Critique of an Assessment for Learning Task - Case Study - Arts & Humanities Assignment Help

Assignment Task

Case Study: An Assessment for Learning Task
This assessment for learning task was designed by a first-year home economics teacher (Jennifer Taylor) who is experiencing her first year teaching in a high school
deep in the heart of the suburbs of Western Sydney. Jennifer has created the AFL task for her diverse class of year 8 students. Jennifer has designed this AFL task for
the subject Food Technology Stage 4. Below are Jennifer’s responses to a series of questions she was asked about this AFL task.

What were your students doing prior to this AFL task Jennifer?
Jennifer says “…in previous classroom activities, students have looked into the structure of recipes, the terminology and vocabulary used in recipes and the technical elements in recipes. The creation and adjustment of a specific cupcake recipe is a task that requires students to draw on the knowledge of previous lessons and apply their understanding of that knowledge to the task… the equipment needed in baking cupcakes was also explored in a previous practical classroom activity and the uses of each equipment piece was described in the lesson… when creating their cupcakes, students will be able to use different pieces of equipment needed for their recipe and therefore can demonstrate the application of previously learnt knowledge in the AFL assessment task.”

What is the task exactly?
Jennifer says “…students will create a new cupcake recipe by adding 2-5 ingredients into a base recipe provided. Students must adjust the methodology of the base
recipe provided to suit their added ingredients. Students must then bake these new recipes in the designated classroom period. At the conclusion of this, students will blind taste-test all cupcakes. They will rate and grade the taste and level of appeal the cupcakes have… constructive feedback will then be given as a group for each
cupcake by the class. The average result is then recorded and added into the final grading process… Basically, I also tried to incorporate the syllabus priority area of Critical and Creative Thinking where the students will design, plan and prepare foods. This is incorporated into this AFL task through the creation and preparation of
a “new” cupcake where the students are able to select different ingredients, specific to their liking.”

What are the task outcomes?
Jennifer says “.. the outcomes come directly from the NSW syllabus Food Technology stage 4 -
- applies appropriate methods of food preparation
- demonstrates hygienic handling of food to ensure a safe and appealing product
- uses appropriate techniques and equipment for a variety of food-specific purposes”.

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