Assessor Resource

ICAGAM522A
Complete digital editing for the 3-D and digital effects environment

Assessment tool

Version 1.0
Issue Date: April 2024


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

This unit describes the performance outcomes, skills and knowledge required to complete digital editing for the 3-D and digital effects environment, involving the completion of a digital editing project.

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:

apply a variety of strategies for editing a sequence using a 3-D environment

developa finalised edit in appropriate video format.

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:

evaluation of a completed animation production delivered in an accessible format

evaluation of work samples or simulated workplace activities

observation of games document development activities

evaluation of storyboard of sequence frames and design concepts

observation of use of techniques and editing software

evaluation of a verbal or written report on industry standard digital editing techniques and software.

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 editing techniques

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 games design and innovation

literacy and numeracy skills to:

develop games design and technical design documents

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

management skills to manage teams in order to effectively extract useful feedback

planning and organisational skills to:

appropriately refer decisions to a higher project authority for review and endorsement

delegate tasks and responsibility appropriately

establish clear roles and goals to achieve required games 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 editing for the 3-D environment

self-management skills to:

deliver required tasks without specific guidance

prioritise and manage own work against project plan or schedule

teamwork skills to contribute to and work in a collaborative team

technical skills to:

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

use correct file formats and archiving procedures.

Required knowledge

digital editing and rendering processes and techniques

capabilities and constraints of digital editing and rendering software

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

OHS requirements for:

ergonomics

electrical safety

materials handling

physical hazards, including lifting

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.

Editing software may include:

Final Cut Pro

Premier

Sony Vegas.

Technical limitations and constraints may include:

current technology

future technology and release date

pixels

platforms

polygon count

software capability.

Storyboard may include:

animatics (technical pre-visualisation)

computer-generated illustrations

existing comic strips, comic books and graphic novels

hand-drawn illustrations

illustrations or images displayed in sequence for the purpose of pre-visualising a motion picture, animation, motion graphic or interactive media sequence, including website interactivity

photomatic (photographic storyboard)

thumbnails.

Sounds and music may include:

ambient sounds

cinematic soundtracks

event jingles

intellectual property protection

level themes

musical compositions

radio chatter

situational music

sound effects

voice

wind, rain and storms.

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
Research industry standard digital editing techniques 
Discuss suitable techniques to apply in various scenarios 
Research available digital editing software used in the industry 
Identify technical limitations and constraints of rendering and editing processes 
Obtain or create a 3-D animation sequence in frames 
Obtain or create a storyboard for the sequence 
Use a suitable naming scheme for the rendered frames and organise the files into a folder structure 
Edit the rendered frames and any additional graphics into the sequence outlined in the storyboard 
Apply program functions to create and insert graphics, transitions and special effects into the animation 
Implement sounds and music at appropriate frame locations 
Ensure efficient file management is maintained during the editing process 
Use editing software to resolve sound or transition errors 
Evaluate final edit 
Present finalised edit to relevant personnel in an appropriate video format 
Receive and incorporate feedback 

Forms

Assessment Cover Sheet

ICAGAM522A - Complete digital editing for the 3-D and digital effects environment
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

ICAGAM522A - Complete digital editing for the 3-D and digital effects environment

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: