rubric gallery

Unit 2 Document Processing and Spreadsheets Create a resume using a template

Each of the tables will form groups and develop a skit that demonstrates professionalism and the use of new vocabulary in different situations. Using the information on the Home Page of the Introduction to Culinary Arts web site the students will follow the discussion guidelines and play one or two of the discussion roles. You will preselect your discussion role and then receive the scene setting for the skit from the chef.

This assignment is about finding a connection between culinary history and yourself. You might be researching an influential chef such as Escoffier, Point, Bocuse, or Taillevent, or trying to understand Catherine de Medici, or trying to trace the lineage of the first restaurant. This is about creating a connection and finding meaning. When you have finished this project ask one question of yourself, “after reading this do I want to learn more about this person or event?”

Students will select a partner and conduct a student to student interview. The sample questions are to be used as a guide. Students should be conducting the interview in accordance with the assignment instructions in a manner that they find most relevant to them.

Oral communication is a prepared, purposeful presentation designed to increase knowledge, to foster understanding, or to promote change in the listeners' attitudes, values, beliefs, or behaviors. Oral communication takes many forms. This rubric is specifically designed to evaluate oral presentations of a single speaker at a time and is best applied to live or video-recorded presentations. For panel presentations or group presentations, it is recommended that each speaker be evaluated separately. This rubric best applies to presentations of sufficient length such that a central message is conveyed, supported by one or more forms of supporting materials and includes a purposeful organization. An oral answer to a single question not designed to be structured into a presentation does not readily apply to this rubric. Courtesy of AAC&U: http://aacu.org/value/index.cfm

Rubric sets standards for professional behavior, work ethic, and results in the work-based learning classroom

This rubric is designed to assess an individual's performance during a group project. The idea behind this rubric is for the other group members to contribute vital information regarding everyone's individual contribution to the overall completion of the project.

Service learning is a method that combines academic instruction, meaningful service, and critical reflective thinking to enhance student learning and civic responsibility. This rubric evaluates your progress during your service learning project and once you've completed it.

understanding measurements & cooking vocabulary, changing amounts of ingredients to change yield/communication & include collaboration while cooking in a group. Ability to follow directions and work together with minimal supervision

This rubric scores the student on number of behavioral episodes, the intensity of behavioral episodes and the ability to self regulate during situations. It is scored so that the higher the percentage, the more frequent, intense the behavior and the less self-regulation used. Goal is to decrease the challenging behavior.

Acceptable behavior and daily requirements for students in introduction to culinary arts.

A good reflection... 1. Is honest. 2. Contains examples and details to support opinions and thoughts. 3. Informs the audience and gives useful information. 4. Shows that the person really thought about the question before writing down a response. 5. Shows personal perspective. 6. Is based on what the person believes or thinks about what is asked. 7. Shows thinking.