CHCECE024 Design And Implement The Curriculum To Foster Children’s

September 2015
Faculty of Education, Service Skills and Environment
Unit Assessment Tasks
Unit Information
Department Early Childhood Education

Qualification Code(s) CHC50113 Qualification Title(s) Diploma of Early C

Education and

Unit Code(s) CHCECE024 Unit Title(s) Design and imple

curriculum to foster

learning and deve

 Year 2017 Enrolment Period Semester

Delivery Location Waverly Cluster Title Insert NA if single

CRN(s)/Block(s)/Group
Copy and complete the table and information below for all assessment tasks as
required.
Assessment Task 1
Assessment of children’s learning and de
Assessment task title (Stage 3)

Date of introduction to Class One

assessment task

Due date

Date for return of marks

(within 7 days)

Assessment task limits

(min/max if applicable)

Task result Satisfactory or unsatisfactory

Marks (if applicable) As per rubric

Submission method Brightspace

Submission

requirements
Task Overview
Students will be required to discuss the following types of assessment: assessment of
learning and development; assessment for learning and development and assessment
as learning. Students will provide an example of each from an early childhood setting
and reflect on how each example supports the educators understanding of a child’s
learning and development.
Task Details
1. Discuss the role of assessment in the planning cycle giving a brief description of
what the
National Quality Standards and the frameworks say about assessment of children’s
learning.
2. Discuss each of the following components of assessment: assessment of learning
and development; assessment for learning and development and assessment as
3. Provide an example for each component of assessment discussing which type of
assessment it relates to. Please include one example for each area of assessment.
You must include at least 1 example for under 3’s and 1 example for over 3’s.
4. When reflecting on each example consider the following and include this in your
discussion:
What information does it include about the child’s learning and development? How
could the information be communicated to families?

How could the information assist in the development of future planning?

Could the information be used to assist in continuity of learning and transitions?

Is the child’s voice included? If it does not include the child’s voice what changes could
be made to support the child’s voice.

How does it reflect the outcomes of an approved learning framework?

5. Conclude your discussion with a summary of recommended best practice

strategies to support holistic assessment practices and the guidelines that should
be adhered
Unit Assessment Faculty of Education, Service Skills and
Tasks Environment

Assessment Task 1 (Stage 3) Marking

Rubric

STUDENT NAME:

STUDENT ID:

Program planning template

COMPETENC
ASSESSMENT E CREDIT

CRITERI
CRITERIA ü A

There is a brief
1.Discuss the role of overview The discussion on

assessment in the of assessment and assessment is

planning its detailed
 cycle relationship to the and discusses the

planning cycle. There requirements of the

are NQS

clear links to the NQS

and and the frameworks.

the frameworks.

2.Discuss each of
the Each component of Each component of

following assessment has

components of been assessment and its

assessment: discussion is
assessment of briefly discussed. supported by

learning and
development; links to references.

assessment for
learning and

development and
assessment

as
learning

3. An example for An example for

each each An example for each

component of component of component of

assessment has assessment assessment
 has been included. has been included.
been provided. The The

examples provided
examples provided include

include one example one example for an

for under

an under 3 child 3 child and an over 3

and an child.

over 3 child. The The appropriate

E W
Contact PO Box 42 Holmesglen VIC 3148T info@holmesglen.e www.holmesglen.edu
: + 61 9564 1555 du.au .au

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Unit
Assessment Faculty of Education, Service Skills and
Tasks Environment

appropriate assessment
assessment style is

style has been discussed

identified. detailing how it

relates to the
identified

assessment
style.

4. The reflection There is a There is a

for each There is a brief detailed detailed Rele

example discusses description that discussion that rep

the child’s identifies identifies discussion that so

learning and the child’s the child’s identifies the hav

development, learning and learning and child’s con
communication to
families, the development, development, learning and refe

child’s voice, communication communication

transitions and to to families, development, appr

families, the communicatio

future planning. child’s voice, the child’s voice, n to

transitions and transitions and families, the

future future child’s

voice,
planning. planning. transitions and

future
planning.

Relevant and

reputable
sources

have been
consulted

5. Recommended At least 2 best At least 2 best More than 2 Mor

best practice practice best

practice for assessment assessment practice pr

assessment is strategies strategies assessment asse

have been have been strategies str

identified. identified. identified and have been hav

discussed. identified and ident

discussed. dis
Their T

relationships relat
to

holistic h
assessment is asses

also identified
 ide

Rele

rep
so

hav
con

refe

appr

Satisfactory

Unit Assessment Tasks Faculty of

Education, Service Skills and Environment
To be deemed satisfactory for this unit: you must achieve all satisfactory criteria.

To achieve a credit for the unit: you must achieve 7 out of 9 credit criteria.(Across
stage 2&3)

To achieve a distinction for the unit: you must achieve 6 out of 8 distinction criteria.
(Across stage 2&3)

To achieve a high distinction for the unit: you must achieve 4 out of 5 high distinction
criteria.