Assessor Resource

ICAGAM501A
Create design concepts for digital games and 3-D media

Assessment tool

Version 1.0
Issue Date: April 2024


This unit applies to concept artists, game designers, games programmers, animators and other personnel working in the game development industry.

This unit describes the performance outcomes, skills and knowledge required to create design concepts for digital games and 3-D media.

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:

demonstrate original and innovative approaches to the creative developmentof a game

implement game development and production strategies

maintain integrity of the design brief

develop concept art and design specifications for heads-up displays, splash screens, start screens and game field screens consistent with an identified game genre

develop technical specifications for game mechanics, artificial intelligence, physics, sound, game play and overall usability

implement a working heads-up display with basic functionalities.

Context of and specific resources for assessment

Assessment must ensure access to:

computer hardware, software, games engines and file storage

internet access for research purposes

copyright and intellectual property legislation

OHS legislation and enterprise policy

appropriate learning and assessment support when required

modified equipment for people with special needs.

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:

review of work samples or simulated workplace activities

review of reports and logbooks

evaluation of work samples or simulated workplace activities

direct observation of candidate preparing game documentation during development activities.

Guidance information for assessment

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

Assessment processes and techniques must be culturally appropriate, and suitable to the communication skill level, language, literacy and numeracy capacity of the candidate and the work being performed.

Indigenous people and other people from a non-English speaking background may need additional support.

In cases where practical assessment is used it should be combined with targeted questioning to assess required knowledge.

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

analytical skills to:

analyse documentation and images to inform implementation of game specifications

interpret briefs, work instructions, and technical and conceptual information

communication skills to:

check and confirm design requirements

collect, interpret and communicate in visual and written forms effectively for various audiences, including engineers and artists

communicate complex designs in a structured format drawn from industry standards, styles and techniques

communicate technical requirements related to software development, graphics requirements and code development to supervisors and other team members

provide practical advice, support and feedback to colleagues and management

translate design requirements into specifications

initiative and enterprise skills to exercise a high level of creative ingenuity in game design and innovation

literacy and numeracy skills to:

develop game design and technical design documents

write instructions for the normal and competent operation and testing of game features and permutations

planning and organisational skills to:

refer decisions to a higher project authority for review and endorsement

balance talent, experience and budget

delegate tasks and responsibility appropriately

establish clear roles and goals to achieve required game development outcomes

meet project deadlines

organise equipment and resources to achieve required outcomes

organise own time to meet milestones

problem-solving skills to recognise and address potential quality issues and problems at design development stage

research skills to undertake practical, technical and desktop research into concept design for digital games and 3-D media

technical skills to:

use correct file formats and archiving procedures

resolve basic hardware, software and other technical issues associated with game production.

Required knowledge

basic programming techniques

capabilities and constraints of game engines

concept development and visualisation skills

computer game development, including specific terminology

current game-play hardware and software products

human resources required in the process of creating a game and their respective skills and technology requirements

OHS requirements for:

ergonomics

electrical safety

risk and critical path management

technical constraints that hardware imposes on software development, graphics requirements, code development and creative visual design.

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.

Brief and other relevant documents may include:

concept drawings

designer’s notes

development environment description

game design document

game-play designs

help notes

information design

operating manual

storyboard

style and design principles

style and medium

target market information

technical design document

technical design review process.

Design considerations may include:

aesthetics

cultural context

genre

resource limitations and constraints

target market.

Industry standard software may include:

3-D paint

3ds Max

Blender

Cinema 4D

Houdini

Illustrator

Lightwave

Maya

Microsoft Visual Studio

Modo

Mudbox

Photoshop

XSI

Z Brush.

Technical specifications may include:

backup procedures

delivery platform

difficulty levels

disk or memory space

format for final product

navigation design

pixel size

polygon count

specifications for phases of game development:

alpha version - pre-production

beta version - playable prototype

gold version - completed game

trialling and testing

systems and workplace standards for documentation, including:

computer file management

job lists

progress reports

source code and game assets archiving

target market.

Heads-up display components may include:

ammo counter

armour bar or counter

buttons for using magic skills and potions

crosshair

enemy indicators

friendly indicators

health bar

mana or magic bar

mini-map

objective points

speedometer

weapon indicator.

Code may involve:

basic interaction with screen elements

displaying components on screen

keyboard presses

loading images

mouse movement.

HUD capabilities may involve:

dynamic changing of components due to conditions (taking damage means reduced health or armour).

Relevant personnel may include:

animators

concept artists

game-play designers

graphic designers

instructional designers

modellers

motion capture technicians

other specialist staff

other technical staff

producers

programmers

project manager

sound engineers

team members

technical director

writers.

Feedback may involve:

accepting and responding to comment, critique and suggestions from:

clients

colleagues

target audience representatives.

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
Obtain the project brief and other relevant documents 
Research and identify commonly used design concepts used in digital games and interactive 3-D media 
Analyse and interpret chosen common design concepts used in digital games and interactive 3-D media 
Discuss design considerations for designing a digital game or interactive 3-D media concept 
Identify and review the appropriate range of industry standard software available to develop with, according to chosen design concepts 
Assess the software related to the concept design process requirements 
Discuss the technical specifications for the development process 
Select the software package 
Run selected software package and become familiar with the user interface 
Create new files and organise and develop a file structure 
Learn the required tools and components used to create and develop digital game or interactive 3-D media concept 
Design a heads-up display for a digital game or 3-D interactive media 
Consider the specific processes for heads-up display elements 
Document the design and necessary programming process and requirements needed to implement the heads-up display 
Use chosen software package to create and develop visual design elements and components to be used for the heads-up display 
Load in images required and write code to implement the heads-up display into an existing framework 
Write code to demonstrate HUD capabilities with implemented concepts 
Demonstrate implementation to relevant personnel 
Accept feedback to incorporate into final design 
Assess and refine concept with relevant personnel 
Evaluate the usability of concept components 
Reflect on possible changes to improve the visual design and capabilities of components 

Forms

Assessment Cover Sheet

ICAGAM501A - Create design concepts for digital games and 3-D media
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

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Assessment Record Sheet

ICAGAM501A - Create design concepts for digital games and 3-D media

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:

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Student signature:

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