ASSESSMENT INFORMATION FOR

LEARNERS
Throughout your training we are committed to your learning by providing a training
and assessment framework that ensures the knowledge gained through training is
translated into practical on the job improvements.

You are going to be assessed for:

 Your skills and knowledge using written and observation activities that apply
to the workplace. SITXCCC028
 Prepare appetisers
Your ability to apply your learning. and salads
 Your ability to recognise common principles and actively use these on the job.

All of your assessment and training is provided as a positive learning tool. Your assessor
will guide your learning and provide feedback on your responses to the assessment
Assessment Task 3
materials until you have been deemed competent in this unit.

How you will be assessed

The process we follow is known as competency-based assessment. This means that
evidence of your current skills and knowledge will be measured against national
standards of best practice, not against the learning you have undertaken either recently
or in the past. Some of the assessment will be concerned with how you apply your skills
and knowledge in the workplace, and some in the training room as required by each
unit.

The assessment tasks have been designed to enable you to demonstrate the
requirements of the performance criteria and knowledge in this unit to successfully
demonstrate competency at the required standard.
Your assessor will ensure that you are ready for assessment and will explain the
assessment process. Your assessment tasks will outline the evidence to be collected and
how it will be collected, for example; a written activity, case study, or demonstration and
observation.

The assessor will also have determined if you have any special needs to be considered
during assessment. Changes can be made to the way assessment is undertaken to
account for special needs and this is called making Reasonable Adjustment.

What happens if your result is ‘Not Yet Competent’ for one or more
assessment tasks?
Our assessment process is designed to answer the question “has the desired learning
outcome been achieved yet?” If the answer is “Not yet”, then we work with you to see
how we can get there.

In the case that one or more of your assessments has been marked ‘NYC’, your trainer
will provide you with the necessary feedback and guidance, in order for you to resubmit
your responses.

What if you disagree on the assessment outcome?

You can appeal against a decision made in regards to your assessment. An appeal should only
be made if you have been assessed as ‘Not Yet Competent’ against a specific unit and you feel
you have sufficient grounds to believe that you are entitled to be assessed as competent. You
must be able to adequately demonstrate that you have the skills and experience to be able to
meet the requirements of units you are appealing the assessment of.

Your trainer will outline the appeals process, which is available to the learner. You can request a
form to make an appeal and submit it to your trainer, the course coordinator, or the
administration officer. The RTO will examine the appeal and you will be advised of the outcome
within 14 days. Any additional information you wish to provide may be attached to the appeal
form.

What if I believe I am already competent before training?

If you believe you already have the knowledge and skills to be able to demonstrate
competence in this unit, speak with your trainer, as you may be able to apply for
Recognition of Prior Learning (RPL).

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Assessor Responsibilities
Assessors need to be aware of their responsibilities and carry them out appropriately.
To do this they need to:

 Ensure that participants are assessed fairly based on the outcome of the
language, literacy and numeracy review completed at enrolment.

 Ensure that all documentation is signed by the learner, trainer, workplace

supervisor and assessor when units and certificates are complete, to ensure
that there is no follow-up required from an administration perspective.

 Ensure that their own qualifications are current.

 When required, request the manager or supervisor to determine that the

learner is ‘satisfactorily’ demonstrating the requirements for each unit.
‘Satisfactorily’ means consistently meeting the standard expected from an
experienced operator.

 When required, ensure supervisors and learners sign off on third party
assessment forms or third party report.

 Follow the recommendations from moderation and validation meetings.

How should I format my assessments?

Your assessments should be typed in an 11 or 12 size font for ease of reading. You must
include a footer on each page with the learner name, unit code and date. Your
assessment needs to be submitted as a hardcopy or electronic copy as requested by
your trainer.

How long should my answers be?

The length of your answers will be guided by the description in each assessment, for
example:

Type of Answer Answer Guidelines

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 Short Answer 4 typed lines = 50 words, or

5 lines of handwritten text

Long Answer 8 typed lines = 100 words, or

1
10 lines of handwritten text = of a foolscap page
3

Brief Report 500 words = 1 page typed report, or

1
50 lines of handwritten text = 1 foolscap handwritten pages
2

Mid Report 1,000 words = 2 page typed report

100 lines of handwritten text = 3 foolscap handwritten pages

Long Report 2,000 words = 4 page typed report

200 lines of handwritten text = 6 foolscap handwritten pages

How should I reference the sources of information I use in my

assessments?
Include a reference list at the end of your work on a separate page. You should reference
the sources you have used in your assessments in the Harvard Style. For example:

 Website Name – Page or Document Name, Retrieved insert the date. Webpage
link.

 For a book: Author surname, author initial Year of publication, Title of book,
Publisher, City, State.

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 ASSESSMENT GUIDE
The following table shows you how to achieve a satisfactory result against the criteria
for each type of assessment task. The following is a list of general assessment methods
that can be used in assessing a unit of competency. Check your assessment tasks to
identify the ones used in this unit of competency.

Assessment Method Satisfactory Result Non-Satisfactory Result

You will receive an overall result of Competent or Not Yet Competent for this unit. The
assessment process is made up of a number of assessment methods. You are required to
achieve a satisfactory result in each of these to be deemed competent overall. Your
assessment may include the following assessment types.

Questions All questions answered Incorrect answers for one

correctly or more questions

Answers address the Answers do not address

question in full; referring the question in full. Does
to appropriate sources not refer to appropriate or
from your workbook correct sources.
and/or workplace

Third Party Report Supervisor or manager Could not demonstrate

observes work consistency. Could not
performance and confirms demonstrate the ability to
that you consistently meet achieve the required
the standards expected standard
from an experienced
operator

Written Activity The assessor will mark the Does not follow
activity against the guidelines/instructions
detailed
guidelines/instructions

Attachments if requested Requested supplementary

are attached items are not attached

All requirements of the Response does not

written activity are address the requirements
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Assessment Method Satisfactory Result Non-Satisfactory Result

You will receive an overall result of Competent or Not Yet Competent for this unit. The
assessment process is made up of a number of assessment methods. You are required to
achieve a satisfactory result in each of these to be deemed competent overall. Your
assessment may include the following assessment types.

addressed/covered. in full; is missing a

response for one or more
areas.

Responses must refer to One or more of the

appropriate sources from requirements are
your workbook and/or answered incorrectly.
workplace Does not refer to or utilise
appropriate or correct
sources of information

Observation/Demonstration All elements, criteria, Could not demonstrate

knowledge and elements, criteria,
performance evidence are knowledge and
demonstrated at the performance evidence at
appropriate AQF level the appropriate AQF level

Case Study All comprehension Lack of demonstrated

questions answered comprehension of the
correctly; demonstrating knowledge required to
an application of complete the case study
knowledge of the topic questions correctly. One
case study. or more questions are
answered incorrectly.

Answers address the Answers do not address

question in full; referring the question in full; do not
to appropriate sources refer to appropriate
from your workbook sources.
and/or workplace

Practical Activity All tasks in the practical Tasks have not been
activity must be completed completed effectively and
and evidence of evidence of completion
completion must be has not been provided.

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Assessment Method Satisfactory Result Non-Satisfactory Result

You will receive an overall result of Competent or Not Yet Competent for this unit. The
assessment process is made up of a number of assessment methods. You are required to
achieve a satisfactory result in each of these to be deemed competent overall. Your
assessment may include the following assessment types.

provided to your
trainer/assessor.
All tasks have been
completed accurately and
evidence provided for
each stated task.

Attachments if requested Requested supplementary

are attached items are not attached

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 ASSESSMENT COVER SHEET
Assessment Cover Sheet

Learner’s name: Subhanshi Dhami

Assessors
Patrick Patrick 6/4/2024
Name:

The following questions are to be completed by the assessor:

Is the Learner ready for assessment? Yes No

Has the assessment process been explained? Yes No

Does the Learner understand which evidence is to be

Yes No
collected and how?

Have the Learner’s rights and the appeal system been fully
Yes No
explained?

Have you discussed any special needs to be considered

Yes No
during assessment?

The following documents must be completed and attached:

 Written Activity and Checklist

The learner will complete the written activity provided to S NYS

them by the assessor. The Written Activity Checklist will be
completed by the assessor.

 Practical Activity Checklist

The learner will demonstrate a range of skills and the

assessor will observe where appropriate to the unit. The S NYS
Practical Activity Checklist will be completed by the
assessor.

 Questions and Questions Checklist S NYS

The learner will answer a range of questions either

verbally or written. The Questions Checklist will be

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completed by the assessor.

Learner Declaration

I agree to undertake assessment in the knowledge that information gathered will only
be used for professional development purposes and can only be accessed by the RTO

I declare that:

 The material I have submitted is my own work

 I have kept a copy of all relevant notes and reference material that I used in the
production of my work

 I have given references for all sources of information that are not my own,
including the words, ideas and images of others

Learner
Date:
Signature:

Result and Feedback

Feedback to Learner:

Overall Outcome Competent Not yet Competent

Date:

Assessor
Signature:

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 TASK 3: QUESTIONS
The following questions may be answered verbally with your assessor or you may write
down your answers. Please discuss this with your assessor before you commence. Short
Answers are required which is approximately 4 typed lines = 50 words, or 5 lines of
handwritten text.

Your assessor will take down dot points as a minimum if you choose to answer them
verbally.

Answer the following questions either verbally with your assessor or in writing.

1. What are five (5) presentations tips for salads and appetisers?
- Add a wide range of colors to your salad and appetizer.
- To create visual interest and texture contrast, the ingredients are mixed into
a variety of shapes, e.g. ribbons, sticks or balls.
- Do not overstuff your plate. To create a sense of balance and grace, leave
some negative space.
- To enhance depth and dimension, build vertical elements on the plate.
- Choose tableware that complements the colors and style of the dish.

2. List five (5) flavours of dips or sauces that can be used in a salad.
- ranch
- balsamic vinaigrette
- honey mustard
- pesto
- soy ginger

3. How should salads be stored?

In order to preserve the freshness, quality and safety of the salad, it is
necessary to store it correctly. The best way to store a salad depends on its
ingredients and whether it's dressed or undressed. Separate the ingredients

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 into airtight containers in the refrigerator when making salads that have not
been dressed.

4. Why is important to visually evaluate your salad prior to service?

In order to ensure that the dish meets the required quality, freshness and
presentation standards, a visual assessment of your salad prior to service is
essential. Take a moment to assess the appearance of the salad and make any
necessary adjustments before serving.

5. Describe the process for converting recipes to increase or decrease the

overall yield.
- Determine the number of portions you'd like to make, or what recipe is
necessary for it.
- To get the conversion factor, divide the desired yield by the initial recipe
yields.
- Use the conversion factor to multiply the quantity of each ingredient in the
original recipe.
- Some ingredients, for example spices, flavourings and leavening agents, may
not be distributed evenly.

6. What is portion control and why is it important?

Portion control is the practice of keeping track of how much food you're
eating at one time. It's about paying attention to serving sizes and not eating
too much. It is important, because it helps to maintain a healthy weight,
support digestion and prevent overeating related health problems such as
obesity, diabetes or heart diseases.

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 7. What are the benefits of using a standard recipe to confirm your food
production requirements? List six (6).
- It ensures that each dish tastes exactly the same every time it's prepared,
ensuring quality and satisfaction of customers.
- It helps to accurately estimate the quantities of ingredients, reduce waste
and manage food costs effectively.
- Simplification of the cooking process makes it easier and faster for kitchen
staff to prepare meals.
- It assists in the control of ingredients to facilitate planning for purchases
and prevent stock depletion.
- Provides accurate nutrition information, which is important for food
planning and meeting customers' dietary requirements.
- It provides a reliable guide for the training of new staff, ensuring that they
are able to produce the same quality of food as experienced chefs.

8. Where might you find ingredients for salads and appetisers in your kitchen?
In the refrigerator where fresh vegetables, fruits and dairy products like
cheese are kept, you'll discover ingredients for salads and antipasti. Some
foodstuffs, like nuts, seeds, canned foods and sauces, can also be found in the
storeroom.

9. What quality points should you check before using any food items?
A number of quality points should be checked prior to the use of any food
product. Check the appearance to make sure there are no signs of
deterioration, such as mold or discolouration. Smell the item to make sure it
has a fresh, natural scent without any off odors. To make sure it isn't slimy or
unusual soft, feel the texture.

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 10. What type of equipment might you need to prepare a salad? List four (4).
- KNIFE
- CUTTING BOARD
- SALAD BOWL
- SPOON
- VEGETABLE TRAY

11. When assembling and ensuring cleanliness of equipment what should be

doing? List five (5) things.
You should perform the following steps when you assemble and clean your
equipment to ensure its cleanliness: Make sure that all parts are completely
washed and cleaned, removing any dirt or bacteria. Secondly, every piece
shall be inspected for any damage or deterioration which may have an effect
on performance and safety. Third, in order to ensure that everything fits
properly, follow the manufacturer's instructions for proper assembly.

12. What would you consider when using equipment safely and hygienically? List
five (5) things.
- When using equipment safely and hygienically, consider these five things:
First, always read and follow the manufacturer’s instructions to operate the
equipment correctly.
- Second, in order to protect yourself, wear appropriate personal protective
equipment such as gloves or aprons.
- Thirdly, in order to avoid contamination, the equipment must be regularly
cleaned and disinfected.

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 - Fourth, check for any damage or malfunctions before using the equipment to
ensure it’s safe.
- Finally, to prevent accidents and preserve a hygienic environment, ensure
that the area surrounding the equipment is cleaned and uncluttered.

13. Outline the process for preparing a salad?

Wash and dry all the vegetables carefully to remove any dirt or bacteria,
before making your salad. Then, in order to ensure even sizes for consistent
texture, chop the ingredients into bite sized pieces. In a large bowl, combine
the chopped vegetables. Bring in extra ingredients such as nuts, cheeses and
fruits. To make the dressing, either prepare it from scratch or use a premade
one and drizzle it over the salad.

QUESTIONS CHECKLIST
Questioning Checklist

The assessor needs to indicate whether they have conducted the questioning as
written questions or as verbal questions by ticking the box below.

 Written Questioning  Verbal Questioning

The assessor must provide evidence with the assessment tool. For written questions,
the assessor must provide the learner’s original written responses. For verbal
questioning, the assessor must provide dot points as a minimum on the learner’s
responses.

For details on how to conduct and contextualise this form of assessment, please refer
to the questioning checklist explanation in the assessor guide.

Learner’s name: Subhanshi Dhami

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Assessor’s name: Patrick

If questions are answered verbally, the assessor must write Satisfactory

detailed notes on the learners responses. If answers are recorded response
separate to this document, they must be attached to the
assessment documents. Yes No

What are five (5) presentations tips for salads and

1 appetisers?  

List five (5) flavours of dips or sauces that can be used in a

2 salad.  

How should salads be stored?

3  

Why is important to visually evaluate your salad prior to

4 service?  

Describe the process for converting recipes to increase or

5 decrease the overall yield.  

What is portion control and why is it important?

6  

What are the benefits of using a standard recipe to confirm

7 your food production requirements? List six (6).  

Where might you find ingredients for salads and appetisers in

8 your kitchen?  

What quality points should you check before using any food
9 items?  

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 What type of equipment might you need to prepare a salad?
10 List four (4).  

When assembling and ensuring cleanliness of equipment

11 what should be doing? List five (5) things.  

What would you consider when using equipment safely and

12 hygienically? List five (5) things.  

Outline the process for preparing a salad?

13  

Feedback to Learner:

Result  Satisfactory  Not Yet Satisfactory

Assessor’s Signature: Date:

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