Assessor Resource

ICADMT501A
Incorporate and edit digital video

Assessment tool

Version 1.0
Issue Date: May 2024


This unit applies to digital media developers and producers and other personnel working in the digital media industry.

This unit describes the performance outcomes, skills and knowledge required to incorporate and edit digital video into interactive media presentations.

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

Prerequisites

Not applicable.

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 skills and knowledge, range statement and the Assessment Guidelines for the Training Package.

Overview of assessment

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

Evidence of the ability to:

visualise and interpret creative concepts

apply principles of video editing and production techniques

design, compile, edit and test digital interactive media incorporating video.

Context of and specific resources for assessment

Assessment must ensure access to:

computer hardware, software and file storage

internet access for research purposes

copyright and intellectual property legislation

OHS legislation and enterprise policy

appropriate learning and assessment support when required

modified equipment for people with special needs.

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:

practical demonstration, where direct observation may need to occur on more than one occasion to establish consistency of performance

evaluation of projects, reports and logbooks

evaluation of portfolios of evidence that demonstrate the processes used in developing and realising the creative concept.

Guidance information for assessment

Holistic assessment with other units relevant to the industry sector, workplace and job role is recommended, where appropriate.

Assessment processes and techniques must be culturally appropriate, and suitable to the communication skill level, language, literacy and numeracy capacity of the candidate and the work being performed.

Indigenous people and other people from a non-English speaking background may need additional support.

In cases where practical assessment is used it should be combined with targeted questioning to assess required knowledge.

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 skills

analytical skills to:

analyse documentation and media to inform implementation of video components

interpret briefs, work instructions, and technical and conceptual information

communication skills to liaise with client

initiative and enterprise skills to provide feedback and recommend the most appropriate technology solutions

literacy and numeracy skills to:

develop technical design documents

read briefs, work instructions, and technical and conceptual information

planning and organisational skills to determine the most appropriate solution

problem-solving skills to recognise and address potential quality issues and problems at design development stage

research skills to find solutions to encountered problems

technical skills to use correct file formats and video editing and post-production procedures.

Required knowledge

contemporary video software

continuity

editing conventions

electronic digital language and other terminology

montage

principles of video production and formats

types of cutting

video editing and post-production techniques.

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.

Video editing software may include:

wide range of current programs:

Adobe Premier

Quicktime.

Digital effects may include:

2-D and 3-D animation

3-D modelling

graphic images

special effects

titles or text

transitions, such as dissolves, fade-ins, fade-outs, supers and subtitles.

Sound may include:

dialogue

music atmospherics

sound effects.

Visual effects may include:

colour corrections to modify

digital video effects (DVEs) to move and distort

graphic images

keyers to combine

opticals

production of optical effects

production of titles

special effects

texture generation to add blur

trackers to follow parts of the picture

transitions, such as dissolves, fade-ins, fade-outs, supers and subtitles.

Interactive media presentation may include:

animations

aspects or sections of film or video production

commercials

documentary

e-commerce

educational product

feature

game

information product

live or prerecorded performances

live or prerecorded television productions

music video

promotional product

short film and video

television production of any type

training product.

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
Determine the distinguishing features and uses of a range of digital video software 
Select current video-editing software appropriate to a range of given outcomes 
Determine limiting factors of computer hardware on video production for a specified job 
Determine differences of image quality and image size required to deliver the desired outcome 
Analyse the formats employed to create a given computer video sequence for a specified outcome 
Assess and select appropriate digital video software for the job 
Use digital video editing software to combine video assets 
Control variations in video frame rates as required for the job to be undertaken 
Apply time stamping techniques to the video frames appropriate for the job to be undertaken 
Save digital video using the appropriate file techniques 
Edit single and multiple video tracks to achieve a defined outcome 
Join multiple tracks of digital video according to specifications 
Employ digital effects to modify and integrate digital video tracks according to specifications 
Apply time encoding to single and multiple edited digital video tracks according to specifications 
Insert a video track into an interactive media production according to specifications 
Test digital video and combine with other digital imaging, sound, visual effects and animation to create an interactive media presentation 
Save the digital media presentation, including video and present to client or customer 

Forms

Assessment Cover Sheet

ICADMT501A - Incorporate and edit digital video
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

ICADMT501A - Incorporate and edit digital video

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: