VCE Food and Technology: Administrative information for Schoolbased Assessment in 2016

VCE Food and Technology: Administrative information for Schoolbased Assessment in 2016 Units 3 and 4 School-assessed Task The School-assessed Task contributes 40 per cent to the study score and is commenced in Unit 3 and completed in Unit 4. Teachers will provide to the Victorian Curriculum and Assessment Authority (VCAA) a score against each criterion that represents an assessment of the student s level of performance for Unit 3 Outcome 3 and Unit 4 Outcome 1. The recorded scores must be based on the teacher s assessment of the student s performance according to the criterion on pages 7 13. This assessment is subject to the VCAA s statistical moderation process. The 2016 Food and Technology assessment sheet on page 7 is to be used by teachers to record scores. The completed assessment sheet for each student s School-assessed Task must be available on request by the VCAA. The performance descriptors for the assessment criteria are published annually on the Food and Technology study page on the VCAA website and notification of their publication is given in the February VCAA Bulletin. Details of authentication requirements and administrative arrangements for School-assessed Tasks will be updated annually and published in the VCE and VCAL Administrative Handbook. The Authentication Record Form on page 16 along with the Teacher Additional Comment Sheet on page 17 are to be used to record information for each student and must be made available on request by the VCAA. The School-assessed Task has two components. Unit 3 Outcome 3 Unit 4 Outcome 1. VCAA

Unit 3 Food preparation, processing and food controls Area of Study 3: Developing a design plan Outcome 3 Develop a design brief, evaluation criteria and a design plan for the development of a food product. Nature of task A design folio that includes all of the following: a design brief evaluation criteria a design plan that includes research and ideas an outline of food items, properties of main ingredients, techniques, tools and equipment, safety and hygiene requirements to produce the food items an overall timeline for production of food items. VCAA Page 2

Unit 4 Food product development and emerging trends Area of Study 1: Implementing a design plan Outcome 1 Safely and hygienically implement the production plans for a set of four to six food items that comprise the product, evaluate the sensory properties of the food items, evaluate the product using the evaluation criteria, and evaluate the efficiency and effectiveness of production activities. Nature of task individual food item production plans production work accompanied by photographic and written records of progress and modifications an evaluation of the properties of the food items, the product using evaluation criteria, and efficiency and effectiveness of production activities. Scope of the task The design folio includes: a design brief developed and written by the student which identifies a context (for example, a theme or event) that gives rise to the need for a set of food items (the product) and includes specifications (considerations and constraints). The design brief should contain the necessary information that will allow the student to demonstrate key knowledge and skills related to Unit 3 Outcome 3, and Unit 4 Outcome 1. The teacher is required to sign and date the VCAA Authentication Record Form (refer to page 16) once the completed design brief is sighted. relevant criteria for evaluation, which relate to the information in the design brief. Criteria for evaluation should be written as questions. a design plan that includes: documented research (from primary and secondary sources) related to the design brief and to inform the other components of the design plan. exploration of possible ideas, including text, images and diagrams, as a response to the design brief. documentation of choices and decisions made that relate to the selection and justification of the four to six suitable food items (the product) and their relevance to meet the requirements of the design brief. discussion of properties sensory, chemical, physical and functional of the main ingredients to be used in the product. outline of a range of preparation, cooking and presentation techniques, including at least four different complex processes. Techniques used for preparation, cooking and presentation must be done in school kitchen settings. Note that the use of alcohol for preservation is not permitted in the School-assessed Task. discussion of choices of tools and equipment suitable for preparing the food items. outline of key food safety and hygiene requirements applicable to the production of each food item. VCAA Page 3

an overall sequenced production timeline to show how the four to six food items will be completed in the allocated time. Teachers please note that the design brief, development of evaluation criteria, design plan and overall timeline for production should be completed prior to students commencing their individual food item production plans and the production work in Unit 4. This relates to Criteria 1-3. Implementation of the design and production plans for the set of four to six food items, and evaluation of the outcome of the production work including: developing and documenting individual food item production plans that identify the ingredients, sequence of steps, food preparation, cooking techniques and selected tools and equipment to produce each food item and appropriate key health and safety requirements/work practices producing the four to six food items in response to the design brief developed as part of Unit 3 Outcome 3 selecting and using appropriate ingredients, tools and equipment using appropriate techniques in food preparation, cooking and presentation using at least four different complex processes in the production work applying appropriate/specific food safety and hygiene practices recording evidence of production (written and photographic/visual), decisions made, modifications and reasons for any modifications that are made to the overall plan and/or the individual food item production plans, including any changes to ingredients, preparation, cooking and presentation techniques, selected tools or equipment, order of production activities and timing during the production of the product (four to six food items) an evaluation of the properties of the food items, the product using evaluation criteria, and efficiency and effectiveness of production activities analysing the properties (sensory, chemical, physical, functional) of each of the food items produced evaluating the product using the previously developed criteria with reference to food properties evaluating the effectiveness of planning, safety and hygiene practices and the efficiency of production activities. Throughout the development of the School-assessed Task, students will need to refer to primary sources, for example interviews, practical experience, and secondary resources such as blogs and newspaper articles. Students must appropriately acknowledge all sources of information using a recognised referencing system. Teachers must sight and monitor the development and documentation of students work on a regular basis. Photographs must be true and accurate representations of a student s work this should be recorded in the final submission comments section of the VCAA Authentication Record Form for School-assessed Tasks. The VCAA Authentication Record Form should be used for monitoring students work in progress for authentication purposes, and must be available if requested by the VCAA. The 2016 Food and Technology Teacher Additional Comment Sheet (refer to page 17) should be used to document ongoing skills and competencies, particularly those relating to correct selection and use of ingredients, the safe and appropriate use of tools and equipment, use of appropriate preparation, cooking and presentation techniques during production and the use of safe and hygienic work practices. This is related to work assessed by Criteria 4 6. VCAA Page 4

Advice for the use of the 2016 Food and Technology Teacher Additional Comment Sheet The purpose of the 2016 Food and Technology Teacher Additional Comment Sheet published on page 17 is for the teacher to document student organisation, production skills and the quality of the final product, for the purpose of School-based Assessment audit and review. Teachers should make ongoing notes of observations of each student during the production of the School-assessed Task on this comment sheet. The sheet provides teachers with the opportunity to present written information that may be required to support School-based Assessment audit and review. As the production work for the School-assessed Task occurs over a period of time, the 2016 Food and Technology Teacher Additional Comment Sheet can also assist teachers in their record keeping. Teachers may find it useful to refer to the comments on the sheet when assessing the three criteria related to the production work. The criteria related to Food and Technology are Criteria 4, 5, and 6. These criteria relate to the key knowledge and skills listed in the study design. The following information and questions are provided to assist teachers with the type of information they should include on the 2016 Food and Technology Teacher Additional Comment Sheet. Teachers are not expected to separately address each of the following questions for each student. Rather, the questions are intended to provide guidelines as to what information teachers should record. Comment could be made on the following: Was teacher assistance required or were selections made independently? Was a degree of teacher intervention required? Did the student demonstrate self-direction? Were selections, choices and decisions based on researched information or the student s prior knowledge? The teacher could also note how much prior experience the student has had in using specific tools and equipment. Criterion 4: Skill in development and organisation of planning for production Did the student show an understanding of how planning assists production activities by, for example, having food orders submitted on time, or making constant reference back to the overall timeline and individual food item production plans? Did the student understand and demonstrate an appropriate sequence for producing the food items? Criterion 5: Skill in the use of tools and equipment, ingredients, techniques of food preparation, cooking, and presentation including demonstration of safe and hygienic work practices Did students select tools and equipment that were appropriate to the ingredients, and as specified in their design plan? In viewing finished and in-production food items, is it evident that the student can use the tools and equipment accurately, skilfully and competently? Did the student draw on their knowledge of the properties of the main ingredients when preparing the ingredients to make the food items? Did the student appropriately apply techniques of food preparation, cooking, and presentation? Were a range of food preparation techniques (including at least four that were complex processes) undertaken by the student? VCAA Page 5

What level of skill did the student demonstrate in the safe and hygienic application of a range of tools and equipment? Did the student safely and hygienically apply a range of food preparation techniques? Did the teacher need to remind the student of correct safe and hygienic practices? Criterion 6: Skill in implementing and documenting production work and producing a food product Does the food product provide a creative solution to the design brief? Is the product of a very high quality? Did the student run to schedule or was it behind schedule? Teachers please note that is a clear demarcation between assessment criteria related to Unit 3 and Unit 4. In assessing Criteria 1-3, teachers must assess the design brief, evaluation criteria, design plan and overall timeline as completed in Unit 3. This indicates the acquisition of knowledge gained in Unit 3, Outcome 3 which must be assessed prior to the commencement of any production work in Outcome 4. Documentations and annotations made after this time contribute to the assessment of Criterion 4. A record of all decision making should be documented throughout the design folio. It is also essential that the student clearly date the work to show work completed in Unit 3 and work completed in Unit 4. VCAA Page 6

VCE Food and Technology: School-assessed Task Assessment Sheet 2016 Assessor: Student: Student number: Levels of Performance Assessment Criteria Not 1 2 (very low) 3 4 (low) 5 6 (medium) 7 8 (high) 9 10 (very high) shown 1. Skill in developing a design brief and criteria for evaluation Limited information is provided in the design brief. A very limited range of specifications from the design brief is evident. A very limited range of evaluation criteria, few of which relate to the information contained in the design brief context and/or specifications, is provided. Very limited development of criteria to reflect the theme of the task, enabling limited exploration and development of ideas. Some relevant information is provided in the design brief that contains a limited description of the context. A limited range of specifications in the design brief is evident. A limited range of evaluation criteria provided, some of which relate to the information contained in the design brief context and/or specifications and support limited responses. Limited development of criteria to reflect the theme of the task, enabling limited exploration and development of ideas. Relevant information is provided in the design brief with a clear description of the context. Most specifications in the design brief (considerations and constraints) are evident. Relevant evaluation criteria reflect most of the information contained in the design brief context and specifications and support appropriate responses. Development of some criteria to reflect the theme of the task, enabling exploration and development of ideas. Thorough, relevant information is provided in the well-structured design brief with a clear description of the context. The specifications in the design brief (considerations and constraints) are clearly evident. A range of clearly expressed, relevant evaluation criteria reflects all the information contained in the design brief context and specifications and support detailed responses. Clear development of criteria to reflect the theme of the task, enabling exploration and development of creative ideas. Comprehensive, coherent and relevant information is provided in the succinct design brief with a clear and thorough description of the context. The specifications in the design brief (considerations and constraints) are very clearly evident and relevant, expressing a strong understanding of the task. A range of very clear and wellexpressed, relevant evaluation criteria reflects all the information contained in the design brief context and specifications, and support detailed and comprehensive responses. Very clear development of criteria to reflect the theme of the task, enabling the exploration and development of creative ideas. 0 1 2 3 4 5 6 7 8 9 10 VCAA Page 7

VCE Food and Technology: School-assessed Task Assessment Sheet 2016 Assessor: Student: Student number: Levels of Performance Assessment Criteria Not shown 1 2 (very low) 3 4 (low) 5 6 (medium) 7 8 (high) 9 10 (very high) 2. Skill in completing research relevant to the design brief, developing ideas, and documenting decisions and providing appropriate referencing Very limited research using primary and/or secondary sources with very little relevance to the design brief. Very limited exploration of a very restricted range of ideas in the selection of the set of food items (the product) and very limited application in the design brief and research. Very limited documentation of thought processes related to the suitability of selected food items. Few resources evident and very limited referencing provided. A limited range of research using primary and/or secondary sources with little relevance to the design brief. Limited exploration of ideas in the selection of the set of food items (the product) and limited application in the design brief and research. Limited documentation of thought processes related to the suitability of selected food items. Some resources evident and limited referencing provided. A range of mostly relevant research using primary and secondary sources that is appropriate to the design brief. Satisfactory exploration of ideas in the selection of the set of food items (the product) and some application in the design brief and research. Adequate documentation of thought processes and some justification of decision-making with generally satisfactory reasons provided for the selection of suitable food items. Effective use of some resources, and complete and correct referencing provided. A thorough range of relevant research using primary and secondary sources related to the specifications in the design brief. Detailed exploration and creative formulation of a range of ideas in the selection of the set of food items (the product) and detailed application in the design brief and research. Detailed documentation of thought processes and clear justification of decision-making with detailed reasons provided for the selection of suitable food items and why some have been rejected. Effective use of a range of resources, and complete and correct referencing provided. A comprehensive range of relevant research using primary and secondary sources related to the specifications in the design brief that is used effectively. Very detailed exploration and creative formulation of a wide range of ideas in the selection of the set of food items (the product) and well-considered application in the design brief and research. Highly detailed documentation of thought processes and thorough justification of decisionmaking with very detailed reasons provided for the selection of suitable food items and why some have been rejected. Extensive and highly effective use of a wide range of resources, and complete and correct referencing provided. 0 1 2 3 4 5 6 7 8 9 10 VCAA Page 8

VCE Food and Technology: School-assessed Task Assessment Sheet 2016 Assessor: Student: Student number: Levels of Performance Assessment Criteria Not shown 1 2 (very low) 3 4 (low) 5 6 (medium) 7 8 (high) 9 10 (very high) 3. Knowledge of tools and equipment, ingredients and techniques of food preparation, cooking, and presentation Little discussion of the selection of a range of main tools and equipment. Limited knowledge of some of the properties of a few of the ingredients in some of the proposed food items. Very limited knowledge of techniques of food preparation, (including a range of complex processes), cooking and presentation. Very limited understanding of the relationship between the techniques and properties of ingredients. Some discussion of the selection of a range of main tools and equipment. Some knowledge and explanation of some of the properties of the main ingredients in some of the proposed food items. Some knowledge of techniques applied in food preparation (including a range of complex processes), cooking and presentation. Limited understanding of the relationship between the techniques and properties of ingredients. Adequate discussion of the selection of a range of main tools and equipment. Adequate knowledge and explanation of most of the properties of the main ingredients in all the proposed food items. Adequate knowledge of the techniques of food preparation, (including a range of complex processes), cooking and presentation. Some understanding of the relationship between the techniques and properties of ingredients. Detailed discussion of the selection of a range of main tools and equipment. Thorough knowledge and explanation of the properties of the main ingredients in all of the proposed food items. Detailed knowledge of the techniques of food preparation, (including a range of complex processes), cooking and presentation. Accurate understanding of the relationship between the techniques and properties of ingredients. Comprehensive discussion of the selection of a range of main tools and equipment. Comprehensive knowledge and detailed, accurate and extensive explanation of the properties of the main ingredients in all the proposed food items. Very detailed knowledge of the techniques of food preparation, (including a range of complex processes), cooking and presentation. Accurate and detailed understanding of the relationship between the techniques and properties of ingredients. 0 1 2 3 4 5 6 7 8 9 10 VCAA Page 9

VCE Food and Technology: School-assessed Task Assessment Sheet 2016 Assessor: Student: Student number: Levels of Performance Assessment Criteria Not shown 1 2 (very low) 3 4 (low) 5 6 (medium) 7 8 (high) 9 10 (very high) 4. Skill in the development and organisation of planning for production Identification of some dates and activities in an overall timeline Very little organisation is evident in planning of production of the food items. Development of very brief individual production plans for some of the food items to be made, including identification of key safety and hygiene practices. A limited overall production timeline Some organisation is evident in planning of production of the food items. Limited documentation of individual production plans for most of the food items to be made, including identification of key safety and hygiene practices. Completion of a sequenced and appropriate overall production timeline. Satisfactory level of organisation is evident in planning of production of the food items. Development of adequate individual production plans for each food item to be made, including identification of key safety and hygiene practices. Completion of a wellsequenced, clearly presented and appropriate overall production timeline. High level of organisation is evident in planning of production of the food items. Development of detailed individual production plans for each food item to be made, including identification of key safety and hygiene practices. Completion of a cohesive, carefully considered and appropriate sequence and clearly presented overall production timeline. Very high level of organisation evident in the planning of production of the food items. Development of very detailed individual production plans for each food item to be made, including identification of key safety and hygiene practices. 0 1 2 3 4 5 6 7 8 9 10 VCAA Page 10

VCE Food and Technology: School-assessed Task Assessment Sheet 2016 Assessor: Student: Student number: Assessment Levels of Performance Criteria 5. Skill in the use of tools and equipment, ingredients, techniques of food preparation, cooking and presentation, including demonstration of safe and hygienic work practices Not shown 1 2 (very low) 3 4 (low) 5 6 (medium) 7 8 (high) 9 10 (very high) Very limited, skill when using a range of tools and equipment. Limited ability to link theoretical understanding of the properties of ingredients with practical application. Limited skills in the techniques of food preparation, cooking and presentation. A very limited range of techniques with limited level of difficulty that includes complex processes is employed, reflecting minimal decisionmaking during practical application. Very limited level of appropriate safe and hygienic practices is evident throughout production activities. Limited skill when using a range of tools and equipment. Some ability to link theoretical understanding of the properties of ingredients with practical application. Some skills and techniques applied in food preparation, cooking and presentation. A narrow range of techniques with a limited level of difficulty that includes complex processes is employed, reflecting some decisions during practical application. Limited level of appropriate safe and hygienic practices is evident throughout production activities. Adequate skill when working with a range of tools and equipment. Satisfactory level of skill in the ability to link theoretical understanding of the properties of ingredients with practical application. Satisfactory application of the techniques of food preparation, cooking and presentation. A satisfactory range of techniques with a basic level of difficulty that includes complex processes is employed, reflecting appropriate decisions during practical application. Satisfactory level of appropriate safe and hygienic practices is evident throughout production activities. High level of skill when working with a range of tools and equipment. High level of skill in the ability to link theoretical understanding of the properties of ingredients with practical application. Competent and skilful application of the techniques of food preparation, cooking and presentation. A wide range of techniques, with a high level of difficulty that includes complex processes is employed, reflecting considered decisions during practical application. High level of appropriate safe and hygienic practices is evident throughout production activities. Very high level of skill when working with a range of tools and equipment during production of food items. Very high level of skill in the ability to apply theoretical understanding of the properties of ingredients with practical application. Highly competent and skilful application of the techniques of food preparation, cooking and presentation achieving outcomes of a very high standard. A wide range of techniques with a very high level of difficulty that includes complex processes is employed, reflecting wellconsidered decisions during practical application. Very high level of appropriate safe and hygienic practices is evident throughout production activities. 0 1 2 3 4 5 6 7 8 9 10 VCAA Page 11

VCE Food and Technology: School-assessed Task Assessment Sheet 2016 Assessor: Student: Student number: Levels of Performance Assessment Criteria Not 1 2 (very low) 3 4 (low) 5 6 (medium) 7 8 (high) 9 10 (very high) shown 6. Skill in implementing and documenting production work and producing a food product Very little organisation is demonstrated throughout production of the food items. Very little documentation of production work, including decisions and modifications made. The final product is of a very limited quality and provides a very limited solution to the design brief. Some organisation is demonstrated throughout production of the food items. Little documentation of production work, including decisions and modifications made. The final product is of a limited quality and provides a limited solution to the design brief. Satisfactory level of organisation is demonstrated throughout production of the food items. Adequate documentation of production work, including decisions and modifications made. The final product is of a satisfactory quality and provides an appropriate solution to the design brief. High level of organisation is demonstrated throughout production of the food items. Detailed and highly appropriate documentation of production work, including decisions and modifications made. The final product is of a high quality and provides a creative solution to the design brief. Very high level of organisation is demonstrated throughout production of the food items. Comprehensive and very detailed documentation of production work, including decisions and modifications made. The final product is of a very high quality and provides a highly creative solution to the design brief. 0 1 2 3 4 5 6 7 8 9 10 VCAA Page 12

VCE Food and Technology: School-assessed Task Assessment Sheet 2016 Assessor: Student: Student number: Levels of Performance Assessment Criteria Not 1 2 (very low) 3 4 (low) 5 6 (medium) 7 8 (high) 9 10 (very high) shown 7. Skill in evaluating the completed product using the criteria that include analysis of the properties of individual food items, and planning and production activities Very little evaluation of the completed product using the criteria. Very limited analysis of the properties of the food items. Very limited evaluation of the effectiveness of planning. Very limited evaluation of the efficiency of production activities and/or key safety and hygiene practices. Some evaluation of the completed product using the criteria. Limited analysis of the properties of the food items using some technical terminology. Limited evaluation of the effectiveness of planning and reasons for modifications. Limited evaluation of the efficiency of production activities and key safety and hygiene practices. Adequate evaluation of the completed product using the criteria. Satisfactory analysis of the interrelationship of the properties of each of the food items using some technical terminology. Adequate evaluation of the effectiveness of planning and reasons for modifications. Adequate evaluation of the efficiency of production activities and key safety and hygiene practices. Detailed evaluation of the completed product, using the criteria. Detailed analysis of the interrelationship of the properties of each of the food items using technical terminology. Detailed evaluation of the effectiveness of planning and reasons for modifications. Detailed evaluation of efficiency of production activities and key safety and hygiene practices. Comprehensive evaluation of the completed product using the criteria and evidence of critical judgments throughout their discussion. Comprehensive analysis of the interrelationship of the properties of the food items using technical terminology Comprehensive evaluation of the effectiveness of planning and reasons for modifications. Comprehensive evaluation of the efficiency of production activities and key safety and hygiene practices. 0 1 2 3 4 5 6 7 8 9 10 VCAA Page 13

Authentication of VCE Food and Technology School-assessed Task (SAT) Teachers are reminded of the need to comply with the authentication requirements specified in the VCE and VCAL Administrative Handbook 2016. This is important to ensure that undue assistance [is] not provided to students while undertaking assessment tasks. Teachers must be aware of the following requirements for the authentication of VCE Food and Technology School-assessed Tasks: 1. The Food and Technology product created for the School-assessed Task (SAT) Unit 4 Outcome 1 is based on the Design Brief and Plan completed in Unit 3 Outcome 3. 2. Teachers are required to fill out the VCAA Authentication Record Form (refer to page 16) and provide the student with feedback on their progress at each observation. 3. Undue assistance may occur during the design folio and/or production process and teachers need to be vigilant. Students are encouraged to research all aspects of their proposed products or food items in detail, but the work undertaken for their design plan and production should be their own. The 2016 VCE Food and Technology Administrative information for School-based Assessment advises students to refer to both primary sources, for example interviews, practical experience and secondary resources, for example blogs and newspaper articles throughout the development of the SAT. It also states that students must appropriately acknowledge all sources of information, using a recognised referencing system. 4. The VCAA Authentication Record Form VCE Food and Technology School-assessed Task should be used for monitoring students work in progress for authentication purposes. This sheet must be available if requested by the VCAA. The 2016 Food and Technology Teacher Additional Comment Sheet should be used to document ongoing skills and competencies, particularly those relating to selection and use of ingredients, use of tools and equipment, use of preparation, cooking and presentation techniques during production and the use of safe and hygienic work practices. This is related to work completed assessed by Criteria 4 6. 5. During the planning stage, teachers should make clear to students that the written documentation and visual representations required as part of the design folio form the basis for authentication of their work. For example, students are required to submit a design brief, developed evaluation criteria and a design plan; the design plan comprises a range of elements including documented research from primary and secondary sources, exploration of ideas including text, images and diagrams, discussion of properties of main ingredients, and overall sequenced production timeline. All documentation should be dated to enable teachers to authenticate students work. 6. During the production process, teachers must sight and monitor the development and documentation of students work on a regular basis. Teachers are reminded that it is not appropriate to provide detailed advice on, corrections to, or actual reworking of students drafts or productions or folios The Authentication Record Form VCE Food and Technology Schoolassessed Task sheet must be completed by the class teacher to monitor student work-in-progress for authentication purposes. 7. It is particularly important to ensure that any use of external resources (for example commercial foods not made by the student, such as puff pastry or cake decorations) is documented by the student, either in their design plan or as part of their evaluation, and a reason for the inclusion is provided. This is to ensure that any use of external support is appropriately limited and that the student does not receive undue assistance. No commercial food items can be considered as part of the range of preparation, cooking and presentation techniques demonstrated by the student (Criterion 5). VCAA Page 14

8. Photographs taken during the production process and of each individual food item must be true and accurate representations of a student s work this should be recorded in the final submission documentation/comments section of the VCAA Authentication Record Form VCE Food and Technology School-assessed Task. Photographs must be dated. This ensures the product can be authenticated as a realisation of the design plan developed by the student, and that the student is not receiving undue assistance. This, in turn, ensures that all students are assessed equitably. 9. All preparation, cooking and presentation techniques must be carried out in school kitchen settings. 10. Teachers are reminded that the authentication procedures are required to be followed for all student work in relation to this SAT. School-based audits include the inspection of authentication records. Where authentication records are not provided, the school is automatically audited the following year. Authentication records will also be required to be forwarded for all works nominated for Seasons of Excellence awards in 2016. Incomplete authentication records will result in an automatic disqualification of the student work from the nomination process. VCAA Page 15

Authentication Record Form VCE Food and Technology School-assessed Task 2016 This form must be completed by the class teacher. It provides a record of the monitoring of the student s work in progress for authentication purposes. This form is to be retained by the school and filed. It may be collected by the VCAA as part of its School-based Assessment Audit. Student name.. Student No. School:.. Teacher:... Component of School-assessed Task Date observed/ submitted Comments Teacher s initials Student s initials Design brief Evaluation criteria Design plan including research, exploration of ideas, documentation of choices/decisions, properties of food/ingredients, preparation, cooking and presentation techniques, tools and equipment, (Note: all resources must be acknowledged) Design plan (2nd observation) Overall production timeline Individual food item production plans Production work (4 6 food items) (Note: photographs must be dated and authenticated as the student s own food items) Production work (2nd observation) Production work (3rd observation) Analysis of food items Evaluation of product and planning and production activities Final submission of School-assessed Task I declare that all resource materials and assistance used have been acknowledged and that all unacknowledged work is my own. Student signature... Date VCAA Page 16

2016 Food and Technology Teacher Additional Comment Sheet School-assessed Task only Some skills, particularly those relating to student organisation, production work such as use of tools, equipment, and hygiene and safety measures and quality of final product may not be clearly documented by the student. Teachers should supply written information based on observations of the student during practical work sessions. Please complete this sheet and retain at the school. The VCAA may request submission of this sheet as part of the school-based assessment audit and review. Please refer to pages 5-6 for details on how to complete this sheet. Student Number Comments Criterion 4 Criterion 5 Criterion 6 Teacher s signature Date / /2016 Please retain this sheet. It may be requested as part of the School-based Assessment audit. VCAA Page 17

2016 Victorian Certificate of Education Food and Technology Assessment Sheet School-assessed Task: Developing and implementing a design plan for a food product This assessment sheet will assist teachers to determine their score for each student. Teachers need to make judgments on the student's performance for each criterion. Teachers will be required to choose one number from 0 10 to indicate how the student performed on each criterion with comments, as appropriate. Teachers then add the subtotals to determine the total score. student number assessing school number Criteria for the award of grades The extent to which the design folio demonstrates: Not Shown (0) Very Low (1 2) Low (3 4) Med (5 6) High (7 8) Very High (9 10) 1 skill in developing a design brief and criteria for evaluation 2 skill in completing research relevant to the design brief, developing ideas, and documenting decisions and providing appropriate referencing 3 knowledge of tools and equipment, ingredients and techniques of food preparation, cooking and presentation 4 skill in the development and organisation of planning for production Performance on Criteria: Teacher s Comments You may wish to comment on aspects of the student's work that led to your assessment of Very High, High, Medium, Low, Very Low or Not Shown for specific criteria. The extent to which the design folio and production work demonstrates: 5 skill in the use of tools and equipment, ingredients, techniques of food preparation, cooking and presentation, including demonstration of safe and hygienic work practices 6 skill in implementing and documenting production work and producing a food product 7 evaluating the completed product using the criteria that includes analysis of properties of individual food items and planning and production activities If a student does not submit the School-assessed Task at all, N/A should be entered in the total score box. SUBTOTALS TOTAL SCORE Page 18