Assessment and Operational Plan Packet

Assessment and Operational Period Covered: 2010– 2011

Program: / Culinary Arts
Date Plans Submitted for Review to SLC and Academic Dean:
Date Received: / 10/3/10
Program Faculty who Completed Plans: / James Hanson
Date Plans Reviewed by SLC:
Assessment Coordinator Signature:
Academic Dean’s Signature:
Date:

Part I- Assessment Plan

Section I 2010 - 2011

Culinary Arts

Assessment of Learners’ Content, Knowledge/Skills

Program Core Competencies:
Upon successful completion of this program the student will be able to: / Assessment Strategies:
“Expectation of student performance” (Who, what, where, how) / When strategies will be implemented: Early-, mid-, close of semester / Results:
Outcomes of assessment efforts / Analysis of the results:
Positives & opportunities for improvement / Recommendations:
Changes made to program/instruction to address results
Demonstrate proficiency in preparation of stocks, sauces, and soups. / Expectation: Students will achieve overall average scores of 80% on 10 performance evaluation checklists.
Assessment strategy: Reviewers (instructor, second year students and colleagues) will complete a grading rubric for student performance.
Post test with an average score of 80%.
Comprehensive final with an average score of 80%. / Close of spring semester
Close of spring semester
Close of summer semester
Demonstrate proficiency in preparation of bakery products-cakes, pastries, cookies, and pies. / Expectation: Students will achieve average scores of 80% on 12 performance evaluation checklists.
Assessment strategy: Instructor and peers (industry professionals) will complete a grading rubric for student performance.
Post test with an average score of 80%
Comprehensive final with an average score of 75% / Close of spring semester
Close of spring semester
Close of summer semester

Assessment of Learners’ Content, Knowledge/Skills

Program Core Competencies:
Upon successful completion of this program the student will be able to: / Assessment Strategies:
“Expectation of student performance” (Who, what, where, how) / When strategies will be implemented: Early-, mid-, close of semester / Results:
Outcomes of assessment efforts / Analysis of the results:
Positives & opportunities for improvement / Recommendations:
Changes made to program/instruction to address results
Demonstrate proficiency in the preparation of nutritional meals. / Expectation:Students will achieve overall average score of 80% on 5evaluation checklists.
Assessment strategy: instructor will complete a grading rubric for student performance.
Post test with an average score of 80% / Close of summer semester
Close of summer semester

Assessment of Learners’ Content, Knowledge/Skills

Section II

Institutional Core Competencies:
Upon successful completion of this program the student will be able to: / Assessment Strategies:
“Expectations of student performance” / When strategies will be implemented:
Early, mid, close of semester / Results:
Outcomes of assessment efforts / Analysis of the results:
Positives & opportunities for improvement / Recommendations:
Changes made to program/instruction to address results
Math Logic
Critical Thinking / 100% of students will design a concept map for 2 multi- course meals. / Mid summer semester
Professionalism
Communication
Technology
Global Citizenship / 100% of students will perform 2 community services using culinary skill developed in class/lab. / Close of spring semester

Assessing Learner Reactions and Responses to Instruction

Section III

Assessment also includes keeping tabs on Learner Responses and Reactions to instruction, materials, etc. When we are aware of these responses and reactions, we are doing a type of “formative assessment.” Formative assessment is done during a project, a program, or a class which is timed so that changes can still be made, based on the assessment results. Sample Strategies to assess learner reactions and responses are 5 and 5 Formative Assessment (see Research Office for facilitation); surveys of students asking their reactions/responses to instruction or the material; focus groups (GroupSystems works well here); and assortment of CATS (Classroom Assessment Techniques). CATS that work well include the One-Minute Paper, Muddiest Point, RePhrase in Your Own Words in 60 Seconds, Draw a Concept Map…and many others.

Strategies for Assessing Learners’ Reactions and Responses to Instruction / When strategies will be implemented:
Early, mid, close of semester / Results:
Outcomes of assessment efforts / Recommendations:
Changes made to program/instruction to address results
Student surveys for all three competencies. / Stock/sauce/soup- mid-springsemester
Baking- mid-spring semester
Nutrition- mid-summer semester
CATS-one-minute papers, muddiest point, and concept maps. / Throughout fall, spring, and summer semesters.

2009/2010 Assessment and Operational Plan Packet1