Assessor Resource

CUVGRD601A
Engage in the business of graphic design

Assessment tool

Version 1.0
Issue Date: March 2024


Graphic designers work across a diverse range of industry and community contexts. They could be employed by others in small or large organisations, operate as freelancers or set up their own studios. Regardless of the business model, graphic designers engage with the professional, commercial and legal aspects of practice to sustain their livelihoods as designers.

This activity is self-directed.

This unit describes the performance outcomes, skills and knowledge required to adopt a professional, commercial approach to the business of graphic design.

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:

research and evaluate a broad range of professional and commercial information about graphic design

develop cohesive approaches and strategies for own practice that are grounded in research and reflection

articulate the wide range of professional opportunities for graphic design at a local and global level

apply a professional understanding of the graphic design industry, including new and emerging trends in work practice.

Context of and specific resources for assessment

Assessment must ensure access to:

industry networks and information

general business information.

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 presentation or documentation prepared by the candidate detailing professional practice ideas and strategies

questioning and discussion with the candidate and others about professional plans and practice

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 on practice development issues

interact with other professionals on management and development issues

critical thinking and analytical skills to:

research and evaluate information and ideas from a wide range of sources

reflect on complex issues and make judgements and decisions about those issues

initiative and enterprise skills to identify and pursue professional work opportunities

learning and self-management skills to engage in and commit to an ongoing process of professional development and lifelong learning

literacy skills to interpret varied information dealing with complex issues from a range of sources

planning and organising skills to integrate a range of complex and varied information into a cohesive approach to developing own professional practice

problem-solving skills to assess potentially competing and conflicting issues and develop solutions for own practice

numeracy skills to manage the financial aspects of a professional practice

technology skills to use the internet as a research tool.

Required knowledge

factors that influence the client perspective on graphic design practice

legal rights and obligations of graphic designer, particularly in relation to intellectual property

professional development opportunities in graphic design

range of local and global work opportunities open to graphic designers across the spectrum of community and business activity

range of professional practice skills needed by graphic designers

sustainability considerations for graphic design practice

trends in graphic design and the impacts of this on professional practice

types of behaviour and practice that constitute a professional way of working

typical ways that business is done in graphic design practice, including key commercial relationships

ways that graphic design work is costed and priced in different practice contexts.

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.

Professional work ethicmay refer to:

building sustainable professional relationships

commitment to ongoing learning and development

ethical behaviours

honouring professional commitments

industry codes of practice

meeting timelines

work / life balance.

Skills and knowledge may be:

creative

financial

interpersonal

practical

promotional.

Professional developmentmay include:

attendance at events

further study

industry engagement

mentoring

professional memberships

research.

Commercial relationshipsmay be:

internal relationships in:

advertising agencies

design studios

client businesses

relationships between organisations in the supply chain:

artists

creative directors

illustrators

marketers

printers

researchers

software developers.

Ways in which graphic design work is costedmay relate to:

commissions

quoting for time, including hourly and daily rates

quoting for materials

standard rates

whole project quotations.

Client perspectivemay be influenced by:

assumptions

costs

expectations

familiarity or lack of familiarity with the design process

preconceptions

technological know-how

time.

Individual approachmay be one that considers:

experiences of others

local work opportunities

own:

financial situation

preferences

risk profile

skills.

Rights and obligationsmay relate to:

copyright and intellectual property (IP)

duty of care

moral rights

safety of self and others

taxation responsibilities.

Current and emerging trendsmay relate to:

changing social mores

economic climate

habits of different age groups or genders

impact of technology

lifestyle trends

political environment.

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
Develop and maintain a professional work ethic to support graphic design practice 
Collaborate, communicate and share ideas with other professionals about creative and commercial aspects of graphic design 
Evaluate the skills and knowledge needed to operate as a 3professional graphic designer 
Evaluate own current skills and abilities and the need for further professional development 
Evaluate all aspects of own practice on an ongoing basis, as a key component of professional and personal growth 
Assess the key commercial relationships that operate in the graphic design sector, and how they are affected by changing trends 
Investigate ways in which graphic design work is costed and charged in different industry contexts 
Assess the opportunities and avenues used by graphic designers to promote their services 
Analyse the client perspective in graphic design practice and its impact on professional practice 
Develop an individual approach to the commercial aspects of own practice based on evaluation of relevant information 
Evaluate the legal and moral rights and obligations of graphic designers 
Practise work and business in ways that meet legal and moral obligations 
Pursue own rights as a graphic designer consistent with own professional and ethical standards 
Evaluate new work opportunities for graphic designers at a local and global level 
Identify and evaluate opportunities offered by current and emerging trends in graphic design 

Forms

Assessment Cover Sheet

CUVGRD601A - Engage in the business of graphic design
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

CUVGRD601A - Engage in the business of graphic design

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: