Assessor Resource

CUVGRD502A
Produce graphic designs for 2-D and 3-D applications

Assessment tool

Version 1.0
Issue Date: March 2024


Graphic designers work in many different industry contexts. They may be employed in graphic design studios, commercial printing companies, advertising agencies, book and magazine publishers, television stations or in the marketing division of any business. Graphic designers also frequently offer their services on a freelance basis.

This unit reflects the professional requirement for a substantial body of work. At this level, work is undertaken independently, but in response to established design briefs. Mentoring and guidance is available as required.

Specialised applications of 3-D skills (e.g. in design for packaging) are found in separate units.

This unit describes the performance outcomes, skills and knowledge required to plan and produce a body of two-dimensional (2-D) and three-dimensional (3-D) graphic design work in response to a variety of visual communication challenges that shows a well-developed command of relevant software programs as well as the creative ability to generate ideas to meet different needs. It involves a combination of well-developed technical, conceptual and organisational skills.

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

This unit contains employability skills.




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, 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:

produce a body of graphic design work that meets the creative and technical requirements of a range of design briefs, including both 2-D and 3-D work

demonstrate a well-developed command of techniques, processes and current technologies

take account of industry required timeframes for design work

evaluate and communicate about own work in an informed and critical way

present written information to support graphic design work

apply knowledge of the design process.

Context of and specific resources for assessment

Assessment must ensure access to:

appropriate technology and other resources for the production of graphic design work.

Method of assessment

A range of assessment methods should be used to assess practical skills and knowledge. The following examples are appropriate for this unit:

evaluation of a body of graphic design work produced by the candidate

evaluation of processes used by the candidate to conceive, plan and realise the work

direct observation of work in progress, including use of software tools

evaluation of a candidate’s visual diary or other forms of documentation showing the development of the designs

group peer review of the 2-D and 3-D work

questioning and discussion about candidate’s intentions and the work outcome

review of portfolios of evidence

review of third-party reports from experienced practitioners.

Assessment methods should closely reflect workplace demands (e.g. literacy) and the needs of particular groups (e.g. people with disabilities, and people who may have literacy or numeracy difficulties, such as speakers of languages other than English, remote communities and those with interrupted schooling).

Guidance information for assessment

Holistic assessment with other units relevant to the industry sector, workplace and job role is recommended.


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.

Required skills

communication skills to collaborate with others as part of the creative process, either physically or virtually

critical thinking and analytical skills to:

evaluate, distil and select ideas for application to particular design briefs

evaluate own work in terms of its technical and creative quality

initiative and enterprise skills to recognise and act on opportunities for refinement and enhancement

literacy skills to:

interpret information dealing with complex or abstract ideas

document work in ways that communicate processes and ideas

learning skills to proactively evaluate own work and act on professional development needs

numeracy skills to calculate project costs

problem-solving skills to:

tease out themes and issues, and to respond with a range of ideas

resolve conceptual and technical issues that arise in graphic design projects

self-management and planning skills to plan and coordinate graphic design work from initial concept to realisation

technology skills to work with current graphic design software programs.

Required knowledge

design terminology in general, and graphic design terminology in particular

considerations for 2-D and 3-D graphic design work

historical, current and emerging theories and ideas about visual communication

colour management techniques and theory, manual or digital

typographic theory and practice

pre-press processes and their relevance to the graphic design process

costing processes for graphic design work

typical visuals incorporated into graphic design work and the techniques for incorporating and manipulating them

critical and creative thinking techniques and how they work in the context of graphic design practice

typical problems that occur during the graphic design process, and how to avoid or resolve them

current and emerging practice for documenting and presenting graphic design work

basic project management techniques, particularly in relation to work planning, time management and resource management

intellectual property issues and legislation associated with graphic design practice

sustainability issues associated with the tools and materials used in graphic design

OHS requirements for graphic design work.

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.

Objectivesmay relate to:

audience characteristics

broader marketing strategies

business performance measures

community participation or response

competition criteria

creative criteria

timeframe

triple bottom line (people, planet, profit).

Design briefsmay be:

diagrammatic

verbal

visual

written.

Specificationsmay relate to:

cost

delivery platform

environmental sustainability

material characteristics

quantity

technical requirements

technology

timeframe.

Other information pertinent to design briefsmay relate to:

client’s organisational background

conflicting demands

considerations, such as:

contractual

copyright

ethical

legal

health and safety considerations

historical information

product characteristics and statistics

style considerations

subject matter.

Relevant peoplemay include:

clients

employers

end users

mentors

other artists and designers

peers

potential customers

supervisors

teachers

technical experts.

Collaborationmay be:

face-to-face

virtual.

Sources may include:

art and design texts

exhibitions, museums and galleries

films and documentaries

images, objects and artworks

internet

journal articles

own experience

performances and presentations

technical or medium-specific information

writings of art critics, cultural theorists, philosophers and social commentators.

Critical and creative thinking approaches may include:

blog or wiki

brainstorming:

bulletin board

buzz session

computer-aided

sequencing

stop and go

daydreaming and mental wandering

discussion

Edward de Bono's Six Thinking Hats

graphic organisers:

concept fans

visual maps

webbing

lateral thinking games

making associations

mind mapping

morphological analysis

sketching

social networking

storytelling

sub-culture surfing

trigger words

use of metaphors and analogies

vision circles

visualisation

wishful thinking

word salads.

New and different approachesmay relate to experimentation with:

colour

imagery

layout

new software

type.

Technical feasibilitymay relate to:

delivery platform:

CD

DVD

film

internet

mobile phone

print media.

Visual representations may be:

computer-aided drawing

mock-ups

models

presentations

sketching

technical drawing.

Coherent written information may be:

explanatory notes

research findings

return brief.

Processes, materials and technologiesmay include:

digital imaging

drawing

handbuilding

illustration

lettering

scanning

software applications for:

page layout (e.g. InDesign or Quark)

raster image manipulation (e.g. Photoshop)

vector image production (e.g. Illustrator or FreeHand)

web interactivity and animation (e.g. Macromedia Suite).

Realistic timeframetakes account of:

availability of materials

complexity of the work

client needs

other commitments

potential for external factors to impact

sponsor requirements.

Project constraints and risks may relate to:

budget

safety requirements

saleability

time.

Production specificationsmay relate to:

file formats

media type.

Documentationmay include:

checklists

digital presentation

final drawings

illustrations

photographs

plans

record of the work process, including:

initial ideas

input from others

practice pieces

visual diary

written rationale or description.

Elements and principles relate to:

alignment

balance

coherence

colour

composition

contrast

direction

dominance

emphasis

form

line

movement

pattern

positive and negative space

proportion

proximity

repetition

rhythm

shape

simplicity and complexity

subordination

texture

unity.

Opportunities for refinement and re-thinkingmay relate to:

collaboration

ideas

materials

processes

techniques

workflow.

Efficiency and effectiveness may relate to:

completion on budget

completion on time

quality of the work

success in communicating ideas

technical standard of work.

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
Confirm the objectives of the work based on the design brief 
Evaluate design brief specifications 
Source and evaluate other information pertinent to design brief 
Identify relevant people who contribute to the design process 
Enhance the design process through collaboration with others as required 
Be open to critical analysis of own work by others 
Proactively seek and act on feedback 
Inform ideas for work through exploration of a range of sources 
Evaluate ideas and options for meeting the brief using critical and creative thinking approaches 
Experiment with techniques, equipment and media as a mechanism for developing ideas 
Consider new and different approaches to format, type and visuals 
Evaluate and review ideas for technical feasibility and suitability for communicating key messages 
Produce and present visual representations of the design proposal 
Support visual representation with coherent written information 
Assess specific processes, materials and technologies needed to realise technical and creative aspects of proposed designs 
Determine and organise the financial, physical and other resources required to complete the project 
Develop a realistic timeframe for the production of work 
Evaluate and respond to possible project constraints and risks 
Monitor the project workflow against the plan 
Develop production specifications supported by accurate and complete documentation 
Fulfil the objectives of the brief by extending skills with selected processes, materials and technologies 
Manipulate format, type and visual elements to achieve desired effects 
Work confidently with the elements and principles of design 
Engage in ongoing evaluation and refinement of creative and technical aspects 
Apply safe work practices during the production process 
Prepare artwork to meet technical production specifications 
Create documentation to support the final artwork 
Conduct final checks and proofing processes 
Make necessary adjustments and confirm final artwork with others as required 
Review work in progress and final work against requirements of the brief 
Identify and respond to opportunities for refinement and re-thinking 
Evaluate efficiency and effectiveness of the work process 
Reflect on completed work in terms of own professional practice and skill development needs 

Forms

Assessment Cover Sheet

CUVGRD502A - Produce graphic designs for 2-D and 3-D applications
Assessment task 1: [title]

Student name:

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I declare that the assessment tasks submitted for this unit are my own work.

Student signature:

Result: Competent Not yet competent

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Assessment Record Sheet

CUVGRD502A - Produce graphic designs for 2-D and 3-D applications

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: