Download
1 / 46
470 likes | 846 Vues
Assessment in Education . Assessment in Education is aboutgathering, interpreting and usinginformation about the processes and outcomes of learning.. Assessment in Education. Assessment in education can take a varietyof forms and can be used in a variety ofwaysTo test and certify achieve
E N D
1. Sensory Analysis & Assessment for Learning
2. Assessment in Education
Assessment in Education is about
gathering, interpreting and using
information about the processes
and outcomes of learning.
3. Assessment in Education Assessment in education can take a variety
of forms and can be used in a variety of
ways
To test and certify achievement
To identify specific areas of difficulty or strength for a given student
4. Assessment Assessment of Learning
Junior & Leaving
Certificate Examinations
Summative
Assessment for Learning
Promotion of Learning
Formative
5. What is Assessment for Learning? Assessment for Learning is characterised by
Sharing goals or the learning intention with students
Involving students in assessing their own learning
Providing feedback
Communicating confidence that every student can improve
6. Assessment of Learning
Summative Assessment
Happens after the learning takes place
Examinations
Information is gathered by the teacher
Marks or grades
Informs learners of their achievement
Looks back on past learning Assessment for Learning
Formative Assessment
Integral part of the learning process
Learning to learn
Criteria for success is shared with learner
Comment only marking
Intention is to form, shape or guide the next stages of learning
Looks forward to the next stage of the learning process
7. Assessment of Learning Vs Assessment for Learning
8. Feedback on Food Studies Coursework Assignment
9. Feedback on Food Studies Coursework Assignment
10. Feedback on Food Studies Coursework Assignment
11. Teaching & Learning
13.
Learning Intention:
To know what is Sensory Analysis?
Criteria for Success:
Ability to define/explain Sensory Analysis Sensory Analysis
14. Sensory Analysis
15.
Learning Intention:
To Know what the senses are
How the senses are used in Sensory Analysis
Criteria for Success:
Able to name the senses
Understands how the senses are used in the
appreciation of food
Can apply appropriate terminology when evaluating food The Senses
16. Sensory Analysis
17. Using the Senses in Sensory Analysis Sight Appearance colour, size, shape
Smell Aroma flavour
Hearing Sound
Touch Texture tactile properties
Taste Flavour sweet, sour
18. The Tongue
19.
Learning Intention:
To understand the role and importance of Sensory Analysis in the food industry
Criteria for Success:
Able to give examples of how Sensory Analysis is used in the food industry e.g. product development, evaluation of products & recipe modification etc. Sensory Analysis in Industry
20.
Learning Intention:
To know the Sensory Analysis tests that can be used in the food industry
Criteria for Success:
Knows the 3 categories of tests
Can give examples of tests in each category
Knows how to carry out 1 test in each category Sensory Analysis Tests
22. Aim of Triangle Test
The Triangle Test is used to find out
if there is a detectable difference
between two similar products
23. Triangle Test
Tester is presented with three coded samples
Two samples are the same, one is different
Tester is required to identify the sample that is different
25. Stages of a Triangle Test
26. Materials Required 6 Trays
6 Glasses of water
18 containers
9 samples of food A
9 samples of food B
6 Scorecards
6 Record Sheets
27. Tray Setting
28. Balanced Presentation Order
Equal number of samples of each product
Every possible combination
Random order
29. Arrangement of Food Samples Sample A Coca Cola Sample B Pepsi
30. Class Results - 3 groups
31. Combined Class Result in %
32. Investigation Investigation, description & possible outcomes of the intended testing technique
Investigation of foods/recipes appropriate to the assignment
Selected dishes/foods and selection criteria
Identification of the conditions to be controlled during testing
33. Investigation
34. Investigation - Issues
Testing procedure not fully understood
Where two tests were required the tests were mixed up
35. Preparation & Planning
Resources
Work Plan
36. Preparation & Planning - Issues
Students focused on the preparation of food not the testing procedure
37. Implementation Procedures followed/testing procedure used
Key factors considered when conducting tests
Safety & Hygiene issues relevant
38. Implementation - Issues Not enough detail included
Balanced Presentation Order omitted
Reference to coding omitted
Results not presented in implementation
Key factors not related to the testing procedure
39. Evaluation
40. Evaluation - Implementation
Efficiency of work sequence
Safety & Hygiene issues considered
Problems encountered & suggested solutions
41. Evaluation Specific Requirements
Evaluate test results obtained
Give reasons for results obtained / draw conclusions from results
42. Evaluation - Issues Students restated the results instead of
Drawing conclusions from results /
evaluating the test results
45. Traffic Lights: The Triangle Test
46. Information on AfL Assessment in Classroom Learning.
Black, P. and William,D. (1998)
Assessment for Learning Putting it into Practice.
Black, Harrison, Lee, Marshall and William, Open University Press
Inside the Black Box and Working inside the Black Box.
Paul Black and Dylan William, Kings College London
www.afl.ncca.ie
www.ltscotland.org.uk/assess/
