SITHKOP005 Coordinate Cooking Operations - Student Assessment Pack
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AI Summary
This Student Assessment Pack for SITHKOP005 Coordinate cooking operations is designed to assess your competency in planning food production, organizing supplies, coordinating kitchen operations, and monitoring the quality of kitchen outputs. It covers various food production processes, including bulk cooking, cook-chill, cook-freeze, and fresh cook, and applies to different food service styles like à la carte, buffet, set menu, and more. The assessment includes check points, quizzes, written responses, and practical demonstrations, providing a comprehensive evaluation of your skills and knowledge.
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Developed by ACTE
This document is a Student Assessment Pack
for the above Unit of Competency and is to be
completed by a student to demonstrate his/her
competency.
Student Assessment Pack
SITHKOP005
Coordinate cooking operations
SIT - Tourism, Travel and Hospitality Training Package
This document is a Student Assessment Pack
for the above Unit of Competency and is to be
completed by a student to demonstrate his/her
competency.
Student Assessment Pack
SITHKOP005
Coordinate cooking operations
SIT - Tourism, Travel and Hospitality Training Package
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Adelaide College of Technical Education
Table of Contents
Purpose of Assessment.................................................................................................................. 3
Target Group................................................................................................................................................3
Selected Methods and Intended Use............................................................................................................3
Standard Instructions for Assessor/Trainer.................................................................................. 3
Standard Instructions for Learners................................................................................................3
Plagiarism..................................................................................................................................................... 3
Evidence Requirements..................................................................................................................4
Documents to be attached along with each Summative and practical Assessment Submission..................4
Assessor Expectations................................................................................................................................. 4
Resources for Learner.................................................................................................................................. 4
Resources for Trainer / Assessor................................................................................................................. 5
Reasonable Adjustment.................................................................................................................. 5
Procedure to Login to Futura........................................................................................................................ 5
Format for Written Submissions....................................................................................................6
Assessment Method Coversheet....................................................................................................7
Overview........................................................................................................................................... 8
Elements....................................................................................................................................................... 8
When to Commence your Assessment......................................................................................................... 8
Assessment Methods................................................................................................................................... 8
Assessment Definitions................................................................................................................................ 9
Assessment Preparation Checklist..............................................................................................10
Assessment Method One – Check Points................................................................................... 11
Assessment Method Two - Quiz...................................................................................................12
Assessment Method Three – Written Response Assessment...................................................13
Assessment Method Four – Practical Demonstration................................................................23
Assessment Record and Feedback............................................................................................................ 32
RTO ID: 40336 CRICOS ID: 03187D Page 2 of 43 V1.02 November 2017
Assessment tool – SITHKOP005 Copyright 2017 © Adelaide Educators Pty Ltd ABN 84136893831
Table of Contents
Purpose of Assessment.................................................................................................................. 3
Target Group................................................................................................................................................3
Selected Methods and Intended Use............................................................................................................3
Standard Instructions for Assessor/Trainer.................................................................................. 3
Standard Instructions for Learners................................................................................................3
Plagiarism..................................................................................................................................................... 3
Evidence Requirements..................................................................................................................4
Documents to be attached along with each Summative and practical Assessment Submission..................4
Assessor Expectations................................................................................................................................. 4
Resources for Learner.................................................................................................................................. 4
Resources for Trainer / Assessor................................................................................................................. 5
Reasonable Adjustment.................................................................................................................. 5
Procedure to Login to Futura........................................................................................................................ 5
Format for Written Submissions....................................................................................................6
Assessment Method Coversheet....................................................................................................7
Overview........................................................................................................................................... 8
Elements....................................................................................................................................................... 8
When to Commence your Assessment......................................................................................................... 8
Assessment Methods................................................................................................................................... 8
Assessment Definitions................................................................................................................................ 9
Assessment Preparation Checklist..............................................................................................10
Assessment Method One – Check Points................................................................................... 11
Assessment Method Two - Quiz...................................................................................................12
Assessment Method Three – Written Response Assessment...................................................13
Assessment Method Four – Practical Demonstration................................................................23
Assessment Record and Feedback............................................................................................................ 32
RTO ID: 40336 CRICOS ID: 03187D Page 2 of 43 V1.02 November 2017
Assessment tool – SITHKOP005 Copyright 2017 © Adelaide Educators Pty Ltd ABN 84136893831
Adelaide College of Technical Education
Purpose of Assessment
Purpose of this assessment is to check that the competency should be achieved on all elements of
performance outcomes, skills and knowledge required to coordinate the production of food in
commercial kitchens. It requires the ability to plan the production of food, organise required food
supplies for food production period, supervise food production processes and monitor the quality of
kitchen outputs.
Target Group
ACTE’s learners enrolled in the unit SITHKOP005 Coordinate cooking operations must be having
basic literacy and numeracy skills who are either experienced or having no experience of working
in a professional environment.
Selected Methods and Intended Use
Methods used to achieve competency in this unit of competency (UOC) are Check Points, Quizzes
and Written Response Questions that must be completed in a simulated online environment
through Futura website http://moodle.futuraonline.com.au and Practical Demonstration to your
Trainer. Your submissions will be used by trainers and assessors of ACTE as evidence in
achieving competency of the above mentioned unit.
Standard Instructions for Assessor/Trainer
The Trainer / Assessor should inform all the learners that all the tasks should be linked with
moodle on Futura online website and help can be taken from available resources.
Standard Instructions for Learners
Hand written assignments will not be accepted, assignments should be prepared in
Microsoft Office. Refer to the enclosed Style Guide.
When answering the tasks use your own words and also refer to the given Scenario.
Unit competency together with performance and assessment criteria can be accessed from
https://training.gov.au/Training/Details/SITHKOP005
Plagiarism
Plagiarism is using the words or ideas of others and presenting them as your own. Plagiarism is a
type of intellectual theft. It can take many forms, from deliberate cheating to accidentally copying
from a source without acknowledgement. In your assessments you must come up with your own
ideas, however, at times you may need to make reference to work that has been conducted by
others. Important points to be aware of:
Know what plagiarism is. Go to this website if you require additional
information. http://www.plagiarism.org/
Plan your work
Reference your work / acknowledge all of your sources
What is Plagiarism? Retrieved May 2017, from http://www.plagiarism.org/plagiarism-101/what-is-plagiarism
RTO ID: 40336 CRICOS ID: 03187D Page 3 of 43 V1.02 November 2017
Assessment tool – SITHKOP005 Copyright 2017 © Adelaide Educators Pty Ltd ABN 84136893831
Purpose of Assessment
Purpose of this assessment is to check that the competency should be achieved on all elements of
performance outcomes, skills and knowledge required to coordinate the production of food in
commercial kitchens. It requires the ability to plan the production of food, organise required food
supplies for food production period, supervise food production processes and monitor the quality of
kitchen outputs.
Target Group
ACTE’s learners enrolled in the unit SITHKOP005 Coordinate cooking operations must be having
basic literacy and numeracy skills who are either experienced or having no experience of working
in a professional environment.
Selected Methods and Intended Use
Methods used to achieve competency in this unit of competency (UOC) are Check Points, Quizzes
and Written Response Questions that must be completed in a simulated online environment
through Futura website http://moodle.futuraonline.com.au and Practical Demonstration to your
Trainer. Your submissions will be used by trainers and assessors of ACTE as evidence in
achieving competency of the above mentioned unit.
Standard Instructions for Assessor/Trainer
The Trainer / Assessor should inform all the learners that all the tasks should be linked with
moodle on Futura online website and help can be taken from available resources.
Standard Instructions for Learners
Hand written assignments will not be accepted, assignments should be prepared in
Microsoft Office. Refer to the enclosed Style Guide.
When answering the tasks use your own words and also refer to the given Scenario.
Unit competency together with performance and assessment criteria can be accessed from
https://training.gov.au/Training/Details/SITHKOP005
Plagiarism
Plagiarism is using the words or ideas of others and presenting them as your own. Plagiarism is a
type of intellectual theft. It can take many forms, from deliberate cheating to accidentally copying
from a source without acknowledgement. In your assessments you must come up with your own
ideas, however, at times you may need to make reference to work that has been conducted by
others. Important points to be aware of:
Know what plagiarism is. Go to this website if you require additional
information. http://www.plagiarism.org/
Plan your work
Reference your work / acknowledge all of your sources
What is Plagiarism? Retrieved May 2017, from http://www.plagiarism.org/plagiarism-101/what-is-plagiarism
RTO ID: 40336 CRICOS ID: 03187D Page 3 of 43 V1.02 November 2017
Assessment tool – SITHKOP005 Copyright 2017 © Adelaide Educators Pty Ltd ABN 84136893831
Adelaide College of Technical Education
Evidence Requirements
The evidence you submit as part of this assessment will be assessed by your trainer/assessor to
determine your competency. Your trainer/assessor will be guided by the following rules of
evidence when making their assessment decision.
Rule Evidence must...
Valid
• Address the elements and performance criteria
• Reflect the skills, knowledge and context described in the competency standard
• Demonstrate the skills and knowledge are applied in real or simulated workplace
situations
Current • Demonstrate the Learner's current skills and knowledge
• Comply with current standards
Sufficient
• Demonstrate competence over a period of time
• Demonstrate competence that is able to be repeated
• Comply with language, literacy and numeracy levels which match those required
by the work task (not beyond)
Authentic • Be the work of the learner
• Be able to be verified as genuine
Documents to be attached along with each Summative and practical
Assessment Submission
Completed Cover Sheet for summative and practical assessments- Refer to the
enclosed Cover Sheet.
Assessment Preparation Checklist. Refer to the enclosed Checklist.
Answers of the Written Questions
Assessor Expectations
All Tasks should be answered with a minimum of half (½) page length per question/activity/issue,
unless otherwise advised, or to be answered as per the requirement of the Task in an appropriate
manner.
Resources for Learner
Futura Website; and/or Online Futura Portal
Other Websites (References should be included in any submission. Referencing
guidelines are available in the Student handbook.)
RTO ID: 40336 CRICOS ID: 03187D Page 4 of 43 V1.02 November 2017
Assessment tool – SITHKOP005 Copyright 2017 © Adelaide Educators Pty Ltd ABN 84136893831
Evidence Requirements
The evidence you submit as part of this assessment will be assessed by your trainer/assessor to
determine your competency. Your trainer/assessor will be guided by the following rules of
evidence when making their assessment decision.
Rule Evidence must...
Valid
• Address the elements and performance criteria
• Reflect the skills, knowledge and context described in the competency standard
• Demonstrate the skills and knowledge are applied in real or simulated workplace
situations
Current • Demonstrate the Learner's current skills and knowledge
• Comply with current standards
Sufficient
• Demonstrate competence over a period of time
• Demonstrate competence that is able to be repeated
• Comply with language, literacy and numeracy levels which match those required
by the work task (not beyond)
Authentic • Be the work of the learner
• Be able to be verified as genuine
Documents to be attached along with each Summative and practical
Assessment Submission
Completed Cover Sheet for summative and practical assessments- Refer to the
enclosed Cover Sheet.
Assessment Preparation Checklist. Refer to the enclosed Checklist.
Answers of the Written Questions
Assessor Expectations
All Tasks should be answered with a minimum of half (½) page length per question/activity/issue,
unless otherwise advised, or to be answered as per the requirement of the Task in an appropriate
manner.
Resources for Learner
Futura Website; and/or Online Futura Portal
Other Websites (References should be included in any submission. Referencing
guidelines are available in the Student handbook.)
RTO ID: 40336 CRICOS ID: 03187D Page 4 of 43 V1.02 November 2017
Assessment tool – SITHKOP005 Copyright 2017 © Adelaide Educators Pty Ltd ABN 84136893831
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Adelaide College of Technical Education
Resources for Trainer / Assessor
Futura Website; and online Futura portal
Other Websites related to the unit.
Reasonable Adjustment
A reasonable adjustment is any measure or action that a student requires because of their
disability, and which has the effect of assisting the student to access and participate in education
and training on the same basis as students without a disability. An adjustment is reasonable if it
achieves this purpose while taking into account factors such as the nature of the student’s
disability, the views of the student, the potential effect of the adjustment on the student and others
who might be affected, and the costs and benefits of making the adjustment.
ACTE will also maintain the academic integrity of a course and to consider the requirements or
components that are inherent or essential to its nature when assessing whether an adjustment is
reasonable. There may be more than one adjustment that is reasonable in a given set of
circumstances; ACTE will make adjustments that are reasonable and that do not cause the RTO
unjustifiable hardship.
Procedure to Login to Futura
Go the following link http://moodle.futuraonline.com.au
Enter the user name and password provided to you by your Trainer.
Consulting Trainers
Last date of Submission
Submitted to
RTO ID: 40336 CRICOS ID: 03187D Page 5 of 43 V1.02 November 2017
Assessment tool – SITHKOP005 Copyright 2017 © Adelaide Educators Pty Ltd ABN 84136893831
Resources for Trainer / Assessor
Futura Website; and online Futura portal
Other Websites related to the unit.
Reasonable Adjustment
A reasonable adjustment is any measure or action that a student requires because of their
disability, and which has the effect of assisting the student to access and participate in education
and training on the same basis as students without a disability. An adjustment is reasonable if it
achieves this purpose while taking into account factors such as the nature of the student’s
disability, the views of the student, the potential effect of the adjustment on the student and others
who might be affected, and the costs and benefits of making the adjustment.
ACTE will also maintain the academic integrity of a course and to consider the requirements or
components that are inherent or essential to its nature when assessing whether an adjustment is
reasonable. There may be more than one adjustment that is reasonable in a given set of
circumstances; ACTE will make adjustments that are reasonable and that do not cause the RTO
unjustifiable hardship.
Procedure to Login to Futura
Go the following link http://moodle.futuraonline.com.au
Enter the user name and password provided to you by your Trainer.
Consulting Trainers
Last date of Submission
Submitted to
RTO ID: 40336 CRICOS ID: 03187D Page 5 of 43 V1.02 November 2017
Assessment tool – SITHKOP005 Copyright 2017 © Adelaide Educators Pty Ltd ABN 84136893831
Adelaide College of Technical Education
Format for Written Submissions
This unit describes the performance outcomes, skills and knowledge required to review corporate
governance requirements, implement operating procedures and monitor policy.
You are required to use a word processing program such as Microsoft Word to compile your report.
The following guidelines for your report (wherever required) is a suggested style guide. Submission
of assignment can also be done in other formats which should be clearly readable and legitimate.
Format of the report
1. Assessment Cover Sheet
2. Title of the report
• Arial, Size 14 pt., Bold
3. Headings
• Arial, Size 12 pt., Bold
4. Text
• Arial, Size 11 pt.
5. Table Content
• Arial, Size 10 pt.
6. Line Spacing
• 1.5
7. Report length
• The number of words is detailed in the instructions/task description for each
individual assessment method.
8. Presentations are to be created in presentation software such as Microsoft PowerPoint.
Resources such as overhead/data projector, whiteboard markers, speakers, pen pointers,
and presentation screens will be provided.
Your Trainer/Assessor will guide you through the assessment method/requirements for each
period.
RTO ID: 40336 CRICOS ID: 03187D Page 6 of 43 V1.02 November 2017
Assessment tool – SITHKOP005 Copyright 2017 © Adelaide Educators Pty Ltd ABN 84136893831
Format for Written Submissions
This unit describes the performance outcomes, skills and knowledge required to review corporate
governance requirements, implement operating procedures and monitor policy.
You are required to use a word processing program such as Microsoft Word to compile your report.
The following guidelines for your report (wherever required) is a suggested style guide. Submission
of assignment can also be done in other formats which should be clearly readable and legitimate.
Format of the report
1. Assessment Cover Sheet
2. Title of the report
• Arial, Size 14 pt., Bold
3. Headings
• Arial, Size 12 pt., Bold
4. Text
• Arial, Size 11 pt.
5. Table Content
• Arial, Size 10 pt.
6. Line Spacing
• 1.5
7. Report length
• The number of words is detailed in the instructions/task description for each
individual assessment method.
8. Presentations are to be created in presentation software such as Microsoft PowerPoint.
Resources such as overhead/data projector, whiteboard markers, speakers, pen pointers,
and presentation screens will be provided.
Your Trainer/Assessor will guide you through the assessment method/requirements for each
period.
RTO ID: 40336 CRICOS ID: 03187D Page 6 of 43 V1.02 November 2017
Assessment tool – SITHKOP005 Copyright 2017 © Adelaide Educators Pty Ltd ABN 84136893831
Adelaide College of Technical Education
Assessment Method Coversheet
Student Name
Student Number
Receipt of Assignment
Receiver’s Signature Date
I certify that this assignment is my own work based on my personal study and/or research and that
I have acknowledged all materials and resources used in the preparation of this assignment
whether they are books, articles, reports, lecture notes and any other kind of document, electronic
or personal communications. I also certify that the assignment has not previously been submitted
for assessment in any award or course and that I have not copied in part or whole or otherwise
plagarised the work of other students and/or persons. I have read the advice on plagiarism and
understood its implications. I can produce another hard/soft copy of this assignment within 24
hours if requested.
Student Signature Date
Qualification Code SIT40516 Qualification
Name Certificate IV in Commercial Cookery
Unit Code SITHKOP005 Unit Name Coordinate cooking operations
Due date Trainer/Assessor
This assignment will not be marked unless the the above declaration is signed
RTO ID: 40336 CRICOS ID: 03187D Page 7 of 43 V1.02 November 2017
Assessment tool – SITHKOP005 Copyright 2017 © Adelaide Educators Pty Ltd ABN 84136893831
Assessment Method Coversheet
Student Name
Student Number
Receipt of Assignment
Receiver’s Signature Date
I certify that this assignment is my own work based on my personal study and/or research and that
I have acknowledged all materials and resources used in the preparation of this assignment
whether they are books, articles, reports, lecture notes and any other kind of document, electronic
or personal communications. I also certify that the assignment has not previously been submitted
for assessment in any award or course and that I have not copied in part or whole or otherwise
plagarised the work of other students and/or persons. I have read the advice on plagiarism and
understood its implications. I can produce another hard/soft copy of this assignment within 24
hours if requested.
Student Signature Date
Qualification Code SIT40516 Qualification
Name Certificate IV in Commercial Cookery
Unit Code SITHKOP005 Unit Name Coordinate cooking operations
Due date Trainer/Assessor
This assignment will not be marked unless the the above declaration is signed
RTO ID: 40336 CRICOS ID: 03187D Page 7 of 43 V1.02 November 2017
Assessment tool – SITHKOP005 Copyright 2017 © Adelaide Educators Pty Ltd ABN 84136893831
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Adelaide College of Technical Education
Overview
This unit describes the performance outcomes, skills and knowledge required to coordinate the
production of food in commercial kitchens. It requires the ability to plan the production of food,
organise required food supplies for food production period, supervise food production processes
and monitor the quality of kitchen outputs.
Food production can be for any type of cuisine and food service style. It covers Asian cookery,
patisserie products and bulk-cooked foods.
The unit applies to hospitality and catering organisations, including hotels, restaurants, clubs,
educational institutions, health establishments, defence forces, cafeterias, residential caterers, in
flight and other transport caterers, event and function caterers.
It applies to those people who operate independently or with limited guidance from others including
senior chefs and catering managers.
Elements
To achieve competency in this unit you must demonstrate your ability to:
1. Plan food production requirements.
2. Organise availability of supplies for food production period.
3. Coordinate kitchen operations.
4. Monitor the quality of kitchen outputs.
When to Commence your Assessment
Your training facilitator / assessor will advise you when to commence the parts of this assessment
by taking signature on Learner Preparation Checklist.
Assessment Methods
In order to be deemed competent in this unit you must competently complete all the following
assessment tasks:
Method & Purpose Description
Assessment Method One
• Check Points
• Formative Assessment
• Online portal
Checkpoint to be completed on the online Futura Portal
comprise of all relevant performance criteria.
Assessment Method Two
• Quiz
• Formative Assessment
• Online portal
Quiz to be completed in online Futura Portal comprises of
all relevant performance criteria.
Assessment Method Three
• Written Assessment
• Summative Assessment
• Typed in MS Word
Written assessment is short answer questions to be
completed in MS Word comprises of all performance
criteria.
Assessment Method Four
• Practical Demonstration
• Summative Assessment
The Learner must demonstrate practical competency in a
task and the related skill to be observed by the trainer
RTO ID: 40336 CRICOS ID: 03187D Page 8 of 43 V1.02 November 2017
Assessment tool – SITHKOP005 Copyright 2017 © Adelaide Educators Pty Ltd ABN 84136893831
Overview
This unit describes the performance outcomes, skills and knowledge required to coordinate the
production of food in commercial kitchens. It requires the ability to plan the production of food,
organise required food supplies for food production period, supervise food production processes
and monitor the quality of kitchen outputs.
Food production can be for any type of cuisine and food service style. It covers Asian cookery,
patisserie products and bulk-cooked foods.
The unit applies to hospitality and catering organisations, including hotels, restaurants, clubs,
educational institutions, health establishments, defence forces, cafeterias, residential caterers, in
flight and other transport caterers, event and function caterers.
It applies to those people who operate independently or with limited guidance from others including
senior chefs and catering managers.
Elements
To achieve competency in this unit you must demonstrate your ability to:
1. Plan food production requirements.
2. Organise availability of supplies for food production period.
3. Coordinate kitchen operations.
4. Monitor the quality of kitchen outputs.
When to Commence your Assessment
Your training facilitator / assessor will advise you when to commence the parts of this assessment
by taking signature on Learner Preparation Checklist.
Assessment Methods
In order to be deemed competent in this unit you must competently complete all the following
assessment tasks:
Method & Purpose Description
Assessment Method One
• Check Points
• Formative Assessment
• Online portal
Checkpoint to be completed on the online Futura Portal
comprise of all relevant performance criteria.
Assessment Method Two
• Quiz
• Formative Assessment
• Online portal
Quiz to be completed in online Futura Portal comprises of
all relevant performance criteria.
Assessment Method Three
• Written Assessment
• Summative Assessment
• Typed in MS Word
Written assessment is short answer questions to be
completed in MS Word comprises of all performance
criteria.
Assessment Method Four
• Practical Demonstration
• Summative Assessment
The Learner must demonstrate practical competency in a
task and the related skill to be observed by the trainer
RTO ID: 40336 CRICOS ID: 03187D Page 8 of 43 V1.02 November 2017
Assessment tool – SITHKOP005 Copyright 2017 © Adelaide Educators Pty Ltd ABN 84136893831
Adelaide College of Technical Education
Assessment Definitions
Formative assessment: The goal of formative assessment is to monitor student learning to
provide ongoing feedback that can be used by instructors to improve their teaching and by
students to improve their learning. More specifically, formative assessments:
• Help students identify their strengths and weaknesses and target areas that need work; and
• Help faculty recognise where students are struggling and address problems immediately
Formative assessments are generally low stakes, which means that they have low or no point
value.
Examples of formative assessments include asking students to:
• Draw a concept map in class to represent their understanding of a topic;
• Submit one or two sentences identifying the main point of a lecture; and
• Turn in a research proposal for early feedback.
Summative assessment: The goal of summative assessment is to evaluate student learning at
the end of an instructional unit by comparing it against some standard or benchmark. Summative
assessments are often high stakes, which means that they have a high point value. Examples of
summative assessments include:
• A mid unit assessment;
• A final project;
• A paper; and/or
• A role play.
Information from summative assessments can be used formatively when students or faculty use it
to guide their efforts and activities in subsequent courses.
Assignment: A task or piece of work allocated to someone as part of a job or course of study.
Project: an individual or collaborative enterprise that is carefully planned to achieve a particular
aim.
Written Response: In a response submission, you do assess the item you’ve been assigned to
observe, but you add your personal reaction and impressions to the report. The steps for
completing response submission are:
• Observe or read the piece for an initial understanding;
• Re-read the piece and stop to reflect often;
• Record your thoughts and impressions in notes;
• Develop an opinion; and
• Write an outline.
RTO ID: 40336 CRICOS ID: 03187D Page 9 of 43 V1.02 November 2017
Assessment tool – SITHKOP005 Copyright 2017 © Adelaide Educators Pty Ltd ABN 84136893831
Assessment Definitions
Formative assessment: The goal of formative assessment is to monitor student learning to
provide ongoing feedback that can be used by instructors to improve their teaching and by
students to improve their learning. More specifically, formative assessments:
• Help students identify their strengths and weaknesses and target areas that need work; and
• Help faculty recognise where students are struggling and address problems immediately
Formative assessments are generally low stakes, which means that they have low or no point
value.
Examples of formative assessments include asking students to:
• Draw a concept map in class to represent their understanding of a topic;
• Submit one or two sentences identifying the main point of a lecture; and
• Turn in a research proposal for early feedback.
Summative assessment: The goal of summative assessment is to evaluate student learning at
the end of an instructional unit by comparing it against some standard or benchmark. Summative
assessments are often high stakes, which means that they have a high point value. Examples of
summative assessments include:
• A mid unit assessment;
• A final project;
• A paper; and/or
• A role play.
Information from summative assessments can be used formatively when students or faculty use it
to guide their efforts and activities in subsequent courses.
Assignment: A task or piece of work allocated to someone as part of a job or course of study.
Project: an individual or collaborative enterprise that is carefully planned to achieve a particular
aim.
Written Response: In a response submission, you do assess the item you’ve been assigned to
observe, but you add your personal reaction and impressions to the report. The steps for
completing response submission are:
• Observe or read the piece for an initial understanding;
• Re-read the piece and stop to reflect often;
• Record your thoughts and impressions in notes;
• Develop an opinion; and
• Write an outline.
RTO ID: 40336 CRICOS ID: 03187D Page 9 of 43 V1.02 November 2017
Assessment tool – SITHKOP005 Copyright 2017 © Adelaide Educators Pty Ltd ABN 84136893831
Adelaide College of Technical Education
Assessment Preparation Checklist
Unit/s of Competency SITHKOP005 Coordinate cooking operations
Learner Name
Assessor Name
As the Learner are you ready for assessment? Yes No
Has the assessment process been explained to you and
that to achieve a successful outcome for this unit of
Competency you must be deemed Satisfactory in all
assessment tasks?
Yes No
Do you understand The Recognition of Prior Learning
(RPL) process? Yes No
Do you understand which evidence is to be collected
and how? Yes No
Do you understand your rights and the appeal system? Yes No
Have you discussed any special needs that should be
considered during the assessment process? Yes No
Do you require an adjustment to the conduct of the
assessment to respond to a specific or a special need?
E.g. Cultural, Language, Disability, Literacy or
Numeracy purposes.
Yes No
I agree to undertake this assessment in the knowledge that the information gathered will only be
used for the purpose of determining my skills as Satisfactory or Not Satisfactory for each
assessment method. Additionally the information gathered is for the determination of my
Competency by the collection of all assessment evidence for this unit of competency and can
only be accessed by my workplace supervisor, my RTO and nominated regulatory authorities.
Learner Signature
Assessor Signature
RTO ID: 40336 CRICOS ID: 03187D Page 10 of 43 V1.02 November 2017
Assessment tool – SITHKOP005 Copyright 2017 © Adelaide Educators Pty Ltd ABN 84136893831
Assessment Preparation Checklist
Unit/s of Competency SITHKOP005 Coordinate cooking operations
Learner Name
Assessor Name
As the Learner are you ready for assessment? Yes No
Has the assessment process been explained to you and
that to achieve a successful outcome for this unit of
Competency you must be deemed Satisfactory in all
assessment tasks?
Yes No
Do you understand The Recognition of Prior Learning
(RPL) process? Yes No
Do you understand which evidence is to be collected
and how? Yes No
Do you understand your rights and the appeal system? Yes No
Have you discussed any special needs that should be
considered during the assessment process? Yes No
Do you require an adjustment to the conduct of the
assessment to respond to a specific or a special need?
E.g. Cultural, Language, Disability, Literacy or
Numeracy purposes.
Yes No
I agree to undertake this assessment in the knowledge that the information gathered will only be
used for the purpose of determining my skills as Satisfactory or Not Satisfactory for each
assessment method. Additionally the information gathered is for the determination of my
Competency by the collection of all assessment evidence for this unit of competency and can
only be accessed by my workplace supervisor, my RTO and nominated regulatory authorities.
Learner Signature
Assessor Signature
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Adelaide College of Technical Education
Assessment Method One – Check Points
Online Assessment
Go the following link http://moodle.futuraonline.com.au
Enter the user name and password provided to you by your Trainer.
Ensure that you have completed all the check points within the unit.
Checkpoints are to be completed on the online Futura portal using your student user ID/login so no
assignment coversheet is needed.
This formative assessment will be marked automatically by the online portal and feedback will be
provided automatically.
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Assessment Method One – Check Points
Online Assessment
Go the following link http://moodle.futuraonline.com.au
Enter the user name and password provided to you by your Trainer.
Ensure that you have completed all the check points within the unit.
Checkpoints are to be completed on the online Futura portal using your student user ID/login so no
assignment coversheet is needed.
This formative assessment will be marked automatically by the online portal and feedback will be
provided automatically.
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Adelaide College of Technical Education
Assessment Method Two - Quiz
Online Assessment
Go the following link http://moodle.futuraonline.com.au
Enter the user name and password provided to you by your Trainer.
Ensure that you have completed the e-Quiz of the unit before the due date.
Quiz is to be completed on the online Futura portal using your student’s user ID/login so no
assignment coversheet is needed.
This formative assessment will be marked automatically by the online portal and feedback will be
provided automatically.
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Assessment Method Two - Quiz
Online Assessment
Go the following link http://moodle.futuraonline.com.au
Enter the user name and password provided to you by your Trainer.
Ensure that you have completed the e-Quiz of the unit before the due date.
Quiz is to be completed on the online Futura portal using your student’s user ID/login so no
assignment coversheet is needed.
This formative assessment will be marked automatically by the online portal and feedback will be
provided automatically.
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Adelaide College of Technical Education
Assessment Method Three – Written Response Assessment
Assessment Tasks and Instructions
Student Name
Student Number
Course and Code SIT40516 Certificate IV in Commercial Cookery
Unit(s) of Competency and Code(s) SITHKOP005 Coordinate cooking operations
Trainer/Assessor Balraj Chatha
Assessment for this Unit of
Competency/Cluster
Details
Assessment 1 Short Answer Questions
Reasonable Adjustment
1. Has reasonable adjustment been applied to this assessment?
No No further information required
Yes Complete 2.
2. Provide details for the requirements and provisions for adjustment of assessment:
Student to complete
My assessor has discussed the adjustments with me
I agree to the adjustments applied to this assessment
Signature Date
2nd Assessor to complete
I agree the adjustments applied to this assessment are reasonable
Name
Signature Date
Assessment Guidelines
RTO ID: 40336 CRICOS ID: 03187D Page 13 of 43 V1.02 November 2017
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Assessment Method Three – Written Response Assessment
Assessment Tasks and Instructions
Student Name
Student Number
Course and Code SIT40516 Certificate IV in Commercial Cookery
Unit(s) of Competency and Code(s) SITHKOP005 Coordinate cooking operations
Trainer/Assessor Balraj Chatha
Assessment for this Unit of
Competency/Cluster
Details
Assessment 1 Short Answer Questions
Reasonable Adjustment
1. Has reasonable adjustment been applied to this assessment?
No No further information required
Yes Complete 2.
2. Provide details for the requirements and provisions for adjustment of assessment:
Student to complete
My assessor has discussed the adjustments with me
I agree to the adjustments applied to this assessment
Signature Date
2nd Assessor to complete
I agree the adjustments applied to this assessment are reasonable
Name
Signature Date
Assessment Guidelines
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Adelaide College of Technical Education
What will be assessed
The purpose of this assessment is to assess your knowledge required to complete the tasks
outlined in elements and performance criteria of this unit:
for at least three of the hospitality and catering organisations detailed in the unit’s application:
o comprehensive details of food production processes for:
receiving
mise en place
preparing or cooking
post-cooking storage
reconstitution
re-thermalisation
serving
o critical control points in food production where food hazards must be controlled
o menus and recipes for items produced in performance evidence
o indicators of quality food products:
appearance and visual appeal
colour
consistency
moisture content
mouth feel and eating properties
plate presentation
portion size
shape
taste
texture
types of food service styles:
o à la carte
o buffet
o set menu
o table d’hôte
o bulk cooking operations
o functions and events
o festivals
use of designated decorations, garnishes or sauces
types of food production systems and their characteristics for different production methods
specified in the performance evidence
range of formats and content for:
o kitchen workflow schedules
o mise en place plans
o food preparation lists.
Place/Location where assessment will be conducted
Taste of Bollywood and ACTE college
Resources Requirement: Pen, Paper, internet access or a copy of “Australia New Zealand
Food Standards Code - Standard 3.2.1 - Food Safety Programs (Australia Only)” or an
organisational food safety plan as set out in the TP.
Instructions for assessment including WHS requirements
RTO ID: 40336 CRICOS ID: 03187D Page 14 of 43 V1.02 November 2017
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What will be assessed
The purpose of this assessment is to assess your knowledge required to complete the tasks
outlined in elements and performance criteria of this unit:
for at least three of the hospitality and catering organisations detailed in the unit’s application:
o comprehensive details of food production processes for:
receiving
mise en place
preparing or cooking
post-cooking storage
reconstitution
re-thermalisation
serving
o critical control points in food production where food hazards must be controlled
o menus and recipes for items produced in performance evidence
o indicators of quality food products:
appearance and visual appeal
colour
consistency
moisture content
mouth feel and eating properties
plate presentation
portion size
shape
taste
texture
types of food service styles:
o à la carte
o buffet
o set menu
o table d’hôte
o bulk cooking operations
o functions and events
o festivals
use of designated decorations, garnishes or sauces
types of food production systems and their characteristics for different production methods
specified in the performance evidence
range of formats and content for:
o kitchen workflow schedules
o mise en place plans
o food preparation lists.
Place/Location where assessment will be conducted
Taste of Bollywood and ACTE college
Resources Requirement: Pen, Paper, internet access or a copy of “Australia New Zealand
Food Standards Code - Standard 3.2.1 - Food Safety Programs (Australia Only)” or an
organisational food safety plan as set out in the TP.
Instructions for assessment including WHS requirements
RTO ID: 40336 CRICOS ID: 03187D Page 14 of 43 V1.02 November 2017
Assessment tool – SITHKOP005 Copyright 2017 © Adelaide Educators Pty Ltd ABN 84136893831
Adelaide College of Technical Education
You are required to address all questions to achieve competence. Your trainer will provide you with
instructions for time frames and dates to complete this assessment.
Once completed, carefully read the responses you have provided and check for completeness.
Your trainer will provide you with feedback and the result you have achieved.
Statement of Authenticity
I acknowledge that I understand the requirements to complete the assessment tasks
The assessment process including the provisions for re-submitting and academic appeals were
explained to me and I understand these processes
I understand the consequences of plagiarism and confirm that this is my own work and I have
acknowledged or referenced all sources of information I have used for the purpose of this
assessment
Student Signature: Date: / /201
This assessment: First Attempt 2nd Attempt Extension –
Date: / /
RESULT OF
ASSESSMENT Satisfactory Not Yet Satisfactory
Feedback to Student:
Assessor(s)
Signature(s): Date: / /
Student Signature Date: / /
RTO ID: 40336 CRICOS ID: 03187D Page 15 of 43 V1.02 November 2017
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You are required to address all questions to achieve competence. Your trainer will provide you with
instructions for time frames and dates to complete this assessment.
Once completed, carefully read the responses you have provided and check for completeness.
Your trainer will provide you with feedback and the result you have achieved.
Statement of Authenticity
I acknowledge that I understand the requirements to complete the assessment tasks
The assessment process including the provisions for re-submitting and academic appeals were
explained to me and I understand these processes
I understand the consequences of plagiarism and confirm that this is my own work and I have
acknowledged or referenced all sources of information I have used for the purpose of this
assessment
Student Signature: Date: / /201
This assessment: First Attempt 2nd Attempt Extension –
Date: / /
RESULT OF
ASSESSMENT Satisfactory Not Yet Satisfactory
Feedback to Student:
Assessor(s)
Signature(s): Date: / /
Student Signature Date: / /
RTO ID: 40336 CRICOS ID: 03187D Page 15 of 43 V1.02 November 2017
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Adelaide College of Technical Education
Assessment 1
Your task
You are required to complete all questions and tasks listed below.
1. Describe the characteristics of each of the following food production processes, list examples
where these production processes are commonly used, and provide examples for advantages
and disadvantages for each process:
Bulk cooking
Description
The mentioned process of production is usually been used in the
hotels, functioned centers as well as resorts that are specifically
available for banquets and functions, All these menus relatively
have a very limited preference and therefore all the ingredients are
needed are relatively more common
Application/Use
Institutions (Prisons, Hospitals, Age care centers, Child care
centers etc), Social Events, Functions, Festival gatherings etc
Advantage
Enhanced range of a la carte dishes are being offered
The central kitchen is being reduced because of the
requirement of developing effective infrastructure and staff
members.
Disadvantage All the equipment and distribution that are needed in this
process will ensure that proper temperature is being
maintained during the delivery process
Enhanced food safety risks where proper distribution channel
is being required (Fieldhouse, 2013)
Cook-chill for extended life
RTO ID: 40336 CRICOS ID: 03187D Page 16 of 43 V1.02 November 2017
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Assessment 1
Your task
You are required to complete all questions and tasks listed below.
1. Describe the characteristics of each of the following food production processes, list examples
where these production processes are commonly used, and provide examples for advantages
and disadvantages for each process:
Bulk cooking
Description
The mentioned process of production is usually been used in the
hotels, functioned centers as well as resorts that are specifically
available for banquets and functions, All these menus relatively
have a very limited preference and therefore all the ingredients are
needed are relatively more common
Application/Use
Institutions (Prisons, Hospitals, Age care centers, Child care
centers etc), Social Events, Functions, Festival gatherings etc
Advantage
Enhanced range of a la carte dishes are being offered
The central kitchen is being reduced because of the
requirement of developing effective infrastructure and staff
members.
Disadvantage All the equipment and distribution that are needed in this
process will ensure that proper temperature is being
maintained during the delivery process
Enhanced food safety risks where proper distribution channel
is being required (Fieldhouse, 2013)
Cook-chill for extended life
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Adelaide College of Technical Education
Description
This overall process very similar to normal cooking chill process,
but usage will be limited only to HACCP procedures. It has been
seen that the process of chilling is quite rapid and handling is
being minimized at all the phases. The primary difference is that all
the food is being normally cooked in the specialized type of
equipment.
Application/Use
Canteens, Functions, A la carte- satellite operations, Events
Institutions such as hospitals, prisons, child care centres, old age
care centres etc
Advantage
Providing steady quality
Minimum wastage
The longer timeframe for storage
Disadvantage
Depending on the size of initial operation the initial investment
will be and the big issue
Staff training will ensure that the optimal use of available
equipment features and the processes (Fieldhouse, 2013)
Cook-chill for five-day shelf life
Description
This method is used to develop totally cooked food that is initially chilled
rapidly and will be stored under the controlled conditions until required
Application/Use
Canteens, Functions, A la carte- satellite operations, Events
Institutions such as hospitals, prisons, child care centres, old age
care centres etc
Advantage Central Kitchen, will reduce the requirement for growing
infrastructure and staff
Time pressure has been reduced during service
If the regeneration process has been used then attractive
RTO ID: 40336 CRICOS ID: 03187D Page 17 of 43 V1.02 November 2017
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Description
This overall process very similar to normal cooking chill process,
but usage will be limited only to HACCP procedures. It has been
seen that the process of chilling is quite rapid and handling is
being minimized at all the phases. The primary difference is that all
the food is being normally cooked in the specialized type of
equipment.
Application/Use
Canteens, Functions, A la carte- satellite operations, Events
Institutions such as hospitals, prisons, child care centres, old age
care centres etc
Advantage
Providing steady quality
Minimum wastage
The longer timeframe for storage
Disadvantage
Depending on the size of initial operation the initial investment
will be and the big issue
Staff training will ensure that the optimal use of available
equipment features and the processes (Fieldhouse, 2013)
Cook-chill for five-day shelf life
Description
This method is used to develop totally cooked food that is initially chilled
rapidly and will be stored under the controlled conditions until required
Application/Use
Canteens, Functions, A la carte- satellite operations, Events
Institutions such as hospitals, prisons, child care centres, old age
care centres etc
Advantage Central Kitchen, will reduce the requirement for growing
infrastructure and staff
Time pressure has been reduced during service
If the regeneration process has been used then attractive
RTO ID: 40336 CRICOS ID: 03187D Page 17 of 43 V1.02 November 2017
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Adelaide College of Technical Education
presentation will be required on a large scale
Provide enhanced nutritional value
Disadvantage
Various limitations for cookery methods e.g; seafood
preparations, steaks
Needed refrigerated vehicle for providing transportation to
several outlets.
Cook freeze
Description
In this overall process, the overall food has been cooked and then
further packed in covered shallow type of trays and kept for
freezing at -20 C after 90 minutes of cooking and after that this
specific food will be kept for storing for several months
Application/Use
Canteens, Functions, A la carte- satellite operations, Events
Institutions such as hospitals, prisons, child care centres, old age
care centres etc
Advantage
Centralized kitchen eliminated the need for staff and
infrastructure
Minimised wastage
Time pressure reduced during the service process
Enhanced nutritional value
Disadvantage
Depending on the size of initial operation the initial investment
will be and the big issue
Staff training has to be done to ensure that the optimal use of
available equipment features and the processes.
Fresh cook
Description
This process of production is very common in several smaller food
establishments and restaurants. All the food items are readily
RTO ID: 40336 CRICOS ID: 03187D Page 18 of 43 V1.02 November 2017
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presentation will be required on a large scale
Provide enhanced nutritional value
Disadvantage
Various limitations for cookery methods e.g; seafood
preparations, steaks
Needed refrigerated vehicle for providing transportation to
several outlets.
Cook freeze
Description
In this overall process, the overall food has been cooked and then
further packed in covered shallow type of trays and kept for
freezing at -20 C after 90 minutes of cooking and after that this
specific food will be kept for storing for several months
Application/Use
Canteens, Functions, A la carte- satellite operations, Events
Institutions such as hospitals, prisons, child care centres, old age
care centres etc
Advantage
Centralized kitchen eliminated the need for staff and
infrastructure
Minimised wastage
Time pressure reduced during the service process
Enhanced nutritional value
Disadvantage
Depending on the size of initial operation the initial investment
will be and the big issue
Staff training has to be done to ensure that the optimal use of
available equipment features and the processes.
Fresh cook
Description
This process of production is very common in several smaller food
establishments and restaurants. All the food items are readily
RTO ID: 40336 CRICOS ID: 03187D Page 18 of 43 V1.02 November 2017
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Adelaide College of Technical Education
prepared fresh from the scratch process and then readily
processed for example food that is par-cooked and served during
service.
Application/Use
A la carte, functions, set menu as well as buffet service
Advantage Ideal for institutions and canteens where the customers have
defined menu options
Optimum usage of freshly produced cook
Flexibility in the context of specific requests as they will arise
Providing a best form of presentation
Disadvantage
Required specific skilled staff
Increasing deadline pressure in case of service and production
usage
Limited to serving the immediate outlet aimed to develop the
outlet infrastructure rather than developing small-scale
catering
Equipment are installed to maintain temperature during the
delivery process
Food safety risks are being enhanced where distribution is not
needed
2. List the essential factors you need to consider when planning a food production process for
cooking operations:
Identification of the correct form of product, properly storing it, preparing it properly with minimum
wastage. The main objective is present in a presentable manner after cooking to gain the optimum
yield
RTO ID: 40336 CRICOS ID: 03187D Page 19 of 43 V1.02 November 2017
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prepared fresh from the scratch process and then readily
processed for example food that is par-cooked and served during
service.
Application/Use
A la carte, functions, set menu as well as buffet service
Advantage Ideal for institutions and canteens where the customers have
defined menu options
Optimum usage of freshly produced cook
Flexibility in the context of specific requests as they will arise
Providing a best form of presentation
Disadvantage
Required specific skilled staff
Increasing deadline pressure in case of service and production
usage
Limited to serving the immediate outlet aimed to develop the
outlet infrastructure rather than developing small-scale
catering
Equipment are installed to maintain temperature during the
delivery process
Food safety risks are being enhanced where distribution is not
needed
2. List the essential factors you need to consider when planning a food production process for
cooking operations:
Identification of the correct form of product, properly storing it, preparing it properly with minimum
wastage. The main objective is present in a presentable manner after cooking to gain the optimum
yield
RTO ID: 40336 CRICOS ID: 03187D Page 19 of 43 V1.02 November 2017
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Adelaide College of Technical Education
3. You are preparing for a cook-chill (Short shelf life - 5 day) operation. Which aspects must be
considered for each of the following steps in a production flowchart for this food production
process?
1. Selection of the raw commodities
GIGO rule will state that waste in, waste out. Food will be defined well if all the base commodities
are being used effectively. Use of substandard ingredients will achieve the poor outcome of final
products. It is very crucial that association with the suppliers will be excellent that ingredient quality
will be affected. Suppliers who are effective will have proper control over the distribution and
handling techniques. It is very crucial that goods are being checked upon their arrival to ensure
quality standards and right quantity (Burks, et. al., 2016).
2. Storage of raw materials
It has to be ensured that all the stored deliveries are preserved as per defined guidelines and will
use the method that is based on appropriate food security doctrine to preserve food at right
humidity and temperature levels.
3. Preparation
Food safety guidelines should be implemented. It is necessary that all the utensils and cutting
boards are being altered regularly and will be hygienically cleaned for preparing all sought of food
items to effectively prevent cross-infectivity, this is specifically being crucial in the context of
poultry, meat as well as seafood. In order to provide increased safety food preparation areas are
separated from pre and post cooking areas.
4. Cooking
It is must that that the core temperature of food will be maintained at 65°C and will be maintained
at least for 2 minutes to eliminate pathogenic microorganisms. An accurate food thermometer is
being used that is calibrated and checked regularly for accuracy (Fieldhouse, 2013).
5. Portioning
Food should be chilled immediately as the food is being cooked. Proper food handling techniques
should be used effectively. Separating food should not take more than 30 minutes. Separation can
also be conducted after the chilling process. Containers that are being used for the chilling process
should not be too deep (~7.5 cm maximum) so that rapid cooling will take place and should be of
food grade quality. All the containers that are being used should be stored under appropriate
hygienic environment.
RTO ID: 40336 CRICOS ID: 03187D Page 20 of 43 V1.02 November 2017
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3. You are preparing for a cook-chill (Short shelf life - 5 day) operation. Which aspects must be
considered for each of the following steps in a production flowchart for this food production
process?
1. Selection of the raw commodities
GIGO rule will state that waste in, waste out. Food will be defined well if all the base commodities
are being used effectively. Use of substandard ingredients will achieve the poor outcome of final
products. It is very crucial that association with the suppliers will be excellent that ingredient quality
will be affected. Suppliers who are effective will have proper control over the distribution and
handling techniques. It is very crucial that goods are being checked upon their arrival to ensure
quality standards and right quantity (Burks, et. al., 2016).
2. Storage of raw materials
It has to be ensured that all the stored deliveries are preserved as per defined guidelines and will
use the method that is based on appropriate food security doctrine to preserve food at right
humidity and temperature levels.
3. Preparation
Food safety guidelines should be implemented. It is necessary that all the utensils and cutting
boards are being altered regularly and will be hygienically cleaned for preparing all sought of food
items to effectively prevent cross-infectivity, this is specifically being crucial in the context of
poultry, meat as well as seafood. In order to provide increased safety food preparation areas are
separated from pre and post cooking areas.
4. Cooking
It is must that that the core temperature of food will be maintained at 65°C and will be maintained
at least for 2 minutes to eliminate pathogenic microorganisms. An accurate food thermometer is
being used that is calibrated and checked regularly for accuracy (Fieldhouse, 2013).
5. Portioning
Food should be chilled immediately as the food is being cooked. Proper food handling techniques
should be used effectively. Separating food should not take more than 30 minutes. Separation can
also be conducted after the chilling process. Containers that are being used for the chilling process
should not be too deep (~7.5 cm maximum) so that rapid cooling will take place and should be of
food grade quality. All the containers that are being used should be stored under appropriate
hygienic environment.
RTO ID: 40336 CRICOS ID: 03187D Page 20 of 43 V1.02 November 2017
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Adelaide College of Technical Education
6. Blast Chilling
The blast chiller should effectively chill the cooked food within 2 to 4 hours in temperature below
5°C to restrict the growth of microorganisms after commencing the blast chill cycle. All this will be
done to ensure safety, texture, appearance, flavor and also the nutritional content of food. The total
chilling time will be affected by size, shape, and density of the cooked food. Also, chilling is
affected by the heating capacity of the chiller, the original temperature of cooking and moisture
content of food (Burks, et. al., 2016).
7. Storage of chilled foods
After chilling the food has to be preserved at a temperature below 5°C to eliminate the growth of
microorganisms. It is totally recommended to preserve cooked or chilled food in cool rooms or
separate fridges at a constant temperature. All the chilled food should be kept safely for up to five
subsequent days and should ensure that stock is being rotated under FIFO rule.
8. Distribution
If the food has to be transported or transferred from one place to another then it should be
conducted within defined temperature guidelines. Insulated containers and refrigerated vehicles
are the best mechanisms for transporting from one place to another. After reaching the destination
the food should be again stored as per prior conditions. Food items that will become unfit for
consumption will be destroyed immediately.(Lelieveld, et. al., 2016)
9. Reheating
Any form of reheating or re-thermalizing process should be executed under the 30 minutes time
after the food has moved from the storage location. Special forms of convection equipment such as
reheating and chilling trolleys are being used. All the food items will be reheated above the 70 C
core temperature for at least time of 2 minutes. Proper food temperature will also be used to
effectively check the core temperature (Fieldhouse, 2013).
10. Service
Any reheated food should be consumed less than 15 minutes of reheating process. It has to be
ensured that the temperature of the food should not fall below 65 C. Chilled and cooked food
should be consumed cold and should be served within 30 minutes after removal from the storage
location.
4. You are receiving 25 frozen ducks which you will require for a cook fresh function in 2 days
where they feature in the main course for Roasted Duck à l’orange. Indentify the Critical
RTO ID: 40336 CRICOS ID: 03187D Page 21 of 43 V1.02 November 2017
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6. Blast Chilling
The blast chiller should effectively chill the cooked food within 2 to 4 hours in temperature below
5°C to restrict the growth of microorganisms after commencing the blast chill cycle. All this will be
done to ensure safety, texture, appearance, flavor and also the nutritional content of food. The total
chilling time will be affected by size, shape, and density of the cooked food. Also, chilling is
affected by the heating capacity of the chiller, the original temperature of cooking and moisture
content of food (Burks, et. al., 2016).
7. Storage of chilled foods
After chilling the food has to be preserved at a temperature below 5°C to eliminate the growth of
microorganisms. It is totally recommended to preserve cooked or chilled food in cool rooms or
separate fridges at a constant temperature. All the chilled food should be kept safely for up to five
subsequent days and should ensure that stock is being rotated under FIFO rule.
8. Distribution
If the food has to be transported or transferred from one place to another then it should be
conducted within defined temperature guidelines. Insulated containers and refrigerated vehicles
are the best mechanisms for transporting from one place to another. After reaching the destination
the food should be again stored as per prior conditions. Food items that will become unfit for
consumption will be destroyed immediately.(Lelieveld, et. al., 2016)
9. Reheating
Any form of reheating or re-thermalizing process should be executed under the 30 minutes time
after the food has moved from the storage location. Special forms of convection equipment such as
reheating and chilling trolleys are being used. All the food items will be reheated above the 70 C
core temperature for at least time of 2 minutes. Proper food temperature will also be used to
effectively check the core temperature (Fieldhouse, 2013).
10. Service
Any reheated food should be consumed less than 15 minutes of reheating process. It has to be
ensured that the temperature of the food should not fall below 65 C. Chilled and cooked food
should be consumed cold and should be served within 30 minutes after removal from the storage
location.
4. You are receiving 25 frozen ducks which you will require for a cook fresh function in 2 days
where they feature in the main course for Roasted Duck à l’orange. Indentify the Critical
RTO ID: 40336 CRICOS ID: 03187D Page 21 of 43 V1.02 November 2017
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Adelaide College of Technical Education
Control Points for each of the following processes and outline the key aspect which must be
considered for each as per standard recipies:
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Control Points for each of the following processes and outline the key aspect which must be
considered for each as per standard recipies:
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Adelaide College of Technical Education
Receiving
It has to ensure that food is not starting to deteriorate, such as ducks which are
frozen starting defrosting.
Packaging should be effective and should not inspire contamination.
Thawing
Keep the frozen duck for defrosting in the cool room below 5 degrees
Defrosting process will take 10-12 hours in the cool room.
Do not use dripping products or hot water in water for defrosting quickly.
Storage
All the frozen raw ducks are kept, stored and separated as per their possibility for
doing cross-contamination.
Temperature has to be maintained in the freezer under -18 C or in case of the cool
room it will under – 5 C
Mise en place
Arrange all the needed ingredients on one bench at the time of cooking
keep away ducks from other meats to eliminate chances of contamination
Preparing or cooking
All the utensils, knives, chopping boards, as well as benches, are cleaned
hygienically to eliminate cross-contamination.
Do not keep cooked food idle for more than 1 hour
Post-cooking storage
All the clean containers are being labeled for usage as per date
Reconstitution
It is not good to take all the required stuff at one time only the most needed items
are to be used first to avoid contamination
Re-thermalisation
In order to kill most of the bacteria the temperature should be kept at 65-70 degrees
at the time of reheating.
It is essential to ensure fully cooked inner temperature of ducks should be checked
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Receiving
It has to ensure that food is not starting to deteriorate, such as ducks which are
frozen starting defrosting.
Packaging should be effective and should not inspire contamination.
Thawing
Keep the frozen duck for defrosting in the cool room below 5 degrees
Defrosting process will take 10-12 hours in the cool room.
Do not use dripping products or hot water in water for defrosting quickly.
Storage
All the frozen raw ducks are kept, stored and separated as per their possibility for
doing cross-contamination.
Temperature has to be maintained in the freezer under -18 C or in case of the cool
room it will under – 5 C
Mise en place
Arrange all the needed ingredients on one bench at the time of cooking
keep away ducks from other meats to eliminate chances of contamination
Preparing or cooking
All the utensils, knives, chopping boards, as well as benches, are cleaned
hygienically to eliminate cross-contamination.
Do not keep cooked food idle for more than 1 hour
Post-cooking storage
All the clean containers are being labeled for usage as per date
Reconstitution
It is not good to take all the required stuff at one time only the most needed items
are to be used first to avoid contamination
Re-thermalisation
In order to kill most of the bacteria the temperature should be kept at 65-70 degrees
at the time of reheating.
It is essential to ensure fully cooked inner temperature of ducks should be checked
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Adelaide College of Technical Education
Serving
It is essential that dishes are being served without making any delay.
The presentation of the plate should be made as per the defined menu and all the
ingredients are effectively used.
5. Prepare a work flow schedule for previous question. Make sure it is in the correct sequence to
maximise teamwork and efficiency.
Workflow Plan-1
Including End of Service Procedures and De-Brief
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Serving
It is essential that dishes are being served without making any delay.
The presentation of the plate should be made as per the defined menu and all the
ingredients are effectively used.
5. Prepare a work flow schedule for previous question. Make sure it is in the correct sequence to
maximise teamwork and efficiency.
Workflow Plan-1
Including End of Service Procedures and De-Brief
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Adelaide College of Technical Education
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TIME Task (Description) and Priority Equipment & WHS Communication (Who, about what?)
8:00
am Oven Heat up Commercial Oven
8:15
am Mise en place
onions, white,
reduced sodium
chicken broth,
long island ducks,
parsley leaves,
oranges, ground
cumin, black
pepper, unsalted
butter, carrots etc
Discuss with Chef in the context of the
recipe
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TIME Task (Description) and Priority Equipment & WHS Communication (Who, about what?)
8:00
am Oven Heat up Commercial Oven
8:15
am Mise en place
onions, white,
reduced sodium
chicken broth,
long island ducks,
parsley leaves,
oranges, ground
cumin, black
pepper, unsalted
butter, carrots etc
Discuss with Chef in the context of the
recipe
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Adelaide College of Technical Education
6. Develop a food item list for question 4. Calculate required quantities, how much is in stock and
how many need to order from the supplier.
Quantities
Food item List Required In-stock
Need to order
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8:45
am
Peeling or cutting (carrots,
onions, oranges)
Knives, Chopping
Boards
9: 00
am
Roast the duck with other
ingredients in the oven for 45
minutes
Commercial Oven With designated chef about the
temperature
9:15
am Sauce preparation Cups, grander
and tea spoons
10:00
am Serving ready Bowls, plates,
spoon etc
End of Service Procedures/
Reporting Requirements
Equipment/Systems Communication (Who, About what?)
Storage of the remaining
products
Wrapping clutch, containers,
and diverse storage racks
Cleaning Sanitizer for in sanitization of
benches, Mop bucket
Post Service De-Brief
Equipment/Systems Communication (Who, About what?)
Check the stock availability
for next order Handheld scanner, notebook Discuss with chef/ manager for next
delivery
6. Develop a food item list for question 4. Calculate required quantities, how much is in stock and
how many need to order from the supplier.
Quantities
Food item List Required In-stock
Need to order
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8:45
am
Peeling or cutting (carrots,
onions, oranges)
Knives, Chopping
Boards
9: 00
am
Roast the duck with other
ingredients in the oven for 45
minutes
Commercial Oven With designated chef about the
temperature
9:15
am Sauce preparation Cups, grander
and tea spoons
10:00
am Serving ready Bowls, plates,
spoon etc
End of Service Procedures/
Reporting Requirements
Equipment/Systems Communication (Who, About what?)
Storage of the remaining
products
Wrapping clutch, containers,
and diverse storage racks
Cleaning Sanitizer for in sanitization of
benches, Mop bucket
Post Service De-Brief
Equipment/Systems Communication (Who, About what?)
Check the stock availability
for next order Handheld scanner, notebook Discuss with chef/ manager for next
delivery
Adelaide College of Technical Education
Elongated isle ducks 24 1 23
Oranges 5 kg 1 kg 4 kg
Onions 3 kg 1 kg 2 kg
Carrots 1 kg 400 g 600 g
Coriander 40 g __ 1.
7. Develop a food preparation List as per question 4. Also check if they match the menu recipe.
Peel the duck's skin
Cut the onions in pieces
Cut the oranges in several quarters
Squeeze the fresh orange juice
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Elongated isle ducks 24 1 23
Oranges 5 kg 1 kg 4 kg
Onions 3 kg 1 kg 2 kg
Carrots 1 kg 400 g 600 g
Coriander 40 g __ 1.
7. Develop a food preparation List as per question 4. Also check if they match the menu recipe.
Peel the duck's skin
Cut the onions in pieces
Cut the oranges in several quarters
Squeeze the fresh orange juice
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Adelaide College of Technical Education
8. List 5 processes you can implement to ensure food safety when preparing foods:
1. Properly wash all the tools and equipment that are being used for raw food before using it for
cooked food
2. Do not abscond the food idle for more than 1 hour.
3. It is essential to wash the items after peeling in clean water to prevent items from
contamination by bacteria and chemicals (Lelieveld, et. al., 2016)
4. Sanitise and properly clean benches, cutting boards between the steps of production
5. It is essential to keep cooked and raw ingredients distant and do not utilize the same cutting
boards and tools for each of the separate tasks
9. List 5 processes you can implement to ensure food safety when processing, packaging, and
holding foods:
1. All the packaged processed food should be sealed in a appropriate sterile packaging with
the right form of labeling and all the nutritional information should be effectively printed
2. It is essential that all the storage containers should become free from contamination before
filing with food and should be sealed properly
3. Return all the prepared goods to proper storage conditions on an immediate basis for
example seafood should be kept with ice in properly covered drip trays and meat are properly
covered and separated on trays (Lelieveld, et. al., 2016)
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8. List 5 processes you can implement to ensure food safety when preparing foods:
1. Properly wash all the tools and equipment that are being used for raw food before using it for
cooked food
2. Do not abscond the food idle for more than 1 hour.
3. It is essential to wash the items after peeling in clean water to prevent items from
contamination by bacteria and chemicals (Lelieveld, et. al., 2016)
4. Sanitise and properly clean benches, cutting boards between the steps of production
5. It is essential to keep cooked and raw ingredients distant and do not utilize the same cutting
boards and tools for each of the separate tasks
9. List 5 processes you can implement to ensure food safety when processing, packaging, and
holding foods:
1. All the packaged processed food should be sealed in a appropriate sterile packaging with
the right form of labeling and all the nutritional information should be effectively printed
2. It is essential that all the storage containers should become free from contamination before
filing with food and should be sealed properly
3. Return all the prepared goods to proper storage conditions on an immediate basis for
example seafood should be kept with ice in properly covered drip trays and meat are properly
covered and separated on trays (Lelieveld, et. al., 2016)
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Adelaide College of Technical Education
4. The items that are highly perishable and below 70 C such as custard sauce are needed to
be consumed very quickly.
5. Do not use a finger to taste the sauce as it will initiate contamination and always use a
fresh and clean spoon to taste food
10. List 5 processes you can implement to ensure food safety when transporting food to minimize
any adverse effects on food:
1. Ensure that in transit the food should remain properly frozen.
2. Transit of food should be taken place inaccurate temperature.
3. During transport, it should be ensured that no damage will happen to items
4. Prevent any form of contamination and amply usual food handling principals
5. use a log book to record the temperature of food during transit.
11. One of your menus includes Rack of Lamb with Mint Crust and Rosemary Jus. Provide the
evaluation criteria in the table below to use as a guideline for your staff during service:
Quality indicators Rack of lamb Mint crust Rosemary jus
Appearance and eye
appeal
Clearly defined eye
muscle
Crispy look Clear and no fat
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4. The items that are highly perishable and below 70 C such as custard sauce are needed to
be consumed very quickly.
5. Do not use a finger to taste the sauce as it will initiate contamination and always use a
fresh and clean spoon to taste food
10. List 5 processes you can implement to ensure food safety when transporting food to minimize
any adverse effects on food:
1. Ensure that in transit the food should remain properly frozen.
2. Transit of food should be taken place inaccurate temperature.
3. During transport, it should be ensured that no damage will happen to items
4. Prevent any form of contamination and amply usual food handling principals
5. use a log book to record the temperature of food during transit.
11. One of your menus includes Rack of Lamb with Mint Crust and Rosemary Jus. Provide the
evaluation criteria in the table below to use as a guideline for your staff during service:
Quality indicators Rack of lamb Mint crust Rosemary jus
Appearance and eye
appeal
Clearly defined eye
muscle
Crispy look Clear and no fat
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Adelaide College of Technical Education
Colour consistency MR center Yellow golden Brownie rich
Moisture content Too Juicy Not very dry Viscous rich
Mouthfeel and eating
properties
Tender properties Herby and crispy
outside
Herb notes with
rich flavor
Plate presentation Frenched nicely Not very thick Not very thick
Portion size Correct Correct Correct
Shape Correct Correct
Taste Correct Correct Correct
Texture Correct Correct Correct
Sauces Correct
Decorations and
garnishes
young - Rose sprig
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Colour consistency MR center Yellow golden Brownie rich
Moisture content Too Juicy Not very dry Viscous rich
Mouthfeel and eating
properties
Tender properties Herby and crispy
outside
Herb notes with
rich flavor
Plate presentation Frenched nicely Not very thick Not very thick
Portion size Correct Correct Correct
Shape Correct Correct
Taste Correct Correct Correct
Texture Correct Correct Correct
Sauces Correct
Decorations and
garnishes
young - Rose sprig
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Adelaide College of Technical Education
Assessment Method Four – Practical Demonstration
Assessment Tasks and Instructions
Student Name
Student Number
Course and Code SIT40516 Certificate IV in Commercial Cookery
Unit(s) of Competency and Code(s) SITHKOP005 Coordinate cooking operations
Trainer/Assessor Balraj Chatha
Assessment for this Unit of Competency Details
Assessment 2 Practical observation
Reasonable Adjustment
3. Has reasonable adjustment been applied to this assessment?
No No further information required
Yes Complete 2.
4. Provide details for the requirements and provisions for adjustment of assessment:
Student to complete
My assessor has discussed the adjustments with me
I agree to the adjustments applied to this assessment
Signature Date
2nd Assessor to complete
I agree the adjustments applied to this assessment are reasonable
Name
Signature Date
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Assessment Method Four – Practical Demonstration
Assessment Tasks and Instructions
Student Name
Student Number
Course and Code SIT40516 Certificate IV in Commercial Cookery
Unit(s) of Competency and Code(s) SITHKOP005 Coordinate cooking operations
Trainer/Assessor Balraj Chatha
Assessment for this Unit of Competency Details
Assessment 2 Practical observation
Reasonable Adjustment
3. Has reasonable adjustment been applied to this assessment?
No No further information required
Yes Complete 2.
4. Provide details for the requirements and provisions for adjustment of assessment:
Student to complete
My assessor has discussed the adjustments with me
I agree to the adjustments applied to this assessment
Signature Date
2nd Assessor to complete
I agree the adjustments applied to this assessment are reasonable
Name
Signature Date
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Adelaide College of Technical Education
Assessment Guidelines
What will be assessed
The purpose of this assessment is to check your ability to complete tasks outlined in elements and
performance criteria of this unit in the context of the job role, and:
supervise food production processes and monitor and report on the quality of kitchen outputs for a
minimum of twelve complete service periods (shifts) including:
o development of:
kitchen workflow schedules
mise en place lists
food preparation lists
o calculating and ordering food supplies for at least four of the types of food service styles listed in the
knowledge evidence
coordinate cooking operations within commercial time constraints for food production processes,
which must include at least two of the following categories:
o bulk cooking
o cook chill for extended life
o cook chill for five day shelf life
o cook freeze
o fresh cook.
Place/Location where assessment will be conducted
Resource Requirements
Refer to the Assessment conditions attached to the Futura Group Mapping Document located in
the teacher support tools folder or the “Assessment Conditions” for this unit in the SIT 1.0 Training
Package.
Instructions for assessment including WHS requirements
1. To undertake this assessment you must have been instructed how to use each piece of
equipment in your work area or workplace and participated in an induction in your
workplace or place of training/study.
2. You are required to wear a complete uniform relevant to your area of training (Cookery,
Food and Beverage, Housekeeping etc.).
3. Your personal presentation must reflect the standards typically expected and acceptable in
the TH&E industry.
4. You will be observed on 3 separate occasions undertaking a variety of tasks relevant to
your level of training and the practical subjects you are enrolled in, and currently do as part
of your training for example preparing simple dishes, preparing mise en place for a bar or
food and beverage section or participating in the servicing of rooms etc. as relevant.
5. You are encouraged to clarify any tasks, requirements or questions you may have with your
trainer.
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Assessment Guidelines
What will be assessed
The purpose of this assessment is to check your ability to complete tasks outlined in elements and
performance criteria of this unit in the context of the job role, and:
supervise food production processes and monitor and report on the quality of kitchen outputs for a
minimum of twelve complete service periods (shifts) including:
o development of:
kitchen workflow schedules
mise en place lists
food preparation lists
o calculating and ordering food supplies for at least four of the types of food service styles listed in the
knowledge evidence
coordinate cooking operations within commercial time constraints for food production processes,
which must include at least two of the following categories:
o bulk cooking
o cook chill for extended life
o cook chill for five day shelf life
o cook freeze
o fresh cook.
Place/Location where assessment will be conducted
Resource Requirements
Refer to the Assessment conditions attached to the Futura Group Mapping Document located in
the teacher support tools folder or the “Assessment Conditions” for this unit in the SIT 1.0 Training
Package.
Instructions for assessment including WHS requirements
1. To undertake this assessment you must have been instructed how to use each piece of
equipment in your work area or workplace and participated in an induction in your
workplace or place of training/study.
2. You are required to wear a complete uniform relevant to your area of training (Cookery,
Food and Beverage, Housekeeping etc.).
3. Your personal presentation must reflect the standards typically expected and acceptable in
the TH&E industry.
4. You will be observed on 3 separate occasions undertaking a variety of tasks relevant to
your level of training and the practical subjects you are enrolled in, and currently do as part
of your training for example preparing simple dishes, preparing mise en place for a bar or
food and beverage section or participating in the servicing of rooms etc. as relevant.
5. You are encouraged to clarify any tasks, requirements or questions you may have with your
trainer.
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Adelaide College of Technical Education
Statement of Authenticity
I acknowledge that I understand the requirements to complete the assessment tasks
The assessment process including the provisions for re-submitting and academic appeals were
explained to me and I understand these processes
I understand the consequences of plagiarism and confirm that this is my own work and I have
acknowledged or referenced all sources of information I have used for the purpose of this
assessment
Student Signature: Date: / /201
This
assessment:
First Attempt 2nd Attempt 3nd Attempt Extension –
Date: / /
RESULT OF
ASSESSMENT Satisfactory Not Yet Satisfactory
Feedback to Student:
Assessor(s)
Signature(s): Date: / /
Student
Signature Date: / /
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Statement of Authenticity
I acknowledge that I understand the requirements to complete the assessment tasks
The assessment process including the provisions for re-submitting and academic appeals were
explained to me and I understand these processes
I understand the consequences of plagiarism and confirm that this is my own work and I have
acknowledged or referenced all sources of information I have used for the purpose of this
assessment
Student Signature: Date: / /201
This
assessment:
First Attempt 2nd Attempt 3nd Attempt Extension –
Date: / /
RESULT OF
ASSESSMENT Satisfactory Not Yet Satisfactory
Feedback to Student:
Assessor(s)
Signature(s): Date: / /
Student
Signature Date: / /
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Adelaide College of Technical Education
Assessment 2
Your Tasks:
Observation of 2 Service Instances
You will be observed coordinating cooking operations using 2 different food production processes
for 2 different food service styles as selected in the table below.
Your trainer will negotiate with you a suitable timeframe to fit within the 12 service instances you
must complete as part of this unit of competency, and supported by the service log provided for
assessment 3.
The support documentation outlines in the services log and the observation criteria provided for
each observation provide a guideline for performance and knowledge required to successfully
complete each service instance.
Observation 1
Date of Observation:
________________________________________________________________
Place of Observation:
_______________________________________________________________
Time frame (must include a full service period/shift):
_____________________________________
Trainer Signature ___________________________________________ Date
__________________
Student Signature ___________________________________________ Date
__________________
Observation 2
Date of Observation:
________________________________________________________________
Place of Observation:
_______________________________________________________________
Time frame (must include a full service period/shift):
_____________________________________
Trainer Signature ___________________________________________ Date
__________________
Student Signature ___________________________________________ Date
__________________
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Assessment 2
Your Tasks:
Observation of 2 Service Instances
You will be observed coordinating cooking operations using 2 different food production processes
for 2 different food service styles as selected in the table below.
Your trainer will negotiate with you a suitable timeframe to fit within the 12 service instances you
must complete as part of this unit of competency, and supported by the service log provided for
assessment 3.
The support documentation outlines in the services log and the observation criteria provided for
each observation provide a guideline for performance and knowledge required to successfully
complete each service instance.
Observation 1
Date of Observation:
________________________________________________________________
Place of Observation:
_______________________________________________________________
Time frame (must include a full service period/shift):
_____________________________________
Trainer Signature ___________________________________________ Date
__________________
Student Signature ___________________________________________ Date
__________________
Observation 2
Date of Observation:
________________________________________________________________
Place of Observation:
_______________________________________________________________
Time frame (must include a full service period/shift):
_____________________________________
Trainer Signature ___________________________________________ Date
__________________
Student Signature ___________________________________________ Date
__________________
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Adelaide College of Technical Education
Food Production Process
(1 different process must
be selected for each
instance)
Food Service Style
(1 different service style
must be selected for each
instance)
Service Instance
Instance 1: bulk cooking
cook chill for extended life
cook chill for five day shelf life
cook freeze
fresh cook.
à la carte
buffet
set menu
table d’hôte
bulk cooking
operations
functions and events
festivals
Instance 2: bulk cooking
cook chill for extended life
cook chill for five day shelf life
cook freeze
fresh cook.
à la carte
buffet
set menu
table d’hôte
bulk cooking
operations
functions and events
festivals
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Food Production Process
(1 different process must
be selected for each
instance)
Food Service Style
(1 different service style
must be selected for each
instance)
Service Instance
Instance 1: bulk cooking
cook chill for extended life
cook chill for five day shelf life
cook freeze
fresh cook.
à la carte
buffet
set menu
table d’hôte
bulk cooking
operations
functions and events
festivals
Instance 2: bulk cooking
cook chill for extended life
cook chill for five day shelf life
cook freeze
fresh cook.
à la carte
buffet
set menu
table d’hôte
bulk cooking
operations
functions and events
festivals
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Adelaide College of Technical Education
Services Instance 1 Instance 2
Assessment Criteria S NYS S NYS
1. Plan food production requirements
Determines food production requirements taking into consideration:
o customer requirements
o deadlines
o meal quantities required
o menu items
o organisational standards
o portion control
o special customer requests
o special dietary requirements
o standard recipes
o timeframe
o type of food to be prepared
Chooses food production processes to ensure nutritional value, quality and
structure of foods:
Details as relevant:
determines appropriate cooking process
o bulk cooking
o cook-chill for extended life
o cook-chill for five day shelf life
o cook-freeze
o fresh cook
Selects the appropriate in-house food production system to meet food production
requirements
o refers to menu, functions schedule, special requests to determine
appropriate production for required service
o analyses food production requirements
o develops operational plan to meet those needs
o demonstrates technology skills through use of computers, calculators etc
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Services Instance 1 Instance 2
Assessment Criteria S NYS S NYS
1. Plan food production requirements
Determines food production requirements taking into consideration:
o customer requirements
o deadlines
o meal quantities required
o menu items
o organisational standards
o portion control
o special customer requests
o special dietary requirements
o standard recipes
o timeframe
o type of food to be prepared
Chooses food production processes to ensure nutritional value, quality and
structure of foods:
Details as relevant:
determines appropriate cooking process
o bulk cooking
o cook-chill for extended life
o cook-chill for five day shelf life
o cook-freeze
o fresh cook
Selects the appropriate in-house food production system to meet food production
requirements
o refers to menu, functions schedule, special requests to determine
appropriate production for required service
o analyses food production requirements
o develops operational plan to meet those needs
o demonstrates technology skills through use of computers, calculators etc
RTO ID: 40336 CRICOS ID: 03187D Page 36 of 43 V1.02 November 2017
Assessment tool – SITHKOP005 Copyright 2017 © Adelaide Educators Pty Ltd ABN 84136893831
Adelaide College of Technical Education
to determine best outcomes
Selects and collates standard recipes
o reads and interprets recipes
o adjusts recipes according to anticipated numbers
o creates stock requirement list
Prepares a work flow schedule and mise en place plan for food production
according to menu and food volume requirements
o writes comprehensive yet easily accessible work flow schedule/ run
sheet
o mise en place plans
o food preparation lists
Develops food preparation lists for use of food production personnel
o sequences the stages of food preparation and production for the kitchen
o delegates work within a team dependent on skills levels and ability to
perform tasks
o provides clear written and verbal instructions to food production
personnel who may be – commis, apprentice, kitchen steward, assistant
2. Organise availability of supplies for food production period. S NYS S NYS
Calculates required food supplies for the food production period
o period could be daily, weekly, monthly
o calculates required food supplies for the volume of food production
o records quantities required and double checks
o combines quantities together if two recipes have common ingredient e.g.
onions in lasagne and lamb korma
o creates a check list
Checks stores for availability and quantity of required stocks:
Details as relevant:
o goes into storeroom, cold room or freezer and determines current
required stock level
o records quantities of stock required for shift that needs to be ordered
Orders or purchase additional stock
Details as relevant:
RTO ID: 40336 CRICOS ID: 03187D Page 37 of 43 V1.02 November 2017
Assessment tool – SITHKOP005 Copyright 2017 © Adelaide Educators Pty Ltd ABN 84136893831
to determine best outcomes
Selects and collates standard recipes
o reads and interprets recipes
o adjusts recipes according to anticipated numbers
o creates stock requirement list
Prepares a work flow schedule and mise en place plan for food production
according to menu and food volume requirements
o writes comprehensive yet easily accessible work flow schedule/ run
sheet
o mise en place plans
o food preparation lists
Develops food preparation lists for use of food production personnel
o sequences the stages of food preparation and production for the kitchen
o delegates work within a team dependent on skills levels and ability to
perform tasks
o provides clear written and verbal instructions to food production
personnel who may be – commis, apprentice, kitchen steward, assistant
2. Organise availability of supplies for food production period. S NYS S NYS
Calculates required food supplies for the food production period
o period could be daily, weekly, monthly
o calculates required food supplies for the volume of food production
o records quantities required and double checks
o combines quantities together if two recipes have common ingredient e.g.
onions in lasagne and lamb korma
o creates a check list
Checks stores for availability and quantity of required stocks:
Details as relevant:
o goes into storeroom, cold room or freezer and determines current
required stock level
o records quantities of stock required for shift that needs to be ordered
Orders or purchase additional stock
Details as relevant:
RTO ID: 40336 CRICOS ID: 03187D Page 37 of 43 V1.02 November 2017
Assessment tool – SITHKOP005 Copyright 2017 © Adelaide Educators Pty Ltd ABN 84136893831
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Adelaide College of Technical Education
o checks with stores to see if the required stock is in main store
o advises chef if orders need to be placed with suppliers
o orders the items if within the scope of responsibility
o goes out to buy supplies
3. Coordinate kitchen operations. S NYS S NYS
Supervises food production processes to ensure food safety
Ensures workplace standard operating procedures under HACCP principles are
followed for:
o Storage temperatures
o Cooking temperatures
o Personal hygiene
o Kitchen and equipment hygiene
o 2-4 hour principle
o Recording requirements
o Maintaining cleanliness of own work environment
Ensures staff follow correct cleaning procedures for equipment
Ensures staff follow correct cleaning procedures for kitchen areas
Oversees and adjusts kitchen work flow to maximise teamwork and efficiency
o Checks with individual team members to see if they are maintaining
timeframes
o Delegates work to other team members or self if required
o Reassesses workflow and adjusts if necessary
Controls the production sequence of food items to enable smooth work flow and
minimise delays
o identifies breakdowns in kitchen work flow and makes adjustments to
maximise efficiency
o determines timings for the production sequence of various food items
RTO ID: 40336 CRICOS ID: 03187D Page 38 of 43 V1.02 November 2017
Assessment tool – SITHKOP005 Copyright 2017 © Adelaide Educators Pty Ltd ABN 84136893831
o checks with stores to see if the required stock is in main store
o advises chef if orders need to be placed with suppliers
o orders the items if within the scope of responsibility
o goes out to buy supplies
3. Coordinate kitchen operations. S NYS S NYS
Supervises food production processes to ensure food safety
Ensures workplace standard operating procedures under HACCP principles are
followed for:
o Storage temperatures
o Cooking temperatures
o Personal hygiene
o Kitchen and equipment hygiene
o 2-4 hour principle
o Recording requirements
o Maintaining cleanliness of own work environment
Ensures staff follow correct cleaning procedures for equipment
Ensures staff follow correct cleaning procedures for kitchen areas
Oversees and adjusts kitchen work flow to maximise teamwork and efficiency
o Checks with individual team members to see if they are maintaining
timeframes
o Delegates work to other team members or self if required
o Reassesses workflow and adjusts if necessary
Controls the production sequence of food items to enable smooth work flow and
minimise delays
o identifies breakdowns in kitchen work flow and makes adjustments to
maximise efficiency
o determines timings for the production sequence of various food items
RTO ID: 40336 CRICOS ID: 03187D Page 38 of 43 V1.02 November 2017
Assessment tool – SITHKOP005 Copyright 2017 © Adelaide Educators Pty Ltd ABN 84136893831
Adelaide College of Technical Education
o advises team members accordingly whether they are on schedule
4. Monitor the quality of kitchen outputs.
Monitors kitchen work processes at all stages of preparation and cooking to
ensure the quality of food items
o checks that recipes are being followed
o checks cooking times
o checks for consistency
o checks storage
o checks food safety (contamination, personal and equipment hygiene,
temperatures of food)
o checks cooking methods are correct
Checks that items match recipes and menu descriptions
o feedback from kitchen staff
o formal audits against organisational standards
o taste tests of food being cooked
o visual inspection of presentation
o customer feedback
Ensures that food items are of consistent quality and meet organisational
standards
o recognises deficiencies in the quality of food
o makes adjustments to ensure a quality product – seasoning, quality of
fresh product, incorrect storage
checks against operational standards to ensure consistency of product
Conducts final check on food items before they are served, stored or dispatched
from the kitchen
o taste
o visual appearance, decoration
o presentation, accompaniments
o storage procedure
RTO ID: 40336 CRICOS ID: 03187D Page 39 of 43 V1.02 November 2017
Assessment tool – SITHKOP005 Copyright 2017 © Adelaide Educators Pty Ltd ABN 84136893831
o advises team members accordingly whether they are on schedule
4. Monitor the quality of kitchen outputs.
Monitors kitchen work processes at all stages of preparation and cooking to
ensure the quality of food items
o checks that recipes are being followed
o checks cooking times
o checks for consistency
o checks storage
o checks food safety (contamination, personal and equipment hygiene,
temperatures of food)
o checks cooking methods are correct
Checks that items match recipes and menu descriptions
o feedback from kitchen staff
o formal audits against organisational standards
o taste tests of food being cooked
o visual inspection of presentation
o customer feedback
Ensures that food items are of consistent quality and meet organisational
standards
o recognises deficiencies in the quality of food
o makes adjustments to ensure a quality product – seasoning, quality of
fresh product, incorrect storage
checks against operational standards to ensure consistency of product
Conducts final check on food items before they are served, stored or dispatched
from the kitchen
o taste
o visual appearance, decoration
o presentation, accompaniments
o storage procedure
RTO ID: 40336 CRICOS ID: 03187D Page 39 of 43 V1.02 November 2017
Assessment tool – SITHKOP005 Copyright 2017 © Adelaide Educators Pty Ltd ABN 84136893831
Adelaide College of Technical Education
o temperatures
Instructs kitchen staff to adjust food items to meet quality requirements and
organisational standards
o recipes
o seasoning
o ingredients
o cooking methods
o Presentation/Garnish
Supervises the safe storage of food
o covered
o food items are clearly labelled and dated
o cooled in the correct time
o Where 2/4 hour rule applies, documentation is completed
o stored in appropriate area – fridge, freezer, chiller, dry area
o stock rotation (FIFO)
Feedback 1:
Feedback 2:
RTO ID: 40336 CRICOS ID: 03187D Page 40 of 43 V1.02 November 2017
Assessment tool – SITHKOP005 Copyright 2017 © Adelaide Educators Pty Ltd ABN 84136893831
o temperatures
Instructs kitchen staff to adjust food items to meet quality requirements and
organisational standards
o recipes
o seasoning
o ingredients
o cooking methods
o Presentation/Garnish
Supervises the safe storage of food
o covered
o food items are clearly labelled and dated
o cooled in the correct time
o Where 2/4 hour rule applies, documentation is completed
o stored in appropriate area – fridge, freezer, chiller, dry area
o stock rotation (FIFO)
Feedback 1:
Feedback 2:
RTO ID: 40336 CRICOS ID: 03187D Page 40 of 43 V1.02 November 2017
Assessment tool – SITHKOP005 Copyright 2017 © Adelaide Educators Pty Ltd ABN 84136893831
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Adelaide College of Technical Education
RTO ID: 40336 CRICOS ID: 03187D Page 41 of 43 V1.02 November 2017
Assessment tool – SITHKOP005 Copyright 2017 © Adelaide Educators Pty Ltd ABN 84136893831
RTO ID: 40336 CRICOS ID: 03187D Page 41 of 43 V1.02 November 2017
Assessment tool – SITHKOP005 Copyright 2017 © Adelaide Educators Pty Ltd ABN 84136893831
Adelaide College of Technical Education
Assessment Record and Feedback
RTO ID: 40336 CRICOS ID: 03187D Page 42 of 43 V1.02 November 2017
Assessment tool – SITHKOP005 Copyright 2017 © Adelaide Educators Pty Ltd ABN 84136893831
Student Name
Course Certificate IV in Commercial Cookery
Course Code SIT40516
Class/Group 2018
Unit of Competency /Cluster Coordinate cooking operations
Assessment: (as applicable) Student Results:
1. Check-point Satisfactory Not Yet Satisfactory Not Completed
2. E-quiz Satisfactory Not Yet Satisfactory Not Completed
3. Written Assignment Satisfactory Not Yet Satisfactory Not Completed
4. Practical Observation Satisfactory Not Yet Satisfactory Not Completed
5. Work Log-Book Satisfactory Not Yet Satisfactory Not Completed
Feedback to Learner on overall performance during assessment:
The Learner requires the following skill development before re-assessment:
The Learner has been provided
with feedback and informed of the
assessment result and the reasons
for the decision.
Name of Assessor:
Signature of
Assessor:
Date:
Balraj Chatha
I have been provided with feedback
on the evidence I have provided. I
have been informed of the
assessment result and the reasons
for the decision.
Name of Learner:
Signature of
Learner:
Date:
Assessment Record and Feedback
RTO ID: 40336 CRICOS ID: 03187D Page 42 of 43 V1.02 November 2017
Assessment tool – SITHKOP005 Copyright 2017 © Adelaide Educators Pty Ltd ABN 84136893831
Student Name
Course Certificate IV in Commercial Cookery
Course Code SIT40516
Class/Group 2018
Unit of Competency /Cluster Coordinate cooking operations
Assessment: (as applicable) Student Results:
1. Check-point Satisfactory Not Yet Satisfactory Not Completed
2. E-quiz Satisfactory Not Yet Satisfactory Not Completed
3. Written Assignment Satisfactory Not Yet Satisfactory Not Completed
4. Practical Observation Satisfactory Not Yet Satisfactory Not Completed
5. Work Log-Book Satisfactory Not Yet Satisfactory Not Completed
Feedback to Learner on overall performance during assessment:
The Learner requires the following skill development before re-assessment:
The Learner has been provided
with feedback and informed of the
assessment result and the reasons
for the decision.
Name of Assessor:
Signature of
Assessor:
Date:
Balraj Chatha
I have been provided with feedback
on the evidence I have provided. I
have been informed of the
assessment result and the reasons
for the decision.
Name of Learner:
Signature of
Learner:
Date:
1 out of 42
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