Create with Code:

Standards Alignment

Unity Certified User: Programmer Exam

From the U ​ nity Certified User webpage​: Schools (K–12), colleges and universities can
help students get started in interactive content creation for industries such as
gaming, entertainment, automotive, AEC and XR. Whether students want to create
games and apps or build new worlds in AR/VR, the Unity Certified User: Programmer
Certification is the place to start.

Domain # Standard

1 1.1 Given an example of a debug log message, create the code that created the log
✓
Debugging, message.
problem-
solving, and 1.2 Given a code clip and its associated error message(s), determine which object(s)
✓
interpreting is(are) null.
the API
1.3 Given a specific programming task requiring the use of a particular class in the
API, determine the appropriate method and/or properties, arguments, or other ✓
syntax to use.

2 2.1 Indicate when and how to initialize and use variables, including but not limited to
Creating appropriate use of all variable modifiers and data collections such as arrays, lists, ✓
Code and dictionaries
2.2 Given a list of keywords and syntax elements, construct a viable Function/Method
✓
declaration.
2.3 Given a code clip and a description of its desired result, identify the appropriate
function to control or trigger a state, including but not limited to the Animation ✓
Controller
2.4 Given a scenario where a specific type of input is required and the building blocks
needed are provided, construct the necessary input listener, including but not ✓
limited to keyboard and touch input
2.5 Demonstrate when and/or how to use the various logic and flow control operators
✓
used in C# and Unity.
2.6 Given a scenario, identify appropriate actions to take when a UI element reports a
✓
change.

© ​Unity 2019
3 3.1 Given a scenario about the need to manage an event function, determine the
Evaluating appropriate action to take, including but not limited to Collision and/or Trigger ✓
code Events

3.2 Given a code clip that produces an error because of a variable whose data type is
✓
declared incorrectly, identify the error.

3.3 Given a code clip that produces an error because a function or variable is
declared or used incorrectly (public/private mismatch), identify the error, ✓
including but not limited to the use of Animation events

3.4 Given a code clip containing a class definition, distinguish whether the class is an
✓
ECS class or some other type of class.

3.5 Given a set of code clips, recognize the clip which uses naming conventions that
✓
observe Unity naming standards.

3.6 Given a code clip (or a set of code clips), recognize the comments which
✓
accurately describe what the code is doing.

4 4.1 Describe the purpose, features, and functions of the various Unity IDE windows. ✓
Navigating
the 4.2 Demonstrate how to change the default scripting IDE. ✓
Interface
4.3 Given a scenario which includes: a) a limited portion of a gaming scenario, b) a
set of animation clips, c) a list of property settings, Create and program a
✓
functional state machine within the Unity Animator Controller including but
limited to the use of Animator functions and syntax

International Society for Technology in Education (ISTE)

From the I​ STE Standards webpage​: The ISTE Standards are a framework for
students, educators, administrators, coaches and computer science educators to
rethink education and create innovative learning environments.

Domain # Standard

1 1a Students articulate and set personal learning goals, develop strategies ◐

Empowered leveraging technology to achieve them and reflect on the learning process itself
Learner to improve learning outcomes.

1c Students use technology to seek feedback that informs and improves their ✓
practice and to demonstrate their learning in a variety of ways.

1d Students understand the fundamental concepts of technology operations, ✓

demonstrate the ability to choose, use and troubleshoot current technologies
and are able to transfer their knowledge to explore emerging technologies.

© ​Unity 2019
3 3b Students evaluate the accuracy, perspective, credibility and relevance of ✓
Knowledge information, media, data or other resources.
Constructor
3c Students curate information from digital resources using a variety of tools and ◐
methods to create collections of artifacts that demonstrate meaningful
connections or conclusions.

3d Students build knowledge by actively exploring real-world issues and problems, ✓

developing ideas and theories and pursuing answers and solutions.

4 4a Students know and use a deliberate design process for generating ideas, testing ✓
Innovative theories, creating innovative artifacts or solving authentic problems.
Designer
4b Students select and use digital tools to plan and manage a design process that ✓
considers design constraints and calculated risks.

4c Students develop, test and refine prototypes as part of a cyclical design process. ✓

4d Students exhibit a tolerance for ambiguity, perseverance and the capacity to ✓

work with open-ended problems.

5 5a Students formulate problem definitions suited for technology-assisted methods ◐

Computatio such as data analysis, abstract models and algorithmic thinking in exploring and
nal Thinker finding solutions.

5c Students break problems into component parts, extract key information, and ◐
develop descriptive models to understand complex systems or facilitate
problem-solving.

6 6b Students create original works or responsibly repurpose or remix digital ✓

Creative resources into new creations.
Communica
tor

7 7b Students use collaborative technologies to work with others, including peers, ◐

Global experts or community members, to examine issues and problems from multiple
Collaborator viewpoints.

© ​Unity 2019