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 ICTGAM523, 'Collaborate in the design of 3-D game levels and environments'.
- Google Links
- links to google searches, with filtering in place to maximise the usefulness of the returned results
- Reference books for 'Collaborate in the design of 3-D game levels and environments' 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. 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 time
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