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Evidence Guide: ICADMT501A - Incorporate and edit digital video

Student: __________________________________________________

Signature: _________________________________________________

Tips for gathering evidence to demonstrate your skills

The important thing to remember when gathering evidence is that the more evidence the better - that is, the more evidence you gather to demonstrate your skills, the more confident an assessor can be that you have learned the skills not just at one point in time, but are continuing to apply and develop those skills (as opposed to just learning for the test!). Furthermore, one piece of evidence that you collect will not usualy demonstrate all the required criteria for a unit of competency, whereas multiple overlapping pieces of evidence will usually do the trick!

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ICADMT501A - Incorporate and edit digital video

What evidence can you provide to prove your understanding of each of the following citeria?

Identify and describe formats of digital video

  1. Determine the distinguishing features and uses of a range of digital video software
  2. Select current video-editing software appropriate to a range of given outcomes
  3. Determine limiting factors of computer hardware on video production for a specified job
  4. Determine differences of image quality and image size required to deliver the desired outcome
  5. Analyse the formats employed to create a given computer video sequence for a specified outcome
Determine the distinguishing features and uses of a range of digital video software

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Select current video-editing software appropriate to a range of given outcomes

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Determine limiting factors of computer hardware on video production for a specified job

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Determine differences of image quality and image size required to deliver the desired outcome

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Analyse the formats employed to create a given computer video sequence for a specified outcome

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Design digital video

  1. Assess and select appropriate digital video software for the job
  2. Use digital video editing software to combine video assets
  3. Control variations in video frame rates as required for the job to be undertaken
  4. Apply time stamping techniques to the video frames appropriate for the job to be undertaken
  5. Save digital video using the appropriate file techniques
Assess and select appropriate digital video software for the job

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Use digital video editing software to combine video assets

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Control variations in video frame rates as required for the job to be undertaken

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Apply time stamping techniques to the video frames appropriate for the job to be undertaken

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Save digital video using the appropriate file techniques

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Edit digital video

  1. Edit single and multiple video tracks to achieve a defined outcome
  2. Join multiple tracks of digital video according to specifications
  3. Employ digital effects to modify and integrate digital video tracks according to specifications
  4. Apply time encoding to single and multiple edited digital video tracks according to specifications
  5. Insert a video track into an interactive media production according to specifications
Edit single and multiple video tracks to achieve a defined outcome

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Join multiple tracks of digital video according to specifications

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Employ digital effects to modify and integrate digital video tracks according to specifications

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Apply time encoding to single and multiple edited digital video tracks according to specifications

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Insert a video track into an interactive media production according to specifications

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Present a digital video sequence

  1. Test digital video and combine with other digital imaging, sound, visual effects and animation to create an interactive media presentation
  2. Save the digital media presentation, including video and present to client or customer
Test digital video and combine with other digital imaging, sound, visual effects and animation to create an interactive media presentation

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Save the digital media presentation, including video and present to client or customer

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Assessed

Teacher: ___________________________________ Date: _________

Signature: ________________________________________________

Comments:

 

 

 

 

 

 

 

 

Instructions to Assessors

Evidence Guide

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.

Required Skills and Knowledge

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.

Range Statement

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.