Assessor Resource

RIIG005A
Read and interpret map

Assessment tool

Version 1.0
Issue Date: March 2024


Not applicable.

This unit specifies the skill and knowledge to read and interpret maps relevant to work activities in the resources and infrastructure industries.

The unit includes identification of locations using maps, compasses and other equipment, identification of types of maps and their functions, the recognition of commonly used symbols and abbreviations, the identification of key features and specifications on a map, and the navigating of a route using maps, compass and other equipment.

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

The required outcomes described in this Unit of Competency contain applicable facets of employability skills. The Employability Skills Qualification Summary for the qualification in which this Unit of Competency is packaged will assist in identifying employability skill requirements.




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 of assessment and evidence required to demonstrate competency in this unit

The evidence required to demonstrate competency in this unit must be relevant to reading and interpreting maps and satisfy all of the requirements of the Performance Criteria, Required Skills and Knowledge and the Range Statement of this unit and include demonstration of:

working with others to plan, prepare and execute the tasks

consistent successful achievement of the requirement outcomes

Context of and specific resources for assessment

This unit should be assessed in the context of the work environment wherever possible. Where this is not possible, assessment may occur in a simulated environment. Evidence for assessment is best gathered using the outcomes of products and processes of the workplace context

The assessment environment should not disadvantage the participant. For example, language, literacy and numeracy demands of assessment should not be greater than those required on the job

Assessment of this competency requires typical resources normally used in the work environment. Selection and use of resources for particular work sites may differ due to site circumstances

Where applicable, physical resources should include equipment modified for people with disabilities

Access must be provided to appropriate learning and/or assessment support when required

Methods of assessment

This unit maybe assessed in a holistic way with other units of competency

Appropriate methods of assessment for this unit will usually include:

workplace observation of processes and procedures

oral and/or written questioning on required knowledge

testimony from supervisors, colleagues, clients and/or other appropriate persons

simulation and/or scenario analysis

Where performance is not directly observed and/or is required to be demonstrated over a period of time and/or in a number of locations, any evidence should be authenticated by colleagues, supervisors, clients or other appropriate persons

Questioning should be undertaken in a manner appropriate to the language and literacy levels of the candidate and to the requirements of the Unit of Competency

Assessment should also reinforce the integration of the knowledge and skills aspect of this unit

Questioning should be undertaken in such a manner as is appropriate to the oracy, language and literacy levels of the assessee, any cultural issues that may affect responses to the questions, reflecting the requirements of the competency and the work being performed


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 required for this unit

Required Skills

Specific skills are required to achieve the performance criteria of this unit, particularly for their application in the variety of circumstances in which this unit may be applied. Skills include

Speaking clearly and directly, listening carefully to instructions and information

Accessing, interpreting and applying technical and operational information including work instructions, quality assurance procedures, manufacturers' instructions, material safety data sheets and equipment instructions

Applying teamwork to a range of situations, particularly in a safety context

Solving problems such as recognising clear discrepancies between available maps or other data and the actual site and taking action to correct these

Showing initiative in adapting to changing work conditions or contexts particularly when working across a variety of work areas

Managing time, particularly in organising priorities and planning work

Taking responsibility for self organisation of work priorities

Showing a willingness to learn and to use a range of mediums to learn

Applying mathematical skills, including basic angles and geometry for compass bearings, estimation and measurement.

Required Knowledge

Specific knowledge is required to achieve the performance criteria of this unit, particularly for their application in the variety of circumstances in which this unit may be applied. Assessment requires evidence of the ability to identify and explain the purpose of:

types of maps, charts and scales and their uses

Representation of topographic features on maps and plans

Common scales used on maps and plans

Features and use of a compass and factors that affect compass accuracy

Advantages and disadvantages of different map and chart types and sources of error

Techniques for estimating distance travelled.

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 in the Performance Criteria is detailed below.

Information may include:

Details of local inhabitants, type of terrain or features of the route, access and exit routes, natural protection or shelter, land management and legislative requirements, guide books

Maps may include:

Cadastral and topographic maps, charts, guide books, aerial photographs, sketches and cave maps, and diagrams

Equipment may include:

Compass, track and survey markers, beacons, personal protective equipment and clothing, GPS units

Navigation aids may include:

Track and creek junctions and crossings, survey markers, beacons, track markers, cairns, paths, signs, arrows, compass and man-made objects or features

Symbols and information may include:

Grid lines and numbers, contour lines, magnetic variation, scale, map legend, topographic features, markers and beacons, water depth

Navigation data may include:

Grid reference points, grid and magnetic bearings, distances, estimated travelling times, height gain/loss, gradient, identifiable features and exit routes

Surroundings may include:

Ground/terrain, bodies of water, beacons and markers, natural formations, landmarks and man-made features

Obstacles may include:

Thick vegetation, drops and climbs, marshes and bogs, fog, rivers, lakes and dams, tides and hazards

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
Applicable safety and organisational requirements relevant to navigation are identified and complied with. 
Information is gathered and relevant factors identified and checked with appropriate personnel. 
Suitable maps, equipment and navigation aids are selected and checked for accuracy, currency and operational effectiveness in accordance with manufacturers' recommendations. 
Faults or errors in maps and equipment are detected and corrected. 
Communication with others is established and maintained in accordance with OHS requirements. 
Traverse route to destination is selected using information from map or plan and field observations. 
Maps are examined to identify relevant symbols and information and navigation data. 
Current position in the field is identified on map or plan in accordance with organisational procedures. 
Current position in the field is located using landmarks and key geographical features. 
Required destination is identified on map or plan in accordance with organisational procedures. 
Hazards and potential hazards in traversing from location to destination are recognised and interpreted from map or plan, field observations, and local knowledge. 
Distance to required destination is estimated using map scale and selected traverse route. 
Navigation is undertaken in accordance with planned route and schedule. 
Maps are correctly orientated to surroundings in accordance with planned route. 
Equipment and navigation aids are used in accordance with manufacturers' recommendations 
Alternative routes are navigated to bypass obstacles and improve efficiency of route or course 

Forms

Assessment Cover Sheet

RIIG005A - Read and interpret map
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

RIIG005A - Read and interpret map

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: