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 liaise with others about work requirements
critical thinking and analytical skills to:
interpret and respond to a design brief
evaluate information from a wide range of sources to develop design ideas
initiative and enterprise skills to consider new and different ways of achieving required design outcomes
literacy skills to interpret technical information associated with using software programs at an advanced level
planning and organising skills to develop and monitor a logical workflow for the technical design process
problem-solving skills to identify and resolve technical and conceptual issues with graphics
numeracy skills to use numerical aspects of software programs
self-management skills to plan and coordinate own work
technology skills to:
use the advanced features of a range of industry-current software programs
manage files and file formats.
Required knowledge
ways that graphics are used within different types of communication, including corporate, editorial and promotional communication
sources of information for developing ideas about different graphics options
current range of software programs available to graphic designers and the opportunities and constraints of different technologies
different graphic file formats and how and why these are used in different contexts
technical requirements for the manipulation and formatting of varying visual components and file types, including:
bitmap images
charts
graphics
page layouts
text
vector graphics
file management protocols and procedures for a range of publications, both print and web-based
intellectual property issues to be considered in the context of graphic design work
OHS requirements as they apply to the use of computer and keyboard for periods of time.
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.
Communication objectivesmay be to: | challenge compare contrast entertain inform inspire motivate persuade. |
Design briefsmay be: | diagrammatic verbal visual written. |
Relevant peoplemay include: | clients employers end users mentors other artists and designers peers potential customers supervisors teachers technical experts. |
Specificationsmay relate to: | cost delivery platform environmental sustainability material characteristics quantity technical requirements technology timeframe. |
Other informationmay relate to: | client’s organisational background conflicting demands considerations, such as: contractual copyright ethical legal historical information product characteristics and statistics style considerations subject matter. |
Sources may include: | art and design texts corporate information films images internet exhibitions own experience previous iterations technical data. |
Opportunities and constraints may relate to: | audience capacity or skills cost own level of technical expertise potential for innovative approaches technical feasibility time. |
Fundamental 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 or complexity subordination texture unity. |
Technical experimentation may involve: | challenging established ways of doing things combining different approaches using new features and tools. |
Visual representations may be: | computer-aided drawing mock-ups models presentations sketching technical drawings. |
Tools and features may include: | adjusting strokes and fills alignment tools applying envelopes blending clipping compound objects cutting, extending and closing paths duplicating filters and special effects gradients and mesh joining paths modifying paths moving in increments other object manipulation tools and features reshaping scaling, rotating, skewing and distorting slicing and cutting specialty fills and swatches stroke and outline adjustments transforming transparency trim, merge and outline warping. |
Safe work practicesmay relate to: | ergonomics use of consumables. |
Technical requirementsmay relate to: | bleed colour compression export options formats layering linking metadata tags resolution spread and choke traps. |
File formats may include: | encapsulated postscript (EPS) graphic interchange format (GIF) joint photographic experts group (JPEG) native format other suitable formats portable document format (PDF) portable network graphics (PNG) tagged image file format (TIFF). |
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