1500

71

Project: Market stall — International flavours

This sample has been compiled by the QCAA to help teachers plan and develop assessment instruments for individual school settings. It demonstrates the following dimensions:

• Knowing and understanding

• Analysing and applying

• Planning and evaluating

Assessment instrument

Hospitality Practices 2014 Sample assessment instrument

Comments This task is designed to be implemented in Year 12 and provides opportunities to demonstrate:

Context

A school market day is planned to celebrate Harmony Day this term. Your class will be contributing to the international food options available for sale at lunchtime on the day. Task

In teams of four, plan, produce and present for sale a street food-style dish from an international cuisine of your choice for between 25 to 30 customers.

This task has two components.

Component 1: Written folio

Develop a folio of documents that show the planning, implementation and critiquing of your team’s street-food dish and food-stall event. Include:

• a justified decision for the international dish selected, which considers the:

− school’s population, cultural backgrounds/influences

− style, setting and purpose of the event

− time and resources available

− required technical skills

− outcomes of trialling recipes

− portioning and costing of the dish

− packaging (in relation to environmental and economic sustainability).

• planning for the event, such as:

− completing food and packaging requisition forms

− sequencing and allocation of tasks, considering relevant procedures and time management

− a design for stall set-up and organisation

• use of language conventions and features to communicate ideas and information for specific purposes

• planning, implementation and justification of decisions for events in hospitality contexts

• critique of plans for, and implementation of, events in hospitality contexts

• explanation of concepts and ideas from the food and beverage sector

• description of procedures in hospitality contexts from the food and beverage sector

Hospitality Practices Sample assessment instrument

Queensland Curriculum & Assessment Authority March 2015

Page 2 of 4

Conditions

Assessment conditions Semesters 1–2 Semesters 3–4

Written component 400–700 words 500–900 words

Product and performance component

Schools provide students with some continuous class time to develop the product and performance component of the project.

Authentication strategies Discussion: Clarification of individual student roles and responsibilities within the team to ensure valid assessment of the work of individual students (Syllabus 4.3 and 4.4); conferencing with the teacher at key junctures in the planning process. Progress: Folio items to be collected and sighted by the teacher as completed; the complete folio is to be submitted following the event. Further advice regarding authentication strategies is available in the document Advice about strategies for authenticating student work for learning and assessment (available at www.qcaa.qld.edu.au/downloads/senior/snr_tla_strat_auth_stud_work.docx) and in video clips in the series Implementing teaching, learning and assessment (available via the Senior assessment hub at https://www.qcaa.qld.edu.au/31164.html).

Comments

• critique of plans for, and implementation of, events in hospitality contexts

• application of concepts and ideas and procedures when making decisions to produce products and perform services

• use of language conventions and features to communicate ideas and information for specific purposes.

• a critique of plans for, and implementation of, the street-food stall, including a review of:

− plans and decisions made

− event outcomes (self-evaluation of own role/duties/contribution; teamwork; customer feedback).

Component 2: Product and performance

Apply concepts, ideas and procedures from your planning documents to implement your team’s Harmony Day street-food stall by:

• communicating with team members

• preparing, producing and presenting the street-food dish for sale

• observing hygiene and safety regulations and sustainable practices

• identifying and solving problems by monitoring and adjusting where necessary

• setting up the stall

• serving your dish and communicating with customers

• cleaning and closing down production and service

• completing all tasks in the allocated time.

Hospitality Practices 2014 Sample assessment instrument

Queensland Curriculum & Assessment Authority April 2015

Page 3 of 4

Instrument-specific standards matrix Standard A Standard B Standard C Standard D Standard E

Kno

win

g an

d un

ders

tand

ing The student work has the

following characteristics: The student work has the following characteristics:

The student work has the following characteristics:

The student work has the following characteristics:

The student work has the following characteristics:

• considered explanation of concepts and ideas from the food and beverage sector

• logical explanation of concepts and ideas from the food and beverage sector

• explanation of concepts and ideas from the food and beverage sector

• simple explanation of concepts and ideas from the food and beverage sector

• minimal explanation of aspects of concepts and ideas from the food and beverage sector

• succinct description of procedures in hospitality contexts from the food and beverage sector.

• clear description of procedures in hospitality contexts from the food and beverage sector.

• description of procedures in hospitality contexts from the food and beverage sector.

• simple description of procedures in hospitality contexts from the food and beverage sector.

• minimal description of aspects of procedures in hospitality contexts from the food and beverage sector.

Ana

lysi

ng a

nd a

pply

ing

The student work has the following characteristics:

The student work has the following characteristics:

The student work has the following characteristics:

The student work has the following characteristics:

The student work has the following characteristics:

• skilful application of concepts and ideas and procedures when making considered decisions to produce products and perform services of quality

• purposeful application of concepts and ideas and procedures when making logical decisions to produce products and perform services of quality

• application of concepts and ideas and procedures when making decisions to produce products and perform services for customers

• variable application of concepts and ideas and procedures when making simple decisions to produce products and perform services

• partial application of concepts and ideas and procedures when making superficial decisions to partially produce products and partially perform services

• coherent use of language conventions and features to fluently communicate ideas and information for specific purposes.

• logical use of language conventions and features to clearly communicate ideas and information for specific purposes.

• use of language conventions and features to communicate ideas and information for specific purposes.

• variable use of language conventions and features to unevenly communicate ideas and information for specific purposes.

• partial use of language conventions or features to superficially communicate ideas or information.

Hospitality Practices 2014 Sample assessment instrument

Queensland Curriculum & Assessment Authority April 2015

Page 4 of 4

Standard A Standard B Standard C Standard D Standard E Pl

anni

ng a

nd e

valu

atin

g The student work has the following characteristics:

The student work has the following characteristics:

The student work has the following characteristics:

The student work has the following characteristics:

The student work has the following characteristics:

• efficient and effective planning, implementation and thorough and informed justification of decisions for the Harmony Day street-food stall event

• effective planning, implementation and informed justification of decisions for the Harmony Day street-food stall event

• planning, implementation and justification of decisions for the Harmony Day street-food stall event

• simple planning, implementation and vague justification of decisions for the Harmony Day street-food stall event

• minimal planning, implementation and superficial justification of decisions for the Harmony Day street-food stall event

• thorough and informed critique of plans for, and implementation of, the Harmony Day street-food stall event.

• informed critique of plans for, and implementation of, the Harmony Day street-food stall event.

• critique of plans for, and implementation of, the Harmony Day street-food stall event.

• simple critique of plans for, and implementation of, the Harmony Day street-food stall event.

• statements of opinion about plans for, or implementation of, the Harmony Day street-food stall event.

This standards matrix has been made instrument-specific by specifying the context and deleting any objectives not being assessed in this task.