quality assessment tasks vce food and technology · pdf filequality assessment tasks unit 3...

2011 PublishedbyQATs.Permissiongrantedforcopyinginpurchasingschoolonly.

Introduction

QATsQuality Assessment Tasks

UNIT 3 OUTCOME 3UNIT 4 OUTCOME 1

SCHOOL-ASSESSED TASKVCE Food and Technology

of 33

Unit 3 Outcome 3Develop a design brief, evaluation criteria and a design plan for the development of a product.

Unit 4 Outcome 1Safely and hygienically implement the production plans for a set of four to six fooditems that comprise the product, evaluate the sensory properties of the food items, evaluate the product using the evaluation criteria, and evaluate the efficiency and effectiveness of production activities.

Task

• Design folio (including design brief and evaluation criteria) and a

• Design plan (including research and ideas and an outline of the properties of the main ingredients, processes, tools and equipment, safety and hygiene requirements to produce the 4 to 6 food items)

• Overall timeline for production

• Individual production plans

• Production work

• Evaluation

The task has been designed to meet the assessment criteria for this task.

The School-assessed Task (SAT) contributes 40% to the final study score.

To demonstrate satisfactory completion of Unit 3, Outcome 3, you must present evidence of the development of a design brief, evaluation criteria and a design plan.

Your teacher will advise you on the specific conditions and time for each stage in this task. It will be completed over an extended period of time.

Refer to the VCAA Bulletin No 86 Supplement 1 February 2011 Pages 55 – 62 for the assessment criteria and marking criterion sheet for the School-assessed Task. This tasks covers a broad range of key knowledge and key skills in Outcome 3 (Unit 3) and Outcome 1 (Unit 4) - refer to VCE Food and Technology study design for details.

NAME: _______________________________

Ser4FTU34SATA

Task Preparation

of 33 2011 PublishedbyQATs.Permissiongrantedforcopyinginpurchasingschoolonly.

Helpful hints for completing the written component of the School-assessed Task

• This document is a framework for the development of the School-assessed Task. It provides a step-by-step approach to completing all of the components of the task so that you are able to complete all of the assessment criteria to the highest level.

• This task is more manageable if you word-process the written aspects of the task as you go. This will save a lot of time and make it easier to incorporate corrections from your draft.

• It is always helpful to proof read your draft to pick up mistakes.

• Make sure you set up a new folder for your Food and Technology SAT on your computer. Within this folder it is also advisable to set up separate folders for individual components of the task. However, it is recommended that the research and the production notes for each individual food item are prepared in the one document. This will enable you to ensure that the footnoting in this document is sequential.

• REMEMBER to save your work for the SAT in more than one place and to back-up your work each time you work on the task.

• As you undertake your research, remember to record all sources of information you have used and footnote any material that is directly cited or copied.

• Start your bibliography as soon as you begin work on the SAT. Below is an example of how to develop your references, footnotes and bibliography. Remember, your librarian will be able to assist you in this component of the task.

How to record your references, footnotes and bibliography using Microsoft Word

1. On the Reference tab, in the Citations & Bibliography group, click Manage Sources which will bring up the source manager box where all your references will be stored.

2. Click on the New button in Source Manager to see the Create Source box. Tick the Show all Bibliography Fields located in the bottom left.

3. Complete all the Recommended Fields using correct punctuation. When entering information into the Author field, use the author’s full name or if you use an initial, be sure to include a full-stop for example, G. Heath.

4. If you have multiple authors, click on the Edit button next to the author field and add each author separately.

5. Insert footnotes: place your curser at the end of the sentence or paragraph that you have copied directly from another source. On the Reference tab, in the Footnotes group, click Insert Footnote which will bring up the insert citation box. It will add the footnote to the bottom of the page.

6. Create the Bibliography: once you have completed your citations and footnotes you can start the bibliography. Insert a page break then on the References tab, in the Citations & Bibliography group, click Bibliography. All of the reference material you have cited will have automatically been stored.

QATs VCE Food and Technology SCHOOL-ASSESSED TASK, UNIT 3 OUTCOME 3, UNIT 4 OUTCOME 1

Ser4FTU34SATA

of 33

Task Preparation


Alternately, you could prepare your bibliography using a format such as:

Books

– Heath, G, McKenzie, H & Tully, L., 2010, Food Solutions Food and Technology Units 3 & 4 (Third Edition), Pearson Education Australia

Magazines

– Gourmet Traveller, ACP Magazines Ltd, Sydney Australia, date, volume number

Websites

– Meat and Livestock Australia: www.mla.com.au; date accessed

Television programs

– Jamie’s Thirty Minute Meals, Channel 10, Sunday 30th January 2011

Interview with an expert in the field

Their name, position, main cooking experience, location of interview

• Visit Top Designs to gain an overview of the total task and the quality of A and A+ work. This will also enable you to look at some very creative student work.


Ser4FTU34SATA

Task NAME: _______________________________


1. Design Brief

Identify a theme, event or context.

Use the following five Ws chart to develop your design brief.

Who:

Who has asked you to prepare the product? This might be an individual or a representative of an organisation. Remember to outline or describe some background information about who the product is being prepared for to inform the reader.

Why:

Why is the product needed? Discuss the reason or purpose the product needs to be prepared.


Ser4FTU34SATA

of 33

Task


What:

What needs to be prepared? This should be a simple outline or general statement about the product.

When:

When the product is to be prepared by or served or available.

Where:

Where the product is to be served, displayed or used.


Ser4FTU34SATA

Task


• Once you have established your ideas, use the 5 W’s chart to write your detailed design brief. Remember to use complete sentences and paragraph format. These five components will form one or two paragraphs of the design brief.

• VCAA Scope of the Task. This information must also be included as a part of your design brief:

– A range of 4 to 6 food items.

– Use at least 4 different complex processes in the production work to produce high quality food.

– Use 2 to 3 different preservation techniques to preserve 2 or 3 of the food items.

– Use a range of preparation, processing and cooking techniques.

– A quality, creative, innovative product.

This information must be written in the context of the design brief. It should NOT simply be a list of the VCAA requirements.

• Guidelines for length of brief – approximately one A4 page, word processed.


Ser4FTU34SATA

Task


2. Criteria for evaluation

You now need to use the information in your design brief to develop the criteria for evaluation. The first step in developing the criteria is to identify the specifications (considerations and constraints) in your design brief.

1. On your design brief underline or highlight the specifications. Alternately you could make a list of the specifications. It is important that these are clearly indentified.

2. Using the specifications identified, develop approximately 5 to 6 relevant evaluation criteria questions. If you have a lot of specifications you might want to combine more than one specification into a question. Remember, the questions must be relevant to your design brief.

3. These questions will be used to evaluate the set of food items as a single product rather than individual items once you have completed your production work.

3. Research relevant to specifications in the design briefAfter writing your design brief you will need to ask yourself the following question: What information do you need to know about your theme or idea to help guide your food ideas and final selection?

This information must be directly related to the specifications in the design brief and should be no more than approximately one to two A4 pages. You will need to use a range of primary and secondary sources.

The following are examples of primary and secondary sources of research:

Primary research involves gaining first-hand information such as:

• Visiting a supermarket or fresh food market to observe particular varieties of produce

• Interviewing a grower at a farmer’s market

• Interviewing a person with expert food knowledge

• A visit to a restaurant to sample new foods.

Secondary research involves accessing published information from:

• Books

• Magazines

• Websites

You must footnote all of the resources you have used to gather this information – see page 2 for an appropriate footnoting methodology. Remember to write the information from your secondary research in your own words and do not include downloads or screen dumps from websites.


Ser4FTU34SATA

Task


The following are examples of possible areas for research.

Key ingredient:

– varieties/types of the key food/ingredient available

– natural components of the key food/ingredient

– functional properties

– seasonal availability

– ways in which the key food/ingredient can be purchased

– the most suitable cooking techniques to use when preparing this key food/ingredient.

A sporting event for example, a dinner for Casey Stoner’s pit crew at the Philip Island Motor GP:

– Casey Stoner and his food philosophy or favourite foods

– time of the year the event is to be held

– style of the dinner service for example, a sit down three-course dinner or finger food or shared plates

– menus suitable to be served

– types of foods suitable to serve at the dinner

– natural components of the key food/ingredient

– creative ideas for presentation.

A favourite film or book:

– the way in which the theme relates to the film or book

– identification of the foods used in the story or film

– the characteristics of the main characters and links to foods

– creative presentation of foods identified.

A celebrity such as a fashion designer, scientist, artist, musician or movie star:

– favourite foods

– food in relation to their work

– their personal life style

– what they cook at home or what is in their fridge or shopping trolley

– favourite restaurant or dining experience

– natural components of the key food/ingredient.


Ser4FTU34SATA

of 33

Task


Regional Victorian produce for a region such as the Yarra Valley, Mornington Peninsula, Geelong region, Gippsland, Daylesford or Sunraysia:

– foods grown in the particular area

– secondary production of food in the area

– farmer’s markets in the area

– cafes restaurant that include local produce in their area.

4. Research of possible ideas for food itemsPrepare a diagram to outline useful information about components or characteristics of the food items that will guide your recipe search and meet the needs of the design brief. You should include 4 or 5 ideas for each food item. This is not a recipe search but a way of documenting some of your thought processes after you have started your research. This may be a simple, hand-drawn mind map to capture your initial thoughts or it can be produced using a software package such as Inspiration or Mindmanager.


Ser4FTU34SATA

Food item

Food itemFood item

Food item

Food item

Design

of 33

Task


The following is an example that meets the needs of the specifications of the design brief in Food Solutions 3 & 4 3rd Edition, Heath, Mckenzie, Tully, Pearson Australia, 2010 page 170 – 171.

The following is an example of a way the same information can be prepared using the software program, Mindmanager.

Now you must research possible recipe ideas based on the information in your mind map. You will need to have at least three (3) possible ideas for each food item that must also meet the specifications in the design brief. Your selection of the food items MUST be creative and of a Year 12 standard.

Savoury Dinner

Lemon

Food

items Sweet

Lunch

Afternoon

tea

Icecreams

Hot desserts

Cold desserts

Gelatine desserts

Single serves Cold

Salads

Hot

salads Rice dishes

N oodles

Accompaniments

ecreams

Fried foods

Snack foods

Red meat

Chicken Fish

Vegetarian

Pastry

Large cakes

Small cakes

Biscuits

Food on sticks


Ser4FTU34SATA

Large cakes

Cold Salads

Hot Salads

of 33

Task


5. Design Ideas

Refe

renc

e

Co

mp

lex p

roc

ess

Co

oking

tec

hnique

/

Prese

rvatio

n

Co

mm

ents a

bo

ut how

the

pro

duc

t will c

rea

tively m

ee

t the

nee

ds o

f the d

esig

n brie

f.

Food item 1:

Recipe name

Recipe name

Recipe name


Ser4FTU34SATA


TaskFood item

2:

Recipe name

Recipe name

Recipe name

Food item 3:

Recipe nam

e R

ecipe name

Recipe nam

e


Ser4FTU34SATA


Food item 4:

Recipe name

Recipe name

Recipe name

Food item 5:

Recipe nam

e R

ecipe name

Recipe nam

e

Task


Ser4FTU34SATA


Food item 6:

Recipe name

Recipe name

Recipe name

Task


Ser4FTU34SATA


Food item

Specification

Complex Process

Cooking Method

Preservation Technique

Item 1

Item 2

Item 3

Item 4

Item 5

Item 6

6. Selection of food items (the product)

The following w

ill record your final selection of food items that w

ill make up your product for production. H

int: use your criteria for evaluation as a w

ay of making decisions about w

hich food items to select as part of your final product.

Task


Ser4FTU34SATA


7. Justification of selected food items• You must justify each of the food items you have selected individually.

• The justification for each food item should be approximately 100 to 150 words in length.

• Your discussion should outline how the item meets the specifications in the design brief and may include some or all of the following:

– identification of the product

– how the product relates to the theme

– how the product will meet the other specifications/needs of the brief

– identification of any complex process that will be used to prepare the food item

– identification and description of cooking methods

– if applicable, discussion of the preservation techniques to be used for this item

– a discussion of the creativity of the food item

– an explanation of why each of the other two recipe ideas were not selected.

8. Overall production timelineThe next step in the development of your design plan is to prepare an overall production timeline showing how you will prepare all of the 4 to 6 food items you selected in the time you have available.

Individual work plans will be prepared later. See pages 20-21.

The type of information you will need to include on your overall production timeline is:

• The date each food item will be produced

• Any preparation which needs to be done prior to preparing the food item such as soaking dried fruit for jam, marinating of meat, selecting jars for preserved products, collecting props for photography.

• Note any other important school or personal commitments you will have during this period which will have an impact on you over this time.


Ser4FTU34SATA

Task


Task

Month:

Week 1 1 2. 3. 4. 5. 6. 7.

Week 2 8. 9. 10. 11. 12. 13. 14.

Week 3 15. 16. 17. 18. 19. 20. 21.

Week 4 22. 23. 24. 25. 26. 27. 28.

Week 5 29. 30. 31.


Ser4FTU34SATA


Task

9. Notes on food items

For each food item you have selected in your set of food products, you must prepare detailed notes about each of the following aspects. This information should be approximately one A4 page in length.

1. Propertiesofthemainingredients–select three or four of the most significant ingredients used in the preparation of the food item and prepare notes which clearly demonstrate your understanding of the function of the ingredient in the product. You should also briefly note its physical, chemical and sensory properties.

• Ingredient 1

• Ingredient 2

• Ingredient 3

• Ingredient 4

2. Complexprocess-clearly describe the complex process you will use in the preparation of the food item and explain how it contributes to the final physical and sensory properties of the food item. Your teacher will provide you with a list of some of the complex processes suitable for year 12. These can be also be downloaded from the VCAA website at www.vcaa.vic.edu.au/vce/studies/foodtech/foodtechindex.html

3. Maintoolsandequipment– identify and describe the most significant tools and/or equipment used in the preparation of the food item. Discuss appropriate work practices to use this equipment correctly and safely. Do not cover every minor piece of equipment you have used.

4. Cookingtechniques– identify and describe the main cooking technique/s which will be used in the preparation of the food item. Explain how the technique/s contributes to the properties of the finished food item.

5. Preservationtechniques - If the product is to be preserved, identify the technique you will use and explain how this method of preservation extends the shelf life of the food item and prevents food spoilage.

6. Safetyandhygiene– describe and explain the most significant safety and hygiene issues you will need to be aware of when producing the food item.


Ser4FTU34SATA


Task

10. Food ordersFOOD ORDER

Name: Production date:Recipe:

Grocer Greengrocer Butcher Miscellaneous

Specialist equipment


Ser4FTU34SATA


You must prepare an individual production plan for each of the four to six food items which you have selected. Use the following format as a template. At the conclusion of each production session you need to record information about choices and decisions you had to make during production, including any modification made. For example, if certain ingredients were unavailable, or if you had to make any alterations to the recipe during production, or if you had any problems with equipments or if any other unforseen problems occurred during production or any changes were made to the production. You should also make note on your production plan if you did not make any changes.

Task

11. Individual production plans


Ser4FTU34SATA


PRO

DU

CT

ION

PLA

N

Recipe: R

eference:

Date of production:

Time in 5 –

10 minute

sequences

Ingredients E

xplanation of processesTools and equipm

ent H

ealth and safety issues

Record of any choices, decisions or m

odifications made during production.

Task


Ser4FTU34SATA


12. Notes about the sensory properties of the food items

It is important after producing each food item that you photograph the food and record details about its sensory properties. This information will assist you to complete the analysis of the sensory properties in the evaluation report of the SAT.

Food item 1 Photograph taken ¨

Appearance

Aroma

Flavour

Texture

Comments about the product


Appearance

Aroma

Flavour

Texture


Task


Ser4FTU34SATA


Task


Appearance

Aroma

Flavour

Texture



Appearance

Aroma

Flavour

Texture



Ser4FTU34SATA

Hints for succesful production work

During your production sessions for your SAT your teacher will be assessing you on five distinct criteria:

Criterion 3 – Knowledge and skill in the use of ingredients.

Criterion 4 – Skill in the selection and use of tools and equipment including demonstration of safe and hygienic work practices.

Criterion 5 – Skill in food preparation and processing techniques, techniques of cooking and preservation techniques; and use of safe and hygienic work practices to produce a high quality product.

Criterion 6 – Skill in organisation and in implementing planning for production.

Criteria 7 – Skill in designing and presenting a creative, quality food product.

Before class:

1. Submit all of your food orders well in advance of the production session.

2. Practice your recipe before the production day to develop a good level of skill in the preparation and processing techniques required.

3. Make sure all the ingredients and equipment you need for the production are available.

4. The night before, read through your recipe and production plan.

5. Think carefully about how you will photograph each food item. Make sure the batteries for the camera are charged and that you have a memory card.

6. Collect any special equipment you need for your photography.

During class:

1. Make sure you arrive on time for each production session.

2. Make sure you bring your recipe and production plan with you.

3. Work calmly and safely – don’t panic!

4. You will be expected to work independently during these production sessions.

5. You may wish to photograph any important stages in the complex processes so that you can include these in your folio.

6. Photograph your finished food item before you taste test.

After class:

1. Record any changes/modifications you made during your production work – this could be to your methods, techniques, ingredients, equipment or timing.

2. Add this information to the end of your production plans and explain why these changes were needed.

3. Complete the sensory analysis of the food item. of 33 2011

PublishedbyQATs.Permissiongrantedforcopyinginpurchasingschoolonly.

Task


Ser4FTU34SATA


Task

13. Evaluation report - sensory analysis

Use your notes on the sensory properties that you made after production work to develop a comprehensive analysis of the individual food items. Remember to use appropriate terminology to describe the sensory properties of appearance, aroma, flavour and texture. You should make a judgment about the overall sensory appeal of the food item. You should limit your analysis to approximately 100 words for each food item.

14. Evaluation report - using criteria for evaluation

When you have completed the production of your set of food items, you need to prepare an evaluation using ALL of the previously established evaluation questions.

• Before you begin to prepare your evaluation of the product, it is important to re-read your design brief to ensure that your discussion is relevant.

• Rewrite/copy and paste your criteria questions from your design plan into your evaluation in their correct order. Write your response under each of the questions.

• In your response to each of your criteria questions you need to refer to the completed product. In your response, use examples of individual food items to support your discussion. DO NOT evaluate each individual food item separately.

• Do not begin your answer to any of the criteria questions with ‘yes’ or ‘no’!

Conclusion:

Write two or three sentences to draw a conclusion about the overall success of the finished product and whether it meets the needs of the brief.

15. Evaluation report - evaluating the effectiveness of the overall plan-ning and production activities

This aspect of the evaluation requires you to write a series of paragraphs based on the areas listed below. Use the notes you made during and after each production session to help you prepare this aspect of the report. Use relevant examples and give reasons for any modifications made.

• Make a statement about the effectiveness of the overall production timeline; give reasons for changes.

• Discuss the effectiveness of your individual food item production plans. Remember to incorporate the comments you have recorded at the end of each production session. In your discussion consider the aspects of the production that were successful as well as those areas where you had to make modifications. Focus on the following areas providing reasons for any changes or modifications made to:


Ser4FTU34SATA


Task– ingredients

– methods of preparation

– tools and equipment

– timing.

• Evaluate in detail the safety and hygiene practices you followed during each production session and draw conclusions about their effectiveness and suitability.

16. Bibliography

How to record references and bibliography using Microsoft Word

1. On the Reference tab, in the Citations & Bibliography group, click Manage Sources which will bring up the source manager box where all your references will be stored.

2. Click on the New button in Source Manager to see the Create Source box. Tick the Show all Bibliography Fields located in the bottom left.

3. Complete all the Recommended Fields using correct punctuation. When entereing information into the Author field, use the author’s full name or if you use an initial, be sure to include a full-stop for example, G. Heath.

4. If you have multiple authors, click on the Edit button next to the author field and add each author separately.

Alternately, you could prepare your bibliography using a format such as:

Books

– Heath, G, McKenzie, H & Tully L., 2010, Food Solutions Food and Technology Units 3 & 4 (Third Edition), Pearson Education Australia

Magazines

– Gourmet Traveller, ACP Magazines Ltd, Sydney Australia, date, volume number

Websites

– Meat and Livestock Australia: www.mla.com.au; date accessed

Television programs

– Jamie’s Thirty Minute Meals, Channel 10, Sunday 30th January 2011

Interview with an expert in the field

Their name, position, main cooking experience, location of interview


Ser4FTU34SATA


Teacher Advice

• Teachers should be familiar with information provided by VCAA in relation to the School-assessed Task, in particular the Scope of the Task and expanded assessment criteria. This information can be found in the VCAA Bulletin No 86 Supplement 1 February 2011 Pages 55 – 61.

• Ensure that you are using the current Food and Technology assessment sheet, page 62 VCAA Bulletin No 86 February 2011 Supplement 1.

• The Teacher Additional Comment Sheet must be completed for review. This can be found in the VCAA Bulletin, Supplement 1, February 2011, page 45.

• Authentication requirements are described in the VCE and VCAL Administrative Handbook 2011 Section 10 page 113. Teachers are required to complete the Authentication Record proforma for each student. This can be found in Appendix 9 page 216 of the handbook or can be downloaded from the VCAA website at http://www.vcaa.vic.edu.au/schooladmin/handbook/2011/AdminHand2011-Appendices.pdf

• The VCAA has prepared a list of responses to ‘Frequently asked questions’. These were published in the VCAA Bulletin, November 2010, Supplement 2 or can be downloaded from the VCAA website at http://www.vcaa.vic.edu.au/vcaa/correspondence/bulletins/2010/November/2010NOVSUP2.pdf

• We advise teachers to arrange an excursion for students to visit the VCAA Top Designs exhibition at the Melbourne Museum. If this is not possible, students should be encouraged to attend the exhibition either on a weekend or during the school holidays (entry for students to the Museum and exhibition is free).

• It is essential that each student retain samples of two or three of their set of food items in case of visitation and review. The samples only need to be small portions to authenticate their production. The samples should be preserved using two or three different preservation techniques. The samples must be labelled with the name of the product and the student VCAA number.


Ser4FTU34SATA


TaskComponents of the School-assessed Task

Unit 3 Outcome 3

Developing a design brief, evaluation criteria and a design plan for the development of a food product.

• the design brief• criteria for evaluation • a design plan including

research and ideas • an overall timeline for

production

The School-assessed Task contributes 40% to the study score and is subject to external review.

Unit 4 Outcome 1

Safely and hygienically implement the production plans for a set of four to six food items that comprise the product, evaluate the sensory properties of the food items, evaluate the product using the evaluation criteria, and evaluate the efficiency and effectiveness of production activities.

• individual production plans for each food item

• production work – a set of four to six food items

• an evaluation report

Managing assessment for the Production component of the School-assessed Task

Teachers should use the Assessment Criteria found in the VCAA 2011 Bulletin No 86 Supplement 1 February 2011 Pages 55 – 61 in assessing the School-assessed Task.

• The following assessment grid is provided to assist teachers in assessing the following criterion during the student production work.

– Criterion 3 – Knowledge and skill in the use of ingredients.

– Criterion 4 – Skill in the selection and use of tools and equipment including knowledge of, and demonstration of safe and hygienic work practices.

– Criterion 5 – Knowledge of, and skill in food preparation and processing techniques, techniques of cooking and preservation techniques.

– Criterion 6 – Skill in development, organisation and in implementation of planning for production.

– Criterion 7 – Skill in documenting production work and presenting a food product.

• It is advisable for students to set up a new folder for their Food and Technology SAT on their computer. Within this folder it is also advisable to set up separate folders for individual components of the task. However, it is recommended that the research and the production notes for each individual food item are prepared in the one document as this will enable students to ensure that the footnoting in this document is sequential.


Ser4FTU34SATA


Marking Grid

SAT Assessment Grid – Criterion 3, 4, 5, 6 and 7

STUDENT NAME:

Production: Recipe: 1. 2. 3. 4. 5. 6.

Criterion 3 – Knowledge and skill in the use of ingredients

Knowledge of properties (physical, sensory, chemical and functional) of main ingredients.

Links theoretical understanding with practical application.

Criterion 4 – Skill in the selection and use of tools and equipment including knowledge of, and demonstration of safe and hygienic work practices

Knowledge of, and safe and correct use of, suitable tools and equipment.

Knowledge and use of safe and hygienic work practices.

Criterion 5 – Knowledge of, and skill in food preparation and processing techniques, techniques of cooking and preservation techniques

Knowledge of, and safe use of techniques for food preparation and processing, techniques of cooking and preservation techniques.

Range of processes (including complex) used..

Criterion 6 – Skill in development, organisation and in implementation of planning for production

Skill in developing an overall production timeline.

Skill in developing an individual production plan for each food item to be made.

Skill in organisation and in implementing the overall production timeline and individual food item production plans in the completion of the food items.


Ser4FTU34SATA


Criterion 7 – Skill in documenting production work and presenting a food product

Documentation of production (including progress) and modifications.

Quality and presentation of the food items supported by written and/or photographic evidence.

Extent to which the product provides a creative solution to the design brief.

Additional comments:

Scale: VH (Very High), H (High), M (Medium), L (Low), VL (Very Low), NS (Not Shown)


Ser4FTU34SATA

Marking Grid


Student Record of Completion

Student name:

Unit 3

Due date Teacher’s signature

Comments

1. Design brief

2. Criteria for evaluation

3. Research: specifications

4. Research: ideas for food items

5. Design ideas

6. Selection of food items

7. Justification

8. Overall production timeline

9. Notes about food items

Ser4FTU34SATA


Marking Grid


Ser4FTU34SATA

Unit 4

10. Food orders

11. Individual production plans

12. Notes about sensory properties

13. Evaluation report: sensory analysis

14. Evaluation report: criteria for evaluation

15. Evaluation report: effectiveness of planning

16. Bibliography

Additional comments


Marking Grid

quality assessment tasks vce food and technology · pdf filequality assessment tasks unit 3...

Documents