ICTGAM549 — Collaborate in design of 3-D game levels and environments

Generate a complete, audit-ready assessment tool for this unit in minutes: candidate assessment, assessor guide with model answers, and a coverage matrix mapped to every component below. Reviewed and approved by your qualified person, exported under your branding.

Generate ICTGAM549 free See a real sample

Every new account includes a free credit — no card, no subscription.

What an assessment for ICTGAM549 must cover

43 assessable components: 3 elements (18 performance criteria), 5 performance evidence and 13 knowledge evidence requirements, plus 7 foundation skills. An audit-defensible tool maps every question and task back to these — that mapping is the coverage matrix Auditori generates alongside the assessment.

Elements & performance criteria

1 Research and plan design process

1.1Establish project and 3-D game design requirements according to organisational needs
1.2Research and select project planning methodology according to project requirements
1.3Discuss and identify design practices and considerations in collaboration with other team members
1.4Identify team roles and responsibilities applicable to level creation and design processes
1.5Plan and implement a design process using time-management principles
1.6Document stages of design process according to organisational procedures

2 Conceptualise 3-D environment design in collaboration with team

2.1Identify key level specifications and purpose of 3-D environment
2.2Gather and analyse reference materials in collaboration, and assist with visualisation of 3-D environment
2.3Catalogue required objects of level environment
2.4Research and select 3-D modelling and animation software, and painting, shading and texturing software required to create 3-D environment
2.5Document design decisions made before and during design conceptualisation, according to organisational procedures
2.6Produce concept art of designed environment according to project brief

3 Present conceptualised environment to peers and finalise project

3.1Present conceptualised environment to peers and receive feedback
3.2Report on how design decisions have met requirements for game-play elements
3.3Justify why certain design decisions were made to required personnel
3.4Evaluate and incorporate peer feedback to design as required
3.5Implement and apply quality assurance principles to design according to organisational procedures
3.6Finalise design decision documents in preparation for creating 3-D environment

Performance evidence

collaborate with others to plan and implement the design process for creating an interactive 3-D environment.
produce and present draft design documents to produce an interactive 3-D environment
gather reference materials and visualise 3-D environment, including environment profiles, game genre, game design and game-play elements
gather feedback from peers to review and modify designs to create a finalised design for a 3-D environment
render design on at least one small device and one large device and confirm pixels are optimised.

Knowledge evidence

required budgeting and scheduling considerations for game design
capabilities and constraints of industry standard game engines
features and functions of industry standard 3-D modelling and animation software, and painting, shading and texturing software
process used for digital game development
industry standard project planning methodology and processes
design practices and considerations applicable to designing 3-D game levels and environments
applicable time-management principles
3-D environment visualisation techniques
quality assurance principles applicable to 3-D design processes
industry standard game-play hardware and software products, together with technical constraints that products impose on graphics and code development and creative visual design
different team member roles and responsibilities required in designing 3-D game levels and environments
technology and human resources required in the process of creating a game, including the team’s respective skills
organisational procedures applicable to designing 3-D game levels and environments.

Foundation skills

Reading: Interprets, analyses and comprehends briefs, instructions and conceptual information to inform job requirements
Writing: Prepares documentation detailing decision-making process, design and instruction for specific audiences, using clear and detailed language
Oral Communication: Uses listening and questioning techniques and effective mode of communication to articulate complex concepts and present conceptualised environment to peers using relevant industry language
Teamwork: Cooperates and collaborates with others to achieve shared outcomes
Planning and organising: Takes responsibility for planning and organising tasks required to achieve outcomes, including coordinating tasks with others
Problem solving: Makes a range of critical and non-critical decisions in relatively complex situations, using analytical processes to evaluate and choose applicable options • Analyses and applies some basic principles of analytical and lateral thinking
Technology: Identifies ways in which digital systems and tools are used, or could be used, to achieve work goals for modelling and animation • Manages and maintains files in a variety of storage media and formats

Unit content sourced from training.gov.au — © Commonwealth of Australia, licensed under CC BY 4.0. Auditori is not affiliated with the Department of Employment and Workplace Relations.

See what you get before you start

Real, unedited Auditori output (RIIHAN201E shown), branded for a sample RTO:

Questions about assessing ICTGAM549

What does an assessment tool for ICTGAM549 need to cover?

To satisfy the Principles of Assessment and Rules of Evidence, an assessment for ICTGAM549 needs to address all 43 unit components: 3 elements with 18 performance criteria, 5 performance evidence requirements, 13 knowledge evidence requirements, and the foundation skills. A coverage matrix mapping each question and task to these components is what an auditor looks for.

How does Auditori generate an assessment tool for ICTGAM549?

Auditori pulls the current release of ICTGAM549 from training.gov.au and generates a complete package: candidate assessment, assessor guide with model answers and observation criteria, and a coverage matrix mapping every component. A suitably qualified person then reviews and approves the draft in a built-in workflow — consistent with ASQA's guidance on AI use in VET — before export as branded PDF and editable Word.

Is the first assessment tool really free?

Yes. Every new account includes one free credit — enough to generate the complete assessment tool for ICTGAM549 — with no card and no subscription required. After that it's pay-as-you-go per unit.

Can I check my existing ICTGAM549 assessment instead of generating a new one?

Yes — upload your existing assessment or learner guide and Auditori maps it against every element, performance criterion, PE and KE of ICTGAM549, showing exactly what's covered and what's missing. Mapping costs a quarter of a credit.

Related units

Your ICTGAM549 assessment tool, in minutes.

First unit free. No card, no RTO registration, no subscription.

Generate ICTGAM549 free