Name: Maricris P.

Jamer Date: March 19, 2022

Subject: Assessment 1 Course: TCP

Instructor: Mr. Heriberto Bacud

1. Choose 3 categories/ skills (either from 1954 Bloom’s Taxonomy or 2001)

2. Make 2 objectives per skill (in making objective, consider the domains)
3. Make questions based on your objectives. Fill in the blanks/multiple choice preferably
with tables, figures, etc. to promote critical thinking.
4. Give the answer after the question.

Applying

OBJECTIVE:

At the end of the lesson, the learner should be able to:

1. Apply basic mathematical operations in calculating weights and measures.

2. Identify the right procedure of performing mise-en-place.

Test: The recipe calls for 1 tablespoon of baking soda. If you cut the recipe in half, how
much baking soda should you put in?
a) 1 tablespoon
b) 1 ½ tablespoon
c) 1 ½ teaspoon
d) 1 ¾ tablespoon

Answer: C

Test: Suppose the instructor will observe on the efficiency of a prepared dish, how are
you are going to exhibit the 3 steps in mise en place?

I.Dice, chop, slice, and mince all ingredients as required by the recipe.
II. Read over the recipe and develop a plan.
III. Gather all ingredients and organize kitchen tools on the countertop.
a) II,I and III
b) II,III and I
c) III,I and II
d) I,II and III

Answer: B

UNDERSTANDING
OBJECTIVE:

At the end of the lesson, the learner should be able to:

1. Explain the appropriate standard service sequence.

2. Identify and discuss the uses of the basic tools and equipment.

Test: How are you going to determine if the receptionist is following the standard
service sequence when the guest entered into a restaurant?

a) if he offers water
b) if he suggests an appetizer
c) if he recommends bread and butter
d) if he gives menu card

Answer: A

Test: Identify the different baking tools and equipment in the laboratory areas and
explain their uses.

Answer:

TOOLS/EQUIPMENT NAME OF USES OF

TOOLS/EQUIPMENT TOOLS/EQUIPMENT

They serve as containers for

Baking wares batter and dough and is
available in various sizes
and shapes.

Measuring cups Used to measure dry and

liquid ingredients.

Electric mixer Used for beating, mixing

and blending.
 EVALUATING

OBJECTIVE:

At the end of the lesson, the learner should be able to:

1. Describe the structure or framework of a menu sequence of courses.

2. Illustrate proper way of measuring ingredients.

Test: Choose which of the following is the CORRECT menu sequence.

a) main dish, appetizers, cereals, beverages, desserts

b) cereals, main dish, appetizers, beverages, desserts
c) appetizers, main dish, cereals, beverages, desserts
d) desserts, main dish, cereals, appetizers, beverages

Answer: C

Test: Compare how much these ordinary household wares actually contain compared to
standard measuring devices. Materials needed: ordinary cup, measuring cup,
weighing scale, water.

Procedure:

1. Measure water in the ordinary cup. Use proper procedure in measuring.

2. Transfer the water you measured from the ordinary cup to the measuring cup.
Does your cup contain more or less than the measuring cup?
3. Weigh the water that you measured in ordinary cup. How much does it weigh?
Is this more or less than the standard weight of 1 cup of water which is ml?

ANSWER:
 More than the measuring cup
 275ml. It is more than the standard weight of 1 cup of water which is 25ml.