1. 1 2015 Summer Institutes Level 3 Embedding Assessment into Your Lessons and Learning Outcomes

2. 2 Session Objectives Explain why assessment is important and the teacher’s role in the process. Discuss and implement assessment strategies that incorporate student learning outcomes and individual course competencies. Describe the use of rubrics as a grading tools and its ability to develop student-self assessment. Analyze the use of testing materials as an accurate form of assessment and demonstrate the best questions to ask.

3. 3 Assessment Theory We learn best when: We are asked to apply what we have learned. We see learning as relevant and useful. We are asked to demonstrate what we have learned. The goals to be achieved and the standards of achievement for reaching those goals are clear and precise. We receive feedback that what we are doing is right or wrong.

4. 4 Learning’s Relevance Learning is relevant when it: Ties into the concerns and goals of the learner Provides the learner with skills and information that is tested by way of learner performance in a group setting Is evaluated, directed, and reinforced as learning proceeds Links to other domains of learning and knowledge

5. 5 What Is Assessment? Part of the accreditation process required of most secondary and post- secondary schools both public and private Natural component of outcomes-based instruction Reflective of an organization’s educational values –For example, assessments used in culinary schools often focus on hands- on labs and practical exams Should include an understanding of learning as multidimensional, integrated, and lasting over a period of time

6. 6 Assessment’s Relationship to Experiences and Outcomes Pay attention to intended outcomes but also equally to experiences leading to those outcomes. Provide daily or consistent feedback to ensure quality assessment. Provide assessment feedback to students so that they understand how they can change and grow based on the outcome of the assessment. Use single or multiple measurements as needed to assess an outcome correctly.

7. 7 Teachers’ Role in Assessment Teachers are facilitators of learning. Teachers present & organize information in a logical sequence that helps students learn. Students imprint onto that logical sequence and formulate a picture of what needs to happen. Teachers are willing to adapt, change gears, slow down or delete content when promoting student learning, if necessary.

8. 8 Grading Grading is a form of feedback, given to the student, relative to the objectives of the course. Grading helps track, evaluate, and provide feedback. Grading is a form of measurement of student learning.

9. 9 Teaching Objectives Measure whether or not a student has completed a task in such a way that a passing grade is obtained Focus on the tasks that students must complete in order to pass the course

10. 10 Definition of Teaching Objective Description of a performance you want learners to be able to exhibit before you consider them to be competent Description of the intended result of instruction rather than the process of instruction itself

11. 11 Basic Characteristics of a Teaching Objective 1.Performance 2.Conditions 3.Criterion

12. 12 Teaching Objectives Examples Students will be able to cut a carrot into a baton cut of 1/4x1/4 x 2-21/2” using ½ carrot with less than 1 oz. of waste. Students will be able to sauté a chicken breast following the proper procedure as demonstrated by the chef in class. The student will decorate a 10” cake, cutting it into three layers and layering it with buttercream frosting and a minimum of three decorating techniques as taught in class.

13. 13 Choosing the Right Words for Objectives Vague actions: –Know –Understand –Appreciate –Enjoy –Believe, internalize Clear actions: –Write, recite –Identify –Compare, contrast –Solve –Construct, sort

14. 14 Student Learning Objectives Describe what a student should be able to do outside of the class as a result of learning experiences that take place in the class Macro approach to what is learned in the program Determined by envisioning the transformation that a student should undergo as a result of the learning

15. 15 Student Learning Objectives Examples Students who successfully complete this course will be able to: Handle food and equipment safely according to industry standards. Develop basic knife and cooking skills that can be used in a professional kitchen. Produce a selection of baked goods that can be sold in a retail bakeshop and calculate the food cost of those products. Set up a dining room table and serve guests using the skills learned in the table service component of the course.

16. 16 Ways of Assessing Learning Outcomes Self-assessment by the student Expert judgment: –How will the expert view the students’ work? –How will the expert develop means to assess the students’ work? –How will the students view the assessment of their work (especially if we assess creativity)?

17. 17 Specific Techniques Rubrics for analysis and grading –Daily lab grading Student portfolios –Pictures, journals, videos of course work Examinations: practical and written –Teacher-developed course exams or standardized certificate exams Student self-assessment –Surveys, exit interviews, externship evaluations

18. 18 Rubrics Scoring tool that lists the criteria for a piece of work Can be used to assess quality, quantity, and the lowest level of acceptable work to the highest Works as the standard bearer by which all things are measured and compared Allows for self-assessment Eliminates unfairness of arbitrary grading and helps to explain what the student needs to learn and what is important to that learning

19. 19 Production Grading Rubric Categories 1.Professionalism 2.Organization 3.Method and technique 4.Food safety and sanitation 5.Taste

20. 20 Professionalism Arrives and leaves on time If not able to attend class, calls in to inform the instructor Comes prepared with tools, uniform, and recipes (and has read them) Works well with a team and other classmates Does not use foul language Makes the best use of his or her time Turns in a complete study guide (when applicable)

21. 21 Organization Plans and organizes daily menu assignments Uses critical thinking skills to develop the proper sequencing of formulas and menu production; able to think quickly Follows recipes and directions correctly; uses the correct equipment Completes mise en place is an organized way Turns in a complete study guide (when applicable) Given pricing information, can assign cost to recipe ingredients and determine the total and portion cost of a standardized recipe

22. 22 Method and Technique Uses proper knife skills, keeps knives sharp, and uses the correct tools for each task Corrects mistakes when confronted with them Begins and ends tasks with the correct procedures Serves hot food hot and cold food cold Uses proper cooking technique for a given dish or product

23. 23 Taste Final product looks good, smells good, tastes good Uses proper seasoning (i.e., salt, seasoning, spices) Develops good balance of flavor Maintains the texture of each item Has not compromised the integrity of the food

24. 24 Food Safety and Sanitation Keeps work area clean at all times Keeps personal hygiene at the highest attainable level Uses gloves when necessary Abides by all kitchen and equipment safety rules Follows a cleaning schedule properly and performs tasks correctly and efficiently

25. 25 Example of Grading Expectations for a Specific Dish Rice Pilaf Grains should be tender and fluffy. Rice should be perfectly cooked; slightly chewy. Nothing should be oily or greasy. Seasoning should be perfect; no one spice or seasoning stands out. The dish should have a nutty flavor.

26. 26 Web Sites for Rubric Templates www.aea267.k12.ia.us/cia/framework/rubrics/designing.html http://rubistar.4teachers.org

27. 27 Portfolios Can use creativity while assessing the most important aspects of a class Can be used to show a student’s best work Helps students develop analytical skills and a better ability to evaluate work

28. 28 Portfolio Assessment Provides a body of student work that can be used to appraise student performance over time. Use of technology aids in the process: smart phones, Facebook, Twitter –Take pictures of completed dishes. –Create a Facebook page or use a Twitter feed to capture and discuss students’ work.

29. 29 Practical Exams Used to assess student’s practical knowledge; should include a timed test that exemplifies the general learning SLOs of the course Used as tool for student’s self-assessment ; can include any and all items found on a student’s skills checklist Used for certification requirements Used to assure course competencies are completed by the student with proficiency

30. 30 Written Exams Use a variety of question types. –Objective, subjective –Short answer –True/False –Multiple choice –Essay Keep questions at the right level, not too “nitpicky.” Capture an overall understanding of the course’s objectives.

31. 31 Review What is assessment and why is it important to the student, teacher, and school? Name two assessment strategies that you can apply in the classroom. What is a rubric and how can it best be used? What is an objective and what elements does it include? What are the best types of questions to use on a written exam? What is a good self-assessment tool for students?

32. 32 Conclusion Is the water clear or muddied? Each person should name one take-away that he or she got out of today’s class.