Sample 1: Grade 8

Topic: Quick Breads

Prescribed Learning Outcomes:

Working With Food Resources

It is expected that students will:

• create plans for preparing food items, making effective use of resources
• use recipes from various cultures to prepare food items
• demonstrate safe and appropriate use of equipment needed to prepare their food items
• describe techniques and principles of food preparation, including those related to:
  • baking
  • retaining nutrients
  • preventing contamination

It is expected that students will:

• demonstrate behaviours that contribute to a safe environment for themselves and others

Overview

In this unit students learned how to prepare quick breads. Activities focussed on lab work. Evaluation was based on:

• student evaluations of various quick breads
• daily lab work
• a practical lab test

Planning for Assessment and Evaluation

• The teacher provided direct instruction and demonstrations of the processes, techniques, and equipment used in preparing various types of quick breads.
• The teacher divided the class into pairs. Each pair prepared two different drop dough products (e.g., muffins, loaves, coffee cakes) using the muffin method of preparation, and two different soft dough products (e.g., cheese biscuits, scones, pizza dough, cinnamon pinwheels) using the biscuit method of preparation. Students assessed their own work and received feedback from the teacher about preparation processes and final products.
• Students worked individually and in small groups to gather information about quick breads, their nutritional content, and variations of basic bread recipes from various cultures. They used the information to complete worksheets provided by the teacher and then discussed what they learned.
• The teacher set up a lab and asked students to compare and evaluate quick breads from a variety of different sources (e.g., frozen products, bakery products, and those prepared from convenience mixes). Students considered flavour, cost, time, and convenience of preparation in their evaluations.
• Students demonstrated their skills and knowledge related to quick breads in a practical lab test. Each student worked with a partner to prepare a quick bread using a recipe provided by the teacher that included the name of the product, the ingredients, the amounts needed, and the time and temperature for baking. No other instructions were included. Each pair received a different recipe; some were for soft dough products and some for drop dough products. Students prepared the products and wrote out the steps they followed, indicating whether they had used the biscuit method or the muffin method.

Defining the Criteria

Evaluation of Quick Breads

The teacher used the following criteria to assess students' evaluations of quick breads from various sources and cultures.

To what extent does the student:

• apply appropriate criteria (flavour, cost, time, convenience of preparation)
• include information for each item that is complete, objective, and systematically presented
• provide accurate comparisons
• support conclusions using the data and comparisons presented

The teacher established criteria, with input from students, for all lab activities. The criteria varied slightly for the lab test, in which more emphasis was placed on method and use of equipment.

Personal hygiene and safety: hair tied back; uses apron.

Attitude and conduct: punctual; works co-operatively with partner; perseveres and solves problems that arise.

Management skills: organized; manages time effectively.

Use of equipment: measures accurately; uses equipment efficiently and safely; chooses equipment appropriate for method.

Method: follows method appropriate for product; safe and competent technique.

Product: pleasant to sample; aesthetically pleasing; appropriately presented.

Standards of cleanliness: dishes washed, rinsed, and dried properly; stove, sinks, counters, floors, and table clean; supplies refilled and properly stored.

Assessing and Evaluating Student Performance

Evaluation of Quick Breads

The teacher used a rating scale to assess students' evaluations of quick breads. The same rating scale was used for a variety of similar projects throughout the course.

Lab Work

The teacher and students used a rating scale to assess all lab work. The weighting was changed in some cases to reflect the emphasis of the activity. When there were discrepancies, the teacher and students tried to reach a consensus. When the teacher and students could not agree, the teacher's scores were used.

Practical Lab Test

The teacher used the rating scale used for lab work to evaluate the tests, with the following changes:

• use of equipment was worth 10 marks
• method was worth 30 marks and included writing out the appropriate steps clearly, accurately, and in correct sequence
• the total score was out of 75

Rating	Criteria
Outstanding	The student goes beyond required criteria to consider subtle features or considerations. Data are complete, accurate, and effectively presented; includes charts or graphs to make comparisons stand out. Conclusions follow logically from the information presented.
Good	The student offers complete, objective, and detailed information about each of the required criteria. Presentation is clear and often includes graphs or chart, although these may not be particularly effective in offering a visual summary. Conclusions are supported by the information.
Satisfactory	The student applies appropriate criteria but may not offer detailed or precise information about some of the categories or products. May include some irrelevant information. Presentation is generally clear. Conclusions are generally appropriate but amy include minor flaws or omissions.
Minimal	The student applies some of the appropriate criteria but includes little detail or no evidence to support choices and conclusions. Often includes some inaccurate or irrelevant information. Presentation tends to be unsystematic and may be confusing. Conclusions are often incomplete or flawed in some way (e.g., overgeneralizing or misinterpreting some of the information).
Weak	The student applies some of the criteria, but the information presented is incomplete or inaccurate. May omit one of th eproducts or not include information about all of the required criteria. Presentation may be unclear. Conclusions may contain serious flaws or omissions (e.g., may be inaccurate in ranking some of the products, ignore some of the criteria, or introduce irrelevant factors).
Not Demonstrated	The work is incomplete or unsatisfactory. The student does not present evidence of the required learning outcomes and criteria.

		Rating
Criteria	Weight	Self	Teacher or Peer	Consensus	Final Score
Personal hygiene and safety: hair tied back; uses apron.	5	/5	/5	/5
Attitude and conduct: punctual; works co-operatively with partner; perseveres and solves problems that arise.	5	/5	/5	/5
Management skills: organized; manages time effectively.	5	/5	/5	/5
Use of equipment: measures accurately; uses equipment efficiently and safely; chooses equipment appropriate for method.	5	/5	/5	/5
Method: follows method appropriate for product; careful and competent technique.	10	/10	/10	/10
Product: pleasant to sample; aesthetically pleasing; appropriately presented.	10	/10	/10	/10
Standards of cleanliness: dishes washed, rinsed, and dried properly; stove, sinks, counters, floors, and table clean; supplies refilled and properly stored.	10	/10	/10	/10
Total Score	50	/50	/50	/50

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