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Minister for Education and Science. Under the Qualifications (Education & Training) Act, 1999, FETAC now has responsibility for making awards previously made by NCVA.
Module Descriptor
Module Code Level Credit Value Purpose Preferred Entry Level Special Requirements General Aims Units Specific Learning Outcomes Portfolio of Assessment Grading Individual Candidate Marking Sheets Module Results Summary Sheet Appendices Glossary of Assessment Techniques Assessment Principles
Records the marks for each candidate in each assessment technique and in total. It is an important record for centres of their candidates achievements. Can include approval forms for national governing bodies. Explains the types of assessment techniques used to assess standards. Describes the assessment principles that underpin FETAC approach to assessment.
Introduction
A module is a statement of the standards to be achieved to gain a FETAC award. Candidates are assessed to establish whether they have achieved the required standards. Credit is awarded for each module successfully completed. The standards in a module are expressed principally in terms of specific learning outcomes, i.e. what the learner will be able to do on successful completion of the module. The other elements of the module - the purpose, general aims, assessment details and assessment criteria - combine with the learning outcomes to state the standards in a holistic way. While FETAC is responsible for setting the standards for certification in partnership with course providers and industry, it is the course providers who are responsible for the design of the learning programmes. The duration, content and delivery of learning programmes should be appropriate to the learners needs and interests, and should enable the learners to reach the standard as described in the modules. Modules may be delivered alone or integrated with other modules. The development of learners core skills is a key objective of vocational education and training. The opportunity to develop these skills may arise through a single module or a range of modules. The core skills include:
taking initiative taking responsibility for ones own learning and progress problem solving applying theoretical knowledge in practical contexts being numerate and literate having information and communication technology skills sourcing and organising information effectively listening effectively communicating orally and in writing working effectively in group situations understanding health and safety issues reflecting on and evaluating quality of own learning and achievement.
Course providers are encouraged to design programmes which enable learners to develop core skills.
1 2 3 4 5
Leaving Certificate, Level 4 Certificate or equivalent and/or relevant life and work experiences.
7 8
None
The module aims to enable the student to: 8.1 8.2 8.3 8.4 8.5 develop an understanding of the features and limitations of technology used in games software foster a critical understanding of the theory and practice of game design within the context of the modern Entertainment Industry integrate theoretical knowledge of Games Analysis & Design into practical processes perform competently tasks relevant to industry standard requirements develop fundamental knowledge and skills applicable to games software development.
Units
Unit 1 Unit 2 Unit 3
The specific learning outcomes are grouped into 3 units. Entertainment Media Technologies The Games Industry Tools
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10.1.6
Unit 2
identify Video Games and their socio-economical reflections in a historical context produce paperwork as required using appropriate terminology outline the development of the Videogame Industry and its future discuss common practices in Games analysis & Design, demonstrate basic understanding of the publishing/development process and its implications recognize the role of quality assurance and localisation in the game development process identify the Industry and the roles of the individuals in a team in the Irish/European development context.
Unit 3
Tools
Learners should be able to:
set up the equipment required to perform the software specific task troubleshoot game related software as required demonstrate Level editing skills with the provided tools identify level structures and genres in games incorporate basic graphics as animations, backgrounds and interfaces incorporate basic effects, particle systems and render as appropriate use the technical grammar of 2D and 3D game editing including the characters creation, control, environment and background definitions, transitions and camera and lights settings use appropriate terminology in the vast array of tools available to the game development teams and differentiate the concept of middle-ware.
10.3.8
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Portfolio of Assessment
Summary
Please refer to the glossary of assessment techniques and the note on assessment principles at the end of this module descrip tor.
In one or more Skills Demonstrations, candidates will be assessed in each of the following skill areas: level design and characters animation within a provided software package importing and exporting material to/from different editing packages production of a simple 2D Game
11.2
Examination
The internal assessor will devise a theory-based examination that assesses candidates ability to recall and apply theory and understanding, requiring responses to a range of question types. The examination will be based on a range of specific learning outcomes from all the units. The examination will be 1 hour 30 minutes in duration. The forma t of the examination will be as follows: Section A 8 short answer questions Candidates are required to answer 7 (3 marks each) Section B 2 structured questions Candidates are required to answer 1 (12 marks)
11.3
Assignment
The internal assessor will devise a brief that requires the candidate to produce evidence that demonstrates an understanding and application of a range of specific learning outcomes. Assignment: The brief for this assignment will take the form of a 3D level design & editing with particular emphasis on level structure, graphics, and characters interaction, produced in project form, using an industry standard (shareware) Game Engine
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Grading
Pass Merit Distinction 50 - 64% 65 - 79% 80 - 100%
Candidate Name: _______________________________ PPSN: ________________________ Centre: __________________________________________________ Centre No.: _________ Assessment Criteria
3D Analysis Creating a level/game on an industry used 3D level editor suite: Clear identification of equipment requirements Correct set up and operation of equipment including safe work practices clear and logical progression of research appropriate gathering of sound, graphics and cut scenes Excellent quality of finished product Complete analysis documentation provided
Maximum Mark 20
Candidate Mark
Design Correct set up and operation of equipment including safe work practices appropriate use of event triggers detailed description of level/s structure level designed according to industry standards appropriate software Excellent quality of finished product, use of particles/special effects complete design documentation provided
20
TOTAL MARKS
This mark should be transferred to the Module Results Summary Sheet
40
Internal Assessors Signature: __________________________________ Date: ____________ External Authenticators Signature: _____________________________ Date: ____________
Candidate Name: ______________________________ PPSN: ___________________________ Centre: _________________________________________________ Centre No.: ____________
Assessment Criteria The students are required to present a project produced using the Games Factory tools. The project should consist of at least one level built with GF library or external graphics, and user screen/s. The resulting software will be presented by the students, assessed and returned with grades. Some functionality must be added using the Event Editor.
Maximum Mark
10
Candidate Mark
10
Extra marks are awarded for game intro/ending scenes, personalized graphics, multi- level structure, exploitations of the Event Editor. Subtotal TOTAL MARKS
This mark should be transferred to the Module Results Summary Sheet
10
30 30
Internal Assessors Signature: _________________________________ Date: __________ External Authenticators Signature: ____________________________ Date: ___________
Candidate Name: _______________________________ PPSN: ________________________ Centre: ________________________________________ Centre No: _____________ Assessment Criteria Section A: short answer questions 8 short answer questions, answer any 6 (3 marks each)
(Indicate questions answered)
Maximum Mark
Candidate Mark
Question No.:* _____ _____ _____ _____ _____ _____ Subtotal Section B: structured questions 2 structured questions, answer any 1
(Indicate questions answered)
3 3 3 3 3 3 18
12
12 30
Internal Assessors Signature: ___________________________________ Date: ____________ External Authenticators Signature: ___________________________________ Date: __________ * The internal assessor is required to enter here the question numbers answered by the candidate.
10
Total 100%
Grade*
Signed:
Grade* D: 80 - 100% Internal Assessor: _______________________________________________ Date: ____________________ M: 65 - 79% P: 50 - 64% This sheet is for internal assessors to record the overall marks of individual candidates. It should be retained in the U: 0 - 49% centre. W: candidates entered who did not present for The marks awarded should be transferred to the official FETAC Module Results Sheet issued to centres before the assessment
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