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Assessment Design for PP 007 – Cake Making

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Assessment Design for PP 007 – Cake Making

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Cognitive Domain (Knowledge & Understanding)

Task: Written quiz or short presentation
Purpose: To assess students’ understanding of the ingredients and their roles.
Example Questions:

List the essential ingredients used in cake making.

Explain how each ingredient (e.g., flour, sugar, eggs, butter) affects the texture and flavor of the cake.

Identify how substituting certain ingredients can cater to dietary restrictions (e.g., gluten-free, vegan).

Bloom’s Level: Remembering → Understanding → Analyzing

2. Affective Domain (Attitudes & Values)

Task: Reflective journal or group discussion
Purpose: To evaluate students’ appreciation of local flavours, teamwork, and respect for dietary needs.
Example Prompts:

Reflect on how local ingredients can make your recipe more sustainable and culturally relevant.

How did you feel when collaborating with peers to design your cake?

Why is it important to consider dietary preferences in your recipe design?

Bloom’s Level: Responding → Valuing → Organizing

3. Psychomotor Domain (Practical Skills)

Task: Hands-on cake-making project
Purpose: To assess practical skills in applying techniques and creativity in designing a new recipe.
Example Activity:

In small groups, create and bake a new cake recipe using local ingredients.

Demonstrate proper mixing, baking, and decorating techniques.

Present your final product to the class, explaining your ingredient choices.

Bloom’s Level: Imitation → Manipulation → Precision → Articulation

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Desired result:

Identify essential ingredients for making a cake

Explain role of each ingredient

Create a new cake recipe based on local flavours and dietary needs

Evidence / Assessment:

Initial assessment:

Psychomotor - Demonstration by a senior lecturer in culinary arts on basic cake design and supervised workshop on cake making

Mid course assessment:

Affective - Group discussion among the students. Each given a unique new local ingredient to integrate into their basic cake

End course assessment:

Cognitive - Written assessment in the style of a guided essay on essential ingredients for a cake and the role of each ingredient.

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Cognitive:

Identify essential ingredients and their rationale to cake making.

Identify essential techniques to successful cake-making.

Aware of pitfalls in cake-making

Affective:

Able to recognise appropriate flavour and decorative combinations to cake-making

Psychomotor:

Ability to perform stepwise of cake making with correct techniques and avoidance of pitfalls

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Learning Outcomes (LO):

1. Identify the essential ingredients for baking a cake.

2. Explain the role each ingredient plays in achieving the desired texture and flavor.

3. Create a new cake recipe based on local flavors and dietary needs.

Assessment Types:

For LO1:

[Cognitive] Literature review to identify the essential ingredients to make a cake.

[Cognitive] Analyse data for emerging trends/market needs for the baking industry locally and internationally.

For LO2:

[Psychomotor] Debate on the effects of varying the ratios of each ingredient.

[Affective] Conducting surveys amongst bakeries and customers to find alternatives or substitutes for conventional ingredients in order to meet specific dietary requirements.

[Affective] Peer evaluation during group practical activity. Testing the role of different ingredients to a cake recipe.

For LO3:

[Psychomotor] Demonstration by a professional baker and practical session with the students.

[Psychomotor] Final-term assessment for students to create a new cake recipe based on local flavours and dietary needs.

[Cognitive] Document the recipe and the procedure as well as presenting it to the class. Better still, if the audience is potential customers.

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Cake making masterclass

Assessment task

Identify essential ingredients & their rational in cake making

Cognitive:

Case study analysis on a cake recipe and essential ingredients

Quiz (SAQ) on cakes essential ingredients and scenario based questions

P, C, A:

performance group task to make a cake based on essential ingredients

peer evaluation task on hygiene, taste and presentation

Self assessment reflection: what worked,what would i change next time, why?

Mini troubleshooting task in end of assessment task: - make a cake with different dietary requirements - students to write their recipes and bake in 6H - summative assessment

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Cognitive (Knowledge & Understanding)

1. List the essential ingredients used in cake making.

2. Explain how each ingredient affects the cake’s texture and flavor.

3. Identify ingredient substitutions suitable for gluten-free or vegan cakes.

Example: • Students complete a 10-item multiple-choice and short-answer quiz on ingredient functions.• Alternatively, each student gives a 2-minute presentation explaining one ingredient’s role (e.g., “Why butter affects texture and moisture”).• Students may use slides or visual aids showing ingredient comparisons or substitution charts.

Affective (Attitudes & Values)

1. Reflect on how local ingredients can make your recipe more sustainable and culturally relevant.

2. How did you feel when collaborating with peers to design your cake?

3. Why is it important to consider dietary preferences in your recipe design?

Example: • After baking, students write a one-page reflection describing their experience working with others and using local ingredients.• In groups, students hold a 10-minute guided discussion on cultural values in food design.• The teacher observes participation, respect for others’ views, and depth of reflection.

Psychomotor (Practical Skills)

1. In small groups, create and bake a new cake recipe using local ingredients.

2. Demonstrate proper mixing, baking, and decorating techniques.

3. Present your final product and explain your ingredient choices.

Example: • Students work in groups of 3–4 to design a unique cake recipe that incorporates at least one local ingredient (e.g., pandan, coconut, or dates).• During the lab session, they measure, mix, and bake while following safety and hygiene rules.• Each group gives a 5-minute presentation of their cake to the class, describing ingredient choices, flavor profile, and any challenges faced.• Teacher uses a rubric to assess technique, creativity, taste, and presentation

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course learning outcomes:

1. explains the principles of a cake making; the base and frosting, choice of ingredients, methods to bake or non-baked

2. demonstate teamwork in the kitchen. divides into smaller teams; the base and frosting

3. prepare, assemble and bake a cake with correct technique and presentation

Objectives:

1. identify essential ingredients for baking a cake

2. explain the role of each ingredient plays in achieving the desired texture and flavor

3. create a new cake recipe based on local flavors and dietary needs

Assessment strategies

1. (Cognitive) Explains the principles of chempedak- layer cake making

1. explains the importance of each ingredients

2. explains on chempedak and how to extract the flavor

3. pays attention to consumer special needs like gluten-free or egg allergy

4. identify the suitable baking methods including evidence and case study to support their claims

Formative assessment

1. Quiz on the topics

Summative assessment

1. Viva

2. (Affective) Demonstrate:

1. Peer evaluation during chempedak-layer cake making activity

2. self reflection on cooking experience

Formative Assessment

1. tasting test by assessors/ peers

Summative assessment

1. cooking competitions among students

3. (Psychomotor) Performance based assessment

1. students bake a cake under observation and hygiene protocols

2. evaluate student understanding on consumer dietary need

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LO1: Identify the essential ingredients for baking a cake.

Quiz

LO2: Explain the role each ingredient plays in achieving the desired texture and flavor.

Peer evaluation

LO3: Create a new cake recipe based on a local flavors and dietary needs.

Demonstration