SITHCCC035 - Prepare poultry dishes Assignment

Student Assessment Workbook

Theory Tasks

SITHCCC035 - Prepare poultry dishes.

Application

This unit describes the performance outcomes, skills and knowledge required to prepare and cook a range of poultry dishes following standard recipes. It requires the ability to select, prepare and portion poultry, and to use relevant equipment, cookery and food storage methods.

The unit applies to cooks working in hospitality and catering organisations. This could include restaurants, educational institutions, health establishments, defence forces, cafeterias, kiosks, cafes, residential caterers, in flight and other transport caterers, and event and function caterers.

It applies to individuals who work under the guidance of more senior chefs. They demonstrate autonomy and judgement to complete routine activities and take limited responsibility in known and stable contexts within established parameters.

The skills in this qualification must be applied in accordance with Commonwealth and State or Territory legislation, Australian standards and industry codes of practice.

No occupational licensing, certification or specific legislative requirements apply to this unit at the time of publication.

Internet link to unit

For detailed information about elements and performance criteria, foundation skills, performance evidence, knowledge evidence and assessment conditions, please follow the following link.

https://training.gov.au/Training/Details/SITHCCC035

Purpose of the Document

This Student Assessment Workbook contains details of your assessment tasks and the guidelines for you to be able to complete the assessments for this qualification. 

Purpose of Assessment

Assessment is the process of gathering and judging of evidence to decide whether a student has achieved a standard of competence. Successful completion of all assessment tasks will contribute to the attainment of the unit of competency.

Training and Delivery Arrangements

A training plan will be provided to the student with the start date and end date of each unit.

The trainer will hand over the resources to read and inform the student to complete Assessment tasks according to timetable. The training department will make sure that the training location is WHS compliant and safe for the training and equipped with the necessary resources needed for the effective delivery of training. 

Trainers will be using PowerPoint slides, discussions, role-plays, and class activities as part of training.

Assessment Arrangements

To be assessed as competent the participant must: 

• complete all assessment tasks to satisfactory level and according to the assessment instructions.
• Submit them to trainer/assessor according to the due date as mentioned in the training plan or negotiated with the trainer/assessor.
• The trainer/assessor will give the detailed feedback on the work completed by the student.
• Perform all practical assessment tasks without risk to self, danger to others or damage to property, land or equipment under the supervision of the trainer.
• abide by all relevant instructions and directions as they relate to the assessment tasks.

In judging evidence, the assessor must ensure and declare that the evidence meet the Rules of Evidence as:

• authentic (candidate’s own work, for which submission declaration and ID check during task performance and the assessment under supervision as per the assessment instructions)
• valid (directly related to the current version of the relevant endorsed unit of competency and as per instructions)
• reliable (shows that the candidate consistently meets the endorsed unit of competency) 
• current (reflects the candidate’s current capacity to perform the aspect of the work covered by the endorsed unit of competency}, and
• sufficient (covers the full range of elements, performance criteria, knowledge evidence, performance evidence and assessment conditions in the relevant unit of competency)

The assessment process must:

• provide that assessment is conducted and declared by the assessor in accordance with Principles of Assessment for being valid, reliable, flexible and fair assessment.
• provide for judgment to be made on the basis of sufficient evidence keeping in accordance with Rules of Evidence given above.
• Access and equity

An individual's access to the assessment process should not be adversely affected by restrictions placed on the location or context of assessment beyond the requirements specified in the training package. 

The individual learner’s needs are considered in the assessment process. Where appropriate, reasonable adjustments are applied to take into account the individual learner’s needs (Refer to Pre-Training Review section). 

The training department informs the learner about the assessment process and provides the learner with the opportunity to challenge the result of the assessment and be reassessed if necessary (Refer to Re-Assessment section). 

Reasonable adjustments can be made to ensure equity in assessment for people with disabilities. Adjustments include any changes to the assessment process or context that meet the Individual needs of the person with a disability, but do not change competency outcomes. Such adjustments are considered reasonable if they do not impose an unjustifiable hardship on training department or employer or learner. When assessing people with disabilities, assessors are encouraged to apply good practice assessment methods with sensitivity and flexibility.

Assessors should also provide alternative assessment activities to address identified specific organisation requirements.

Assessment tools

The tools used, having multiple tasks, provide a foundation on which to build a comprehensive learning and assessment program. In the assessment workbook there are a range of assessment tasks. The types of activities are varied to ensure good "testing" of the required skills and knowledge. Trainers / Assessors will need to adapt or supplement these resources where appropriate.

A range of standard assessment methods are used within each assessment tool (refer to Methods of assessments)

Once all tasks have been completed, the file(s) containing answers to assessment workbook tasks should be submitted to the trainer/assessor and the assessor will give the detailed feedback.

Re-assessment 

Learners who are assessed as ‘Not Yet Competent’ are to be provided with detailed verbal and written feedback to assist them to identify the gaps in their knowledge and skills to be addressed through further training and assessment. These learners are to be provided with additional training and learning support to target their specific gaps in knowledge and/or skills and prepare them for additional assessment. 

It is the policy to provide additional training and re-assessment as required at no additional cost to the learner. Learner’s requiring additional learning support are to be brought to the attention of management so the progress of the learner can be monitored closely, and additional support services can be applied if required. Where learners repeatedly do not demonstrate competence following significant learning and assessment support, a learner’s enrolment can be determined through mutual agreement. Please note, learners are granted with 3 attempts for a successful assessment outcome. Where learners are unable to achieve competency after 3 attempts, they may be required to re-enrol in that unit/s and undertake further training.

Rules of evidence

There are four rules of evidence that guide the collection of evidence. The student’s work must demonstrate the rule of evidence e.g. 

§  Valid – The assessment task must cover the required skills and knowledge.

§  Sufficient – it must be enough to satisfy the competency.

§  Current – skills and knowledge must be up to date.

§  Authentic – it must be the student’s own work and supporting documents must be genuine.

Principles of Assessment

The four principles of assessment are followed in assessment of each student’s evidence of competence. The four principles are:

• Validity
• Reliability
• Flexibility
• Fairness

Validity:

• assessment against the unit(s) of competency and the associated assessment requirements covers the broad range of skills and knowledge that are essential to competent performance.
• assessment of knowledge and skills is integrated with their practical application.
• assessment to be based on evidence that demonstrates that a student could establish these skills and knowledge in other similar situations; and 
• Judgment of competence is based on evidence of student performance that is aligned to the unit/s of competency and associated assessment requirements.

Reliability:

Evidence presented for assessment is consistently interpreted and assessment results are comparable irrespective of the assessor conducting the assessment.

Fairness: 

The individual student’s needs are considered in the assessment process. Wherever appropriate, reasonable adjustments are applied to take into account the individual student’s needs. The training department informs the student about the assessment process and provides the student with the opportunity to challenge the result of the assessment and be reassessed if necessary.

Flexibility: Assessment is flexible to the individual student by: 

• reflecting the student’s needs.
• assessing competencies held by the student no matter how or where they have been acquired; and
• Drawing from a range of assessment methods and using those that are appropriate to the context, the unit of competency and associated assessment requirements, and the individual.

Competency/Submission Details and Instructions

For you to achieve competency in this unit, you are required to complete the following tasks and submit according to your proposed training plan, or the date specified by Trainer/assessor in particular cases (please see Access and Equity Policy and Procedure). The student instructions for each task have been mentioned before the start of each task. You must achieve satisfactory ratings on all tasks. 

Within the context of these assessment tasks for role playing activities / presentations / demonstrations, the assessor may fill in the role of client, manager or supervisor, as applicable. 

• At each submission of your assessment, the student must declare that the work submitted is his/her own and has not been copied. Failure to do so will result in the assessment work being returned for completion thus delaying the assessment. 
• Make sure you have read all supporting resources prior to commencing and completing any of the questions and activities in this assessment workbook.
• If you are unsure of the requirements of a question, activity or project – please contact your trainer/assessor, at the given contact details in the beginning of this document, for clarification. Reasonable adjustment options are available however this must be arranged in coordination with the Training Department prior to assessment.
• You must ensure that you have attempted and completed all assessment tasks in this Student Assessment Workbook prior to submitting for assessment.
• All the above items must be adhered to. Failure to do so will result in your work being returned to you, delaying the assessment of your tasks.
• Written questions require in-depth responses and answers must comply with the instructions provided. 
• At the time of submission of workbook or individual unit, ask for Receipt from staff. Keep it safe for your records and future references.

Understanding the assessment grading system

Assessments for qualifications are competency based, which means students are assessed against the unit of competency requirements. Assessment results are recorded as follows:

• Satisfactory (S) result: the student’s submitted work satisfies the learning requirements and competency standards for the Task.
• Not Satisfactory (NS) result: the student’s submitted work does not demonstrate the understanding of competency standards in the Task. 
• Competent © result: Once a student receives a satisfactory result for all required assessment Tasks, as per the learning requirements and all competency standards for the unit (in accordance with the unit of competency details at National Register www.training.gov.au), C outcome will be awarded for the entire unit.
• Not Yet Competent (NYC) result: If any of the Tasks in unit is NS, a student will receive NYC outcome. He/she will receive written feedback from a trainer/assessor, clearly outlining where the gaps are. The student will then be required to rectify these gaps and re-submit his/her assessment for marking.

Feedback and Review

The student will receive written feedback from a trainer/assessor, clearly outlining why the student’s submitted work does not demonstrate the understanding of competency standards in the task and where the gaps are. The student will then be required to rectify these gaps and re-submit his/her assessment for marking.

Plagiarism and Collusion

Plagiarism and collusion are both forms of cheating. It is taking and using someone else’s ideas, writings or information and representing them as your own. Plagiarism is a serious act and may result in a participant’s exclusion from a unit or a course. When you have any doubts about including the work of other authors in your assessments, please consult with your Trainer/assessor and refer to the Student Handbook. In case you need further information about plagiarism and collusion, please ask staff to provide you with the copy of plagiarism and collusion policy and procedure. Alternatively, you may refer to the website. The following list outlines some of the activities for which a participant can be accused of plagiarism:

• Presenting any work by another individual as one’s own unintentionally.
• Submitting assessments copied from another student.
• Presenting the work of another individual or group as their own work
• Submitting assessments without the adequate acknowledgement of sources used, including assessments copied totally or in part from the internet.

Referencing your work

The students are required to use the right sources in their work. By doing proper referencing, you are acknowledging that you have used someone else’s information or work. The students are encouraged its students to use APA 6th referencing Style. You can visit http://guides.lib.monash.edu/citing-referencing/apa  for the style information or visit https://www.refme.com/au/referencing-generator/apa/ for APA style references generation. You must reference all sources that you use in your assignment, including words and ideas, facts, images, videos, audio, websites, statistics, diagrams and data.

There are two parts to every referencing system:

• In-text reference – a reference to a source of information placed within the body of the work. 
• The reference list – a list of all sources referred to in the work, located at the end of the work.

Please ask your trainer if you do not know how to reference your evidence. Ensure your work is referenced to prevent plagiarism. For more information on plagiarism and referencing, refer to the Student Handbook. 

Appealing a decision

Where a student disagrees with a decision made by Trainer/assessor regarding outcome of unit, plagiarism or cheating, he/she may pursue appeal proceedings in accordance with the complaints and appeals process given in Complaints and Appeals Policy and Procedure, as you have the right to appeal the outcome. More information about this process can be found in the Student Handbook or can be obtained from the Student Support Officials.

Reasonable Adjustments

If you have special needs or disabilities, reasonable adjustment will be organised in accordance with the policies and procedures of reasonable adjustments. This may include but not limited to:

• visual difficulty: we can assist by making adjustments such as larger print of documents, assessment tools and forms.
• physical disabilities: assessment may be broken down into shorter/longer lengths of time, where applicable
• sick or have medical condition, due date extension may be provided.
• LLN Support

Examples of reasonable adjustment in assessment may include but not limited to:

• Submission of an oral assessment task for a written one
• Provision of extra time
• Use of adaptive technology

The requirements for special needs must be established and an appropriate record must be kept of the efforts made to establish special need and the outcomes of these efforts.

Methods of assessments

There are two types of tasks for assessing the unit of competency for each unit.

1. Written Questions i.e. A set of questions to test the student’s knowledge for the unit of competency.
2. Project and demonstration/role play: i.e. A series of practical tasks assessing the student’s practical knowledge and skill for the unit of competency.

The following methods are used for assessing the student.

• Analysis of responses to all written questions 
• Analysis of responses to case studies.
• Analysis of responses to practical tasks/demonstration/role-play/written reports (Please refer to the assessment tasks instructions for individual tasks)
• Observation of demonstration by the student in role play/workplace activities
• Oral Answers to Oral Questions to confirm the ability to consistently identify and correctly interpret the essential underpinning knowledge required for practical application. The trainer assessor will tick the related answer provided by the student which relates to the benchmark answers or will add the additional answers provided by the student in the provided space.

Required Resources 

1. Student Assessment Workbook
2. Learner guide
3. Access to supportive human resources 
4. Access to computers and printers
5. Access to internet 
6. Access to simulated environment that reflects workplace conditions that is an operational commercial kitchen.
7. Simulated workplace templates, resources and required policies and procedures as per assessment tasks. Refer to assessment task 2 in a separate document. 
8. Access to role playing participants i.e., as per simulated assessment tasks requirements.
9. Access to other resources as mentioned in simulated assessment tasks. 

General Instructions to the Students

1. Read all the assessment tasks carefully.
2. Provide answers/responses to all the assessment tasks. 
3. The evidence for the task can be handwritten or in a word document.
4. If you have been asked to explain or describe, provide your answer in sufficient words ( refer to Written answer question guidance), or as per instructions/requirements for individual question. If you have been asked multiple choice question, you must choose the appropriate answer in the given choices. If you think more than one of given choices are correct, in that case you can choose as many as you think are appropriate.
5. Your answers must reflect knowledge and understanding of the subject.
6. Students can ask the trainer/assessor if they are having any problem in understanding the questions. (Please do not expect the trainer/assessor to tell you answer for the questions)
7. All answers/responses must be correct to be assessed as satisfactory.
8. The Assessment is to be attempted after completing the training for this unit.
9. Please be advised that the following is the required evidence for practical assessment tasks.
   1. The student is required to submit all the required documents as mentioned in Deliverable Specifications in the assessment instructions.
   2. Clear photos while undertaking practical activities. The trainer assessor or person assigned by him will take the photos from suitable directions and in numbers as mentioned in Deliverable Specifications.
10. Your assessment for the unit will be given an outcome of competent or not yet competent.
11. The student will be asked Oral Questions to confirm the ability to consistently identify and correctly interpret the essential underpinning knowledge required for practical application. 
12. After completing assessment and obtaining result from trainer/assessor, you will acknowledge on Assessment Result Sheet that you have been informed of the assessment result and the reasons for the outcome.

Assessment Task Summary

Assessment task 1Written Questions:

The assessment will be conducted in supervised environment. The student can access the computer and internet in supervised assessment environment.

Assessment objectives

The student will demonstrate the knowledge required to prepare poultry dishes.

Deliverable specifications

The student must deliver answers to all the questions. The answers should be correct, sufficient and in acceptable form of quality and standard.

If you have been asked to explain or describe, provide your answer in sufficient words ( refer to Written answer question guidance), or as per instructions/requirements for individual question. If you have been asked multiple choice question, you must choose the appropriate answer in the given choices. If you think more than one of given choices are correct, in that case you can choose as many as you think are appropriate.

What do I need to submit?

• Your answers to each question in this task.

What do I need to do if I get something wrong?

• If your assessor marks any of your answers as incorrect, he/she will provide you with feedback. You will need to resubmit the answers for the questions that were incorrect in writing.

Written answer question guidance.

1. The following written questions may use a range of ‘instructional words’, such as ‘identify’ or ‘explain’. These words will guide you as to how you should answer the question. Some questions will also tell you how many answers you need to give – for example: ‘Describe three strategies…’.

• Discuss – when a question asks you to ‘discuss’, you are required to point out important issues or features and express some form of critical judgment. Generally, you are expected to write a response of one or two paragraphs in length.
• Describe – when a question asks you to ‘describe’, you will need to state the most noticeable qualities or features. Generally, you are expected to write a response of two or three sentences in length.

§  Explain – when a question asks you to ‘explain’, you will need to make clear how or why something happened or the way it is. Generally, you are expected to write a response of three to four sentences in length.

§  Identify – when a question asks you to ‘identify’, you will need to briefly describe the required information. Generally, you are expected to write a response of two or three sentences in length.

§  List – when a question asks you to ‘list’, this means you will need to briefly state information in a list format, often with a specific number of items indicated.

1.  
2. Written questions:
3.  

1. Briefly describe the characteristics ( minimum one) in context to balance, colour, contrast, fat content of following poultry products and poultry dishes.

Question number 12 Continuing. 

1. list the  characteristics( minimum two for each) of following poultry cuts.

1. Briefly describe the following preparation techniques to prepare poultry dishes.

1. Briefly describe the following cookery methods to prepare poultry dishes.

1. Tick the Suitable preparation techniques and Suitable cookery methods for the following Poultry products and dishes. If more than one preparation techniques and cookery methods apply, you should tick as many as suitable preparation techniques and cookery methods.

1. List essential features, functions, and Safe Operational Practices for the following equipments which is used to produce poultry dishes.

1. What are the appropriate environmental conditions for storing poultry products and dishes for the following storing purposes?

Note: Please access the simulated assessment tasks in a separate document.