Unit of competency Outline
Date retreived
23/07/2026 7:26 AM AWST
23/07/2026 7:26 AM AWST
Whilst all efforts are made to provide accurate and timely information from the relevant source/documentation, please be aware that the information supplied may not be the most current version. The accuracy of the detail has not been confirmed by the Department and therefore should not be relied upon without first confirming the contents.
Contribute to assessment
Contribute to assessment
Unit of competency
National Code
TAEASS301A
TAEASS301A
State Code
WA865
WA865
TGA Status
Replaced
Replaced
DTWD Status
Replaced
Replaced
State Implementation and Classification
Approved Date
23/11/2010
Field of Education
070109 - Teacher Education: Vocational Education And Training
Original Release Date
23/11/2010
Nominal Hours
10
Description
This unit describes the performance outcomes, skills and knowledge required to contribute to the assessment process.
Notes
Elements and Performance Criteria
1. Clarify role and responsibilities in the assessment process
- 1.1. Discuss and confirm purpose of assessment with relevant people
- 1.2. Discuss and confirm benchmarks for assessment with qualified assessor
- 1.3. Access, read and clarify assessment plan with qualified assessor
- 1.4. Discuss and agree with qualified assessor the specific responsibilities in gathering evidence and types of evidence to be gathered
2. Confirm organisational arrangements for evidence gathering
- 2.1. Access and confirm relevant assessment system policies and procedures; organisational, legal and ethical requirements; and other relevant advice on assessment
- 2.2. Clarify nominated assessment methods and tools for collecting evidence with qualified assessor, to ensure that procedures to be followed and instruments to be used are clear
- 2.3. Discuss and confirm with relevant people assessment context, including candidate's characteristics and any need for reasonable adjustments
- 2.4. Confirm and arrange resource requirements in consultation with relevant people
3. Collect evidence in accordance with the assessment plan
- 3.1. Explain assessment process to candidate, including the different responsibilities of the parties involved, and refer any candidate issues or concerns to qualified assessor prior to undertaking assessment activities
- 3.2. Use assessment tools to gather quality evidence within available time and resources, according to organisational, legal and ethical requirements
4. Record and report findings
- 4.1. Organise and provide evidence to the qualified assessor in a format suitable for analysis according to assessment system policies and procedures
- 4.2. Actively seek feedback from the qualified assessor on whether evidence-gathering activities meet the principles of assessment and whether evidence collected meets the rules of evidence
- 4.3. Document areas for improvement in collecting evidence, for future assessment activities
recognise current existing competency of candidates
determine if competency has been achieved following learning
establish candidate progress towards achievement of competence
determine language, literacy and numeracy needs of candidate
certify competence through a Statement of Attainment
establish progress towards a qualification
determine training gaps of candidate
measure work performance
classify employee and support career progression
meet organisational requirements for work, such as operating equipment or developing new skills
satisfy licensing or regulatory requirements.
qualified assessors
candidates.
refer to criteria against which candidate is assessed
may be a competency standard/unit of competency, assessment criteria of course curricula, performance specifications, or product specifications.
purpose and aims of assessment
context of assessment
relevant benchmarks for assessment
other assessment information and documentation identified as relevant.
candidate selection
rationale and purpose of competency-based assessment
assessment records, data management and information management
recognition of current competency, recognition of prior learning and credit arrangements.
environment in which assessment will be carried out
relationship between units of competency and candidate's workplace
time period over which assessment takes place.
taking into account candidate's language, literacy and numeracy requirements
providing personal support services, such as arranging for:
member of the community to accompany the candidate
reader
interpreter
attendant carer
scribe
using adaptive technology or special equipment
providing flexible assessment sessions to allow for such things as fatigue or administering of medication
format of assessment materials, such as:
in Braille
in first language
use of audiotape or videotape
making adjustments to the physical environment
revising proposed assessment methods and tools
considering age and gender
considering cultural beliefs, traditional practices and religious observances.
resources specific to evidence-gathering activities
access to assessors
access to policy and procedures
access to subject and technical experts
OHS requirements
plant, equipment and technology.
Overview of assessment
Assessment must address the scope of this unit and reflect all components of the unit. A range of appropriate assessment methods and evidence-gathering techniques must be used to determine competency. A judgement of competency should only be made when the assessor is confident that the required outcomes of the unit have been achieved and that consistent performance has been demonstrated.
Critical aspects for assessment and evidence required to demonstrate competency in this unit
Evidence of the ability to:
carry out a minimum of three evidence-gathering activities, with different candidates for each activity
present documentation of the evidence in a clear and concise manner
present documented feedback from others involved in the assessment.
Context of and specific resources for assessment
Evidence must be gathered in the workplace wherever possible. Where no workplace is available, a simulated workplace must be provided.
Method of assessment
Guidance information for assessment
For further information about assessment of this and other TAE units, refer to relevant implementation guidance published on the IBSA website (www.ibsa.org.au).
Assessment must address the scope of this unit and reflect all components of the unit. A range of appropriate assessment methods and evidence-gathering techniques must be used to determine competency. A judgement of competency should only be made when the assessor is confident that the required outcomes of the unit have been achieved and that consistent performance has been demonstrated.
Critical aspects for assessment and evidence required to demonstrate competency in this unit
Evidence of the ability to:
carry out a minimum of three evidence-gathering activities, with different candidates for each activity
present documentation of the evidence in a clear and concise manner
present documented feedback from others involved in the assessment.
Context of and specific resources for assessment
Evidence must be gathered in the workplace wherever possible. Where no workplace is available, a simulated workplace must be provided.
Method of assessment
Guidance information for assessment
For further information about assessment of this and other TAE units, refer to relevant implementation guidance published on the IBSA website (www.ibsa.org.au).
Replaces
| State Code | National Code | Title | Type |
|---|---|---|---|
| C9548 | TAAASS301B | Contribute to assessment | Unit of competency |
Replaced By
| State Code | National Code | Title | Type |
|---|---|---|---|
| S7786 | TAEASS301B | Contribute to assessment | Unit of competency |
