI intend to lodge an appeal on the above decision Yes ? No ?
\nLearner signature Date<\/p>\n
Learning checkpoint 3
\nUsing evidence to inform practice
\nPart A
\nFor 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:
\n\u2022 an intentional teaching experience
\n\u2022 a planned \u2018learning through play\u2019 experience.
\nFor each experience, your plan should describe:
\n\u2022 which type of experience it is (intentional or learning through play)
\n\u2022 what the planned experience is
\n\u2022 how you will set up the environment to encourage participation and learning
\n\u2022 how you will ensure the children are comfortable by creating a safe and non-threatening space
\n\u2022 an EYLF\/MTOP outcome
\n\u2022 a goal
\n\u2022 an objective
\n\u2022 modelling that is planned
\n\u2022 the materials and resources needed.
\nYou can follow a service\u2019s template or use a table similar to the following.
\nExperience plan
\nChild:
\nName:
\nAge:
\nIntentional teaching or planned learning through play experience?
\nDescription of the experience
\nEnvironment set-up
\nEYLF\/MTOP Outcome
\nGoal
\nObjective
\nModelling
\nResources and materials
\nPart B
\nQuestion 1
\nUse three methods to critically reflect on and improve your practice. Briefly describe:
\n\u2022 the methods you used
\n\u2022 what you found out
\n\u2022 how you plan to improve your performance.
\nQuestion 2
\nProvide 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.
\n\u2022 What happened?
\n\u2022 Why did it happen?
\n\u2022 How did it happen?
\n\u2022 How do you feel about it?
\n\u2022 What have you learnt from this?
\n\u2022 What is the significance of this?
\n\u2022 What will you do next?
\n\u2022 How will this alter your future actions and values?<\/p>\n
Learning Checkpoint Three
\nLearner
\nname Student Number
\nUnit CHCECE023 Analyse information to inform learning
\nAssessor name
\nLearner Assessment Declaration (tick the relevant box)
\nThe purpose and outcomes of the assessment have been explained to me Yes ? No ?
\nI have received information about the unit of competency Yes ? No ?
\nI understand the type of evidence to be collected Yes ? No ?
\nThe appeals system has been explained to me Yes ? No ?
\nI have informed my assessor of any special needs that may need to be considered during the assessment Yes ? No ?
\nLearner signature Date<\/p>\n
Result of assessment \u2013 Assessment 1: Written Test
\nAttempt No 1: S ? NYS ? Attempt No 2: S ? NYS ? Attempt No 3: S ? NYS ?
\nThe learner\u2019s overall performance was Satisfactory ? Not Yet Satisfactory ?
\nFeedback to learner on overall performance
\nAssessor signature Date
\nI intend to lodge an appeal on the above decision Yes ? No ?
\nLearner signature Date
\nLearning checkpoint 4
\nSharing information with families appropriately
\nPart A
\nUse appropriate strategies to share documentation of your choice with a family.
\na. Explain the type of documentation you shared.
\nb. Explain the strategy you used to communicate the information in the documentation.
\nc. Explain why you shared this particular documentation.
\nd. Explain how you ensured privacy (when appropriate) for the parents when sharing the information in the documentation.
\nPart B
\nQuestion 1
\nDescribe three methods for ensuring that information shared with families is kept private.
\nQuestion 2
\nExplain why it is essential to follow confidentiality practices when sharing information.
\nQuestion 3
\nGive two reasons why documentation about a child\u2019s program and progress must be made available to their family.
\nLearning Checkpoint Four
\nLearner
\nname Student Number
\nUnit CHCECE023 Analyse information to inform learning
\nAssessor name
\nLearner Assessment Declaration (tick the relevant box)
\nThe purpose and outcomes of the assessment have been explained to me Yes ? No ?
\nI have received information about the unit of competency Yes ? No ?
\nI understand the type of evidence to be collected Yes ? No ?
\nThe appeals system has been explained to me Yes ? No ?
\nI have informed my assessor of any special needs that may need to be considered during the assessment Yes ? No ?
\nLearner signature Date<\/p>\n
Result of assessment \u2013 Assessment 1: Written Test
\nAttempt No 1: S ? NYS ? Attempt No 2: S ? NYS ? Attempt No 3: S ? NYS ?
\nThe learner\u2019s overall performance was Satisfactory ? Not Yet Satisfactory ?
\nFeedback to learner on overall performance
\nAssessor signature Date
\nI intend to lodge an appeal on the above decision Yes ? No ?
\nLearner signature Date<\/p>\n
Final assessment
\nCHCECE023 Analyse information to inform learning
\nYour 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.
\nThe following table maps this final assessment activity against the elements and performance criteria of CHCECE023 Analyse information to inform learning.
\nPart Element Performance criteria
\nA 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
\nB 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
\nC 3 3.2, 3.3
\nDetailed 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\u2019s and assessor\u2019s guide for this unit.
\nPurpose
\nThe 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.
\nThis assessment activity is designed to assess your skills and knowledge across the whole unit CHCECE023 Analyse information to inform learning.
\nRequirements
\nTo complete this assessment activity, you need:
\n\u2022 access to a children\u2019s services environment
\n\u2022 access to the service\u2019s standards, policies and procedures
\n\u2022 access to the National Quality Framework and Early Years Learning Framework
\n\u2022 to be observed demonstrating performance as outlined in Part A
\n\u2022 to complete the tasks outlined in Part B and Part C and submit responses as directed by your trainer\/assessor\/training organisation
\n\u2022 to ensure you maintain confidentiality as required.<\/p>\n
Part A
\nYour 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.
\nDemonstration of your performance as outlined in Part A can be undertaken in conjunction with Part B.
\nPerformance evidence Example
\nDemonstrate how you collected and documented observations of at least three different children, including:
\nchildren\u2019s behaviour and learning Show your trainer\/assessor how you:
\nobserved the children and kept notes of their behaviour
\nread enrolment records to identify their behaviour at home and their developmental abilities
\nread incident and specialist reports to identify behaviour issues.
\nchildren\u2019s play preferences Show your trainer\/assessor:
\nan assessment record you have completed that demonstrates you are aware of a child\u2019s interests
\nhow you discussed what type of play the children enjoyed at home.
\nstrengths, interests and relationships. Show your trainer\/assessor:
\nsamples of children\u2019s work that helped you identify their interests and developmental strengths
\nnotes you kept about a child\u2019s relationships following discussion with parents and other educators
\nhow you have planned an experience that responds to a child\u2019s strengths.
\nDemonstrate how you applied information to educational practice, including:
\nsharing information with families, educators, children, experts and specialists Show your trainer\/assessor how you:
\narranged meetings and used pick-up and drop-off times to share information about a child with their family
\ndiscussed a child\u2019s progress with other educators at team meetings
\ncollaborated with specialists to provide a comprehensive view of a child.
\ncollaborating with families to plan for children\u2019s individual needs Show your trainer\/assessor:
\nhow you arranged meetings and informal discussions with families to ensure they were involved in contributing ideas to plan an appropriate experience for their child
\nshared the child\u2019s program with parents at a one-on-one meeting.
\nusing information gathered to inform planning. Show your trainer\/assessor how you:
\nused the information about a family\u2019s circumstances, culture and interests and their child\u2019s skills, relationships, interests and needs to plan a responsive and appropriate plan of activities and experiences for the child
\nplanned an experience that responded to the child\u2019s strengths and developmental stage.
\nPart B
\nYou are to collect information about one more child of any age and plan responsive learning experiences for these children to demonstrate that you can:
\n\u2022 collect information about children from a range of sources and over a period of time to help you plan for children
\n\u2022 analyse and assess the information you gather
\n\u2022 use the evidence gathered and analysed to plan appropriate activities
\n\u2022 collaborate and share information with families.
\nUse a different child of any age from those you may have used for assessments in chapters 1, 2, 3 and 4.
\nComplete the following tasks.
\n1. 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.
\nPrepare a portfolio for the child.
\nInclude 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:
\n\u2022 the observation record
\n\u2022 parents and other educators to provide additional information
\n\u2022 a formative assessment linked to the EYLF learning outcomes.
\nAsk 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.
\nBefore 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\u2019s development). Explain how you would like them to participate in their child\u2019s assessment.
\nCheck 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:
\n\u2022 your name
\n\u2022 the role you are playing in the service (educator, student, volunteer)
\n\u2022 why you are collecting the information
\n\u2022 how you will be using the information
\n\u2022 how the parents will be involved in the process
\n\u2022 whether the parent allows you to include photographs of their child in your records.
\n\u2022 whether the parent agrees that you can share the information with other educators and your trainer\/assessor
\n\u2022 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.
\nRequest 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\u2019s confidential portfolio.
\nGather, document and analyse information about the child who you are working with, adding each piece of information to the child\u2019s 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.
\nEnsure the information:
\n\u2022 spans a reasonable period of time and is collected in different spaces
\n\u2022 provides relevant and significant background information about the child
\n\u2022 identifies and describes the child\u2019s learning, strengths, interests, relationships, play preferences and behaviour
\n\u2022 monitors at least one developmental aspect (for example, physical milestones)
\n\u2022 includes the voice of a specialist or other professional (if applicable)
\n\u2022 includes the voice of the child, the parents and other educators
\n\u2022 addresses assessment principles (valid, representative, significant, relevant, inclusive)
\n\u2022 includes each of the five EYLF Outcomes.
\nAnalyse each record you gather in an unbiased and methodical manner so it represents a true and accurate picture of the child.
\nYou may wish to use a checklist similar to the following to check off the information you have gathered about each child.
\nInformation required for portfolio Child 1
\nBackground information:
\nname
\nage
\nhow often the child attends the service
\ncultural and lifestyle influences
\ndietary or other restrictions or preferences
\nhealth issues
\nspecialist or other intervention
\nLearning
\nStrengths
\nInterests
\nRelationships
\nPlay preferences
\nBehaviour
\nDevelopmental monitoring
\nAdditional information from specialists and\/or other professionals (if applicable)
\nAdditional information from the child
\nAdditional information from other educators
\nAdditional information from the family
\nEnough information over time and in a variety of spaces to ensure each assessment will be valid, significant, representative, relevant and inclusive
\nEach of the EYLF Outcomes must be represented in the information you have gathered, recorded and analysed. ? Outcome 1
\n? Outcome 2
\n? Outcome 3
\n? Outcome 4
\n? Outcome 5
\nDevelop a summative assessment based on the child\u2019s progress toward the relevant Outcomes of the EYLF. Address your summative assessment to specific Outcomes as appropriate.
\nPresent 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\u2019s portfolio.
\nUse 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.
\nExperience criteria (for each child) Minimum number of experiences required
\nExperiences that include specific EYLF Outcomes from each of the five main EYLF Outcomes Five
\nAn intentional teaching opportunity Three
\nAn experience that responds to child\u2019s strengths Three
\nAn experience that responds to the child\u2019s interests Three
\nAn experience that responds to the child\u2019s relations Three
\nAn experience that supports learning through play Three
\nFor each experience, include:
\n\u2022 the name of the experience
\n\u2022 who the experience is provided for
\n\u2022 how many children will be involved
\n\u2022 the specific EYLF Outcome the experience relates to
\n\u2022 a goal and\/or objective
\n\u2022 a description of the experience
\n\u2022 the materials and resources you will use
\n\u2022 how you will set up the learning environment
\n\u2022 how you will use modelling during the experience to support learning
\n\u2022 how you might provide additional support to a child.
\nPresent 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.
\nShow the completed confidential child portfolio to the parents of the child. Demonstrate how the portfolio has developed and note their comments.
\nPart C
\nReflect on your practice and suggest improvements.
\n1. 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.
\nComplete a table similar to the following. Make sure you address all the areas in the table.
\nArea Self-assessment Improvements
\nObserved and collected information
\nCollaborated and shared information with parents and others
\nUsed the information to plan appropriate activities
\nSet up a safe and responsive learning environment
\nUsed spontaneous play as learning experiences
\nMaintained confidentiality and privacy
\nIdentified and applied relevant sections of the NQF
\nAsk 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.
\nAccess 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.
\nFinal Assessment
\nLearner
\nname Student Number
\nUnit CHCECE023 Analyse information to inform learning
\nAssessor name
\nLearner Assessment Declaration (tick the relevant box)
\nThe purpose and outcomes of the assessment have been explained to me Yes ? No ?
\nI have received information about the unit of competency Yes ? No ?
\nI understand the type of evidence to be collected Yes ? No ?
\nThe appeals system has been explained to me Yes ? No ?
\nI have informed my assessor of any special needs that may need to be considered during the assessment Yes ? No ?
\nLearner signature Date<\/p>\n
Result of assessment \u2013 Assessment 1: Written Test
\nAttempt No 1: S ? NYS ? Attempt No 2: S ? NYS ? Attempt No 3: S ? NYS ?
\nThe learner\u2019s overall performance was Satisfactory ? Not Yet Satisfactory ?
\nFeedback to learner on overall performance
\nAssessor signature Date
\nI intend to lodge an appeal on the above decision Yes ? No ?
\nLearner signature Date
\nSummative Assessment Record
\nLearner Name
\nUnit of Competency CHCECE023
\nAssessment Task Date of assessment Satisfactory Assessor Signature
\nLearning Checkpoint One Yes ? No ?
\nLearning Checkpoint Two Yes ? No ?
\nLearning Checkpoint Three Yes ? No ?
\nLearning Checkpoint Four Yes ? No ?
\nFinal Assessment Yes ? No ?
\nAssessor\u2019s Comments
\nCompetent ? Not Yet Competent ? Re-assessment required ?<\/p>\n","protected":false},"excerpt":{"rendered":"
The assignment is related to child care.CHCECE023Analyse The assignment is related to child care. CHCECE023 Analyse information to inform learning Assessment Tasks (Learner Copy) Student\u2026<\/p>\n","protected":false},"author":3,"featured_media":0,"comment_status":"open","ping_status":"open","sticky":false,"template":"","format":"standard","meta":{"footnotes":""},"categories":[7650,7624,1387,7654,667,7649,7652],"tags":[613,7594,1394,7598,7595,7593,7597,7599,7601,7590,7596,7591,7592],"class_list":["post-92639","post","type-post","status-publish","format-standard","hentry","category-assignment-writing-help","category-dissertation-help","category-dissertation-writing-service","category-healthcare-assignment-help","category-nursing-essay","category-research-essay-help","category-write-my-essay-online","tag-best-dissertation-writing-services-uk","tag-cheap-custom-essay-writing-services","tag-custom-research-paper-writers","tag-custom-research-papers-writing-service","tag-essay-writer-websites","tag-essay-writing-service-quality-cheap","tag-free-research-paper-writing-service","tag-help-me-write-a-research-paper","tag-i-need-help-with-my-dissertation","tag-professional-dissertation-writing-service","tag-quick-essay-writing-service","tag-top-rated-dissertation-writing-services","tag-top-uk-dissertation-writing-services"],"_links":{"self":[{"href":"https:\/\/www.studyproessays.com\/help\/wp-json\/wp\/v2\/posts\/92639","targetHints":{"allow":["GET"]}}],"collection":[{"href":"https:\/\/www.studyproessays.com\/help\/wp-json\/wp\/v2\/posts"}],"about":[{"href":"https:\/\/www.studyproessays.com\/help\/wp-json\/wp\/v2\/types\/post"}],"author":[{"embeddable":true,"href":"https:\/\/www.studyproessays.com\/help\/wp-json\/wp\/v2\/users\/3"}],"replies":[{"embeddable":true,"href":"https:\/\/www.studyproessays.com\/help\/wp-json\/wp\/v2\/comments?post=92639"}],"version-history":[{"count":0,"href":"https:\/\/www.studyproessays.com\/help\/wp-json\/wp\/v2\/posts\/92639\/revisions"}],"wp:attachment":[{"href":"https:\/\/www.studyproessays.com\/help\/wp-json\/wp\/v2\/media?parent=92639"}],"wp:term":[{"taxonomy":"category","embeddable":true,"href":"https:\/\/www.studyproessays.com\/help\/wp-json\/wp\/v2\/categories?post=92639"},{"taxonomy":"post_tag","embeddable":true,"href":"https:\/\/www.studyproessays.com\/help\/wp-json\/wp\/v2\/tags?post=92639"}],"curies":[{"name":"wp","href":"https:\/\/api.w.org\/{rel}","templated":true}]}}