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