Formats and tools
- Unit Description
- Reconstruct the unit from the xml and display it as an HTML page.
- Assessment Tool
- an assessor resource that builds a framework for writing an assessment tool
- Assessment Template
- generate a spreadsheet for marking this unit in a classroom environment. Put student names in the top row and check them off as they demonstrate competenece for each of the unit's elements and performance criteria.
- Assessment Matrix
- a slightly different format than the assessment template. A spreadsheet with unit names, elements and performance criteria in separate columns. Put assessment names in column headings to track which performance criteria each one covers. Good for ensuring that you've covered every one of the performance criteria with your assessment instrument (all assessement tools together).
- Wiki Markup
- mark up the unit in a wiki markup codes, ready to copy and paste into a wiki page. The output will work in most wikis but is designed to work particularly well as a Wikiversity learning project.
- Evidence Guide
- create an evidence guide for workplace assessment and RPL applicants
- Competency Mapping Template
- Unit of Competency Mapping – Information for Teachers/Assessors – Information for Learners. A template for developing assessments for a unit, which will help you to create valid, fair and reliable assessments for the unit, ready to give to trainers and students
- Observation Checklist
- create an observation checklist for workplace assessment and RPL applicants. This is similar to the evidence guide above, but a little shorter and friendlier on your printer. You will also need to create a seperate Assessor Marking Guide for guidelines on gathering evidence and a list of key points for each activity observed using the unit's range statement, required skills and evidence required (see the unit's html page for details)
- Self Assessment Survey
- A form for students to assess thier current skill levels against each of the unit's performance criteria. Cut and paste into a web document or print and distribute in hard copy.
- Moodle Outcomes
- Create a csv file of the unit's performance criteria to import into a moodle course as outcomes, ready to associate with each of your assignments. Here's a quick 'how to' for importing these into moodle 2.x
- Registered Training Organisations
- Trying to find someone to train or assess you? This link lists all the RTOs that are currently registered to deliver ICTGAM503, 'Create a complex 3-D interactive computer game'.
- Google Links
- links to google searches, with filtering in place to maximise the usefulness of the returned results
- Reference books for 'Create a complex 3-D interactive computer game' on fishpond.com.au. This online store has a huge range of books, pretty reasonable prices, free delivery in Australia *and* they give a small commission to ntisthis.com for every purchase, so go nuts :)
Elements and Performance Criteria
Elements describe the essential outcomes.
Performance criteria describe the performance needed to demonstrate achievement of the element.
1. Identify the required game assets in a team environment
1.1 Obtain the project brief and other relevant documents
1.2 Identify the game production assets required to meet the creative and production requirements, and technical specifications
1.3 Discuss the formats of assets, and issues of asset integration, with the appropriate personnel
1.4 Determine the sequence for the development of a beta-version prototype for testing game play
1.5 Create a schedule for production and testing
1.6 Determine strategies for monitoring production progress against the schedule
2. Identify the capability of game-engine software and tools and make a selection in a team environment
2.1 Identify and review the range of industry-standard game-engine software and development tools available
2.2 Assess the software and tools related to the specified game concept and play requirements
2.3 Discuss considerations for the selection of game-engine software with the relevant personnel, to ensure that the selection will meet the specified outcomes
2.4 Select the game-engine software and development tools
3. Create or acquire the required assets for a game in a team environment
3.1 Establish an environment for a project that supports sharing of project assets produced by team members
3.2 Review the attributes of the assets required in a game project related to the chosen game engine
3.3 Create or acquire the visual assets for a games project
3.4 Customise asset attributes to suit the game design, and chosen game engine
4. Use game-engine software and development tools in a team environment
4.1 Collaborate in the use of tools, and features, of software relevant to the game-production process
4.2 Create, modify or access scripts or code to combine assets, and achieve agreed project goals
4.3 Create and check game-play elements, according to the creative and technical requirements
4.4 Test and run the game prototype as a presentation, to ensure that sequences meet the creative, production and technical requirements
5. Evaluate the game prototype in a team environment
5.1 Demonstrate the initial prototype to the relevant personnel
5.2 Evaluate against criteria, including the achievement of a creative and user-friendly product
5.3 Discuss and agree on required changes
5.4 Assist, if required, in tests and user trials
5.5 Evaluate the feedback from user trials
5.6 Confirm the endorsement from relevant personnel to develop the prototype into a complete product
6. Transform the prototype into final publication
6.1 Make the necessary changes, as indicated by user trials
6.2 Integrate all game elements, as required by the specifications
6.3 Make final checks to ensure that all sequences conform to the navigation design
6.4 Assemble a final publication for distribution