Unit of competency details

TAEASS301B - Contribute to assessment (Release 1)


Usage recommendation:
Is superseded by and equivalent to TAEASS301 - Contribute to assessmentUpdated to meet Standards for Training Packages. 05/Apr/2016
Supersedes and is equivalent to TAEASS301A - Contribute to assessmentThis unit replaces TAEASS301A Contribute to assessment. 11/Oct/2011

ReleaseRelease date
1 1 (this release) 12/Oct/2011

Training packages that include this unit

CodeSort Table listing Training packages that include this unit by the Code columnTitleSort Table listing Training packages that include this unit by the Title columnRelease
PMB07 - Plastics, Rubber and Cablemaking Training PackagePlastics, Rubber and Cablemaking Training Package 2.0 
AVI - Aviation Training PackageAviation Training Package 3.0-4.0 
SIT12 - Tourism, Travel and Hospitality Training PackageTourism, Travel and Hospitality Training Package 1.2-2.0 
PMA08 - Chemical, Hydrocarbons and Refining Training PackageChemical, Hydrocarbons and Refining Training Package 4.0-5.0 
BSB07 - Business Services Training PackageBusiness Services Training Package 7.0-9.0 
NWP - National Water Training PackageNational Water Training Package 1.0 
PMC10 - Manufactured Mineral ProductsManufactured Mineral Products 1.1 
FPP10 - Pulp & Paper Manufacturing Industry Training PackagePulp & Paper Manufacturing Industry Training Package 1.2-1.3 
DEF - Defence Training PackageDefence Training Package 2.0 
RII09 - Resources and Infrastructure Industry Training PackageResources and Infrastructure Industry Training Package 3.0-3.2 
CUA - Creative Arts and Culture Training PackageCreative Arts and Culture Training Package 1.0-4.1 
PUA12 - Public Safety Training PackagePublic Safety Training Package 1.0-2.1 
RII - Resources and Infrastructure Industry Training PackageResources and Infrastructure Industry Training Package 1.0-2.0 
TAE10 - Training and EducationTraining and Education 2.0-3.4 
DEF12 - Defence Training PackageDefence Training Package 2.0 
BSB - Business Services Training PackageBusiness Services Training Package 1.0-2.0 
SFI11 - Seafood Industry Training PackageSeafood Industry Training Package 1.1-2.2 
SIT - Tourism, Travel and Hospitality Training PackageTourism, Travel and Hospitality Training Package 1.0-1.3 
HLT07 - Health Training PackageHealth Training Package 5.0-5.1 
HLT - HealthHealth 1.0-7.1 
SIR07 - Retail Services Training PackageRetail Services Training Package 3.0-3.3 

Qualifications that include this unit

CodeSort Table listing Qualifications that include this unit by the Code columnTitleSort Table listing Qualifications that include this unit by the Title columnUsage RecommendationRelease
HLT41112 - Certificate IV in Ambulance CommunicationsCertificate IV in Ambulance CommunicationsSuperseded
CUA40313 - Certificate IV in Dance Teaching and ManagementCertificate IV in Dance Teaching and ManagementSuperseded1-4 
SIR40112 - Certificate IV in Community PharmacyCertificate IV in Community PharmacySuperseded
SFI30311 - Certificate III in Seafood Industry (Environmental Management Support)Certificate III in Seafood Industry (Environmental Management Support)Deleted2-5 
BSB41415 - Certificate IV in Work Health and SafetyCertificate IV in Work Health and SafetySuperseded1-2 
PUA40212 - Certificate IV in Public Safety (SES Leadership)Certificate IV in Public Safety (SES Leadership)Superseded1-2 
SIT40412 - Certificate IV in Commercial CookeryCertificate IV in Commercial CookerySuperseded
SIR40212 - Certificate IV in Retail ManagementCertificate IV in Retail ManagementSuperseded1-2 
HLT44007 - Certificate IV in Aboriginal and/or Torres Strait Islander Primary Health (Community Care)Certificate IV in Aboriginal and/or Torres Strait Islander Primary Health (Community Care)Superseded
HLT41115 - Certificate IV in Health CareCertificate IV in Health CareSuperseded
Items per page 10 | 20 | 50 | 100
Displaying items 1 - 10 of 71


SchemeCodeClassification value
ASCED Module/Unit of Competency Field of Education Identifier 070109 Teacher Education: Vocational Education And Training  

Classification history

SchemeCodeClassification valueStart dateEnd date
ASCED Module/Unit of Competency Field of Education Identifier 070109 Teacher Education: Vocational Education And Training  02/Oct/2012 
The content being displayed has been produced by a third party, while all attempts have been made to make this content as accessible as possible it cannot be guaranteed. If you are encountering issues following the content on this page please consider downloading the content in its original form

Modification History




Released with TAE10 Training and Education Training Package version 2.0

Unit Descriptor

This unit describes the performance outcomes, skills and knowledge required to contribute to the assessment process.

Application of the Unit

This unit typically applies to a person with technical or vocational expertise who is in a supervisory or mentoring/coaching work role and for whom collecting evidence for assessment is an adjunct to principal work responsibilities.

This unit is performed under the following conditions:

  • the necessary assessment tools and assessment resources to guide the evidence collection process have been provided
  • any adjustments to tools are determined by the qualified assessor (as defined by the Australian Quality Training Framework and the assessor requirements of the relevant training package), who provides guidance and supervision.

Licensing/Regulatory Information

Not applicable.


Not applicable.

Employability Skills Information

This unit contains employability skills.

Elements and Performance Criteria Pre-Content



Elements describe the essential outcomes of a unit of competency .

Performance criteria describe the performance needed to demonstrate achievement of the element. Where bold italicised text is used, further information is detailed in the required skills and knowledge section and the range statement. Assessment of performance is to be consistent with the evidence guide.

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 tools  and methods 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 instruments  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

Required Skills and Knowledge

This section describes the skills and knowledge required for this unit.

Required skills 

  • observation skills to observe candidate performance
  • cognitive and interpretation skills to ensure collection of valid and reliable evidence
  • organisational skills to collect evidence
  • time-management skills to schedule assessment events and activities
  • literacy skills to:
  • read and interpret relevant information
  • prepare required documentation and collate evidence in required format
  • communication skills to:
  • discuss evidence-gathering processes with practitioners and candidates
  • provide constructive and supportive feedback
  • ask appropriate questions to clarify and confirm instructions for evidence gathering
  • provide clear and concrete options and advice.

Required knowledge 

  • competency-based assessment, including:
  • criterion referenced
  • competency standards as the benchmarks for assessment
  • competency-based reporting
  • principles of assessment
  • rules of quality evidence
  • different purposes of assessment
  • diversity of assessment contexts
  • evidence, including different types of evidence
  • evidence-gathering methods – what are assessment methods and different types of methods
  • purpose and features of assessment tools and assessment plans
  • potential barriers and processes relating to evidence-gathering procedures and assessment processes
  • organisational assessment system policies and procedures relevant to this unit of competency
  • technical or subject area being assessed
  • cultural sensitivity and equity considerations
  • relevant policy, legislation, codes of practice and national standards, including commonwealth and state or territory legislation, that may affect training and assessment in the vocational education and training sector
  • OHS relating to the work role, and OHS considerations to be included in collecting evidence, including:
  • hazard identification and risk control measures
  • requirements for reporting hazards and incidents
  • emergency procedures
  • procedures for use of relevant personal protective equipment
  • safe use of relevant equipment
  • sources of OHS information
  • role of key workplace personnel
  • responsibilities of learners.

Evidence Guide

The evidence guide provides advice on assessment and must be read in conjunction with the performance criteria, required skills and knowledge, range statement and the Assessment Guidelines for the Training Package.

Overview of assessment 

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 

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. Bold italicised wording, if used in the performance criteria, is detailed below. 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) may also be included.

Purpose of assessment  may be:

  • 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.

Relevant people  must include:

  • qualified assessors
  • candidates.

Benchmarks for assessment: 

  • 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.

Assessment plan  must include:

  • purpose and aims of assessment
  • context of assessment
  • relevant benchmarks for assessment
  • other assessment information and documentation identified as relevant.

Assessment system policies and procedures  may include:

  • 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.

Assessment tools  include:

  • the learning or competency unit(s) to be assessed
  • the target group, context and conditions for the assessment
  • the tasks to be administered to the candidate
  • an outline of the evidence to be gathered from the candidate
  • the evidence criteria used to judge the quality of performance (i.e. the assessment decision-making rules)
  • the administration, recording and reporting requirements
  • the evidence of how validity and reliability have been tested and built into the design and use of the tool.

Assessment context  may include:

  • environment in which assessment will be carried out
  • relationship between units of competency and candidate’s workplace
  • time period over which assessment takes place.

Reasonable adjustments  may include:

  • 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 instruments
  • considering age and gender
  • considering cultural beliefs, traditional practices and religious observances.

Resource requirements  may include:

  • 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.

Assessment instruments  may include:

  • instruments developed by an assessor as part of formative or summative assessment activities, including:
  • profiles of acceptable performance measures
  • templates and proformas
  • specific questions or activities
  • evidence and observation checklists
  • checklists for the evaluation of work samples
  • recognition portfolios
  • candidate self-assessment materials
  • instruments developed elsewhere that have been modified by the assessor for use with a particular client group.

Unit Sector(s)


Custom Content Section

Not applicable.