Diploma of Early Childhood

Diploma of Early Childhood

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ESSE

Revision 002

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 Childhood
				Education and Care
	Unit Code(s)	CHCECE024	Unit Title(s)	Design and implement the
				curriculum to foster children’s
				learning and development
	Year	2017	Enrolment Period	Semester 1
	Delivery Location	Waverly	Cluster Title	Insert NA if single unit only
	CRN(s)/Block(s)/Group

Copy and complete the table and information below for all assessment tasks as required.

Assessment Task 1

Assessment task title	Assessment of children’s learning and development. (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

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Unit Assessment Tasks

Faculty of Education, Service Skills and Environment

Assessment Task 1 (Stage 3) Marking Rubric

STUDENT NAME:

STUDENT ID:

Program planning template

ASSESSMENT

COMPETENCE

CREDIT

DISTINCTION

HIGH DISTINCTION

ü

CRITERIA

CRITERIA

ü

CRITERIA

ü

CRITERIA

ü

1.Discuss the role of

There is a brief overview

The discussion on

assessment in the planning

of assessment and its

assessment is detailed

cycle

relationship to the

and discusses the

planning cycle. There are

requirements of the NQS

clear links to the NQS and

and the frameworks.

the frameworks.

2.Discuss each of the

Each component of

Each component of

Each component of

Each component of

following components of

assessment has been

assessment and its

assessment and its

assessment and its

assessment: assessment of

briefly discussed.

discussion is supported by

discussion is

discussion is

learning and development;

links to references.

supported by

supported by links to

assessment for learning and

references to

at least 2 references.

development and assessment

appropriate sources.

References are

as learning

References are

appropriate sources

documented in the

and documented in

appropriate style.

the appropriate style,

including in text

citations.

3. An example for each

An example for each

An example for each

Relevant and

component of assessment has

component of assessment

component of assessment

reputable sources

been provided.

has been included. The

has been included. The

have been consulted

examples provided

examples provided include

and referenced

include one example for

one example for an under

appropriately

an under 3 child and an

3 child and an over 3 child.

over 3 child. The

The appropriate

Contact:

PO Box 42 Holmesglen VIC 3148T + 61 9564 1555

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Unit Assessment Tasks	Faculty of Education, Service Skills and Environment
	appropriate assessment			assessment style is
	style has been identified.			discussed detailing how it
				relates to the identified
				assessment style.
4. The reflection for each	There is a brief			There is a detailed		There is a detailed		Relevant and
example discusses the child’s	description that identifies			discussion that identifies		discussion that		reputable sources
learning and development,	the child’s learning and			the child’s learning and		identifies the child’s		have been consulted
communication to families, the	development,			development,		learning and		and referenced
child’s voice, transitions and	communication to			communication to families,		development,		appropriately
future planning.	families, the child’s voice,			the child’s voice,		communication to
	transitions and future			transitions and future		families, the child’s
	planning.			planning.		voice, transitions and
						future planning.
						Relevant and
						reputable sources
						have been consulted
5. Recommended best	At least 2 best practice			At least 2 best practice		More than 2 best		More than 2 best
practice for assessment is	assessment strategies			assessment strategies		practice assessment		practice assessment
identified.	have been identified.			have been identified and		strategies have been		strategies have been
				discussed.		identified and		identified and
						discussed. Their		discussed. Their
						relationships to		relationships to
						holistic assessment is		holistic assessment is
						also identified		also identified.
								Relevant and
								reputable sources
								have been consulted
								and referenced
								appropriately
.
	Satisfactory

Contact:

PO Box 42 Holmesglen VIC 3148

T + 61 9564 1555

E info@holmesglen.edu.au

W www.holmesglen.edu.au

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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. .(Across stage 2&3

Contact:

PO Box 42 Holmesglen VIC 3148

T + 61 9564 1555

E info@holmesglen.edu.au

W www.holmesglen.edu.au

PUBLIC  Holmesglen:  ECE/SH  30-Jan-2017  J:\Teaching ECE\2017 – ECE\2017 QUALITY\Subject Masters\CHC50113\CHCECE024\ASSESSMENT\Task 1 Stage 3.docx

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Unit Assessment Tasks                                                                     Faculty of Education, Service Skills and Environment

Contact:

PO Box 42 Holmesglen VIC 3148

T + 61 9564 1555

E info@holmesglen.edu.au

W www.holmesglen.edu.au

PUBLIC  Holmesglen:  ECE/SH  30-Jan-2017  J:\Teaching ECE\2017 – ECE\2017 QUALITY\Subject Masters\CHC50113\CHCECE024\ASSESSMENT\Task 1 Stage 3.docx

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Diploma of Early Childhood