Archived Assessment Report
| Program | Baking Certificate |
| Assessment Reporter | [email protected] |
| Theme | Practicing Community |
| Review Year | 2024-2025 - Midpoint Report |
| Learning Outcome (or Gen Ed Essential Skill) | Focus Area |
|---|---|
| 1. Demonstrate hygiene and sanitation standards in a kitchen setting. Describe basic principles of sanitation, safety, and procedures to determine and monitor critical control points in a professional food service setting. | Do students have the skills necessary to demonstrate personal hygiene, basic principles of sanitation, safety procedures, and determine and monitor critical control points in a professional foodservice setting? |
| Learning Outcome (or Gen Ed Essential Skill) | Description of Assessment Tool | Population or Courses Assessed | Hypothetical Analysis/Target |
|---|---|---|---|
| 1. Demonstrate hygiene and sanitation standards in a kitchen setting. Describe basic principles of sanitation, safety, and procedures to determine and monitor critical control points in a professional food service setting. | In class activities, Practical Exam | CULN 1110, 1112, 1130, 1132 | 75% of students will score a 75% or better |
| Learning Outcome (or Gen Ed Essential Skill) | Summary of Results | Reflection on Focus Area | Intepretation of Results |
|---|---|---|---|
| 1. Demonstrate hygiene and sanitation standards in a kitchen setting. Describe basic principles of sanitation, safety, and procedures to determine and monitor critical control points in a professional food service setting. | CULN 1130, 1132 - Over 80% of baking students met or exceeded the 75% threshold for demonstrating the necessary sanitation skills required to be in Baking Lab classes CULN 1110, 1112 - Over 90% of students exceeded the 85% threshold, Demonstrate hygiene and sanitation standards in a kitchen setting. Describe basic principles of sanitation, safety and procedures to determine and monitor critical control points in a professional foodservice setting. 100% of the students assessed exceeded the threshold of 85% scores, with the average score being 88%. | CULN 1130,1132 - Over 80% met the original hypothesis. CULN 1110, 1112 - The results support the learning outcome was achieved with 90% of students scoring higher than 85% on assignments noted. | CULN 1130, 1132 - This shows us that students are entering the culinary arts lab classes with the necessary safety and sanitation protocols. CULN 1110, 1112 - This shows that the students assessed exceeded standard of expectation. The students are able to Demonstrate hygiene and sanitation standards in a kitchen setting. Describe basic principles of sanitation, safety and procedures to determine and monitor critical control points in a professional foodservice setting. |
| 1. Demonstrate hygiene and sanitation standards in a kitchen setting. Describe basic principles of sanitation, safety, and procedures to determine and monitor critical control points in a professional food service setting. | |
|---|---|
| Describe the change that was implemented. | Outcomes were above standard, current prerequisite classes are meeting expectations |
| Type of Change |
|
| Change in Assessment Approach or Tools? | N/A |
| What data motivated the change? | None at this time |
| Hypothesis about the effect the change will have? | No changes required at this time |
| Learning Outcome (or Gen Ed Essential Skill) | Description of Assessment Tool | Population of Courses Assessed |
|---|---|---|
| 1. Demonstrate hygiene and sanitation standards in a kitchen setting. Describe basic principles of sanitation, safety, and procedures to determine and monitor critical control points in a professional food service setting. | Safety and Sanitation Rubric | CULN 1130/1132 |
| Learning Outcome (or Gen Ed Essential Skill) | Summary of Second Round Results | Intepretation of Results, Pre- and Post-Change | Follow up questions, possible next steps |
|---|
Describe any change in student achievement observed as part of this assessment process, and what led to those changes.
Describe long-term changes in the program(s) that the assessment process led to, and what motivated those changes?
What did you learn about the teaching and learning of "Practicing Community" in your programs?
Describe any external factors affecting the program or affecting assessment of the program.