Assessor Resource

ICPMM346B
Incorporate video into multimedia presentations

Assessment tool

Version 1.0
Issue Date: April 2024


This unit describes the competency required to edit, combine and incorporate video into multimedia presentations.

This unit describes the competency required to edit, combine and incorporate video into multimedia presentations.

This unit describes the performance outcomes, skills and knowledge required to edit, combine and incorporate video into multimedia presentations.

This unit describes the performance outcomes, skills and knowledge required to edit, combine and incorporate video into multimedia presentations.

You may want to include more information here about the target group and the purpose of the assessments (eg formative, summative, recognition)

Prerequisites

Nil

Nil

Employability Skills

This unit contains 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 Knowledge and Skills, the Range Statement and the Assessment Guidelines for this Training Package.

Critical aspects for assessment and evidence required to demonstrate competency in this unit

Evidence of the following is essential:

Design, compile, edit and test multimedia sequences incorporating video, according to job specifications and the Performance Criteria

Design, compile, edit and test at least TWO multimedia sequences incorporating video, according to job specifications and the Performance Criteria

Evidence for assessment may be gathered from assessment of the unit of competency alone or through an integrated assessment activity

Context of and specific resources for assessment

Assessment must ensure:

assessment may take place on the job, off the job or a combination of these. Off the job assessment must be undertaken in a closely simulated workplace environment

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:

direct questioning combined with review of portfolios of evidence and third party workplace reports of on-the-job performance by the candidate.

Holistic assessment with other units relevant to the industry sector, workplace and job role is recommended, for example:

CUFMEM06A Design a multimedia product

CUFMEM07A Apply principles of visual design and communication to the development of a multimedia product

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 Knowledge and Skills

The following knowledge must be assessed as part of this unit:

Digital video formats

What are the distinguishing features of a selected video software program?

What are some of the limiting factors of video production on computer?

Why are differences of image quality and image size obtained?

Contemporary video software

What is involved in combining given video assets?

Describe the features of and differences between TWO current video software packages.

Principles of video production

How are variations in video frame rates controlled?

Why are time stamping techniques applied to video frames?

The digital medium for video

What needs to be considered when combing digital video with other digital imaging, sound and/or animation to create a multimedia sequence?

Information sources

What manuals, safety and other documentation are relevant to this task and where are they kept?

What information is included in these documents?

What other sources of information are available?

The following skills must be assessed as part of this unit:

OHS in relation to operating machinery such as safely switching off machinery before cleaning is started

Collecting, analysing and organising information by analysing formats to create a video sequence

Planning and organising activities by determining limiting factors of computer hardware

Mathematical ideas and techniques by determining differences of image quality and image size

Problem-solving skills by determining limiting factors of computer hardware

Use of technology by incorporating video into multimedia presentations

The Range Statement relates to the unit of competency as a whole. It allows for different work environments and situations that may affect performance. Italicised wording in the Performance Criteria is detailed below.

Multimedia products or presentations

May include educational game, promotional information, training, e-commerce and a range of others

Industry standard software

May include a wide range of current programs examples of which are Adobe Premier, QuickTime, Media 100. Note: these programs are constantly being upgraded and replaced and appropriate up-to-date programs should be selected

Digital imaging

May include titles/text, graphic images, 2D and 3D animation, 3D modelling, opticals, transitions such as dissolves, fade ins, fade outs, supers, subtitles, special effects

Sound

May include sound effects, music, atmospherics, dialogue, additional dialogue, eg re-recorded and narration

Documentation

May be computer-generated, manually written, scripts, production schedules, manufacturer's specifications/instructions, contracts, edit decision lists (EDLs), list of sequences with relevant shot numbers, assembly order , marked-up scripts, marked-up transcripts, sound sheets including timecode log sheets for location sound recordings, wild line and sound effects log sheets

Visual effects

May include keyers to combine, DVEs to move and distort, colour corrections to modify, texture generation to add blur, trackers to follow parts of the picture, production of titles, production of optical effects, graphic images, opticals, transitions such as dissolves, fade ins, fade outs, supers, subtitles, special effects

Video format

May include VHS, SVHS, DVC, Umatic, SP, Beta-cam, Digital Beta-cam

Editing equipment

May include computer hardware, non-linear digital editing and graphics software programs, monitors, keyboard and mouse, external hard drive, external disk drive, additional computer hardware, source and record machines, computer software programs , graphics computer program, digital video effects system (DVE), digital disk recorder (DDR), video transfer recorder (VTR)

Editing consumable materials

May include computer disks, paper for hardcopy, compact discs

Memory

May include disk, hard drive - internal, external

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
The distinguishing features and uses of a range of digital video software are determined 
Current video software appropriate to a range of given outcomes is selected 
Limiting factors of computer hardware on video production for a specified job are determined 
Differences of image quality and image size required to deliver the desired outcome are determined 
Data input, processing and output relevant to video are explained 
The formats employed to create a given computer video sequence for a specified outcome are analysed 
Appropriate digital video software for the job is assessed and selected 
Digital video editing software is used to combine video assets 
Variations in video frame rates are controlled as required for the job to be undertaken 
Time stamping techniques are applied to the video frames as required for the job to be undertaken 
Digital video is saved using the appropriate file techniques 
Single and multiple video tracks are edited to achieve a defined outcome 
Multiple tracks of digital video are joined according to job specifications 
Digital effects are employed to modify and integrate digital video tracks according to job specifications 
Time encoding is applied to single and multiple edited digital video tracks according to job specifications 
A video track is inserted into a multimedia production sequence according to job specifications 
Digital video is tested and combined with other digital imaging, sound and/or animation to create a multimedia sequence 
The multimedia sequence including video is saved and presented to the client 

Forms

Assessment Cover Sheet

ICPMM346B - Incorporate video into multimedia presentations
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

ICPMM346B - Incorporate video into multimedia presentations

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: