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Evidence Guide: ICTGAM523 - Collaborate in the design of 3-D game levels and environments

Student: __________________________________________________

Signature: _________________________________________________

Tips for gathering evidence to demonstrate your skills

The important thing to remember when gathering evidence is that the more evidence the better - that is, the more evidence you gather to demonstrate your skills, the more confident an assessor can be that you have learned the skills not just at one point in time, but are continuing to apply and develop those skills (as opposed to just learning for the test!). Furthermore, one piece of evidence that you collect will not usualy demonstrate all the required criteria for a unit of competency, whereas multiple overlapping pieces of evidence will usually do the trick!

From the Wiki University

 

ICTGAM523 - Collaborate in the design of 3-D game levels and environments

What evidence can you provide to prove your understanding of each of the following citeria?

Research and plan the design process

  1. Select a project planning methodology
  2. Identify the design practices and design considerations in collaboration with other team members
  3. Record the stages of the design process, using the project brief and documents
  4. Identify the team roles that relate to level creation and design
  5. Plan and implement a design process using timemanagement principles
Select a project planning methodology

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Identify the design practices and design considerations in collaboration with other team members

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Record the stages of the design process, using the project brief and documents

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Identify the team roles that relate to level creation and design

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Plan and implement a design process using timemanagement principles

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Conceptualise a 3-D environment design in collaboration with team

  1. Identify the key level specifications, and purpose, for the 3-D environment
  2. Gather and analyse reference materials in collaboration, to help with visualisation of 3-D environment, including environment profiles, game genre, game design and game-play elements
  3. Catalogue the required objects of the level environment
  4. Identify the appropriate 3-D modelling and animation software, and painting, shading and texturing software that can be used to create the 3-D environment
  5. Document the design decisions that are made before, and during, the design conceptualisation
  6. Produce the concept art of the designed environment
Identify the key level specifications, and purpose, for the 3-D environment

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Gather and analyse reference materials in collaboration, to help with visualisation of 3-D environment, including environment profiles, game genre, game design and game-play elements

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Catalogue the required objects of the level environment

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Identify the appropriate 3-D modelling and animation software, and painting, shading and texturing software that can be used to create the 3-D environment

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Document the design decisions that are made before, and during, the design conceptualisation

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Produce the concept art of the designed environment

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Present the conceptualised environment to peers

  1. Present the conceptualised environment to peers and receive feedback
  2. Report on how the design decisions have met the requirements for game-play elements
  3. Justify why certain design decisions were made
  4. Receive and consider peer feedback
Present the conceptualised environment to peers and receive feedback

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Report on how the design decisions have met the requirements for game-play elements

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Justify why certain design decisions were made

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Receive and consider peer feedback

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Refine the design

  1. Implement quality assurance principles
  2. Incorporate user feedback to modify the design
  3. Finalise the design decision documents in readiness for creating the 3-D environment
Implement quality assurance principles

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Incorporate user feedback to modify the design

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Finalise the design decision documents in readiness for creating the 3-D environment

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Assessed

Teacher: ___________________________________ Date: _________

Signature: ________________________________________________

Comments:

 

 

 

 

 

 

 

 

Instructions to Assessors

Evidence Guide

ELEMENT

PERFORMANCE CRITERIA

Elements describe the essential outcomes.

Performance criteria describe the performance needed to demonstrate achievement of the element.

1. Research and plan the design process

1.1 Select a project planning methodology

1.2 Identify the design practices and design considerations in collaboration with other team members

1.3 Record the stages of the design process, using the project brief and documents

1.4 Identify the team roles that relate to level creation and design

1.5 Plan and implement a design process using timemanagement principles

2. Conceptualise a 3-D environment design in collaboration with team

2.1 Identify the key level specifications, and purpose, for the 3-D environment

2.2 Gather and analyse reference materials in collaboration, to help with visualisation of 3-D environment, including environment profiles, game genre, game design and game-play elements

2.3 Catalogue the required objects of the level environment

2.4 Identify the appropriate 3-D modelling and animation software, and painting, shading and texturing software that can be used to create the 3-D environment

2.5 Document the design decisions that are made before, and during, the design conceptualisation

2.6 Produce the concept art of the designed environment

3. Present the conceptualised environment to peers

3.1 Present the conceptualised environment to peers and receive feedback

3.2 Report on how the design decisions have met the requirements for game-play elements

3.3 Justify why certain design decisions were made

3.4 Receive and consider peer feedback

4. Refine the design

4.1 Implement quality assurance principles

4.2 Incorporate user feedback to modify the design

4.3 Finalise the design decision documents in readiness for creating the 3-D environment

Required Skills and Knowledge

ELEMENT

PERFORMANCE CRITERIA

Elements describe the essential outcomes.

Performance criteria describe the performance needed to demonstrate achievement of the element.

1. Research and plan the design process

1.1 Select a project planning methodology

1.2 Identify the design practices and design considerations in collaboration with other team members

1.3 Record the stages of the design process, using the project brief and documents

1.4 Identify the team roles that relate to level creation and design

1.5 Plan and implement a design process using timemanagement principles

2. Conceptualise a 3-D environment design in collaboration with team

2.1 Identify the key level specifications, and purpose, for the 3-D environment

2.2 Gather and analyse reference materials in collaboration, to help with visualisation of 3-D environment, including environment profiles, game genre, game design and game-play elements

2.3 Catalogue the required objects of the level environment

2.4 Identify the appropriate 3-D modelling and animation software, and painting, shading and texturing software that can be used to create the 3-D environment

2.5 Document the design decisions that are made before, and during, the design conceptualisation

2.6 Produce the concept art of the designed environment

3. Present the conceptualised environment to peers

3.1 Present the conceptualised environment to peers and receive feedback

3.2 Report on how the design decisions have met the requirements for game-play elements

3.3 Justify why certain design decisions were made

3.4 Receive and consider peer feedback

4. Refine the design

4.1 Implement quality assurance principles

4.2 Incorporate user feedback to modify the design

4.3 Finalise the design decision documents in readiness for creating the 3-D environment

Evidence of the ability to:

collaborate with others to plan and implement the design process for creating an interactive 3-D environment

produce and present draft design documents for the production of an interactive 3-D environment, and gather feedback

review and modify the designs to create a finalised design for a 3-D environment.

Note: If a specific volume or frequency is not stated, then evidence must be provided at least once.

To complete the unit requirements safely and effectively, the individual must:

summarise the budgeting and scheduling considerations for game design

discuss the capabilities and constraints of game engines

discuss the process used for computer game development

outline current game-play hardware and software products, together with any technical constraints that products impose on graphics and code development, and creative visual design

explain the technology and human resources required in the process of creating a game, including the team’s respective skills.