Culinary Formative Assessment

Only available on StudyMode
  • Download(s) : 183
  • Published : March 13, 2011
Open Document
Text Preview
Formative Assessment Project

Table of Contents


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 the students can brainstorm together. As I used the board it was the student’s responsibility to write in more examples on the template. This provides a window on student thinking and gives students the opportunity to demonstrate their skills or their understanding of processes, so I may identify and address misconceptions when I walk around. I have noticed that by using more templates in my teaching, students’ achievement levels have increased in my classroom. I feel it also encourages participation and helps to make students’ thinking processes evident. One of the key advantages is that it creates opportunities for students to develop and apply skills and knowledge in more realistic contexts and provide effective feedback in real time. The templates usually provide opportunities for students to reflect on their own actions and thinking. Managing whole-class discussions is complex. I have to encourage students to participate, while discouraging a few individuals from dominating the conversation. For this reason I put the students into smaller groups. This way, my reluctant students could get help and feel confident participating in the discussion. I asked each group to have a discussion leader to keep the conversation on topic while allowing for the rich development of alternative ideas. My students need to feel comfortable asking genuine questions and challenging comments with which they disagree. As you see in the video, Deontay asked the question about “What to do when really fat people attend the party?” Above all, such conversations need to remain student dominated. I then took the same question he posed to me and tried my best for the class to answer it. As you see in the video whole class discussion focuses on interactions. Participants are allowed to express their knowledge, understandings, and opinions on the topic. It is a student-centered strategy in which I, the teacher assumes the role of facilitator, and students become interactive...
tracking img