Assessor Resource

CUVGRD505A
Design and manipulate complex layouts

Assessment tool

Version 1.0
Issue Date: November 2018


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.

A complex layout is one that requires the application of technical and design skills to achieve its communication objective. This may involve challenges such as large amounts of information, incorporation of many different visual elements, or particular restrictions on format or size.

At this level, the designer is responsible for the overall layout design and works independently. Mentoring and guidance are available as required.

This unit describes the performance outcomes, skills and knowledge required to design complex publication layouts by combining creative design skills with technical software proficiency.

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:

create original designs for the layout of at least two publications

use an extended range of tools and features of relevant software with a high level of technical proficiency

integrate technical and creative processes to produce outcomes that meet design objectives.

Context of and specific resources for assessment

Assessment must ensure access to:

industry-current graphic design software.

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 audience response to layouts produced by the candidate

evaluation of processes used by the candidate to develop the work

evaluation of technical aspects of the layouts

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 layouts created by the candidate

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, for example:

CUVGRD504A Create and manipulate graphics.


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 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 layouts

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

common features and formats of different types of publications

sources of information for developing ideas about different layout options

interrelationships between different visual design components within a complex layout

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 and legislation 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.

Publicationsmay be:

annual reports

brochures

business reports

complex forms

magazines

newsletters

style manuals

technical reports

web interfaces.

Design briefmay 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

examples of similar publications

films

images

internet

exhibitions

own experience

previous iterations.

Opportunities and constraints may relate to:

audience capacity or skills

cost

own level of technical expertise

potential for innovative approaches

technical feasibility

time.

Elementsmay relate to:

captions

colour

headlines

quotes

sidebars

visual elements, such as graphics and photo images.

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 representationsmay be:

electronic drawing

mock-ups

models

presentations

sketching

technical drawings.

Capabilitiesmay relate to:

colour palettes

columns

heading hierarchies

master pages

navigational aspects

templates

style sheets.

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:

banding

bleeding

choke

colour

cut and fold marks

file formatting

font use

imposition schemes

packaging

resolution

separations

size

spread

trapping.

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

Tasks to be observed according to workplace/college/TAFE policy and procedures, relevant legislation and Codes of Practice Yes No Comments/feedback
Confirm communication objectives for the publication based on the design brief and consultation with relevant people as required 
Evaluate particular specifications of the design brief 
Source and evaluate other information pertinent to the project 
Identify relevant sources and conduct research to inform layout ideas 
Consider the opportunities and constraints offered by different techniques and technologies 
Assess the different elements that need to be incorporated into the overall layout 
Create and refine ideas and options by working with the fundamental elements and principles of design 
Refine ideas through use of ongoing technical experimentation 
Evaluate and select approaches based on their potential to meet the communication need 
Produce and present visual representations of design ideas and communicate with others to confirm as required 
Set up the document using the capabilities of appropriate software 
Manipulate and enhance the layout through use of an extended range of tools and features 
Support communication objectives with effective integration of text and visuals 
Identify and resolve technical problems based on developing expertise 
Achieve desired outcomes through application of design skills and technical expertise 
Enhance outcomes by allowing the creative and technical processes to work together 
Establish and follow safe work practices in the work process 
Critique the layout from both a functional and aesthetic perspective in the context of the design objective 
Seek feedback from others as required, and make appropriate adjustments 
Make assessment of own work and identify key learnings to inform future work 
Edit and refine layouts to meet technical requirements 
Follow correct protocols for saving, exporting and storing files 
Establish appropriate file formats for output and appropriate colour management profiles 

Forms

Assessment Cover Sheet

CUVGRD505A - Design and manipulate complex layouts
Assessment task 1: [title]

Student name:

Student ID:

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

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Result: Competent Not yet competent

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Assessment Record Sheet

CUVGRD505A - Design and manipulate complex layouts

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

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Student signature:

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