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:
articulate ideas about visual communication history and theory
present complex information and ideas in writing
literacy skills to interpret varied information sources dealing with potentially complex ideas
initiative and enterprise skills to use, challenge and adapt research to develop own professional practice
planning and organising skills to set up and undertake a research process
learning and self-management skills to use the research process as a professional development tool.
Required knowledge
ways of selecting a meaningful individual research focus to support professional practice
history of visual communication and key milestones in its development
contemporary trends and practices in visual communication
impacts of technology on visual communication, in historical and contemporary contexts
fundamental components of visual communication
opportunities offered by history and theory in terms of value to a developing professional practice in visual communication
intellectual property issues and legislation and how they relate to the research process.
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.
Visual communication researchmay relate to: | history of visual communication: key stages of development technology interactions with other modes of communication internet particular aspects of visual communication: colour drawing images photography signs typography visual communication in a particular cultural context. |
Specific needs and perspectives may be influenced by: | commercial aspirations or requirements discussions and ideas of others previous research techniques used in own practice requirements of a particular work project use of technology. |
Assumptions and preconceptions may relate to: | how information is presented level of formality required in the research process own preconceptions preconceptions of others what types of research are acceptable where to find information. |
Historical and contemporary sources may include: | artworks commercial brief critical writing events exhibitions experiences of self or others films images internet music objects other people performances presentations printed texts technical information. |
Others may include: | artists creative directors designers peers teachers. |
New and potentially unintended directions may be those which: | challenge preconceptions about work process and outcomes generate completely new ideas lead the individual to work with different tools and technologies take the individual back to earlier ideas. |
Substantiated opinions and ideas are: | grounded in appropriate research result of rational and logical thought subjected to the analysis of others (e.g. peer review) supported by relevant information. |
Integration of research findingsmay relate to: | design strategies ideas and themes materials media motifs processes styles techniques technologies. |
Business practice considerations may relate to: | marketing and promotion of work need for collaboration need for further research and development time new opportunities use of technology. |
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