I have used pictures, blind critiques, student critiques and guest critiques for providing student feedback.
I have used peer to peer, chef to peer, faculty to peer, and at that moment.
When I see a student doing something incorrect, I will ask them why they choose that manner and mentally walk them through to the correct step.
I make a clear definition of "restaurant quality" and then have the students critique one another's dishes based on that definition. I have them ask and answer the question, "If this dish was $__.00 on a menu and this is what you received, would you order it agin? Would you be happy with it?"
At the end of my classes, I will have the students bring their finished projects to the front table. Once they are all there, We review each product. We discuss what we like and dislike about each item. We talk about the techniques used. WE talk about which techniques were successful and which were not, and the whys? We discuss what we could have done differently or what challenges were there to hinder us.
Megan,
These are excellent points Megan. It is not realistic to expect a student to perform a task (such as fabricating a duck) perfectly the first time. The important points to share with the student is what they did well, what they could differently and also give them feedback on how they got there: Where they organized? Was their sanitation up to par? Did they work well with their bench mates?
Jae Gruber
Verbal feedback is helpful as long as you speak with the student on their level and don't use terms they don't understand. I also feel that demos of areas where the student is struggling helps because they see what I do compared to what they do and see what areas they need to fix.
I think it is important to be realistic about the student's food. They need to understand what went wrong as well as being provided with ways to fix it. It does the student a disservice if they aren't given the feedback of how to fix it and the "why" behind it so they can later teach that concept to someone else.
Brian,
I believe that approach works very well. Students usually know what went right and what went wrong. It's important for them to analyze what they would do different the next time they produce the product, to verify with the instructor that their thinking is correct, and to have the instructor provide additional information that they may not have considered.
Jae Gruber
Paul,
When students grade their work, sometimes they are even more critical of their own production than the instructor! They usually know where they went wrong, but the main lesson at that point, is what would they do different the next time? The idea of the student sitting in your place and you acting like the student is fantastic.
Jae Gruber
I like to have my students tell me what they like about their foor and what they can do to improvement before we have a discussion on their product.
I will have the class discuss in a group forum the things they thought went right and those things that they could improve upon. It is more readily received from the catering and buffets classes than the early on classes.
Blind tastings of food items prepared by students gives everyone a point of comparison and the ability to identify differences in flavor and technique. This also keeps everyone's work anonymous.
Often , students know what the instructor is going to say about their dish before the instructor has a chance to say it, I encourage students to do their own grading in their station, a kind of pre grade grading, they are always amazed what they find. Basic mistakes like cold plates for hot food and plates dirty on the bottom. also sometimes I will switch with the student and let them sit take my place and I act as the student, very eye opening for them.
After discussion and demonstration on concepts of plated desserts I have all the students work on a particular dessert individually and plate it at a certain time together as a group on the same table.
We all join together as a class and the students get to talk about what they liked about other's plates and they can discuss what (if) they didn't like about their own plate and what they would change next time. The students get an opportunity to hear the positive aspects of their work and see how the concept of plated desserts work, and get more ideas from each other, in reference to plated dessert guidelines.
Van,
I think it is very beneficial for students to get feedback from others that are not directly in the classroom, whether it be in the form of a survey form or just other instructors coming in to act as a tasting panel. The more feedback the student receives the better. In addition, outside input can really underscore what the instructor has been conveying to the student during instruction.
Jae Gruber
Enrique,
I agree that it is important for the student to talk about the taste or the food or what they would do differently with the dish. Sometimes instructors do the majority of the critique, when in fact, it is important for students to acknowledge their own mistakes and think about what they would do different next time. Instructors can and most certainly should elaborate, but a two way conversation about the product provides the most in-depth analysis.
Jae Gruber
During lab I am constantly guiding to positive outcomes, whether positive or corrective. In Catering and Buffet classes we have students/chefs/administration who enjoy the meal also give specific anonymous critiques about the items served. The students are always very anxious about how they did in the eyes of others.
When pointing out mistakes have the student taste or acknowledge the flaw in order to find the correct path to improving the dish or task.
Cara,
Group evaluations are so beneficial to the students because they get feedback and perspectives on numerous items, not just their own production. Taking pictures of the production process for discussion purposes can also be very helpful, as it gives a visual of areas that need improvement such as sanitation and organization.
Jae Gruber
By doing group grading where all students put their plate up together and point out the differences without naming the student who did the plate
