Unit Title: Let’s Play Masterchef!

Assessment
The Victorian Essential Learning Standards support a combination of assessment practices:
 Assessment of learning (summative)
 Assessment for learning (formative)
 Assessment as learning (formative).
 Assessment before Instruction (diagnostic)
Assessment guide
When assessing student achievement, assessment criteria can be developed from relevant
standards and associated tasks or activities. Units of work should aim to include a variety of
assessment strategies including summative, formative and diagnostic forms of measuring
achievement.

Evidence Element of
standards
Assessment
criteria
Progressing
towards the
standard
At the standard Progressing beyond
the standard
Health and Physical Education – Health knowledge and promotion
Activity 1
Diagnostic
Assessment -
Pre testing
what the
students
already know
...investigate
the
characteristics
of the Healthy
Living Pyramid
Ability to
identify where
food items
belong in the
Healthy Living
Pyramid
Able to
categorise up to
80% of food
items correctly
Able to
categorise up
to 95% food
items correctly
Able to categorise
up to 95% of food
items correctly and
some of the
extension items
found in appendix 3
...Understand
that the
correlation
between
proportions of
the pyramid
and the
amounts
foods are
recommended
to be eaten
Ability to
justify why
the bottom of
the pyramid is
given a larger
area because
these foods
are in the ‘Eat
Most’
category
Students can
give a brief
response for
why the bottom
section is the
largest
Students can
give an
adequate
response for
why the
bottom section
is the largest
Students can give
an in depth
response for why
the bottom section
is the largest using
reference to GI
levels to support
their response
This evidence demonstrates my understanding of focus area 5.1. I have developed a rubric to
show the assessment criteria related to the assessment task/s and relevant standards and the
expected evidence to be used as the basis for assessment. This unit includes summative,
formative and diagnostic forms of assessment.
Activity 3
Summative
Assessment
...ability to
explain why
food hygiene
and safety
practices are
important



Ability to
explain safe
and hygienic
food
preparation
and storage
practices that
have been
covered
Students can
explain some
safe and
hygienic food
preparation and
storage
practices that
have been
covered
Students can
explain most
safe and
hygienic food
preparation
and storage
practices that
have been
covered
Students can
explain all safe and
hygienic food
preparation and
storage practices
that have been
covered
Activity 4
Formative
Assessment –
teacher
provides
feedback
during this
process.
Ability to
demonstrate
safe and
hygienic food
preparation
and storage
practices
Ability to
demonstrate
safe and
hygienic food
preparation and
storage
practices some
of the time
Ability to
demonstrate
safe and
hygienic food
preparation
and storage
practices most
of the time
Ability to
demonstrate safe
and hygienic food
preparation and
storage practices all
of the time
English – Writing
Activity 5
Summative
assessment –
Measuring
what the
students
have learnt
through the
unit.
...reflect on
their cooking
and
preparation
methods


Formulate a
short
reflection
piece
encompassing
ideas
discussed

Uses personal
opinion that
relates to
personal
experience

Students are in
the early stages
of formulating a
reflective piece
and are
beginning to
use some
kitchen/cooking
related
vocabulary.
Students have
good
expression in
their writing
and are using
more
kitchen/cooking
related
vocabulary.
Students produce a
succinct reflection
piece containing
many appropriate
kitchen/cooking
related vocabulary.
English- Reading
Activity 2
Summative
Assessment
... ability to
interpret the
variety of
literacy found
in multimodal
formats

Ability to read
and interpret
a range of
recipes and
make
connections
with the
Healthy Living
Pyramid
Able to
connect some
ingredients
contained
within recipes
to the Healthy
Living Pyramid
model.
Able to connect
most ingredients
contained within
recipes to the
Healthy Living
Pyramid model.

Able to connect all
ingredients
contained within
recipes to the
Healthy Living
Pyramid model.

...use
strategies and
adopt
contextual
cues to
understand
sometimes
unfamiliar
information







Ability to
manage time
effectively to
complete task

Students select
recipes that
contain
familiar
language


Students may
require extra
time for
interpretation
of recipe


Use some
problem solving
skills with
assistance of a
teacher


Students
complete task
within the time
frame


Apply problem
solving skills to find
meaning of
unfamiliar words
independently


Students complete
task with remaining
time