NZQA Assessment Support Material
Unit standard
3503
Title
Participate and communicate in a team or group to complete a routine task
Level
1
Vocational pathways
Credits
2
Version
4
Primary Industries; Social and Community Services
Assessor guidelines
Introduction
The following guidelines are supplied to enable assessors to carry out valid and consistent
assessment using this internal assessment resource.
As with all assessment resources, assessing organisations will need to follow their own quality
control processes. Assessors must manage authenticity for any assessment from a public source,
because learners may have access to the assessment schedule or exemplar material. Using this
assessment resource without modification may mean that learners' work is not authentic. The
assessor/educator may need to change figures, measurements or data sources or set a different
context or topic. Assessors need to consider the local context in which learning is taking place and
its relevance for learners.
Assessors need to be very familiar with the outcome being assessed by the unit standard. The
performance criteria and the special notes contain information, definitions, and requirements that
are crucial when interpreting the standard and assessing learners against it.
Context/setting
This activity requires learners to:

identify team or group roles and responsibilities in relation to a routine task;

participate and communicate in a team or group to complete a routine task.
A routine task is a task for which there is a single acceptable solution or outcome that is easily
verified. The task must be able to be achieved using a standard path that is familiar to every
member of the team or group. The task requirements must be constant and involve few operations
or areas of knowledge and no complexity of skill.
Sample scenarios and tasks for different industry settings are provided.
A team or group means more than two people.
standard ID version X
Assessor guidelines
ASM version X
<Month/year updated>
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Level of performance expected
This is a level 1 standard. This means learners should be:

Using basic general and/or foundation knowledge in theory questions;

Applying basic solutions to simple problems and applying basic skills required to carry out
simple tasks;

Working in highly structured contexts, taking some responsibility for your own learning;

Interacting with others.
Conditions of assessment
Assessment may occur in a real or simulated workplace, in an education organisation or any other
organisation.
Whatever the task selected as the basis of assessment, each person in the group being
assessment must have a significant role to be able to provide evidence of individual performance.
This is an open book assessment – learners may use any workplace documents or notes to
complete this assessment.
Resource requirements

Documented policies and procedures or established protocols for workplace performance.
3503 version 4
Assessor guidelines
ASM version 1
Page 2 of 6
December 2013
 New Zealand Qualifications Authority 2016
Verification – examples of observer comments for a farm worker changing
the rubbers on farming cups
Ask your verifier /assessor to complete this form
Verification statement
As the verifier I have observed the group / team working towards the objective describe above.
I confirm that: __________________________________________ (learner’s name)
Correctly described the routine task in Part 1.
Correctly described the group membership, roles and responsibilities in Part 2.
Met all of their agreed responsibilities and accountabilities as described in Part 2
Ideas, information and/or opinions were made with respect being shown for the contributions
of other people in the group.
1. Give at least two examples of any ideas, information and or opinions relevant to the task
that were contributed by the learner.

That we break the task down into batches of 10 units, two people take the rubbers out and
two people replace them.

Suggested moving the task from standing up at the milking platform into the staff room
around the table where it’s warmer and more comfortable and the old rubbers can be thrown
straight into the rubbish.
2. Please provide any other specific feedback comments to support your verification.

Learner completed their fair share of changing the rubbers and offered some suggestions to
make it more comfortable for us and more systematic.
Signed:
____________________________ Dated:
Name:
____________________________
Position:
____________________________ Workplace:
3503 version 4
Assessor guidelines
_________________________
_________________________
ASM version 1
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December 2013
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Verification - examples of observer comments for an assistant in an Aged
Care Home preparing residents’ afternoon tea
Ask your verifier /assessor to complete this form
Verification statement
As the verifier I have observed the group / team working towards the objective describe above.
I confirm that: __________________________________________ (learner’s name)
Correctly described the routine task in Part 1.
Correctly described the group membership, roles and responsibilities in Part 2.
Met all of their agreed responsibilities and accountabilities as described in Part 2.
Ideas, information and/or opinions were made with respect being shown for the contributions
of other people in the group.
1. Give at least two examples of any ideas, information and or opinions relevant to the task
that were contributed by the learner.

Suggested some alternative fillings rather than the same two or three things most days as
we have been having a bit more waste recently.

Suggested we could do tea cakes or muffins rather than biscuits.
2. Please provide any other specific feedback comments to support your verification.

Jason has not worked here for very long and sometimes needs help with the clearing up Jamie helped Jason clear up the benches after the residents had been given their afternoon
tea.
Signed:
____________________________ Dated:
Name:
____________________________
Position:
____________________________ Workplace:
3503 version 4
Assessor guidelines
_________________________
_________________________
ASM version 1
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December 2013
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Assessment Schedule
Unit standard
3503
Title
Participate and communicate in a team or group to complete a routine task
Level
1
Credits
2
Evidence for achieved
Element 1
1.2
1.3
4
Judgements for achieved
Identify team or group roles and responsibilities in relation to a routine task.
Performance criteria
1.1
Version
The task is defined.
Team or group roles are
identified in terms of structure,
purpose, and accountabilities.
Individual responsibilities and
accountabilities are identified
and agreed to within the team
or group context.
3503 version 4
Assessor guidelines
Completed Worksheet – About our
team/group and the task.
See sample tasks, group structure and role
and responsibility examples included in the
task for examples of appropriate
responses.
Verification sheet.
Routine task is defined.
Team or group structure/membership shows individual
roles, purpose and accountabilities.
How individual responsibilities and accountabilities were
identified and agreed to within the team or group is
described.
Verifier confirms correctness of learner responses on the
verification sheet.
ASM version 1
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Element 2
Participate and communicate in a team or group to complete a routine task.
Performance criteria
2.1
2.2
Verification sheet.
Verifier confirms learner has participated, communicated,
met own agreed responsibilities and accountabilities, and
shown respect for others contributions.
Own agreed responsibilities
and accountabilities are met in
terms of participation and
communication.
Verifier gives at least two relevant examples of ideas,
information and/or opinions contributed.
Ideas, information, and/or
opinions relevant to the task
are contributed, with respect
being shown for the
contributions of others.
Verification is signed and dated. Verifier is someone in a
supervisory role with appropriate level of responsibility to
confirm performance.
Judgements should be holistic, rather than based on a checklist approach.
3503 version 4
Assessor guidelines
ASM version 1
Page 6 of 6
December 2013
 New Zealand Qualifications Authority 2016