The task is said to baby care.
CHCECE023
Analyse information to inform learning
Assessment Duties
(Learner Copy)
Pupil Identify
Unit Date Began
Unit Date Submitted
Coach/Assessor Identify and Signature
This web page is left deliberately clean
Pupil Identify
Unit Submission Date
Unit Submission Date (2nd)
Unit Submission Date (third)
Assessor Suggestions
To be returned with suggestions to scholar after marking
Australian Careers School Pty Ltd
37, Gregory Road, Parap, NT- 0820
Ph: : 08 8981 9619
1/48 Woods Road, Darwin NT- 0800
586-590 Paramatta Highway, Petersham NSW- 2049
CHCECE023 Analyse information to inform learning
Written by Aspire Coaching and Consulting Copyright © 2018
Authorised use: Australian Careers School
This guide is protected by copyright and might not be reproduced or copied partially or in entire nor used for monetary acquire with out the specific approval in writing of the proprietor (Australian Careers School) of the copyright
TERMS AND CONDITIONS
Submitting your proof portfolio
You’re beneficial to search the recommendation of your assessor when placing collectively your proof portfolio so as to affirm that you’ve got offered adequate proof of competency.
You need to be aware that your proof portfolio should be retained by the Registered Coaching Organisation for audit functions and won’t be returned to you. If you want to preserve any proof, you must make a replica prior to submission for Assessment. You’re suggested to be sure to clearly label every reply and activity and full all sections of every Assessment.
If attainable, you also needs to submit copies of any office paperwork that could be related to this unit of competency. On this case you’ll need to acquire approval to present the copies out of your employer.
Possession and plagiarism
You’re suggested by accepting these phrases and circumstances you’ve gotten declared the proof that you just submit is your individual work or the results of your individual analysis. By signing the declaration beneath you acknowledge your Assessment is your individual and incorporates no materials written by one other individual besides the place due reference is made.
Notice that should you quote any supply in your proof, you need to present a reference to the supply so as to be sure that you don’t breach Copyright laws. You want to remember false declaration might lead to the withdrawal of a qualification.
Re-submission of your proof portfolio
In case your proof meets the necessities of the unit of competency you can be assessed as Competent (C) on this unit. In case your proof doesn’t meet the necessities of the unit of competency you can be assessed as Not But Competent (NYC). If you’re assessed NYC, it’s important to focus on your re-submission along with your assessor as you can be given two alternatives solely to revise and re-submit your proof portfolio.
Declaration by Learner
I affirm that the proof that I’ve offered is my very own work and/or the results of my very own analysis. It incorporates no materials written by one other individual besides the place I’ve acknowledged the supply. I’m conscious false declaration might lead to withdrawal of a qualification.
LEARNER NAME (PLEASE PRINT) LEARNER SIGNATURE DATE
Components and Efficiency Standards
ELEMENT PERFORMANCE CRITERIA
Components outline the important outcomes. Efficiency standards specify the extent of efficiency wanted to show achievement of the factor.
1. Collect and doc information about kids 1.1 Undertake observations and collect detailed information about kids’s learning, utilizing a variety of approaches
1.2 Make sure the Assessment strategies and instruments used to collect information take into account Assessment rules
1.three Collect information and observations over time and in a wide range of areas
1.four Embrace the voices of educators, kids, friends, households and different professionals the place applicable
1.5 Show inclusive Assessment practices
2. Monitor kids’s learning and growth 2.1 Use information and observations to analyse and monitor kids’s strengths, pursuits, relationships and learning along side the permitted framework’s learning outcomes
2.2 Determine kids who might have further Help so as to obtain explicit learning outcomes
2.three Use summative Assessment to mirror on kids’s learning over a time period
2.four Collaborate with households and colleagues to Help kids’s learning
2.5 Develop a course of to be sure that information and observations are gathered and used to inform planning for all kids
three. Use proof to inform follow three.1 Use proof to plan for kids to be taught by play, intentional educating, modelling and the learning atmosphere
three.2 Replicate on and enhance personal practices utilizing proof gathered
four. Share information appropriately four.1 Implement methods to be sure that kids’s documentation might be shared with households
four.2 Observe confidentiality practices to guarantee information is shared appropriately
Recognition of Prior Learning (if relevant)
RPL Proof Information
College students who require RPL or accelerated development should produce verifiable documentary proof of their competence within the following competency requirements:
CHCECE023 Analyse information to inform learning
Pupil’s identify
Assessor’s identify
Date enrolled
Please see your assessor for an RPL equipment, to be accomplished and offered to your assessor with required proof. An appointment will then be set for a competency dialog. Your assessor will clarify all proof necessities for this unit of competency.
Prompt proof
? Letter from present/earlier employer
? Solutions to written questions
? Reply to oral questions
? Sensible demonstration
Motion
Assessment plan agreed
Pupil handbook provided
Help supplies offered
Bill provided
Language / Literacy / Numeracy wants mentioned
Particular/explicit wants mentioned
Appeals course of defined
Overview on Assessment process defined
Pre-Assessment of job performed
Copy of proof offered
RPL Proof Information
Extra necessities
Pupil’s signature
Date
Assessor’s signature Date
Learning checkpoint 1
Gathering and documenting information about kids
Observe three kids and gather particular information about their background and learning. Choose kids from totally different age teams if attainable. Put together a file for every baby. You’ll add to these recordsdata within the learning checkpoints for every matter on this learner information.
Preserve confidentiality always.
The dad and mom of the youngsters will want to be keen to offer you suggestions as you progress by the checkpoints.
Question Assignment 1
Present information about parental permissions. Embrace:
• a replica of the coverage that particulars how permission is granted for amassing data of youngsters’s learning and behavior
• a clean copy of the doc that folks signal to give permission for educators to gather data of youngsters’s learning and behavior.
Question Assignment 2
Develop a easy kind that gathers signed permission for you to collect and file information in regards to the three kids. The shape ought to embody:
• your identify
• why you need the information
• how you’ll use the information
• the place the information will likely be saved
• how the dad and mom will likely be concerned within the course of
• whether or not the father or mother permits you to embody pictures of their baby in your data
• whether or not the father or mother agrees which you could share the information along with your coach/assessor
• how you’ll keep confidentiality.
Question Assignment three
Create a profile for every baby that features:
• household background
• pursuits and play preferences
• strengths
• relationships
• developmental stage.
You need to gather information from:
• the household
• different individuals shut to the kid
• the kid
• different kids
• educators
• related professionals/specialists (if applicable).
Question Assignment four
Create commentary data for every baby over a time period and in a wide range of areas. Determine their progress towards the 5 EYLF/MTOP outcomes by specializing in:
• the kid’s sense of identification
• the kid’s connection to their world
• the kid’s sense of wellbeing
• the kid as a assured and concerned learner
• the kid as an efficient communicator.
Use no less than 4 of the next strategies to collect and file information:
• Secondary sources similar to discussions with others, communication books, incident reviews and samples of labor
• Jottings
• Anecdotal information
• Time samples and working data
• Questioning
• Occasion samples and checklists
• Sociograms
• Webs
• Learning tales
• ICT
Question Assignment 5
Present a brief summative Assessment of every baby. Embrace the voice of others within the Assessment.
Question Assignment 6
For every baby, describe how you’ve gotten collected information over sufficient time and in quite a lot of areas to offer you an correct view of the kid.
Question Assignment 7
For every baby, describe how your assessments are legitimate, consultant, important and related.
Question Assignment eight
For every baby, describe the way you used inclusive Assessment practices.
Learning Checkpoint One
Learner
identify Pupil Quantity
Unit CHCECE023 Analyse information to inform learning
Assessor identify
Learner Assessment Declaration (tick the related field)
The aim and outcomes of the Assessment have been defined to me Sure ? No ?
I’ve obtained information in regards to the unit of competency Sure ? No ?
I perceive the kind of proof to be collected Sure ? No ?
The appeals system has been defined to me Sure ? No ?
I’ve knowledgeable my assessor of any particular wants that will want to be thought of throughout the Assessment Sure ? No ?
Learner signature Date
Results of Assessment – Assessment 1: Written Take a look at
Try No 1: S ? NYS ? Try No 2: S ? NYS ? Try No three: S ? NYS ?
The learner’s total efficiency was Passable ? Not But Passable ?
Suggestions to learner on total efficiency
Assessor signature Date
I intend to lodge an attraction on the above resolution Sure ? No ?
Learner signature Date
Learning checkpoint 2
Monitoring kids’s learning and growth
Half A
Full the next duties to proceed to develop the recordsdata for the three kids you noticed in Learning checkpoint 1.
Question Assignment 1
For every baby, use a format of your alternative to full a summative Assessment that hyperlinks to the EYLF/MTOP outcomes and represents every baby’s:
• strengths
• pursuits and play preferences
• relationships
• learning
• want for extra Help to meet an EYLF/MTOP final result.
Question Assignment 2
Share your summative assessments with a colleague and/or the youngsters’s dad and mom. Ask for his or her suggestions in your summative Assessment and see if there’s any additional information you’ll be able to collect from them. Report this suggestions.
Half B
Learn the case research, then reply the questions that observe.
Case research
Linda is a Diploma-qualified educator working in a room with 27 kids and two different educators. The kids are aged between 4 and 5 years outdated and are from a spread of backgrounds. All of them communicate and perceive English effectively. The kids normally attend the service between 9.00 am and three.00 pm.
Question Assignment 1
Develop a course of that Linda might use to be sure that every baby is noticed and appropriate information is gathered to make the curriculum responsive and inclusive.
Question Assignment 2
What ought to Linda do if the Assessment of information from this course of signifies a baby wants further Help to obtain a learning final result?
Learning Checkpoint Two
Learner
identify Pupil Quantity
Unit CHCECE023 Analyse information to inform learning
Assessor identify
Learner Assessment Declaration (tick the related field)
The aim and outcomes of the Assessment have been defined to me Sure ? No ?
I’ve obtained information in regards to the unit of competency Sure ? No ?
I perceive the kind of proof to be collected Sure ? No ?
The appeals system has been defined to me Sure ? No ?
I’ve knowledgeable my assessor of any particular wants that will want to be thought of throughout the Assessment Sure ? No ?
Learner signature Date
Results of Assessment – Assessment 1: Written Take a look at
Try No 1: S ? NYS ? Try No 2: S ? NYS ? Try No three: S ? NYS ?
The learner’s total efficiency was Passable ? Not But Passable ?
Suggestions to learner on total efficiency
Assessor signature Date
I intend to lodge an attraction on the above resolution Sure ? No ?
Learner signature Date
Learning checkpoint three
Utilizing proof to inform follow
Half A
For every of the three kids you’ve gotten been amassing information for, use your formative and summative assessments to develop plans of two experiences for every baby. For every baby, embody:
• an intentional educating expertise
• a deliberate ‘learning by play’ expertise.
For every expertise, your plan ought to describe:
• which kind of expertise it’s (intentional or learning by play)
• what the deliberate expertise is
• how you’ll arrange the atmosphere to encourage participation and learning
• how you’ll guarantee the youngsters are comfy by making a protected and non-threatening area
• an EYLF/MTOP final result
• a purpose
• an goal
• modelling that’s deliberate
• the supplies and assets wanted.
You’ll be able to observe a service’s template or use a desk comparable to the next.
Expertise plan
Little one:
Identify:
Age:
Intentional educating or deliberate learning by play expertise?
Description of the expertise
Atmosphere set-up
EYLF/MTOP Final result
Aim
Goal
Modelling
Sources and supplies
Half B
Question Assignment 1
Use three strategies to critically mirror on and enhance your follow. Briefly describe:
• the strategies you used
• what you discovered
• how you intend to enhance your efficiency.
Question Assignment 2
Present an instance of a state of affairs you’ve gotten mirrored on the place you consider you possibly can have reacted higher. Reply the next questions to mirror on the state of affairs.
• What occurred?
• Why did it occur?
• How did it occur?
• How do you’re feeling about it?
• What have you ever learnt from this?
• What’s the significance of this?
• What’s going to you do subsequent?
• How will this alter your future actions and values?
Learning Checkpoint Three
Learner
identify Pupil Quantity
Unit CHCECE023 Analyse information to inform learning
Assessor identify
Learner Assessment Declaration (tick the related field)
The aim and outcomes of the Assessment have been defined to me Sure ? No ?
I’ve obtained information in regards to the unit of competency Sure ? No ?
I perceive the kind of proof to be collected Sure ? No ?
The appeals system has been defined to me Sure ? No ?
I’ve knowledgeable my assessor of any particular wants that will want to be thought of throughout the Assessment Sure ? No ?
Learner signature Date
Results of Assessment – Assessment 1: Written Take a look at
Try No 1: S ? NYS ? Try No 2: S ? NYS ? Try No three: S ? NYS ?
The learner’s total efficiency was Passable ? Not But Passable ?
Suggestions to learner on total efficiency
Assessor signature Date
I intend to lodge an attraction on the above resolution Sure ? No ?
Learner signature Date
Learning checkpoint four
Sharing information with households appropriately
Half A
Use applicable methods to share documentation of your alternative with a household.
a. Clarify the kind of documentation you shared.
b. Clarify the technique you used to talk the information within the documentation.
c. Clarify why you shared this explicit documentation.
d. Clarify the way you ensured privateness (when applicable) for the dad and mom when sharing the information within the documentation.
Half B
Question Assignment 1
Describe three strategies for making certain that information shared with households is saved non-public.
Question Assignment 2
Clarify why it’s important to observe confidentiality practices when sharing information.
Question Assignment three
Give two the explanation why documentation a few baby’s program and progress should be made accessible to their household.
Learning Checkpoint 4
Learner
identify Pupil Quantity
Unit CHCECE023 Analyse information to inform learning
Assessor identify
Learner Assessment Declaration (tick the related field)
The aim and outcomes of the Assessment have been defined to me Sure ? No ?
I’ve obtained information in regards to the unit of competency Sure ? No ?
I perceive the kind of proof to be collected Sure ? No ?
The appeals system has been defined to me Sure ? No ?
I’ve knowledgeable my assessor of any particular wants that will want to be thought of throughout the Assessment Sure ? No ?
Learner signature Date
Results of Assessment – Assessment 1: Written Take a look at
Try No 1: S ? NYS ? Try No 2: S ? NYS ? Try No three: S ? NYS ?
The learner’s total efficiency was Passable ? Not But Passable ?
Suggestions to learner on total efficiency
Assessor signature Date
I intend to lodge an attraction on the above resolution Sure ? No ?
Learner signature Date
Ultimate Assessment
CHCECE023 Analyse information to inform learning
Your coach or assessor might require you to full this Assessment exercise and can offer you directions as to how to current your responses. They could present various or further Assessment actions relying on the circumstances of your coaching program.
The next desk maps this last Assessment exercise towards the weather and efficiency standards of CHCECE023 Analyse information to inform learning.
Half Aspect Efficiency standards
A 1, 2, three, four 1.1, 1.2, 1.three, 1.four, 1.5, 2.1, 2.2, 2.three, 2.four, 2.5, three.1, three.2, four.1, four.2
B 1, 2, three, four 1.1, 1.2, 1.three, 1.four, 1.5, 2.1, 2.2, 2.three, 2.four, 2.5, three.1, four.1, four.2
C three three.2, three.three
Detailed mapping of this learner information towards the strategies of Assessment, the weather, the efficiency standards and efficiency and information proof is on the market within the Aspire Coach’s and assessor’s information for this unit.
Objective
The next exercise varieties a part of your Assessment of competence. You may additionally want to present varied office paperwork or third-party reviews. Your coach offers you steerage on this space.
This Assessment exercise is designed to assess your expertise and information throughout the entire unit CHCECE023 Analyse information to inform learning.
Necessities
To finish this Assessment exercise, you want:
• entry to a kids’s companies atmosphere
• entry to the service’s requirements, insurance policies and procedures
• entry to the Nationwide High quality Framework and Early Years Learning Framework
• to be noticed demonstrating efficiency as outlined in Half A
• to full the duties outlined in Half B and Half C and submit responses as directed by your coach/assessor/coaching organisation
• to make sure you keep confidentiality as required.
Half A
Your coach wants to see demonstrated proof of your efficiency within the following areas. Observations might happen in your office or in a simulated atmosphere. Your coach/assessor/coaching organisation will present steerage as to how these observations will happen.
Demonstration of your efficiency as outlined in Half A might be undertaken along side Half B.
Efficiency proof Instance
Show the way you collected and documented observations of no less than three totally different kids, together with:
kids’s behaviour and learning Present your coach/assessor the way you:
noticed the youngsters and saved notes of their behaviour
learn enrolment data to establish their behaviour at house and their developmental skills
learn incident and specialist reviews to establish behaviour points.
kids’s play preferences Present your coach/assessor:
an Assessment file you’ve gotten accomplished that demonstrates you might be conscious of a kid’s pursuits
the way you mentioned what kind of play the youngsters loved at house.
strengths, pursuits and relationships. Present your coach/assessor:
samples of youngsters’s work that helped you establish their pursuits and developmental strengths
notes you saved a few baby’s relationships following dialogue with dad and mom and different educators
how you’ve gotten deliberate an expertise that responds to a baby’s strengths.
Show the way you utilized information to instructional follow, together with:
sharing information with households, educators, kids, consultants and specialists Present your coach/assessor the way you:
organized conferences and used pick-up and drop-off occasions to share information a few baby with their household
mentioned a baby’s progress with different educators at workforce conferences
collaborated with specialists to present a complete view of a kid.
collaborating with households to plan for kids’s particular person wants Present your coach/assessor:
the way you organized conferences and casual discussions with households to guarantee they have been concerned in contributing concepts to plan an applicable expertise for his or her baby
shared the kid’s program with dad and mom at a one-on-one assembly.
utilizing information gathered to inform planning. Present your coach/assessor the way you:
used the information a few household’s circumstances, tradition and pursuits and their baby’s expertise, relationships, pursuits and desires to plan a responsive and applicable plan of actions and experiences for the kid
deliberate an expertise that responded to the kid’s strengths and developmental stage.
Half B
You’re to gather information about yet one more baby of any age and plan responsive learning experiences for these kids to show which you could:
• gather information about kids from a spread of sources and over a time period to make it easier to plan for kids
• analyse and assess the information you collect
• use the proof gathered and analysed to plan applicable actions
• collaborate and share information with households.
Use a unique baby of any age from these you’ll have used for assessments in chapters 1, 2, three and four.
Full the next duties.
1. Use a confidential portfolio Assessment technique (see part 1B) to collate the data you gather in regards to the baby. This confidential baby portfolio permits your coach/assessor to see the way you analyse information to inform learning.
Put together a portfolio for the kid.
Embrace varieties for no less than three recording technique codecs you’ll use (similar to learning tales, anecdotal data, checklists, jottings and occasion samples). Every format should embody area for:
• the commentary file
• dad and mom and different educators to present further information
• a formative Assessment linked to the EYLF learning outcomes.
Ask your supervisor or instructional chief to approve the kid portfolio and the strategies you’ll use to gather information earlier than you current them to dad and mom.
Earlier than observing and amassing information about every baby, communicate with their dad and mom. Clarify your plans and present them the kid portfolio Assessment you’ve gotten begun to put together (the strategy you’ll use to doc their baby’s growth). Clarify how you desire to them to take part of their baby’s Assessment.
Test your service insurance policies about how dad and mom give approval for his or her baby to be noticed and their learning and growth recorded and photographed, then develop a word-processed father or mother permission kind to be used particularly for this Assessment activity. Have your supervisor test this type to guarantee it’s skilled and incorporates applicable information, together with:
• your identify
• the position you might be enjoying within the service (educator, scholar, volunteer)
• why you might be amassing the information
• how you can be utilizing the information
• how the dad and mom will likely be concerned within the course of
• whether or not the father or mother permits you to embody pictures of their baby in your data.
• whether or not the father or mother agrees which you could share the information with different educators and your coach/assessor
• how you’ll keep their confidentiality by following service insurance policies and procedures, responding to the ECA Code of Ethics, and by storing and utilizing the data.
Request that the dad and mom signal the permission kind. You could have their signature earlier than you begin observing the kid. Add the signed permission kind to the kid’s confidential portfolio.
Collect, doc and analyse information in regards to the baby who you might be working with, including every bit of information to the kid’s confidential portfolio. Guarantee every merchandise added is clearly dated and named. Use a spread of recording sorts (for instance, enrolment varieties, learning tales, anecdotal data, occasion samples) together with the templates you ready in Question Assignment 1.
Make sure the information:
• spans an affordable time period and is collected in several areas
• offers related and important background information in regards to the baby
• identifies and describes the kid’s learning, strengths, pursuits, relationships, play preferences and behavior
• displays no less than one developmental facet (for instance, bodily milestones)
• consists of the voice of a specialist or different skilled (if relevant)
• consists of the voice of the kid, the dad and mom and different educators
• addresses Assessment rules (legitimate, consultant, important, related, inclusive)
• consists of every of the 5 EYLF Outcomes.
Analyse every file you collect in an unbiased and methodical method so it represents a real and correct image of the kid.
Chances are you’ll want to use a guidelines comparable to the next to test off the information you’ve gotten gathered about every baby.
Information required for portfolio Little one 1
Background information:
identify
age
how typically the kid attends the service
cultural and life-style influences
dietary or different restrictions or preferences
well being points
specialist or different intervention
Learning
Strengths
Pursuits
Relationships
Play preferences
Behaviour
Developmental monitoring
Extra information from specialists and/or different professionals (if relevant)
Extra information from the kid
Extra information from different educators
Extra information from the household
Sufficient information over time and in a wide range of areas to guarantee every Assessment will likely be legitimate, important, consultant, related and inclusive
Every of the EYLF Outcomes should be represented within the information you’ve gotten gathered, recorded and analysed. ? Final result 1
? Final result 2
? Final result three
? Final result four
? Final result 5
Develop a summative Assessment based mostly on the kid’s progress towards the related Outcomes of the EYLF. Tackle your summative Assessment to particular Outcomes as applicable.
Current your baby portfolio, together with the summative Assessment, to your supervisor or the educator answerable for the three kids. Ask them to add their feedback to the summative Assessment you ready for the kid’s portfolio.
Use the three summative assessments to plan applicable learning environments, actions and experiences for the kid. The experiences you intend should meet the next six standards.
Expertise standards (for every baby) Minimal variety of experiences required
Experiences that embody particular EYLF Outcomes from every of the 5 major EYLF Outcomes 5
An intentional educating alternative Three
An expertise that responds to baby’s strengths Three
An expertise that responds to the kid’s pursuits Three
An expertise that responds to the kid’s relations Three
An expertise that helps learning by play Three
For every expertise, embody:
• the identify of the expertise
• who the expertise is offered for
• what number of kids will likely be concerned
• the precise EYLF Final result the expertise relates to
• a purpose and/or goal
• an outline of the expertise
• the supplies and assets you’ll use
• how you’ll arrange the learning atmosphere
• how you’ll use modelling throughout the expertise to Help learning
• the way you may present further Help to a baby.
Current your accomplished confidential baby portfolio to your supervisor or the educator answerable for the kid. Ask for his or her suggestions and alter the kid portfolio as required to meet service insurance policies and procedures and to show inclusive follow.
Present the finished confidential baby portfolio to the dad and mom of the kid. Show how the portfolio has developed and be aware their feedback.
Half C
Replicate in your follow and recommend enhancements.
1. Take into consideration the way you carried out as you labored by Half A and Half B, and the place and how one can make enhancements to your work practices.
Full a desk comparable to the next. Be sure to handle all of the areas within the desk.
Space Self-assessment Enhancements
Noticed and picked up information
Collaborated and shared information with dad and mom and others
Used the information to plan applicable actions
Arrange a protected and responsive learning atmosphere
Used spontaneous play as learning experiences
Maintained confidentiality and privateness
Recognized and utilized related sections of the NQF
Ask an academic chief, your supervisor or one other educator to offer you suggestions in your efficiency; specifically, how one can enhance your expertise, information and professional follow. Present a file of their response.
Entry the NQS and find High quality Space 6, Collaborative partnerships with households and communities. Present examples of the way you meet the Commonplace and Components once you share information with households.
Ultimate Assessment
Learner
identify Pupil Quantity
Unit CHCECE023 Analyse information to inform learning
Assessor identify
Learner Assessment Declaration (tick the related field)
The aim and outcomes of the Assessment have been defined to me Sure ? No ?
I’ve obtained information in regards to the unit of competency Sure ? No ?
I perceive the kind of proof to be collected Sure ? No ?
The appeals system has been defined to me Sure ? No ?
I’ve knowledgeable my assessor of any particular wants that will want to be thought of throughout the Assessment Sure ? No ?
Learner signature Date
Results of Assessment – Assessment 1: Written Take a look at
Try No 1: S ? NYS ? Try No 2: S ? NYS ? Try No three: S ? NYS ?
The learner’s total efficiency was Passable ? Not But Passable ?
Suggestions to learner on total efficiency
Assessor signature Date
I intend to lodge an attraction on the above resolution Sure ? No ?
Learner signature Date
Summative Assessment Report
Learner Identify
Unit of Competency CHCECE023
Assessment Process Date of Assessment Passable Assessor Signature
Learning Checkpoint One Sure ? No ?
Learning Checkpoint Two Sure ? No ?
Learning Checkpoint Three Sure ? No ?
Learning Checkpoint 4 Sure ? No ?
Ultimate Assessment Sure ? No ?
Assessor’s Feedback
Competent ? Not But Competent ? Re-assessment required ?
ASSESSOR NAME (PLEASE PRINT) ASSESSOR SIGNATURE DATE
I intend to lodge an attraction on the above resolution Sure ? No ?
Learner signature Date
————————-
The duty is said to baby care.
CHCECE023
Analyze knowledge to enhance learning
Duties for Analysis
(Learner Model)
Identify of the Pupil
Unit Date Started
Unit Date Submitted
Coach/Assessor Identify and Signature
This web page is left deliberately clean
Pupil Identify
Unit Submission Date
Unit Submission Date (2nd)
Unit Submission Date (third)
Assessor Suggestions
To be returned with suggestions to scholar after marking
Australian Careers School Pty Ltd
37, Gregory Road, Parap, NT- 0820
Ph: : 08 8981 9619
1/48 Woods Road, Darwin NT- 0800
586-590 Paramatta Highway, Petersham NSW- 2049
CHCECE023 Analyse information to inform learning
Written by Aspire Coaching and Consulting Copyright © 2018
Authorised use: Australian Careers School
This guide is protected by copyright and might not be reproduced or copied partially or in entire nor used
