Use information about children to inform practice

Formats and tools

Unit Description
Reconstruct the unit from the xml and display it as an HTML page.
Assessment Tool
an assessor resource that builds a framework for writing an assessment tool
Assessment Template
generate a spreadsheet for marking this unit in a classroom environment. Put student names in the top row and check them off as they demonstrate competenece for each of the unit's elements and performance criteria.
Assessment Matrix
a slightly different format than the assessment template. A spreadsheet with unit names, elements and performance criteria in separate columns. Put assessment names in column headings to track which performance criteria each one covers. Good for ensuring that you've covered every one of the performance criteria with your assessment instrument (all assessement tools together).
Wiki Markup
mark up the unit in a wiki markup codes, ready to copy and paste into a wiki page. The output will work in most wikis but is designed to work particularly well as a Wikiversity learning project.
Evidence Guide
create an evidence guide for workplace assessment and RPL applicants
Competency Mapping Template
Unit of Competency Mapping – Information for Teachers/Assessors – Information for Learners. A template for developing assessments for a unit, which will help you to create valid, fair and reliable assessments for the unit, ready to give to trainers and students
Observation Checklist
create an observation checklist for workplace assessment and RPL applicants. This is similar to the evidence guide above, but a little shorter and friendlier on your printer. You will also need to create a seperate Assessor Marking Guide for guidelines on gathering evidence and a list of key points for each activity observed using the unit's range statement, required skills and evidence required (see the unit's html page for details)

Self Assessment Survey
A form for students to assess thier current skill levels against each of the unit's performance criteria. Cut and paste into a web document or print and distribute in hard copy.
Moodle Outcomes
Create a csv file of the unit's performance criteria to import into a moodle course as outcomes, ready to associate with each of your assignments. Here's a quick 'how to' for importing these into moodle 2.x
Registered Training Organisations
Trying to find someone to train or assess you? This link lists all the RTOs that are currently registered to deliver CHCECE013, 'Use information about children to inform practice'.
Google Links
links to google searches, with filtering in place to maximise the usefulness of the returned results
Reference books for 'Use information about children to inform practice' on This online store has a huge range of books, pretty reasonable prices, free delivery in Australia *and* they give a small commission to for every purchase, so go nuts :)

Elements and Performance Criteria



Elements define the essential outcomes.

Performance criteria specify the level of performance required to demonstrate achievement of the element.

1. Gather information about the child through observation

1.1 Observe, listen and talk with children for sustained periods of time

1.2 Pay close attention to what the child is saying and doing

1.3 Identify their interests, ideas, knowledge and skills

2. Gather information about the child from secondary sources

2.1 Use child records to collect information about each child

2.2 Collaborate with family and other educators to collect information about each child’s needs, interests, skills and cultural practices

3. Record observations appropriately

3.1 Ensure information collected through observation and secondary sources is discussed with relevant people and recorded accurately in accordance with service requirements

3.2 Ensure discussion and recording of information is free from biased comments and negative labelling of children

4. Use observations and information collected to contribute to program planning

4.1 Use information gathered about the child to contribute to the planning of programs that promote children’s learning and development

4.2 Use information gathered about the child to ensure interactions are responsive and respectful of the individual child