Elements and Performance Criteria

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. 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.
Project objectives may include:
acquiring intellectual property
aims of project
evaluation criteria
milestones
performance indicators
quality standards
return on investment
risk management
targets.
Maps may include:
hard copy plans
digital information.
Features may refer to:
any item on a map represented by:
line work
a mark
a name
a symbol.
Spatial reference systems may include:
contours
map orientations
map scale
mapping coordinate systems.
Cartographical design principlesmay include application of:
map symbols
colour
contours
hachuring
line work
shading.
Project specifications refer to:
detailed technical descriptions of the survey data and its requirements.
Quality assurance may include:
internal and external
product or service measurement against set criteria
standard verification
target monitoring.
Relevant personnel may include:
colleagues
registered surveyors
site personnel
staff or employee representatives
supervisors or line managers
suppliers
users.

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.
Overview of assessment
This unit of competency could be assessed on its own or in combination with other units relevant to the job function, for example RIISTD201A Read and interpret maps.
Critical aspects for assessment and evidence required to demonstrate competency in this unit
A person who demonstrates competency in this unit must be able to provide evidence of:
accessing and interpreting information to identify the components to be measured and monitored
creating basic maps
performing measurements
knowledge of cartographic principles.
Specific resources for assessment
Resource implications for assessment include access to:
assessment instruments, including personal planner and assessment record book
assignment instructions, work plans and schedules, policy documents and duty statements
registered training provider of assessment services
relevant guidelines, regulations and codes of practice
suitable venue and equipment.
Access must be provided to appropriate learning and assessment support when required.
Where applicable, physical resources should include equipment modified for people with disabilities.
Context of assessment
Holistic: based on the performance criteria, evidence guide, range statement, and required skills and knowledge.
Method of assessment
Demonstrated over a period of time and observed by the assessor (or assessment team working together to conduct the assessment).
Demonstrated competency in a range of situations, that may include customer/workplace interruptions and involvement in related activities normally experienced in the workplace.
Obtained by observing activities in the field and reviewing induction information. If this is not practicable, observation in realistic simulated environments may be substituted.
Guidance information for assessment
Assessment requires that the clients’ objectives and industry expectations are met. If the clients’ objectives are narrowly defined or not representative of industry needs, it may be necessary to refer to portfolio case studies of a variety of surveying and spatial information services requirements to assess competency.
Oral questioning or written assessment and hypothetical situations (scenarios) may be used to assess underpinning knowledge (in assessment situations where the candidate is offered a preference between oral questioning or written assessment, questions are to be identical).
Supplementary evidence may be obtained from relevant authenticated correspondence from existing supervisors, team leaders or specialist training staff.
All practical demonstration must adhere to the safety and environmental regulations relevant to each State or Territory.
Where assessment is for the purpose of recognition (recognition of current competencies [RCC] or recognition of prior learning [RPL]), the evidence provided will need to be authenticated and show that it represents competency demonstrated over a period of time.
In all cases where practical assessment is used it will be combined with targeted questioning to assess the underpinning knowledge.
Assessment processes will be appropriate to the language and literacy levels of the candidate and any cultural issues that may affect responses to the questions, and will reflect the requirements of the competency and the work being performed.