Have we been locked into an unrealistic assessment/grading system for too long? Is the standard alphanumeric model inappropriate for culinary education? As we review what we teach and how we teach it, it may also be time to review how we measure success. 

The reality is that the real evaluation of a physical product produced by students is whether it would be acceptable to the guest and whether it meets or even exceeds the standards expected by employers. A grade of “C” in a baking class may indicate, in educational assessment terms, that a student is average and has met the critical issues associated with a part of a class, but would you serve it to the public? We are part of an industry that frowns on “average” as being a means to an end. Average products or services will rarely result in a return guest and return guests are the best indicator of business success.

So, maybe, just maybe our method of assessment is inadequate. Keep in mind the following rules of thumb:

• Skill competence equals performance confidence
• Performance confidence typically leads to satisfied stakeholders (employers and guests) and in-turn business success

There are several elements leading up to skill competence and effective use of a different measuring model. First, expectations must be clearly defined by the program administration and in turn, by every faculty member. The benchmarks of performance must be universally understood and accepted by all parties. Teaching methods including sufficient repetition must be integrated into lesson plans so that benchmarks become attainable. Finally, the assessment of student performance must be based on real outcomes metrics and measured consistently.

When this happens consistently then not only will students reach that level of competence and confidence, but employers will also grow to trust in a graduate’s abilities thus building a program’s brand.

Now, I know some will say that pushing aside traditional alphanumeric grading will never be accepted so, have no fear – the outcomes model can be converted into alphanumeric grades if acceptable standards of excellence and course completion are also raised. As an example, in core competency courses a grade of “B” or better might be the line in the sand for course credit.

Every course (tactile class) in the program would use the same outcomes rubric that emphasizes required standards of performance. These performance metrics could emphasize not only the core skills identified in the course, but also the way in which the student completes them, interacts with others, and models their work after the required standards. Take, as an example, the fabrication of a chicken.

ASSESSMENT OF SKILL
(Using standards previously stated by the ACF for certification)
BELOW STANDARD: Unable to perform the task as stated in standard.
MEETS: Can perform to standard with reasonable speed and dexterity, and minimal supervision.
EXCEEDS: Can perform to standard with reasonable speed and dexterity, minimal supervision, and can teach others to do the same.

If fabricating a chicken is an essential skill within the program, then students would need to at least “meet standards” in all areas to complete the course. Students can be given additional opportunities to hone their skills and demonstrate competence of the standard if needed. Knowing that they can perform leads to a confident graduate who is ready to hit the ground running. 

The other key element is “repetition.” Meeting the standard and doing so with reasonable speed, dexterity, and minimal supervision cannot be accomplished by fabricating one chicken. It will require the opportunity to fabricate a few dozen chickens thus driving how your program operates and what outlets you have for student-produced products.

Yes, outcomes reviews of this type are more complicated, far more time-consuming, and require focused attention and mentoring by faculty members, but this is our job and the expectation that everyone should have.

PLAN BETTER – TRAIN HARDER

Paul Sorgule, MS, AAC, president of Harvest America Ventures, a mobile restaurant incubator based in Saranac Lake, N.Y., is the former vice president of New England Culinary Institute and a former dean at Paul Smith’s College. Contact him atThis email address is being protected from spambots. You need JavaScript enabled to view it..