Assessment Model #3 Nutrition and Culinary, Level III High School

Total Score: ______

Name: ________________________ ID: ________________ Date: ___________

Riverton High SchoolQuick Start ©

Family & Consumer Science

Nutrition & Culinary Level III

AssessmentTraining Demonstration 2014

1

Preparation

STEP 1. Establish the testing session that will begin the Riverton High School Grades 11 and 12 test administration window. Allow time in the schedule for make-up test sessions prior to the end of the administration window. Keep in mind that the entire test is designed to be administered in two (2) parts over several class periods. Make copies of the test forms and reference sheets based upon the number of students on your rolls.

STEP 2. Review the administration steps, understand the guidelines for administering the test, and arrange for the materials and equipment you will need. Prior to administering the test, review the test form score keys and directions located within the test booklet.

STEP 3. Establish a controlled testing environment with appropriate testing accommodations.

Administration

STEP 1. Distribute the assessment to the students, while compiling a list of students who will need to make up the session. Say to the students: “If you have questions about any of the instructions that I give you, please ask them before the test begins.”

STEP 2. Write and post in the classroom the “Start Time and Date” and “Completion Time and Date” for each part of the test. Ensure that the students complete the demographic information on the test booklet cover. Say to the students: “This assessment will be administered in two (2) parts. You will complete the first part today. The second part consists of Extended Performance (EP) Tasks that you will complete over several class periods.”

STEP 3. Begin the testing session.a) Multiple Choice (MC) Questions 1-10: Say to the students: “Let’s prepare to start

the test. After you have completed the test, read quietly at your desk until the testing period is over, and I will collect the tests at that time. Remember to try your best on each question. If you need help during the test, raise your hand and I will come to your work area. If you have no questions, begin the test.”

b) Extended Performance (EP) Task Question 11: Say to the students: “Let’s prepare to start the performance portion of the test. Read the Extended Performance (EP) Task cover page and begin work on Part A. When you get to class tomorrow and the next day, I will not give any further instructions. I will hand you the testing materials you need for that day and you may begin work. Remember to try your best on each assignment. If you need help during any part of the test, raise your hand and I will come to your work area. If you have no questions, you may begin the task.”

NOTE: Upon completion of Part A, the teacher will need to review the menu plans and ensure that all equipment and ingredients for meal preparation are available for the students.

End the testing session. a) Say to the students: “This part of the testing period has ended; I will now collect the

tests.” Explain the procedures for students who need more time to complete the test. Pick up all test forms and secure all testing materials.

Quick Start © FCS-Nutrition & Culinary, Level III – Demo

After Testing

STEP 1. At the end of each testing period, ensure 100% accountability for all assessment materials and store them in a secure area.

STEP 2. After gathering the completed test, final dishes, and poster, use the scoring key and the rubric to score each item or task of the completed tests. Enter the raw score (points earned vs. total points possible) on the test booklet cover for each student. Determine if the student’s score meets the performance standard.NOTE: Score as incorrect questions left blank or multiple choice questions with more than one answer.

STEP 3. After all students have completed the test, including make-ups, collect and inventory all scored tests. Report student results in accordance with the district’s policy in terms of percent (%) correct or achieving a specific performance level.

Quick Start ©FCS-Nutrition & Culinary, Level III – Demo

DIRECTIONS:

For Questions 1 through 10, read each question carefully and then select the best answer from

the four choices. Circle the letter (A, B, C, or D) that corresponds with the best answer. Each

question is worth one (1) point towards your overall score.

1. What is the minimum temperature for the final rinse in a heat-sanitizing dishwasher?

A. 140 degrees

B. 175 degrees

C. 180 degrees

D. 200 degrees(0001.FCS.NCIII.EOC.MC-LV1-FNW2.5)

2. Which of the following is a correct procedure for maintaining a range-top grill?

A. Scrape and clean the grill daily.

B. Empty the grease pan once a week.

C. Grease the grill daily to brown food evenly.

D. Clean the grill only when it starts to smoke.

(0002.FCS.NCIII.EOC.MC-LV2-FNW2.5)

3. When you use a bottom-to-top shelving order in a cooler, you should place the food

according to __________________________________________.

A. the size of the food package

B. the expiration date of the food item

C. the order in which the food will be cooked

D. the minimum internal cooking temperature



4. You should NOT store food in a galvanized container because ______________________.

A. it will spoil quickly

B. the food will not be stored at the correct temperature

C. food acids can leach zinc

D. the container may rust(0004.FCS.NCIII.EOC.MC-LV2-FNW2.5)

5. Which of the following statements is TRUE?

A. Commercial refrigerators have covered interior corners that allow easy cleaning.

B. Residential refrigerators keep contents at a low temperature consistently for a very long

time.

C. Commercial refrigerators come in various sizes and types based on the amount of

commercial activity.

D. Residential refrigerators are light weight and come with wheels to make them easy to move.


6. If you are advising a classmate on proper knife care, which suggestion is NOT a correct

procedure?

A. Keep knives properly sharpened at all times.

B. Wash knives separately from other utensils.

C. Load knives in a dishwasher with the blade up.

D. Store knives in racks or sheaths.


7. The calibration nut on a bimetallic stemmed thermometer is used to ___________________.

A. maintain accuracy

B. mark the sensing area

C. measure air temperature

D. measure temperature through glass



8. Which knife do culinary professionals use most frequently?

A. utility knife

B. boning knife

C. chef’s knife

D. paring knife


9. While at work, you notice a co-worker using a conventional oven rather than a conveyor

oven to cook a pizza. Which statement supports using a conveyor oven instead of a

conventional oven for cooking pizza?

A. A conventional oven uses fans to circulate hot air around the food as it cooks, thereby

quickly cooking the pizza.

B. A conveyor oven requires lower temperatures to melt and brown cheeses; therefore, it is less

likely to cause food-borne illnesses.

C. A conventional oven will bake, reheat, and finish the pizza much quicker than a conveyor

oven.

D. A conveyor oven will move the pizza through a heated chamber at a constant speed, thereby

heating it much more consistently.


10. Which of the following describes the correct procedures to calibrate a thermometer?

A. Hold the thermometer under running water and then adjust it to 44 degrees.

B. Place the thermometer in the oven and set the oven temperature to 350 degrees; after 10

minutes, adjust the thermometer to 350 degrees.

C. Bring a small pot of water to boiling, remove it from the stove, place the thermometer probe

in the water, wait 30 seconds, and then adjust the thermometer to 212 degrees.

D. Place the thermometer in ice water, wait 30 seconds, and then adjust the thermometer to 32

degrees.



Question #11

Extended Performance Task

Part A: Plan Development

Part B: Meal Preparation

Part C: Poster Completion

DIRECTIONS FOR QUESTION #11:

Read the task overview below and complete the two requirements according to the instructions

for Parts A, B, and C. You will have several class periods to complete the assignment. The

time allowed for each part is provided in the relevant section (Part A, B, and C). The entire

performance task is worth 15 points towards your overall score. Use the Food Safety Checklist

(Page 9) and Scoring Rubric (Pages 10-11) to guide your work.

Extended Performance Task Overview

Plan and prepare two (2) dishes for a traditional holiday gathering. The first dish should

include meat and the second dish should include eggs. You will be assessed on the safety and

sanitation practices you use in the preparation of both dishes. Also, based on your planned

dishes, create a food safety and sanitation poster providing details of four (4) possible safety and

sanitation risk factors from production through consumption of the ingredients and meals. For

the risks you identify, include a brief description, two (2) examples, and at least one (1) method

of prevention.


Question #11

Part A: Plan Development

Based on the holiday you select, develop and submit a menu plan that includes the

names of your dishes, method of preparation, equipment list, list of ingredients, and

any other relevant information. In addition, draft and present on your poster your

framework for displaying the risk factors. You will have 45 minutes to complete both

your meal plan and your framework. (3 points)

Part B: Meal Preparation

Prepare the dishes you have planned and present your meal to the teacher. Note:

All equipment and ingredients you submitted on your meal plan in Part A will be

available in the kitchen. Platters, plates, and serving utensils are also provided;

however, it is up to you to gather what you need. Use the Food Safety Checklist

(Pages 9-10) to prepare your meal. In addition, your final dishes will be evaluated on

food presentation (creativity, appearance, overall quality). You will have two (2)

class periods to complete both dishes. (8 points)

Note: To calculate and weight Part B’s overall score, multiply the number of rubric

points by two (2).

Part C: Poster Completion

Complete your food safety and sanitation poster. Use pictures or other graphics to

enhance your poster. The research and collection of materials should begin on Day 1

of this task. You will have 45 minutes to complete this task. (4 points)

(0011.FCS.NCIII.EP-LV4-FNW1.4)


Food Safety Checklist

No. Safety Requirement Achieved(Y/N)

Comments

Personal Hygiene

1. Wears clean and proper clothing, including shoes.

2. Wears effective hair restraints properly.

3. Fingernails are short, unpolished, and clean (no artificial nails).

4. Limits jewelry to a plain ring and a watch, no bracelets.

5. Washes hands properly, frequently, and at appropriate times.

6. While handling food: Bandages and completely covers with a foodservice glove any burns, wounds, sores, or scabs, or splints and waterproof bandages on hands.

7. Uses disposable tissues when coughing or sneezing and then immediately washes hands.

Food Preparation

8. Properly washes, rinses, and sanitizes food equipment, utensils, and food-contact surfaces.

9. Plans preparation so that ingredients are kept out of the temperature danger zone.

10. Uses the proper procedure to taste food .

11. Puts procedures in place to prevent cross-contamination.

12. Handles food with suitable utensils, such as single-use gloves or tongs.

13. Uses clean, reusable towels only for sanitizing equipment and surfaces, and not for drying hands, utensils, or food.

14. Cooks food to the required safe internal temperature for the appropriate time. Tests the temperature with a calibrated food thermometer.

Hot and Cold Holding

15. Heats food to the required safe internal temperature before placing it in hot holding.

16. Pre-heats the hot holding unit before placing hot food inside of it.

17. Temperature of hot food being held is at or above 135°F.

18. Temperature of cold food being held is at or below 41°F.

Cleaning and Sanitizing

19. Properly sets up three-compartment sink for ware washing.

20. Water is clean and free of grease and food particles.

21. Water temperatures are correct for wash and rinse.

22. Allows small ware and utensils to air dry.

23. Stores wiping cloths in sanitizing solution while in use.

Utensils and Equipment

24. Cleans and sanitizes all small equipment and utensils between uses.

25. Work surfaces and utensils are clean.

26. Cleans and sanitizes work surfaces between uses.

27. Cleans and sanitizes thermometers after each use.

28. Can opener is clean.

29. Handles clean utensils in a manner to prevent contamination of parts that will be in direct contact with food or a person’s mouth.

Garbage Storage and Disposal

30. Keeps kitchen garbage cans clean and covered.

31. Empties garbage cans as necessary.

32. Removes boxes and containers from the work area.

NOTE: This checklist has been adapted from HACCP-Based SOPs developed by the National Food Service Management Institute (NFSMI) and the United States Department of Agriculture (USDA).


Scoring Rubric

Dimension Advanced(4 pts.)

Proficient(3 pts.)

Basic(2pts.)

Below Basic(1 pts.)

Part A:Plan Development

(3 points)

The menu plan is fully developed for two (2) dishes and includes all of the required information (e.g., names of dishes, method of preparation, equipment list, and list of ingredients). The poster framework for displaying risk factors is logically developed and indicates that the student fully understands what information the poster should include.

The menu plan is only partially developed for two (2) dishes; some of the required information (e.g., names of dishes, method of preparation, equipment list, and list of ingredients) is missing for one or both of the dishes. The poster framework for displaying risk factors is logically developed and indicates a full understanding of what information the poster should include.

The menu plan is only partially developed for two (2) dishes. Some required information (e.g., names of dishes, method of preparation, equipment list, and list of ingredients) is missing for both of the dishes. The poster framework for displaying risk factors is not logical and indicates only a partial understanding of what information the poster should include..

Part B:Meal Preparation – Safety

(4 points)

The meal is completed with no safety or sanitation violations. The student meets all requirements listed in the Food Safety Checklist.

Part B:Meal Preparation – Presentation

(4 points)

The final meal exhibits creativity, reflective thought, and pre-planning. The dishes are of high professional quality and their appearance is appetizing. Overall, the meal and dishes exceed the guidelines presented during classroom instruction (that is, they demonstrate elaboration).

The final meal exhibits an acceptable level of creativity but without evidence of pre-planning. The dishes are of acceptable appearance. Overall, the meal and dishes meet the guidelines presented during classroom instruction (that is, they demonstrate compliance).

The final meal exhibits a minimal level of creativity and effort. At least one (1) dish is of acceptable appearance. Overall, the meal and dishes only partially meet the guidelines presented during classroom instruction (that is, some dishes need improvement).

The final meal shows no creativity. The dishes’ appearance is not suitable for a holiday meal. Overall, the meal and dishes do not follow the guidelines presented during classroom instruction.

Part C:Poster Completion – Information

(2 points)

The poster includes clear and logical information on four (4) safety and sanitation risk factors. All of the required information is presented, accurate, and clearly communicated. The student demonstrates a thorough understanding of safety and sanitation concepts.

The poster lists four (4) safety and sanitation risk factors. Some requested information (e.g., description or definition, example, or prevention methods) may be missing for some factors the student has identified. The information the student has presented is accurate and clearly communicated. The student demonstrates a distinct understanding of safety and sanitation concepts.

The poster lists only three (3) safety and sanitation risk factors. Some requested information (e.g., description or definition, example, or prevention methods) is missing for some factors the student has identified. Some information the student has presented is inaccurate. The student demonstrates gaps in conceptual understanding of safety and sanitation concepts.

The poster lists two (2) or fewer safety and sanitation risk factors. Much of the requested information (e.g., description or definition, example, or prevention methods) is incomplete or inaccurate. The student demonstrates very little understanding of information relating to safety and sanitation risk factors.


Scoring Rubric (cont.)


Proficient(3 pts.)

Basic(2pts.)

Below Basic(1 pts.)

Part C:Poster Completion – Illustrations and Grammar

(2 points)

The poster’s graphics greatly enhance the information and show a thorough understanding of the risk factors. Writing is clear, neat, and legible. The student has edited the content of the poster for spelling and punctuation and makes no errors.

The poster’s graphics enhance the information and show a clear understanding of the risk factors. Writing is clear and legible. The poster’s text contains 2 or fewer errors in spelling or punctuation.

The poster’s graphics somewhat enhance the information and show a reasonable understanding of the risk factors. Writing is legible but not neat and is somewhat unclear. The poster’s text contains two (2) or fewer errors in spelling or punctuation.

The poster’s graphics somewhat enhance the information and showonly a partial understanding of the risk factors. Writing is legible but not neat and is somewhat unclear. The poster’s text contains (three) 3 or more errors in spelling or punctuation.


Riverton High School

Quick Start ©

Family & Consumer Science

Nutrition & Culinary Level III

Score Sheet

Training Demonstration 2014


Assessment Name Grade/Course AdministrationTotal Possible

Points

Family & Consumer ScienceNutrition

& CulinaryLevel III

End of Course(EoC)

25

Question #

Item Tag Item Type Point Value Answer

1 0001.FCS.NCIII.MC-LV1-FNW2.5 MC 1 C

2 0002.FCS.NCIII.MC-LV1-FNW2.5 MC 1 A

3 0003.FCS.NCIII.MC-LV1-FNW2.5 MC 1 D

4 0004.FCS.NCIII.MC-LV2-FNW2.5 MC 1 B







11 0011.FCS.NCIII.EP-LV4-FNW1.4 EP 15See the Food Safety

Checklist and Scoring Rubric


Food Safety ChecklistNo. Safety Requirement Achieved

(Y/N)Comments

Personal Hygiene1. Wears clean and proper clothing, including shoes.2. Wears effective hair restraints properly.3. Fingernails are short, unpolished, and clean (no artificial nails).4. Limits jewelry to a plain ring and a watch, no bracelets.5. Washes hands properly, frequently, and at appropriate times.6. While handling food: Bandages and completely covers with a foodservice glove any burns,

wounds, sores or scabs, or splints and waterproof bandages on hands.7. Uses disposable tissues when coughing or sneezing and then immediately washes hands.

Food Preparation8. Properly washes, rinses, and sanitizes food equipment, utensils, and food-contact surfaces.9. Plans preparation so that ingredients are kept out of the temperature danger zone.10. Uses the proper procedure to taste food.11. Puts procedures in place to prevent cross-contamination.12. Handles food with suitable utensils, such as single-use gloves or tongs.13. Uses clean reusable towels only for sanitizing equipment and surfaces, and not for drying

hands, utensils, or food.14. Cooks food to the required safe internal temperature for the appropriate time. Tests the

temperature with a calibrated food thermometer.Hot and Cold Holding

15. Heats food to the required safe internal temperature before placing it in hot holding.16. Pre-heats the hot-holding unit before placing hot food inside of it.17. Temperature of hot food being held is at or above 135°F.18. Temperature of cold food being held is at or below 41°F.

Cleaning and Sanitizing19. Properly sets up three-compartment sink for ware washing.20. Water is clean and free of grease and food particles.21. Water temperatures are correct for wash and rinse.22. Allows small ware and utensils to air dry.23. Stores wiping cloths in sanitizing solution while in use.

Utensils and Equipment24. Cleans and sanitizes all small equipment and utensils between uses.25. Work surfaces and utensils are clean.26. Cleans and sanitizes work surfaces between uses.27. Cleans and sanitizes thermometers after each use.28. Can opener is clean.29. Handles clean utensils in a manner to prevent contamination of parts that will be in direct

contact with food or a person’s mouth.Garbage Storage and Disposal

30. Keeps kitchen garbage cans clean and covered.31. Empties garbage cans as necessary.32. Removes boxes and containers from the work area.

NOTE: This checklist has been adapted from HACCP-Based SOPs developed by the National Food Service Management Institute (NFSMI) and the United States Department of Agriculture (USDA).


Scoring Rubric


Proficient(3 pts.)

Basic(2pts.)

Below Basic(1 pts.)

Part A: Plan Development(3 points)

The menu plan is fully developed for two (2) dishes and includes all of the required information (e.g., names of dishes, method of preparation, equipment list, and list of ingredients). The poster framework for displaying risk factors is logically developed and indicates that the student fully understands what information the poster should include.

The menu plan is only partially developed for two (2) dishes. Some required information (e.g., names of dishes, method of preparation, equipment list, and list of ingredients) is missing for one or both of the dishes. The poster framework for displaying risk factors is logically developed and indicates a full understanding of what information the poster should include.

The menu plan is only partially developed for two (2) dishes. Some required information (e.g., names of dishes, method of preparation, equipment list, and list of ingredients) is missing for both of the dishes. The poster framework for displaying risk factors is not logical and indicates only a partial understanding of what information the poster should include.

Part B: Meal Preparation – Safety(4 points)

The meal is completed with no safety or sanitation violations. The student meets all requirements listed in the Food Safety Checklist.

Part B: Meal Preparation – Presentation(4 points)

The final meal exhibits creativity, reflective thought, and pre-planning. The dishes are of high professional quality and their appearance is appetizing. Overall, the meal and dishes exceed the guidelines presented during classroom instruction (that is, they (demonstrate elaboration).

The final meal exhibits an acceptable level of creativity but without evidence of pre-planning. The dishes are of acceptable appearance. Overall, the meal and dishes meet the guidelines presented during classroom instruction (that is, they demonstrate compliance).

The final meal exhibits a minimal level of creativity and effort. At least one (1) dish is of acceptable appearance. Overall, the meal and dishes partially meet the guidelines presented during classroom instruction (that is, some dishes need imporvement).

The final meal shows no creativity. The dishes’ appearance is not suitable for a holiday meal. Overall, the meal and dishes do not follow the guidelines presented during classroom instruction.

Part C: Poster Completion – Information(2 points)

The poster includes clear and logical information on four (4) safety and sanitation risk factors. All of the required information is presented, accurate, and clearly communicated. The student demonstrates a thorough understanding of safety and sanitation concepts.

The poster lists four (4) safety and sanitation risk factors. Some requested information (e.g., description or definition, example, or prevention methods) may be missing for some factors the student has identified. The information the student has presented is accurate and clearly communicated. The student demonstrates a distinct understanding of safety and sanitation concepts.

The poster lists only three (3) safety and sanitation risk factors. Some requested information (e.g., description or definition, example, or prevention methods) is missing for some factors the student has identified. Some information the student has presented is inaccurate. The student demonstrates gaps in conceptual understanding of safety and sanitation concepts.

The poster lists two (2) or fewer safety and sanitation risk factors. Much of the requested information (e.g., description or definition, example, or prevention methods) is incomplete or inaccurate. The student demonstrates very little understanding of information relating to safety and sanitation risk factors.


Scoring Rubric (cont.)


Proficient(3 pts.)

Basic(2pts.)

Below Basic(1 pts.)

Part C: Poster Completion – Illustrations and Grammar(2 points)

The poster’s graphics greatly enhance the information and show a thorough understanding of the risk factors. Writing is clear, neat, and legible. The student has edited the the content of the poster for spelling and punctuation and makes no errors.

The poster’s graphics enhance the information and show a clear understanding of the risk factors. Writing is clear and legible. The poster’s text contains two (2) or fewer errors in spelling ornctuation.

The poster’s graphics somewhat enhance the information and show a reasonable understanding of the risk factors. Writing is legible but not neat and is somewhat unclear. The poster’s text contains two (2) or fewer errors in spelling and punctuation.

The poster’s graphics somewhat enhance the information and show only a partial understanding of the risk factors. Writing is legible but not neat and is somewhat unclear. The poster’s text contains three (3) or more errors in spelling and punctuation.


Assessment Model #3 Nutrition and Culinary, Level III High School

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Transcript of Assessment Model #3 Nutrition and Culinary, Level III High School