Assessor Resource

CHCEDS410A
Assist in facilitation of student learning

Assessment tool

Version 1.0
Issue Date: April 2024


This unit applies to education support workers in a range of education environments who are responsible for aligning support strategies with teacher facilitation strategies to assist student learning

This work is to be undertaken with appropriate guidance, support and supervision by a nominated teacher or other education professional

This unit deals with the skills and knowledge required to understand and apply a range of principles and processes to facilitate student learning

You may want to include more information here about the target group and the purpose of the assessments (eg formative, summative, recognition)

Prerequisites

Not Applicable

Employability Skills

This unit contains Employability Skills



Evidence Required

List the assessment methods to be used and the context and resources required for assessment. Copy and paste the relevant sections from the evidence guide below and then re-write these in plain English.

The evidence guide provides advice on assessment and must be read in conjunction with the Performance Criteria, Required Skills and Knowledge, the Range Statement and the Assessment Guidelines for this Training Package.

Critical aspects for assessment and evidence required to demonstrate this unit of competency:

The individual being assessed must provide evidence of specified essential knowledge as well as skills

This unit is most appropriately assessed in the workplace or in a simulated workplace setting under the normal range of workplace conditions

Assessment must demonstrate consistency of application of skills and knowledge described in this unit of competency

Access and equity considerations:

All workers in community services should be aware of access, equity and human rights issues in relation to their own area of work

All workers should develop their ability to work in a culturally diverse environment

In recognition of particular issues facing Aboriginal and Torres Strait Islander communities, workers should be aware of cultural, historical and current issues impacting on Aboriginal and Torres Strait Islander people

Assessors and trainers must take into account relevant access and equity issues, in particular relating to factors impacting on Aboriginal and/or Torres Strait Islander clients and communities

Context of and specific resources for assessment:

This unit can be assessed independently, however holistic assessment practice with other community services units of competency is encouraged

Resources required for assessment include access to:

relevant workplace or simulated realistic workplace setting where assessment may take place

principles of practice in use in the education environment

organisation's documentation regarding contemporary teaching practice or direct information from the supervising teacher

behaviour support policies and procedures applicable to the organisation

Method of assessment may include:

Evidence gathered from a workplace environment

Observations

Questioning

Case studies

Written assignments

Submission Requirements

List each assessment task's title, type (eg project, observation/demonstration, essay, assingnment, checklist) and due date here

Assessment task 1: [title]      Due date:

(add new lines for each of the assessment tasks)

Assessment Tasks

Copy and paste from the following data to produce each assessment task. Write these in plain English and spell out how, when and where the task is to be carried out, under what conditions, and what resources are needed. Include guidelines about how well the candidate has to perform a task for it to be judged satisfactory.

This describes the essential skills and knowledge and their level required for this unit.

Essential knowledge:

The candidate must be able to demonstrate essential knowledge required to effectively do the task outlined in elements and performance criteria of this unit, manage the task and manage contingencies in the context of the identified work role

These include:

Awareness of contemporary theories of learning

Understanding of the appropriate principles of practice for the identified education environment

Understanding the learning process

Learning styles and how these influence learning outcomes

Institution's process and procedures for working with students and supporting behaviour

Understanding of the different responsibilities of teachers and education support workers for student learning outcomes

Relevant legislation, policies and standards that regulate educations service delivery, occupational health and safety, behaviour support and anti-discrimination

Essential skills:

It is critical that the candidate demonstrate the ability to:

Articulate a basic understanding of the application of the principles of practice as used in the employing education environment

Demonstrate principles of practice in the learning environment

Adjust resources/activities to meet individual learning needs

Implement a range of behaviour support techniques

Comply with procedures relating to student behaviour support

Activate the learning process

Organise and manage data

Use communication skills to deliver learning activities

In addition, the candidate must be able to effectively do the task outlined in elements and performance criteria of this unit, manage the task and manage contingencies in the context of the identified work role

These include the ability to:

Use interpersonal skills that influence positive student and staff interactions

Apply the level of reading, writing, language and numeracy competence required to perform effectively in an education support role

Demonstrate the application of skills in:

planning and organising

teamwork

cross cultural competence, including gender and disability awareness initiative

The Range Statement relates to the unit of competency as a whole. It allows for different work environments and situations that may affect performance. Add any essential operating conditions that may be present with training and assessment depending on the work situation, needs of the candidate, accessibility of the item, and local industry and regional contexts.

Teaching and learning approaches will usually be based on contemporary theories of learning applicable to the education sector and may include but are not limited to:

Direct teaching of whole class or small groups

Use of games and activities requiring a physical response

Use of technologies

Provision of opportunities for students to apply their learning either on their own (e.g reading or writing), or with others (in pairs or groups), with varying degrees of support.

Provision of opportunities for students to reflect on and reinforce their own learning

Sector or education environment may include:

Early years

Middle school

Senior years

Special education

Distance and flexible learning

Vocational education

Adult education

Principles of practice include:

Underpinning elements that reflect the philosophy/theory of learning being used by teachers

Principles inform the teaching and learning approaches of teachers

Principles related to a particular type of approach

Principles inform the operation structure within which an education support worker will work

Programs may include but are not limited to:

Literacy programs

Numeracy programs

Individualised programs

VET courses

Any educational program that focuses on a students learning

Identified students may include:

Students with special needs

Students with a learning disability

Students with other disabilities

Students with behavioural issues

Communication and interpersonal skills will be tailored to:

Phase of learning

Activity

Desired learning outcomes

Student/s needs

Age of the student/s

Situation

Cultural environment

Student learning styles may include:

Kinaesthetic

Aural

Visual

Modify and adjustdelivery strategiesmay include:

Adjustments to learning activity that do not communicate the intended learning outcomes

Adjustments that cater for a students learning style

Adjustments that enable flexibility e.g. in time and /or interactions within the learning group

The scope agreed with supervisor/teacher

Monitor student progress may include:

Gathering data as required by teacher/supervisor

Recording student achievements

Recording problems that may develop during an activity

Reporting back to supervisor/teacher

Manage student interactions may include:

Behavioural support processes, e.g. following Responsible Behaviour Plans

Encouraging individuals to contribute

Ensuring all participants are heard

Redirecting students who are off track

Assisting students to problem solve

Encouraging the appreciation of diversity

Copy and paste from the following performance criteria to create an observation checklist for each task. When you have finished writing your assessment tool every one of these must have been addressed, preferably several times in a variety of contexts. To ensure this occurs download the assessment matrix for the unit; enter each assessment task as a column header and place check marks against each performance criteria that task addresses.

Observation Checklist

Tasks to be observed according to workplace/college/TAFE policy and procedures, relevant legislation and Codes of Practice Yes No Comments/feedback
In consultation with teacher or other education professional, identify teaching and learning approaches applicable to the relevant education environment 
Confirm the teaching and learning approach and its principles of practice with the supervisor 
Select resources to support the learning approach 
Work with teacher to plan learning activities and classroom supervision of student interactions 
Conduct the learning activities and supervision of student interactions 
Demonstrate principles of practice in the learning environment that reflect specified learning approaches 
Identify and confirm learning requirements for the specified activity by interpretation of the learning program with the teacher 
Meet specified needs of identified students in planning and preparation phase with the teacher 
Assemble and where necessary, modify required resources prior to the activity 
Reflect the appropriate principles of practice in the planning and delivery of the activity 
Establish a positive, mutually respectful relationship with students using communication and interpersonalskills to match the student/group 
Interact with students to reflect application of principles of practice in accordance with studentlearning styles 
Conduct each activity in accordance with provided programs and directions 
Take opportunities to enhance learning activities within the scope of the endorsed principles of practice 
Monitor, document and report student progress to supervising staff to ensure learning outcomes are being achieved 
Modify and adjustdelivery strategies to meet emergent needs and unanticipated situations 
Encourage students to reflect on personal learning achievements and learning experiences 
Manage student interactions to ensure effective participation occurs and effective relationships are maintained 
Manage behaviour of concern using a range of established and agreed techniques 
Maintain store and secure student records in accordance with the organisation requirements 

Forms

Assessment Cover Sheet

CHCEDS410A - Assist in facilitation of student learning
Assessment task 1: [title]

Student name:

Student ID:

I declare that the assessment tasks submitted for this unit are my own work.

Student signature:

Result: Competent Not yet competent

Feedback to student

 

 

 

 

 

 

 

 

Assessor name:

Signature:

Date:

Assessment Record Sheet

CHCEDS410A - Assist in facilitation of student learning

Student name:

Student ID:

Assessment task 1: [title] Result: Competent Not yet competent

(add lines for each task)

Feedback to student:

 

 

 

 

 

 

 

 

Overall assessment result: Competent Not yet competent

Assessor name:

Signature:

Date:

Student signature:

Date: