Culinary Formative Assessment
Formative Assessment Project
Table of Contents
Pages
Whole Class………………………………………..2 - 6
Small Group………………………………………..7 – 11
Reflection………………………………………….12 -14
Work Cited ………………………………………..15
1. Whole Class: Assessment is perhaps the greatest change in the learning process and outcomes. It touches all aspects of the learning development. This paper provides a general synopsis and uses of assessment strategies to support learning in my teaching of culinary art education today. The report shows not simply why and how assessment plays a pivotal role in improving the overall productivity of learning processes but also the growing role of new techniques and the innovative approaches these utensils enable. I chose whole class discussion strategy because many culinary instructors look at formative assessment as an unpleasant task. However, this formative assessment strategy presents me with opportunities to make valuable contributions not only to my class, but also to each individual student, thus improving my teaching methods. Whole class discussion assessment is a systematic process of developing criteria for my student’s performance. This involves outlining the criteria to students along with assessing their performance relative to the criteria and then communicating the results to my students through feedback. In the video the discussion takes place on the topic of canapés. The learning objective is to develop an original recipe. By having written on the board several examples of each category I was able to give the students the parameters. The criteria was for the students to take prior knowledge as well as what was taught to them in this lesson and to come up with a creative canapé for a “Real-life Wedding or Affair”. Each student was given an empty template that had all the categories and specific criteria to work with. The template provide a space for co-learning. This is done so
Table of Contents
Pages
Whole Class………………………………………..2 - 6
Small Group………………………………………..7 – 11
Reflection………………………………………….12 -14
Work Cited ………………………………………..15
1. Whole Class: Assessment is perhaps the greatest change in the learning process and outcomes. It touches all aspects of the learning development. This paper provides a general synopsis and uses of assessment strategies to support learning in my teaching of culinary art education today. The report shows not simply why and how assessment plays a pivotal role in improving the overall productivity of learning processes but also the growing role of new techniques and the innovative approaches these utensils enable. I chose whole class discussion strategy because many culinary instructors look at formative assessment as an unpleasant task. However, this formative assessment strategy presents me with opportunities to make valuable contributions not only to my class, but also to each individual student, thus improving my teaching methods. Whole class discussion assessment is a systematic process of developing criteria for my student’s performance. This involves outlining the criteria to students along with assessing their performance relative to the criteria and then communicating the results to my students through feedback. In the video the discussion takes place on the topic of canapés. The learning objective is to develop an original recipe. By having written on the board several examples of each category I was able to give the students the parameters. The criteria was for the students to take prior knowledge as well as what was taught to them in this lesson and to come up with a creative canapé for a “Real-life Wedding or Affair”. Each student was given an empty template that had all the categories and specific criteria to work with. The template provide a space for co-learning. This is done so
Cited: Black, Paul (2003) Assessment for Learning Putting it into Practice New York, NY Open University Press Frey, Nancy (2007) Checking for Understanding Alexandria, VA ASCD Marzano, Robert J. (2006) Classroom Assessment & Grading that Work Alexandria, VA ASCD Wiliam, Dylan (1998) Inside the Black Box King’s College London School of Education