Given this range of area to evaluate, it is no wonder that new culinary faculty members feel overwhelmed. Remembering a few principles may help with this process.

First, develop a clear list of criteria that you can use to observe the performance. The more specific you can be, the easier it will be to remain objective. Even detailed checklists can help a great deal in recording observations.

Second, remember to record your observations as often as you can. The more observations that you make and the more examples you have about how a student has performed, the less likely you are to make subjective and erroneous judgments.

Third, avoid assumptions about what is happening. Look carefully, notice all aspects of performance and make good notes using the checklist to be comprehensive.

Fourth, provide feedback to students about what you notice. Your comments give them the guidance they need to improve, and continuous feedback helps them get better. It also provides them with an indication of how they are doing. Positive as well as constructive criticism makes a real difference in their education. Since we are there to help them grow, give them as much feedback and praise as you can so that they have a chance to improve.

Some faculty members develop detailed checklists of what to observe so they remember to notice all aspects of the performance. The checklist also helps faculty members to record quickly and accurately their professional judgment about the performance. Some of the items—and a simple rating system—that might be found in a checklist for any kitchen class include:

Of course, there are items like lack of referral to recipe and details about various cooking techniques that you would add for particular classes, but this list may give you a starting point.

Evaluating Dining-Room Service
Assessing the performance of students in a dining-room setting is very similar to evaluating kitchen performance. However, the presence of dining guests makes it more challenging since you need to observe the students’ performance, correct it where you can, and record it while focusing on both the guest’s experience and students’ learning. While dining-room faculty often discuss, in the next class, common performance issues that happened the previous day or class, it is still critical to provide individual assessment of students’ performance through observation, recording and feedback. One way to help yourself in this situation is to develop specific criteria to look for in students’ work.

The following questions provide a sample of areas you might want to notice:

• How clean and well presented is the student?
• In what ways does the student welcome the guest?
• What professional language does the student use?
• How thoroughly does the student know the menu items?
• How well does he or she explain the menu items to guests?
• With what excitement does the student invite guests to try the specials?
• How well does the student serve plates?
• How often does the student “read the table”?
• How promptly does the student refill water and/or wine glasses?
• How positively does the student invite the guest to order another drink?
• How often does the student check on the guest’s experience?
• How well does the student handle potential problem situations?
• How helpful is the student with other students waiting on table?
• How often does the student check on assistance needed by fellow classmates?
• How quiet is the student in the dining room?
• How cleanly does the student clear the table?
• How professionally does the student approach the table?

Two key ideas to remember: First, avoid using yes/no questions, since they do not encourage you to observe carefully; it is often easy to say “yes,” but miss the nuance of the students’ performance.

Second, notice what students are doing well as what needs to improve. You can make your own list or tailor this list to your teaching situation. Hopefully, this list represents a start on expanding your repertoire of assessment strategies.

Summary

Thank you for reading this column about assessing student performance in food preparation and dining-room service.

If you have suggestions for other topics or teaching practices you want to share, send them to me at This email address is being protected from spambots. You need JavaScript enabled to view it., and I will include them in future “Mayo’s Clinics.”

Dr. Fred Mayo, CHE, CHT, was most recently a clinical professor at New York University. Principal of Mayo Consulting Services, he continues to teach around the globe, and is a frequent presenter at CAFÉ events nationwide. His latest book, Planning an Applied Research Project in Hospitality, Tourism, and Sports (Wiley, 2013), debuted last autumn.