part B
Student Assessment Pack
Plan and cost basic menus
SIT – Tourism, Travel and Hospitality Training Package
Qualification code/name: Certificate III in Commercial Cookery
Developed by ACTE
This document is a Student Assessment Pack for the above Unit of Competency and is to be completed by a student to demonstrate his/her competency.
Table of Contents
Purpose of Assessment
4
Target Group
4
Selected Methods and Intended Use
4
Standard Instructions for Assessor/Trainer
4
Standard Instructions for Learners
4
Assessment Cover Sheet
4
How your assessments will be marked
4
Assessment Appeals
5
Reasonable Adjustment
5
Recognition of Prior Learning (RPL)
5
National Recognition / Credit Transfer
5
Support Services
5
Plagiarism
6
Evidence Requirements
6
Documents to be attached along with each Summative and practical Assessment Submission
6
Assessor Expectations
7
Resources for Learner
7
Resources for Trainer / Assessor
7
Procedure to Login to Futura
7
Format for Written Submissions
8
Overview
9
Elements
9
When to Commence your Assessment
9
Assessment Methods
9
Assessment Definitions
10
Assessment Method One Check Points
11
Assessment Method Two – Quiz
12
Assessment Receipt
13
Assessment Preparation Checklist
14
Assessment Method Three Written Response Assessment
15
Assessment Method Four Practical Task
22
Assessment Record and Feedback
45
Record of Assessment Outcome & Mapping
46
TASK 1
46
TASK 2
46
TASK 3
46
TASK 4
46
Purpose of Assessment
Purpose of this assessment is to check that the competency should be achieved on all elements of performance outcomes, skills and knowledge required to plan and cost basic menus for dishes or food product ranges for any type of cuisine or food service style. It requires the ability to identify customer preferences, plan menus to meet customer and business needs, cost menus and evaluate their success.
Target Group
ACTEs learners enrolled in the unit SITHKOP002 Plan and cost basic menus must be having basic literacy and numeracy skills who are either experienced or having no experience of working in a professional environment.
Selected Methods and Intended Use
Methods used to achieve competency in this unit of competency (UOC) are Check Points, Quizzes and Written Response Questions that must be completed in a simulated online environment. and Practical Demonstration to your Trainer. Your submissions will be used by trainers and assessors of ACTE as evidence in achieving competency of the above-mentioned unit.
Standard Instructions for Assessor/Trainer
The Trainer / Assessor should inform all the learners that all the tasks should be linked with moodle on Futura online website and help can be taken from available resources.
Standard Instructions for Learners
Hand written assignments will not be accepted, assignments should be prepared in Microsoft Office. Refer to the enclosed Style Guide.
When answering the tasks use your own words and also refer to the given Scenario.
Unit competency together with performance and assessment criteria can be accessed from https://training.gov.au/Training/Details/SITHKOP002
Assessment Cover Sheet
At the beginning of each task in this Pack, you will find an Assessment Cover Sheet. Please fill it in for each task, making sure you sign the student declaration. Your assessor will give you feedback about how well you went in each task and will write this on the back of the Assessment Cover Sheet.
How your assessments will be marked
When the assessor marks your assessment tasks, the outcome will be either Satisfactory or Not Satisfactory:
SATISFACTORY
Your responses to the assessment task have met the required unit assessment criteria.
NOT SATISFACTORY
Your responses to the assessment task have not met the required assessment criteria. Additional learning or practice is required.
Your assessor will make arrangements to conduct a further assessment of this task once you have undertaken additional practice/learning.
You must achieve a Satisfactory result for all assessment tasks to be deemed competent for this unit.
Assessment Appeals
You can make an appeal about an assessment decision by putting it in writing and sending it to us. Refer to your Student Handbook for more information about our appeals process.
Reasonable Adjustment
A reasonable adjustment is any measure or action that a student requires because of their disability, and which has the effect of assisting the student to access and participate in education and training on the same basis as students without a disability. An adjustment is reasonable if it achieves this purpose while taking into account factors such as the nature of the students disability, the views of the student, the potential effect of the adjustment on the student and others who might be affected, and the costs and benefits of making the adjustment. ACTE will also maintain the academic integrity of a course and to consider the requirements or components that are inherent or essential to its nature when assessing whether an adjustment is reasonable. There may be more than one adjustment that is reasonable in a given set of circumstances; ACTE will make adjustments that are reasonable and that do not cause the RTO unjustifiable hardship.
Recognition of Prior Learning (RPL)
RPL is a formal process that recognises skills developed through previous training, work or life experience, which match a unit of competency in a training course. If you believe you already have the skills covered in this unit of competency, discuss this with your trainer, who will provide you with instructions for applying for RPL.
National Recognition / Credit Transfer
Qualifications or statements of attainment issued by other Registered Training Organisations are recognised by the College. Where this unit of competency is equivalent to a unit of competency previously completed with another provider, credit transfer will be offered and the course length adjusted accordingly. It is the responsibility of the student to provide the relevant evidence of qualifications or statements of attainment issued by other Registered Training Organisations, which will be verified by the College prior to credit transfer being applied.
Support Services
Your trainer/assessor is able to clarify any aspect of an assessment task prior to it being administered. This may include clarifying: knowledge and skills covered during the training program; the meaning of written assessment questions; performance standards for practical assessments; and marking criteria.
Once the assessment process has commenced however, the assessor is not able to provide any intervention or guidance, unless it is to prevent an unsafe act from being performed.
Please ask for help when you need it, as your trainer/assessor may not be aware that you have not understood aspects of the training program, or are not feeling confident enough to engage in assessment activities.
Plagiarism
Plagiarism is using the words or ideas of others and presenting them as your own. Plagiarism is a type of intellectual theft. It can take many forms, from deliberate cheating to accidentally copying from a source without acknowledgement. In your assessments you must come up with your own ideas,however, at times you may need to make reference to work that has been conducted by others.Important points to be aware of:
Know what plagiarism is. Go to this website if you require additional information.http://www.plagiarism.org/
Plan your work
Reference your work / acknowledge all of your sources
What is Plagiarism? Retrieved May 2017, fromhttp://www.plagiarism.org/plagiarism-101/what-is-plagiarism
Evidence Requirements
The evidence you submit as part of this assessment will be assessed by your trainer/assessor to determine your competency. Your trainer/assessor will be guided by the followingrules of evidencewhen making their assessment decision.
Rule
Evidence must…
Valid
Address the elements and performance criteria
Reflect the skills, knowledge and context described in the competency standard
Demonstrate the skills and knowledge are applied in real or simulated workplace situations
Current
Demonstrate the Learner’s current skills and knowledge
Comply with current standards
Sufficient
Demonstrate competence over a period of time
Demonstrate competence that is able to be repeated
Comply with language, literacy and numeracy levels which match those required by the work task (not beyond)
Authentic
Be the work of the learner
Be able to be verified as genuine
Documents to be attached along with each Summative and practical Assessment Submission
Completed Cover Sheet for summative and practical assessments- Refer to the enclosed Cover Sheet.
Assessment Preparation Checklist. Refer to the enclosed Checklist.
Answers of the Written Questions
Assessor Expectations
All Tasks should be answered with a minimum of half () page length per question/activity/issue, unless otherwise advised, or to be answered as per the requirement of the Task in an appropriate manner.
Resources for Learner
Futura Website; and/or Online Futura Portal
Other Websites (References should be included in any submission. Referencing guidelines are available in the Student handbook.)
Resources for Trainer / Assessor
Futura Website; and online Futura portal
Other Websites related to the unit.
Procedure to Login to Futura
Enter the user name and password provided to you by your Trainer.
Consulting Trainers
Last date of Submission
Submitted to
Format for Written Submissions
You are required to use a word processing program such as Microsoft Word to compile your report. The following guidelines for your report (wherever required) is a suggested style guide. Submission of assignment can also be done in other formats which should be clearly readable and legitimate.
Format of the report
1. Assessment Cover Sheet
2. Title of the report
Arial, Size 14 pt., Bold
3. Headings
Arial, Size 12 pt., Bold
4. Text
Arial, Size 11 pt.
5. Table Content
Arial, Size 10 pt.
6. Line Spacing
1.5
7. Report length
The number of words is detailed in the instructions/task description for each individual assessment method.
8. Presentations are to be created in presentation software such as Microsoft PowerPoint. Resources such as overhead/data projector, whiteboard markers, speakers, pen pointers, and presentation screens will be provided.
Your Trainer/Assessor will guide you through the assessment method/requirements for each period.
Overview
This unit describes the performance outcomes, skills and knowledge required to plan and cost basic menus for dishes or food product ranges for any type of cuisine or food service style. It requires the ability to identify customer preferences, plan menus to meet customer and business needs, cost menus and evaluate their success.
The unit applies to hospitality and catering organisations. Menus can be for ongoing food service, for an event or function, or for a food product range such as patisserie products. It applies to cooks, ptissiers and catering personnel who usually work under the guidance of more senior chefs.
Elements
To achieve competency in this unit you must demonstrate your ability to:
Identify customer preferences.
Plan menus.
Cost menus.
Write menu content.
Evaluate menu success.
When to Commence your Assessment
Your training facilitator / assessor will advise you when to commence the parts of this assessment by taking signature on Learner Preparation Checklist.
Assessment Methods
In order to be deemed competent in this unit you must competently complete all the following assessment tasks:
Method & Purpose
Description
Assessment Method One
Check Points
Formative Assessment
Online portal
Checkpoint to be completed on the online Futura Portal comprise of all relevant performance criteria.
Assessment Method Two
Quiz
Formative Assessment
Online portal
Quiz to be completed in online Futura Portal comprises of all relevant performance criteria.
Assessment Method Three
Written Assessment
Summative Assessment
Typed in MS Word
Written assessment is short answer questions to be completed in MS Word comprises of all performance criteria.
Assessment Method Four
Practical Demonstration
Summative Assessment
The Learner must demonstrate practical competency in a task and the related skill to be observed by the trainer
Assessment Definitions
Formative assessment: The goal of formative assessment is to monitor student learning to provide ongoing feedback that can be used by instructors to improve their teaching and by students to improve their learning. More specifically, formative assessments:
Help students identify their strengths and weaknesses and target areas that need work; and
Help faculty recognise where students are struggling and address problems immediately
Formative assessments are generally low stakes, which means that they have low or no point value.
Examples of formative assessments include asking students to:
Draw a concept map in class to represent their understanding of a topic;
Submit one or two sentences identifying the main point of a lecture; and
Turn in a research proposal for early feedback.
Summative assessment: The goal of summative assessment is to evaluate student learning at the end of an instructional unit by comparing it against some standard or benchmark. Summative assessments are often high stakes, which means that they have a high point value. Examples of summative assessments include:
A mid unit assessment;
A final project;
A paper; and/or
A role play.
Information from summative assessments can be used formatively when students or faculty use it to guide their efforts and activities in subsequent courses.
Assignment: A task or piece of work allocated to someone as part of a job or course of study.
Project: an individual or collaborative enterprise that is carefully planned to achieve a particular aim.
Written Response: In a response submission, you do assess the item youve been assigned to observe, but you add your personal reaction and impressions to the report. The steps for completing response submission are:
Observe or read the piece for an initial understanding;
Re-read the piece and stop to reflect often;
Record your thoughts and impressions in notes;
Develop an opinion; and
Write an outline.
Assessment Method One Check Points
Online Assessment
Enter the user name and password provided to you by your Trainer.
Ensure that you have completed all the check points within the unit.
Checkpoints are to be completed on the online Futura portal using your student user ID/login so no assignment coversheet is needed.
This formative assessment will be marked automatically by the online portal and feedback will be provided automatically.
Assessment Method Two – Quiz
Online Assessment
Enter the user name and password provided to you by your Trainer.
Ensure that you have completed the e-Quiz of the unit before the due date.
Quiz is to be completed on the online Futura portal using your students user ID/login so no assignment coversheet is needed.
This formative assessment will be marked automatically by the online portal and feedback will be provided automatically.
Assessment Receipt
Student Name
Student Number
Receipt of Assignment
Receivers Signature
Date
I certify that this assignment is my own work based on my personal study and/or research and that I have acknowledged all materials and resources used in the preparation of this assignment whether they are books, articles, reports, lecture notes and any other kind of document, electronic or personal communications. I also certify that the assignment has not previously been submitted for assessment in any award or course and that I have not copied in part or whole or otherwise plagarised the work of other students and/or persons. I have read the advice on plagiarism and understood its implications. I can produce another hard/soft copy of this assignment within 24 hours if requested.
Student Signature
Date
Qualification Code
SIT30816
Qualification Name
Certificate III in Commercial Cookery
Unit Code
SITHKOP002
Unit Name
Plan and cost basic menus
Due date
Trainer/Assessor
Balraj Chatha
This assignment will not be marked unless the the above declaration is signed
Assessment Preparation Checklist
Unit/s of Competency
SITHKOP002 Plan and cost basic menus
Learner Name
Assessor Name
Balraj Chatha
As the Learner are you ready for assessment?
Yes
No
Has the assessment process been explained to you and that to achieve a successful outcome for this unit of Competency you must be deemed Satisfactory in all assessment tasks?
Yes
No
Do you understand The Recognition of Prior Learning (RPL) process?
Yes
No
Do you understand which evidence is to be collected and how?
Yes
No
Do you understand your rights and the appeal system?
Yes
No
Have you discussed any special needs that should be considered during the assessment process?
Yes
No
Do you want to discuss any special needs that should be considered during the assessment process?
Yes
No
Details:
I agree to undertake this assessment in the knowledge that the information gathered will only be used for the purpose of determining my skills as Satisfactory or Not Satisfactory for each assessment method. Additionally, the information gathered is for the determination of my Competency by the collection of all assessment evidence for this unit of competency and can only be accessed by my workplace supervisor, my RTO and nominated regulatory authorities.
Learner Signature
Assessor Signature
Assessment Method Three Written Response Assessment
Assessment Tasks and Instructions
Student Name
Student Number
Course and Code
SIT30816 Certificate III in Commercial Cookery
Unit(s) of Competency and Code(s)
SITHKOP002 Plan and cost basic menus
Trainer/Assessor
Balraj Chatha
Assessment for this Unit of Competency/Cluster
Details
Assessment 1
Written Assessment
Reasonable Adjustment
1.
Has reasonable adjustment been applied to this assessment?
No |_| No further information required
Yes |_| Complete 2.
2.
Provide details for the requirements and provisions for adjustment of assessment:
Student to complete
|_|
My assessor has discussed the adjustments with me
|_|
I agree to the adjustments applied to this assessment
Signature
Date
2nd Assessor to complete
|_|
I agree the adjustments applied to this assessment are reasonable
Name
Signature
Date
Assessment Guidelines
What will be assessed
The purpose of this assessment is to assess your knowledge required to complete the tasks outlined in elements and performance criteria of this unit:
organisation-specific information:
sources of information on current customer profile and food preferences
service style and cuisine
costs of supply for ingredients
methods and formulas for calculating portion yields and costs from raw ingredients:
butchers test
standard measures
standard yield tests
hospitality and catering industry desired profit margins, mark-up procedures and rates
different types and styles of menus for dishes or food production ranges for different types of food outlets
range of food preferences relating to:
contemporary eating habits
cultural and ethnic influences
popular menu items
quick service foods
seasonal dishes
variety of food products
differing characteristics of customer groups:
age range
buying power
gender
income level
social and cultural background
influence of seasonal products and commodities on menu content
naming conventions and culinary terms for a variety of cuisines
formats for and inclusion of menus presented to customers
methods of assessing the popularity of menu items:
customer surveys
popularity index
sales data.
Place/Location where assessment will be conducted
ACTE
Resources Requirement: Pen, Paper, internet access or a copy of Australia New Zealand Food Standards Code – Standard 3.2.1 – Food Safety Programs (Australia Only) or an organisational food safety plan as set out in the TP.
Instructions for assessment including WHS requirements
You are required to address all questions to achieve competence. Your trainer will provide you with instructions for time frames and dates to complete this assessment.
Once completed, carefully read the responses you have provided and check for completeness. Your trainer will provide you with feedback and the result you have achieved.
Statement of Authenticity
|_|
I acknowledge that I understand the requirements to complete the assessment tasks
|_|
The assessment process including the provisions for re-submitting and academic appeals were explained to me and I understand these processes
|_|
I understand the consequences of plagiarism and confirm that this is my own work and I have acknowledged or referenced all sources of information I have used for the purpose of this assessment
Student Signature: Date: / /20
This assessment:
First Attempt |_|
2nd Attempt |_|
Extension |_| Date: / /
RESULT OF ASSESSMENT
Satisfactory |_| Not Yet Satisfactory |_|
Feedback to Student:
Assessor(s) Signature(s):
Date:
/ /
Student Signature
Date:
/ /
Assessment
Your task:
Q1. List 3 sources of information you can use in your workplace to obtain information on customer profile and food preferences:
Source of information
1.
2.
3.
Q2. What are the service style(s) and cuisine(s) used in your workplace? List all that apply and list menu examples which are used for each service style or type of cuisine used:
Cuisine
Service Style
Menu examples
Q3. Complete the following yield tests, calculating the Net yield per Kg and the net portion cost for each commodity based on the net cost per Kg and the portion size per kg provided.
Commodity
$ / kg
Trimmings
Net Yield/ kg
Net cost/kg
Portions /kg
Net Portion Cost/ $
Vegetables
Beans
2.95
16%
3.51
0.100
Broccoli
4.85
24%
6.38
0.100
Carrots
1.40
16%
1.67
0.100
Cauliflower
5.75
22%
7.37
0.100
Kohlrabi
4.28
32%
6.29
0.100
Spinach
10.60
18%
12.93
0.100
Onions
2.45
14%
2.85
0.050
Meat
Sirloin
16.80
26%
22.70
0.280
Loin of Pork
14.80
14%
17.21
0.250
Leg of Lamb
8.90
27%
12.19
0.250
Q4. How would the profit margins and menu type differ in a fine dining establishment compared to a bistro or pub? What would be cost factors you would need to consider for each of these operations?
Bistro , Pub
Fine dining establishment
Menu type and Margins
Menu type and Margins
Cost Factors
Cost Factors
Q5. Go to the Adelaide markets website http://www.adelaidecentralmarket.com.au and provide an overview of the fruit and vegetables in season relevant to the month you are undertaking this assessment. Select 3 seasonal menu items and calculate cost from the recipe section on that site which could be used for a seasonal 3-course menu to ensure maximum profit.
Fruit and Vegetables in Season
Menu items and Costing
Q6. Go to the Australia Tourism website http://www.australia.com/en/things-to-do/food-and-wine/the-best-halal-restaurants-in-australia.html, select 3 restaurants from 2 different states (then click in each on view more information) and create 3 different ethnic menus from the different dishes offered by restaurants which provide a link and provide name for style of cuisine.
Restaurant 1
Restaurant 2
Restaurant 3
Menu 1
Menu 2
Menu 3
Q7. Go to the following 2 websites and identify 6 different trends for food and beverages in Australia for 2016 and provide new dishes for future menu.
http://ausfoodnews.com.au/2015/10/21/top-global-food-and-drink-trends-for-2016.html
Clean Eating to be the major Food and Beverage trend in 2016
Q8. Customer characteristics vary according to a wide range of factors. Give general examples of how each of the following characteristics will impact on your planning of menus and menu styles in an establishment and provide menu description with menu item:
Customer Characteristic
Impact on menu planning and menu style
Menu item Example
age range
buying power
gender
income level
social and cultural background
Q9. a) Design a customer questionnaire which you can use to evaluate the following types of menus for your practical assessment.
The questions need to be clear and objective. The questions must be rated from e.g. 1-5 (1 is poor/5 is excellent). Allow a space at the end to permit customers to comment.
Remember, the aim of your questions is to obtain valid feedback and to enable you to make improvements to your menus.
la carte
buffet
cyclical
degustation
ethnic
set
table dhte
seasonal
b) You find out that Beef stroganoff has higher sale as compare to pumpkin pie and Bean salad has more positive reviews than green salad. How would you adjust menu for profitability and feedback?
Q10. You have beef steak, duck and pumpkin soup in menu. Write given menu items in description to promote sale?
Assessment Method Four Practical Task
Assessment Tasks and Instructions
Student Name
Student Number
Course and Code
SIT30816 Certificate III in Commercial Cookery
Unit(s) of Competency and Code(s)
SITHKOP002 Plan and cost basic menus
Assessment for this Unit of Competency
Details
Assessment 2
Practical observation
Reasonable Adjustment
1.
Has reasonable adjustment been applied to this assessment?
No |_| No further information required
Yes |_| Complete 2.
2.
Provide details for the requirements and provisions for adjustment of assessment:
Student to complete
|_|
My assessor has discussed the adjustments with me
|_|
I agree to the adjustments applied to this assessment
Signature
Date
2nd Assessor to complete
|_|
I agree the adjustments applied to this assessment are reasonable
Name
Signature
Date
Assessment Guidelines
What will be assessed
The purpose of this assessment is to assess your ability to complete tasks outlined in elements and performance criteria of this unit in the context of the job role, and:
identify and evaluate the food preferences of customer groups with differing characteristics and use to inform menu planning, and develop and cost each of the following menu types based on above information:
la carte
buffet
cyclical
degustation
ethnic
set
table dhte
seasonal
evaluate success of the above menus by obtaining at least two of the following types of feedback:
customer satisfaction discussions with:
customers
employees during the course of each business day
customer surveys
improvements suggested by:
customers
managers
peers
staff
supervisors
suppliers
regular staff meetings that involve menu discussions
seeking staff suggestions for menu items
develop the above menus within commercial time constraints, demonstrating:
use of balanced variety of dishes and ingredients
methods for determining costs of supply for ingredients
methods and formulas for calculating portion yields and costs from raw ingredients
methods for responding to feedback and adjusting menus
methods for achieving desired profit margins, mark-up procedures and rates
use of different types and styles of menus for dishes or food production ranges.
Place/Location where assessment will be conducted
ACTE
Resource Requirements
Refer to the Assessment conditions attached to the Futura Group Mapping Document located in the teacher support tools folder or the Assessment Conditions for this unit in the SIT 1.0 Training Package.
Instructions for assessment including WHS requirements
1. To undertake this assessment you must have been instructed how to use each piece of equipment in your work area or workplace and participated in an induction in your workplace or place of training/study.
2. You are required to wear a complete uniform relevant to your area of training (Cookery, Food and Beverage, Housekeeping etc.).
3. Your personal presentation must reflect the standards typically expected and acceptable in the TH&E industry.
4. You will be observed on 3 separate occasions undertaking a variety of tasks relevant to your level of training and the practical subjects you are enrolled in, and currently do as part of your training for example preparing simple dishes, preparing mise en place for a bar or food and beverage section or participating in the servicing of rooms etc. as relevant.
5. You are encouraged to clarify any tasks, requirements or questions you may have with your trainer.
Statement of Authenticity
|_|
I acknowledge that I understand the requirements to complete the assessment tasks
|_|
The assessment process including the provisions for re-submitting and academic appeals were explained to me and I understand these processes
|_|
I understand the consequences of plagiarism and confirm that this is my own work and I have acknowledged or referenced all sources of information I have used for the purpose of this assessment
Student Signature: Date: / /20
This assessment:
First Attempt |_|
2nd Attempt |_|
3nd Attempt |_|
Extension |_| Date: / /
RESULT OF ASSESSMENT
Satisfactory |_| Not Yet Satisfactory |_|
Feedback to Student:
Assessor(s) Signature(s):
Date:
/ /
Student Signature
Date:
/ /
Assessment
Your Tasks:
Plan, cost, write and evaluate each of the following menu types. The instructions on the following pages outline the specific task requirements.
The following formulas are relevant for this assessment:
Support Info
Food cost Percentage:
Food Cost : Sales Price x 100 = Food Cost Percentage %
Individual Menu Item (Variable %):
Portion Cost : Priced Menu Item x 100= Food Cost %
Setting the Selling Price:
Portion Cost : Targeted Food Cost Percentage x 100 = Selling Price
Part A: Customer Portfolio
Scenario:
You are working at ACTE restaurant and notice few similar traits about regular customers. Most of them are middle age with goods jobs with average salary. There is good even mix of male and female. Half of them are European background with 1/4rd of Indian background and rest are mix.
Identifying the customer and customer preferences for creating menus.
The responses you provide for this question will form the basis of your menus to be planned, costed and evaluated for this assessment
Provide an overview of the customers who frequent the restaurant in your workplace as mention in above scenario. Describe the style of cuisine that is used and the
