Assessor Resource

ICAGAM520A
Create and combine 3-D digital games and components

Assessment tool

Version 1.0
Issue Date: April 2024


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

From specific reference material and established parameters, modellers or artists are called to create moderately complex compound models with current recognised industry software applicable to the animation production process.

This unit describes the performance outcomes, skills and knowledge required to create and combine 3-D components.

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 and combine 3-D components to build a scene

produce final render of the scene.

Context of and specific resources for assessment

Assessment must ensure access to:

computer hardware, software, games engines and file storage

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 the nominated techniques applied to selectedsubject matter

direct observation of the candidate using 3-D modelling software

review of work activities that show research and reference sourcing to gain best modelling effect

review of written and verbal reports or documentation showing modelling plan

evaluation of portfolios of evidence

evaluation of 3-D scene render.

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:

interpret briefs, work instructions, and technical and conceptual information

analyse documentation and images to inform implementation of game specifications

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 clearly using speech and text

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

communicate technical requirements related to graphics requirements 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 3-D design and innovation

literacy and numeracy skills to develop 3-D design and technical design documents

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

technical skills to:

use correct file formats and archiving procedures

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

use reference material

use storyboard and script production.

Required knowledge

basic knowledge of 3-D software interfaces

anatomy and physical movement

budgeting and scheduling considerations for game design

capabilities and constraints of game engines

client communication

computer game development, including specific terminology

current game-play hardware and software products

environmental impact and sustainability considerations

graph curve editor

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

OHS requirements for:

electrical safety

ergonomics

physical attributes to create effects, such as weight and anticipation

risk and critical path management

scheduling production components

shading and texturing

techniques for applying concept development skills

techniques for applying concept visualisation skills

time management

transfer methodology, e.g. rotoscope, hand key and motion capture.

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.

Production documentation may include:

animatics

concept art

storyboard

technical specifications.

3-D modelling software tools may include:

3ds Max

Blender

Cinema 4D

Houdini

Lightwave

Maya

Modo

XSI

ZBrush.

3-D digital models may include:

any 3-D composite models within the used 3-D software space.

Modelling techniques may include:

Array

Boolean

Cloning

Connect object

Extrude

Instance

Lathe

Loft

NURB

Sweep

Symmetry.

Progressively refine may include:

achieving required object topology.

Integrity may include:

combine

scale of models relative to other components in final required shape

transform.

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.

Requirements may include:

assets for integration

collaboration with other team members

creative expectations

design specifications

output format

technical specifications

time lines.

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
Analyse design requirements and production documentation 
Select 3-D modelling software tools that best suit the type of production for which 3-D digital models are being created 
Determine most efficient modelling methodology 
Apply a variety of modelling techniques 
Create 3-D digital models 
Progressively refine and check integrity of models 
Combine 3-D models to create a scene based on design requirements 
Submit models to relevant personnel for comment on whether production requirements have been met and make final adjustments if required 
Test rendering scene and adjust settings 
Render final 3-D scene 
Submit final model renders to relevant personnel 
Make backup copies of files 
Complete workplace documentation according to predetermined procedures 

Forms

Assessment Cover Sheet

ICAGAM520A - Create and combine 3-D digital games and components
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

ICAGAM520A - Create and combine 3-D digital games and components

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: