Food Technology – Areas for Assessment
- Food properties and preparation
- Activities: Workflow Planning, Planning and Evaluating a Meal for Adolescents, Current Developments in Food Production
- Food, nutrition and society
- Activities: World Food Availability and Distribution, Bush Tucker to contemporary cuisine pamphlet, Planning and Evaluating a Meal for Adolescents, Current Developments in Food Production
- Food hygiene and safety
- Activities: Kitchen Safety, Food Hygiene, Planning and Evaluating a Meal for Adolescents
- Researching and communicating
- Activities: Novelty Cake Evaluation, World Food Availability and Distribution, Bush Tucker to contemporary cuisine pamphlet, Kitchen Safety, Food Hygiene, Proposal for Catering of a Special Occasion, Current Developments in Food Production
- Designing, producing and evaluating
- Activities: Novelty Cake Evaluation, Workflow Planning, Bush Tucker to contemporary cuisine pamphlet, Planning and Evaluating a Meal for Adolescents, Proposal for Catering of a Special Occasion
Areas for assessment provide a framework for structuring an assessment program, and may be used for reporting student achievement. They are derived from the course objectives, so they are linked to the course outcomes. Areas for assessment can be used as organisers for assessment of student achievement.
Good assessment practice involves designing quality assessment activities that enable students to demonstrate their achievements. Teachers can use the areas for assessment when designing an assessment activity, to ensure it is assessing performance in relation to a grouping of outcomes.
In designing the assessment schedule for a course, teachers may find it useful to map each planned assessment activity to one or more of the areas for assessment. This allows teachers to ensure that assessment in relation to outcomes can occur across the year in a manageable way.