I teach culinary arts classes. My criteria for a lot of our testing, which is often performance, is that the students are required to perform a recipe or competence that was explicitly covered in class. Also, I make a point to tell the students that they will be expected to perform the competence later in a practical exam. I also provide grading ruberics. This makes expectations more clear, and helps students to assess their earlier work. It also makes grading of products more objective and reliable.
I teach several classes, some academic lecture classes, and some practical production classes.
The lecture type classes I perfer multiple choice questions that cover a wide range of questions. My production classes I administer practical competency exams that allow the studnets to demonstrate specific skills.
I agree a test is a tool not a punishment.
I teach a practical based class that I instruct through demonstration and immediate practical application on the learners part. The assessment is viewed by me, the Instructor, as well as the learners to illicit constant feedback and positive results. Utilizing previously outlined learning outcomes helps me to adapt future testing dependent on the result of the proficiency of the learners.
Our curriculum require that testing is consistent at all of our locations so the testing is multiple choice directly from the curriculum, in lab, vehicles are set up to test a particular skill, to be diagnosed and repaired. Essay test of the out come of the skill test is used to evaluate the total understanding, and operation that was presented as a final.
In the Restaurant Partical class here at Western Culinary Institute, the students are graded more on production and professionalism. We give 4 basic (rubics) test which is open notes. What we are looking for most in this class is that they have the information with/on them as they will need to do out in the industry. An on hand notebook/pad is required so the students can log all information.
Hi Ron - Welcome to Ed 103! It really is wonderful to see and feel the newly gained confidence our students gain. For me, it's what makes my job worthwhile! Best wishes for continued success in your teaching career. Susan
For knife skill assessment the practical test is the only way for me. It is very rewarding to see the progression from day 1 up to the day of testing. Not only can I see their development but they can too. At the end of the exams I go over the scores with each student and ask them "Do you feel stronger and more confident with your knife skills than you did on day 1?" I have never heard an no!
I like to use short answer tests. That way I know that the students understand the material and can't guess. Although multiple choice are easier to grade I think this is an easy way out.
It is very important that the students know what topics they will be tested on. We deliver so much information during a class that it can be overwhelming for a student to remember everything. I mention that "you'll need this for the test..." during lecture.
Hi Laurie- Welcome to ED 103! I agree that an essay would give you a much better evaluation of their actual writing abilities. Best wishes for continued success in your teaching career! Susan
I have utilized premade tests from the textbook for much of the assessment in my writing classes, but feel that these tests generally only assess grammar skills rather than writing ability. I would like to incorporate a short essay into my final exams. I think I would get a much better sense of whether students have learned how to construct a strong essay.
Hi Lisa - You are using a very comprehensive assessment routine! Best wishes- Susan
The testing format that I select is largely based upon what skills I am seeking to evaluate. My Art Appreciation class, for instance, requires that my students think critically about where their roles as culinary artists fit in relation to other artists that have come before them. To do this, they must master a basic language of talking about art (reinforced through readings, discussions, and multiple choice quizzes). Once they have gained confidence and can start to talk about art, they must also engage theoretical concepts and think about how these concepts have shaped the art world in the past and may possibly in the future. This type of thinking lends well to essay tests that ask them to use that same vocabulary they learned through the multiple choice quizzes and apply it and synthesize it with higher level thinking. Although many students think that they can "fool the essay", it is easy to determine the students that understand and can apply the material from those that cannot.
Typically, if I need to assess something quickly, I use a yes or no format, However, If I really want to assess mastery, I use open ended short answer formats.
To assess whether or not my assessment is working, I look back to see if there is a great deal of confusion. If there is little confusion, I consider my testing modes to be valid.
I teach at a culinary academy and the students must demonstrate their culinary skills in the kitchen. The practical test .... and tests geared toward the achievement of a certificate are the best for this environment
I teach Information Literacy, and in my classes, I look at how each topic can best be assessed. To that end, I use various methods. I use a combination of multiple choice, true/false, short answer, but mostly application. Much of what I teach is hands-on, such as conducting research and writing bibliographies. This gives the students the opportunity to apply what they have learned in the classroom to actual assignments where they have to construct their own. I gage the effectiveness by seeing how successful the students were in achieving the research and correct bibliographic formats.
Hi Connal - Welcome to Ed 103! You are certainly a very diligent instructor! As our fields are constantly changing it is important to keep our classrooms current as well. Best wishes for continued success in your teaching career. Susan
Because my class is a practical class, grades are based mostly on daily performance such that there are no quizzes, only a final exam. I use a mix of fill-in and short answer, as well as some equipment identification. My class is also the last class before graduation and so I feel compelled to ask questions that cover any part of previous course work, especially knowledge that students will need to have immediately available to them when they enter the workplace. I do not ask obscure questions about specialized knowledge that in "the real world" they will be able to use a reference, rather I test on information that they should be able to rattle off in their sleep.
I revise my exam every class and take it myself to check answers and edit. I also have a colleague review it every so often. I believe it is a demanding, yet fair exam and students have consistently scored "C"s and "B"s, with occasional "A"s.
Hi Gil - sounds like you have all sorts of good assessments going on. Best wishes for continued success in your teaching career! Susan
