CHCECE023 Analyse Information to Inform Learning.
AT 1 Theory Tasks: 002
CHCECE023
Analyse information to inform learning
Theory Assessment Task
Assessment Instructions
Students are required to complete a range of assessment tasks throughout the training period to demonstrate
competency in each relevant unit.
Attempting assessment tasks
Students are required to provide appropriate responses to the indicated questions for each task.
Assessment Conditions
Assessment must demonstrate consistent capable performance:
1. Knowledge assessment can be partially or fully completed in a self-study environment via word/ pdf
documents.
2. The student must complete the required assessment to a Satisfactory level
3. Where students require further evidence to determine competency, the trainer is to identify the
evidence/ additional tasks that are needed to be complete in order to determine Competency.
Assessment Outcomes
The Early Childhood Education and Care training packages are vocational qualifications that are competency
based. For each assessment undertaken you will be assessed as Satisfactory or Not Yet Satisfactory. Where
students are assessed as ‘Not Yet Satisfactory’ the trainer/assessor will provide the student with feedback and
guidance regarding what needs to be completed for resubmission.
Reasonable Adjustment
Students may apply for reasonable adjustment to assessment tasks. If you feel ‘reasonable adjustment’ may
apply to you, please discuss further with you trainer/assessor.
Student Appeals
Students have the right to appeal an unfavourable decision or finding during assessment. All student appeals
must be made in writing to the Course Co-ordinator and specify the particulars of the decision or finding in
dispute. Appeals must be lodged within 28 days of the decision or finding.
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CHCECE023 Analyse Information to Inform Learning. AT 1 Theory Tasks: 002
Submitting tasks – Uploading to Studentweb
Students are required to submit all completed assessment tasks via upload to Studentweb. This ensures your
work will not be lost.
By uploading tasks online, students are declaring the origin of their work is authentic, through use of a private
student account, including an individual user name and secure password.
Accessing Required Readings
Students will need to access the Required Readings throughout the assessment process. These readings
provide important underpinning knowledge and key information to help students provide appropriate responses
to assessment tasks. It is important that each student reads these to build a better understanding of the Early
Childhood requirements and how to effectively contribute to the Education and Care of young children.
Students are able to access these readings online.
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CHCECE023 Analyse Information to Inform Learning. AT 1 Theory Tasks: 002
CHCECE023 Analyse information to inform learning
Unit Purpose
The assessment tasks within this unit provide you with the opportunity to demonstrate evidence of the
knowledge and skills required to gather and analyse information about children’s learning in order to inform
practice.
Elements
The following elements define the essential outcomes of this unit:
Element 1 Gather and document information about children
Element 2 Monitor children’s learning and development
Element 3 Use evidence to inform practice
Element 4 Share information appropriately
Assessment Requirements
001: Gather and document information about children and use evidence to inform practice
002: Monitor children’s learning and development
Required Readings
In order to complete this unit of competency you are required to access the following key resources.
Textbook
Kearns, K. (2017). Frameworks for Learning and Development: Working in Early Childhood Education
and Care Series. (4th ed.). Victoria: Cengage Learning Australia.
Core Documents
Belonging, Being and Becoming: The Early Years Learning Framework for Australia (2009). Australian
Government Department of Education, Employment and Workplace. Canberra. ACT.
Code of Ethics. (2016). Early Childhood Australia.
Education and Care Services National Regulations. (2018). Ministerial Council for Education, Early
Childhood Development and Youth Affairs. NSW Parliamentary Counsel’s Office.
Educators’ Guide to the Early Years Learning Framework for Australia . (2010). Canberra: Australian
Government Department of Education, Employment and Workplace Relations.
Guide to the National Quality Framework. (2017). Australian Children’s Education and Care Quality
Authority. ACT: Commonwealth of Australia.
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CHCECE023 Analyse Information to Inform Learning. AT 1 Theory Tasks: 002
002 Monitor children’s learning and development
CHCECE023 Analyse information to inform learning
Element 1 Gather and document information about children
Element 2 Monitor children’s learning and development
Element 3 Use evidence to inform practice
Performance Evidence
Knowledge Evidence
The following questions requires you to demonstrate your knowledge of observation and assessment for
learning.
Reading
To assist you with this task, refer to pp.431-433 of your textbook, ‘Frameworks for Learning and
Development’.
You will also need to refer to the relevant chapter of development to consider related skills and concepts.
Question 1
Match the correct term to each of the descriptors in relation to observation and assessment.
assessment as learning completeness assessment of learning
valid assessment for learning specificity and directness
a. Assessments are based on observations that contain enough valid
information about the child’s skills, knowledge, disposition.
b. This type of assessment occurs when educators use inferences Assessment for teaching
about children’s progress to inform their teaching. It involves gaining
an understanding of children’s existing knowledge through carefully
planned learning experiences which allow the educator to focus on
how children learn and how to scaffold learning.
c. The observation describes the action in the order it occurred, the completeness
responses, interactions and the ending.
d. This assessment occurs when children are assisted to reflect on and Assessment as learning
monitor their progress to inform their future learning goals. It involves
children actively using their acquired skills and knowledge to
construct new knowledge and skills.
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CHCECE023 Analyse Information to Inform Learning. AT 1 Theory Tasks: 002
e. Observer uses words and descriptors that provide an accurate and Specificity and directness
clear picture.
f. Assessment uses evidence of children’s learning to make Assessment for learning
judgements about the child’s achievement against goals, standards
or outcomes.
Question 2
Look at each photo and identify one developmental area and one related skill that could be observed. To assist
you with this task an example has been provided.
Note for Student and Assessor: responses may vary – there is often more than one developmental area
that could be selected – skills must relate to the developmental area nominated by the student.
b. Babies encouraged to feed themsleves during
a. Nature Hunt – 4.6 yr-old records bugs seen lunch.
outdoors i. Developmental area:
i. Developmental area: Language Fine motor skills
ii. One related skill that could be observed: ii. One related skill that could be observed:
Literacy (emergent writing) Self-help
iii. Thinking about the concept of ‘the whole child’ iii. Thinking about the concept of ‘the whole child’ list
list one other skill that could be observed in a one other skill that could be observed in a different
different developmental area: planning skills developmental area:
Social and emotional skills - sitting
EXAMPLE
together to have a meal
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CHCECE023 Analyse Information to Inform Learning. AT 1 Theory Tasks: 002
d. Bike riding
c. 2-year-olds watering a plant i. Developmental area:
i. Developmental area: Gross motor skills
Gross motor skills ii. One related skill that could be observed:
ii. One related skill that could be observed: Develop balance
Social/emotional skill - working together iii. Thinking about the concept of ‘the whole child’ list
iii. Thinking about the concept of ‘the whole child’ one other skill that could be observed in a different
list one other skill that could be observed in a developmental area:
different developmental area: Cognitive skills - actions that move the bike
Caring for the environment
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CHCECE023 Analyse Information to Inform Learning. AT 1 Theory Tasks: 002
e. Preschoolers about to play snap
i. Developmental area: f. Educator reading story to preschool children
Social Skills i. Developmental area:
ii. One related skill that could be observed: Language skills
Cognitive/matching skills ii. One related skill that could be observed:
iii. Thinking about the concept of ‘the whole child’ Communications skills
list one other skill that could be observed in a iii. Thinking about the concept of ‘the whole child’ list
different developmental area: one other skill that could be observed in a different
Emotional resilience learned through developmental area:
experiencing disappointment Social and emotional - keep still as a group
during the activity
h. Preschool children hand-washing
g. Preschool children completing a puzzle
i. Developmental area: i. Developmental area:
Cognitive Fine motor skills
ii. One related skill that could be observed: ii. One related skill that could be observed:
Fine motor skills Hygiene practice
iii. Thinking about the concept of ‘the whole child’ iii. Thinking about the concept of ‘the whole child’ list
list one other skill that could be observed in a one other skill that could be observed in a different
different developmental area: developmental area:
Patience and a sense of achievement Well-being and relaxation
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CHCECE023 Analyse Information to Inform Learning. AT 1 Theory Tasks: 002
Reading
To assist you with this task, refer to pp. 428-431 in your textbook ‘Frameworks for Learning and
Development’.
Question 3
a. Explain contemporary sociocultural theories and the relevance of including the voice of the other
participants in a play/learning situation.
Contemporary theory (Vgostsky 1978, Rogoff 2003) states that social-cultural context cannot be ignored
when considering the development of a child and the stages of their learning. The contribution of this context
to a child’s learning depends on the child’s participation and relationship to others in the community. When
an environment or play situation exists where others can share, new knowledge can be received and
internalised by the child. This contrasts with an age-related or linear concept of development that is more
concerned with skills being acquired as an individual achievement by a specific time (either before or after
their peers).
b. Refer to the ‘All in a Row’ Scenario on p. 429 of your textbook. Explain the skills/knowledge that are evident
throughout, including both viewpoints/voice of the conversation between Dan and Connor.
The child has demonstrated the skill of writing the individual letters of his name, showing an understanding
that print has a meaning. He’s able to reproduce the letters of his name but did not notice that letters should
be in sequence. The educator acknowledged his effort to write the letters of his name and also provided
instruction on how he could do it correctly.
c. Refer to the “Daniel’ scenario on p. 431 in your textbook.
i. How has Belle benefitted from observing Daniel over a period of time?
The educator could observe the whole child once she took some extra time and also changed her strategy by
focusing not only on the child’s actions but also on who he is. Making observations about what the child likes
and dislikes and how he engages in play gave her knowledge used to connect more closely with him.
ii. How has the inclusion of looking at the context of Daniel through a developmental and
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CHCECE023 Analyse Information to Inform Learning. AT 1 Theory Tasks: 002
social/cultural impacted on her understanding of Daniels interests (e.g. family).
The educator sourced information with the family to acquire more ideas about how she could be more
connected with the child. When she got the knowledge of his favourite football team, she placed a strategy to
draw his attention and start that relationship based on common interest.
Question 4
Read the following scenario and answer the related questions.
Follow-up
Kem’s parents have refused permission for a formal assessment. They believe that Kem is simply quiet and
shy. The educator, Alex, is unsure how to proceed. She has already sought the professional opinions of her
colleagues who all agreed that assessment would be the next logical step. Alex feels that Kem’s parents are
being unreasonable and simply burying their head in the sand. She decides to write her own assessment of
Kem based on her observations. She develops goals and objectives for Kem and develops supporting
teaching strategies. Alex refers to the service policies and procedures and advice of the service director,
then again asks to meet with Kem’s parents. At the meeting, she provides them with her written assessment,
copies of observations taken over a period of time to support her assessment and her planned program for
Kem.
Kem’s parents politely read the report and review the observations. When finished, Kem’s father thanks Alex
for sharing the information.
‘I can see that you have strong concerns about Kem, but I know my son and I know what’s best for him. I
don’t want him to go through what his brother had to deal with - tests and strangers asking questions and
watching him. Please do not raise this matter with us again otherwise we will have to move him to another
centre and we don’t really want to do that as Kem seems happy here.’
Kem’s parents then say goodbye and leave the service. Alex now understands why Kem’s parents are
reluctant to have Kem assessed. She was surprised to learn that Kem had an older brother as this
information was not included on his enrolment form.
Later that day Alex discusses the outcome of the meeting with her Director. Alex explained that she felt she
had failed Kem because she was not successful in advocating for his needs. The Director tells Alex that she
has acted in the best interests of Kem, and must now accept and respect the right of the family to make
decisions about their child. The Director suggests that Alex focuses on implementing her goals for Kem. The
Director also refers Alex to p.17 of the EYLF and the Code of Ethics so that she can remind herself of the
positive action she has taken to share her concerns about Kem.
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CHCECE023 Analyse Information to Inform Learning. AT 1 Theory Tasks: 002
Reading
To answer this question, you must refer to your core document:
Belonging, Being, Becoming: The Early Years Learning Framework for Australia
Code of Ethics
a. List the practices, identified in the EYLF, that Alex has used to work with Kem’s family in relation to his
learning and development.
Communicated about the child’s learning
Identified the child who may need additional support in order to achieve particular learning outcomes,
providing that support or assisting families access specialist help
Plan effectively for the child current and future learning
b. Choose one statement for each of the following areas from the Code of Ethics that supports Kem’s actions.
i. In relation to children, I will…
Respect children as capable learners bu including their perspectives in teaching, learning and assessment
ii. In relation to families, I will…
Learn about, respect and respond to the uniqueness of each family, their circumstances, culture, family
structure, customs, language, beliefs and kinship systems.
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CHCECE023 – Assessment Task 1.002 V1 2019
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CHCECE023 Analyse Information to Inform Learning. AT 1 Theory Tasks: 002
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CHCECE023 – Assessment Task 1.002 V1 2019
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