NTISthis.com

Evidence Guide: CHCEDS407A - Collect and analyse information to inform work strategies

Student: __________________________________________________

Signature: _________________________________________________

Tips for gathering evidence to demonstrate your skills

The important thing to remember when gathering evidence is that the more evidence the better - that is, the more evidence you gather to demonstrate your skills, the more confident an assessor can be that you have learned the skills not just at one point in time, but are continuing to apply and develop those skills (as opposed to just learning for the test!). Furthermore, one piece of evidence that you collect will not usualy demonstrate all the required criteria for a unit of competency, whereas multiple overlapping pieces of evidence will usually do the trick!

From the Wiki University

 

CHCEDS407A - Collect and analyse information to inform work strategies

What evidence can you provide to prove your understanding of each of the following citeria?

Collect data to inform education support role

  1. Work in conjunction with a teacher to identify information requirements to perform specific education support function
  2. Identify potential internal and external sources ofinformation and arrange for access to the information
  3. Collect information within set timeframes
  4. Access internal and external sources to retrieve required information
  5. Collate required information within set timeframes in a manner which enables ease of use
Work in conjunction with a teacher to identify information requirements to perform specific education support function

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Identify potential internal and external sources ofinformation and arrange for access to the information

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Collect information within set timeframes

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Access internal and external sources to retrieve required information

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Collate required information within set timeframes in a manner which enables ease of use

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Evaluate and interpret information

  1. Evaluate information to determine relevance andvalidity to the set task
  2. Analyse information using reliable and suitable methods acceptable to the education context
  3. Use assumptions in analysis that are clear, justified and consistent
  4. Identify strategies for application in the education support work that are supported by evidence
Evaluate information to determine relevance andvalidity to the set task

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Analyse information using reliable and suitable methods acceptable to the education context

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Use assumptions in analysis that are clear, justified and consistent

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Identify strategies for application in the education support work that are supported by evidence

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Present information

  1. Report recommendations and options in an accepted structure, style and format using appropriate technology
  2. Present reports in a clear and concise manner which conforms to the education organisation requirements
  3. Distribute reports and information in accordance with organisation requirements
Report recommendations and options in an accepted structure, style and format using appropriate technology

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Present reports in a clear and concise manner which conforms to the education organisation requirements

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Distribute reports and information in accordance with organisation requirements

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Assessed

Teacher: ___________________________________ Date: _________

Signature: ________________________________________________

Comments:

 

 

 

 

 

 

 

 

Instructions to Assessors

Evidence Guide

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

Access to a suitable range of information sources for both candidate and the assessor/trainer

Method of assessment:

Assessment may include observation, questioning and evidence gathered from a workplace environment

Required Skills and Knowledge

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 knowledge of:

Information collection and management procedures

Scope and detail of required information

Legislative underpinnings of the education work context

Organisation procedures covering handling and storing information

Major sources of information

Essential skills:

It is critical that the candidate demonstrate the ability to:

Integrate application of all elements of competency and their performance criteria in a diverse education environment

Identify and access varied sources of information

Collate and present information to meet organisation standards

Work effectively under pressure

Comply with organisation procedures relating to security and confidentiality

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:

Retrieve information from both manual and computerised systems

Analyse information

Plan and organise

Communicate effectively

Undertake problem solving

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

Range Statement

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.

Information may include:

Legislation, regulations, policies, procedures guidelines, awards and agreements

Legal materials

Student and family information

Enrolment trends

Student reports

Community partnerships

Data file records

Library materials

Financial records

Basic statistical information

Vocational education and training information

Internal and external sources of information may include:

Education organisation intranet/internet sites

Policy and procedure manuals

Library and resource systems

Files/records management systems

Specific purpose data bases

Government and non government agencies

Academic research materials

Local community sources

Commercial organisations

Relevance and validity of information means:

Relevant - must inform the question and relate to the subject matter and the timeframe of the investigation

Valid - information must come from a reliable source, pertain to the scope of the investigation and have been gathered using accepted methodologies

Methods of information analysis may include:

Quantitative analysis

Qualitative analysis

Connections and comparison of like data

Identification of relationships between data

Basic statistical analysis

Mathematical calculations

Critical analysis

Problem solving

Client feedback

Conclusions are:

The results of the information analysis - statements of the determinations made or the options available

Present information may include:

Oral briefing

Use of presentation software

Routine reports and briefing notes

Speech writing

Proposals

Articles and promotional material

Recognition of contributions may include:

A nod, smile or handshake

A few positive words about the task completed

Thanks and appreciation of the job well done

A formal appreciation for work by way of issue of a certificate