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:
collect, interpret and communicate in visual and written forms
communicate clearly using speech and text
communicate complex designs in a structured format drawn from industry standards, styles and techniques
communicate technical requirements related to software development, graphics requirements and code development to supervisors and other team members
initiative and enterprise skills to exercise a high level of creative ingenuity in game design and innovation
literacy and numeracy skills to read briefs, work instructions and technical and conceptual information
research skills to:
analyse quantitative and qualitative data
identify relevant information
obtain information
sort and summarise information
undertake practical technical desktop research into game design and game-play principles
use a range of sources of materials and information
technical skills to:
develop concepts and use visualisation skills
resolve basic hardware, software and other technical issues associated with games production.
Required knowledge
procedures and processes for computer game development, including specific terminology
current game-play hardware and software products
technical constraints that hardware imposes on software development, graphics requirements, code development and creative visual design.
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.
Game-play elements may include: | buildings command cooperation core game play damage states edge enemies fight game flow player activity shoot special talents: magic power steer switches terrain objects transportation transformations traps weapons. |
Game genre may include: | adventure alternative reality ancient casino cyberpunk educational edutainment fantasy first person shooter flight shooter flight simulation futuristic god simulation massively multi-player online games massively multi-player online role-playing games medieval modern multi-player post-apocalyptic puzzle racing shooter racing simulation real-time strategy role-playing games science fiction side-scrolling shooter single player sports strategy, including: action strategy turn-based strategy tactical combat. |
Target markets may include: | age-specific consumer segments: children adolescents adults educational market segments gender-specific consumer segments. |
Games industry may include: | Australian games international games. |
Non-computer based games may include: | board games card games non-computerised arcade games, such as Pinball table-top games. |
Research may include: | contact with industry associations game play reading newspapers, books, magazines, conference papers, industry organisation papers, and other references research on audience, including research on attitudes toward game play from various viewpoints, including cultural, societal, national, and age group talking and listening to experts use of the internet user surveys. |
Game-design principles may include: | closed environments complexity management and slow bullets constant positive feedback with sporadic negative feedback discovery and exploration movement versus animation player control third-person presentation use of ‘weenies’ use of maps. |
Technical limitations and constraints may include: | current technology future technology and release date pixels platforms polygon count software capability. |
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