This document outlines the procedures for administering and scoring a nutrition and culinary end-of-course assessment. It includes instructions for setting up testing sessions, distributing and collecting test materials, and scoring student responses. The assessment contains 10 multiple choice questions about food safety and sanitation practices, followed by a performance task requiring students to plan and prepare two dishes while implementing proper safety techniques, and create an informational poster about food safety risks. Scoring is based on a competency checklist for food preparation and a rubric evaluating the poster content and design.

1. Name: _____________________ ID: _____________ Date: ________ Period: ____
Riverton High School
Quick Start ©
Family & Consumer Science
Nutrition & Culinary,
Level III
End-of-Course (EoC)
June 2014

2. Model #3-Nutrition & Culinary-DEMO-Final Page 2
Preparation
STEP 1. Establish the necessary testing sessions given the Riverton High School/11th
& 12th
Grade
administration window. Ensure time is allotted in the schedule for make-up test sessions
prior to the end of the administration window. Obtain the necessary copies (test forms
and scoring keys) based upon students on your roster.
STEP 2. Review the administration steps and understand the guidelines for administering the
assessment, including materials needed, equipment, etc. Also, review the test form,
answer keys, and directions to students (located within the test) prior to administration.
STEP 3. Establish a controlled testing and scoring environment and ensure students are afforded
appropriate testing accommodations.
Administration
STEP 1. Distribute the assessment to students, while maintaining a list of students who will need
to make-up the session. Say to the Students: “If you have questions about any of the
instructions that I give you, please ask them before the test/performance begins.”
STEP 2. Write/post the “Start Time/Date” and “Completion Time/Date” of the assessment. Say to
the Students: “Let’s prepare to start the test.” Ensure the demographic information on the
cover is completed.
STEP 3. Begin the testing/evaluation session.
a) Say to the Students: “After you have completed the test, raise your hand and I will
pick up your test and give you a sheet of paper containing your performance task
which you may start working on immediately.”
b) Say to the Students: “Remember to try your best on the assessment. If there are no
questions, begin the test.”
c) Ending the testing session. Say to the Students: “This part of the testing/evaluation
period has ended, I will now collect any tests that have not already been picked up
and give you the performance task.” Explain the make-up procedures for students
who need more time according to your district’s policy. Pick up all of the test forms
and secure the materials. NOTE: This test will not be complete until all
presentations are complete.
After Testing
STEP 1. Ensure 100% accountability for all assessment materials and store these in a secure area.
STEP 2. Given the completed test and the developed scoring key and rubrics, score each item
based upon the student’s provided response. Enter the raw score (points earned vs. total
points possible) into your grade book. Determine if the student’s score meets the
performance standard.
STEP 3. Once all students have completed the test, including make-ups, collect and inventory all
scored tests. Report student results in accordance with the district’s grading policy in
terms of percent (%) correct, and/or achieving a specific performance level.

3. Model #3-Nutrition & Culinary-DEMO-Final Page 3
DIRECTIONS: For Questions 1 through 10, read each question carefully and then choose the
letter of the best answer. Each question is worth one (1) point towards your overall score.
You will have 20 minutes to complete this assessment.
1. What is the minimum temperature for the final rinse in a heat-sanitizing dishwashing
machine?
A. 140 degrees
B. 175 degrees
C. 180 degrees
D. 200 degrees
(0001.FCS.NCIII.EOC.MC-LV1-FNW2.5)
2. Which of the following is not a proper grip for using a chef’s knife?
A. Grip the handle with four fingers while holding the thumb firmly against the blade’s spine.
B. Grip the handle with four fingers and hold the thumb against the side of the blade.
C. Grip the blade with three fingers and the thumb.
D. Grip the handle with three fingers, resting the index finger flat against the blade on one side.
Hold the thumb on the opposite side to give additional support and control.
(0002.FCS.NCIII.EOC.MC-LV2-FNW2.5)
3. When using a bottom-to-top shelving order, the best placement of food in a cooler is
determined by _______________.
A. size of food package
B. expiration date of food
C. order in which food will be cooked
D. minimum internal cooking temperature of food
(0003.FCS.NCIII.EOC.MC-LV2-FNW2.5)

4. Model #3-Nutrition & Culinary-DEMO-Final Page 4
4. Food should NOT be stored in a galvanized container because _______________.
A. the food will spoil quickly
B. the food will not be stored at the right temperature
C. acids in the food can leach zinc into the food
D. acids in the food can cause the container to rust
(0004.FCS.NCIII.EOC.MC-LV2-FNW2.5)
5. Which of the following statements is TRUE?
A. Commercial refrigerators have coved interior corners that allow easy cleaning.
B. Residential refrigerators keep contents at a low temperature consistently for a very long
time.
C. Commercial refrigerators come in various sizes and selection is based on size of commercial
activity.
D. Residential refrigerators provide door storage which is safe and allows for additional storage
space.
(0005.FCS.NCIII.EOC.MC-LV2-FNW2.5)
6. If you are advising a classmate on proper care of knives, which suggestion is not a correct
procedure?
A. keep knives properly sharpened at all times
B. wash knives separately from other utensils
C. talk or point a knife at another person
D. store knives in knife kits, racks, or sheaths
(0006.FCS.NCIII.EOC.MC-LV1-FNW2.5)
7. The calibration nut on a bimetallic stemmed thermometer is used to _______________.
A. keep it accurate
B. mark it’s sensing area
C. measure air temperature
D. measure temperatures through glass
(0007.FCS.NCIII.EOC.MC-LV1-FNW2.5)

5. Model #3-Nutrition & Culinary-DEMO-Final Page 5
8. What is the most frequently used knife of the professional chef?
A. utility knife
B. boning knife
C. chef’s knife
D. paring knife
(0008.FCS.NCIII.EOC.MC-LV2-FNW2.5)
9. While at work, you notice a co-worker using a conventional oven instead of a conveyor
oven to cook a pizza. Which of the following statements supports the idea that a conveyor
oven is better for cooking pizza?
A. Conventional ovens use fans to circulate hot air around the food as it cooks, thereby heating
much more consistently.
B. Conveyor ovens require lower temperatures to melt and brown cheeses, therefore less likely
to cause food borne illnesses.
C. Conventional ovens will bake, reheat and finish a food product much more quickly than a
conveyor oven.
D. Conveyor ovens move food products through a heated chamber at a constant speed, thereby
heating much more consistently.
(0009.FCS.NCIII.EOC.MC-LV3-FNW2.5)
10. Which of the following describes the procedures used to correctly calibrate a thermometer?
A. Hold thermometer under running water; then, adjust thermometer to 44 degrees.
B. Place thermometer in oven; set oven temperature to 350 degrees; after 10 minutes, adjust
thermometer to 350 degrees.
C. Bring a small pot of water to boiling; remove from stove; place thermometer probe in water;
wait 30 seconds; then, adjust thermometer to 212 degrees.
D. Place thermometer in ice water; wait 30 seconds; then, adjust thermometer to 32 degrees.
(0010.FCS.NCIII.EOC.MC-LV2-FNW2.5)

6. Model #3-Nutrition & Culinary-DEMO-Final Page 6
DIRECTIONS FOR TASK 1: Read the task information below and complete the
requirements. You have three class periods to complete the assignments. The entire
assignment is worth twelve (12) points towards your overall score.
Task #1- Plan and prepare two dishes to serve at a traditional holiday gathering. The first dish
should include any meat and the second dish should include eggs. You will be assessed on the
safety and sanitation practices implemented in the preparation of both dishes. Additionally,
based on your planned dishes, create a food safety and sanitation poster providing details of four
(4) possible safety and sanitation risk factors from production through consumption of the
ingredients/meals. For these identified risks, include the definition/description, two (2)
examples, and at least one (1) method of preventing the risk.
Day 1. Plan your two (2) dishes and draft your framework for displaying the risk factors on
your poster. You will have 45 minutes to complete these tasks.
Day 2. Prepare your planned dishes and present your meals to the test administrators. You will
have 60 minutes to prepare your meals.
Day 3. Complete your food safety and sanitation poster. Use pictures or other graphics to
enhance your poster. Research and collation of materials can be completed from Day 1
of this assignment. You will have 45 minutes to complete this task.
Use the competency checklist and scoring rubric to guide your meal preparation and poster
development.
(0011.FCS.NCIII.EOC.EP-LV4-FNW1.4)

7. Model #3-Nutrition & Culinary-DEMO-Final Page 7
Safety and Sanitation Competency Task List
No. Competency
Achieved
(Y/N)
Comments
1. Wear appropriate apparel in the food preparation area.
2. Clean and wash fresh, produce, and fruits.
3. Solve problems related to waste disposal and recycling.
4. Demonstrate good personal hygiene and health practices in the kitchen.
5. Maintain a clean and sanitary work environment.
6. Follow acceptable procedures when preparing and storing protein foods.
7. Demonstrate prevention of cross-contamination.
8. Demonstrate proper food handling practices.
9. Maintain accurate temperature of products.
10. Demonstrate proper handling of tools, utensils, equipment, dishes, and glassware.
Scoring Rubric
Dimension Advanced
(4 pts.)
Proficient
(3 pts.)
Basic
(2 pt.)
Below Basic
(1 pts.)
Practical:
Competency
Task List
Products completed with no
safety or sanitation
violations. Met all ten (10)
competencies listed in the
Safety and Sanitation
Competency Task List.
Products completed with two
or less safety or sanitation
violations. Met at least eight
(8) competencies listed in the
Safety and Sanitation
Competency Task List.
Products completed with
more that two but less than
four safety or sanitation
violations. Met at least six
(6) competencies listed in
the Safety and Sanitation
Competency Task List.
Products completed with
five or more safety or
sanitation violations. Met
five (5) or less
competencies listed in the
Safety and Sanitation
Competency Task List.
Safety and
Sanitation
Poster:
Information
The poster includes clear
and logical information on
four (4) safety and
sanitation risk factors. All
information required is
presented, accurate, and
clearly communicated. The
student demonstrates a
thorough understanding of
safety and sanitation
concepts.
The poster lists four (4) safety
and sanitation risk factors.
Some requested information
(e.g., description/definition,
example, or prevention
methods) may be missing for
some factors identified.
Information presented is
accurate and clearly
communicated. The student
demonstrates a distinct
understanding of safety and
sanitation concepts.
The poster lists three (3) or
less safety and sanitation
risk factors. Some
requested information (e.g.,
description/definition,
example, or prevention
methods) is missing for
some factors identified.
Some information
presented is inaccurate.
The student demonstrates
gaps in conceptual
understanding.
The poster lists inaccurate
or irrelevant safety and
sanitation risk factors. The
student demonstrates very
little or no understanding of
information relating to
safety and sanitation risk
factors.
Safety and
Sanitation
Poster:
Illustrations
and
Grammar
Graphics included on the
poster greatly enhances the
information and gives a
thorough understanding of
the risk factors. Writing is
clear, neat, and legible.
Content of poster is edited
for spelling and
punctuation and has no
errors.
Graphics included on the
poster enhances the
information and gives a clear
understanding of the risk
factors. Writing is clear, and
legible. Content of poster is
edited for spelling and
punctuation and has no errors.
The essay provides a real
safety condition but may
not be logical given the
scenario described. An
attempt is made to explain
the safety condition and its
effects, but the explanation
indicates gaps in
conceptual understanding.
It is unfocused and
unorganized.
The safety condition
provided is completely
incorrect or irrelevant. It
demonstrates very little or
no understanding of what
safety conditions are and
how they affect food
preparation, dissemination,
and consumption. It is
unfocused and unorganized.

8. Model #3-Nutrition & Culinary-DEMO-Final Page 8
Riverton High School
Quick Start ©
Family & Consumer Science
Nutrition & Culinary, Level III
Score Sheet
End-of-Course (EoC)

9. Model #3-Nutrition & Culinary-DEMO-Final Page 9
Assessment Name Grade/Course Administration
Total Possible
Points
Family & Consumer Sciences Final
Nutrition & Culinary,
Level III
End-of-Course
(EoC)
22
Item # Item Tag Item Type Point Value Answer
1 0001.FCS.NCIII.EOC.MC-LV1-FNW2.5 MC 1 C
2 0002.FCS.NCIII.EOC.MC-LV1-FNW2.5 MC 1 C
3 0003.FCS.NCIII.EOC.MC-LV1-FNW2.5 MC 1 D
4 0004.FCS.NCIII.EOC.MC-LV2-FNW2.5 MC 1 B
5 0005.FCS.NCIII.EOC.MC-LV3-FNW2.5 MC 1 A
6 0006.FCS.NCIII.EOC.MC-LV1-FNW2.5 MC 1 C
7 0007.FCS.NCIII.EOC.MC-LV2-FNW2.5 MC 1 A
8 0008.FCS.NCIII.EOC.MC-LV2-FNW2.5 MC 1 C
9 0009.FCS.NCIII.EOC.MC-LV3-FNW2.5 MC 1 D
10 0010.FCS.NCIII.EOC.MC-LV2-FNW2.5 MC 1 D
11 0011.FCS.NCII.EOC.EP-LV4-FNW1.4 EP 12
See Competency Task
List and Rubric

10. Model #3-Nutrition & Culinary-DEMO-Final Page 10
Safety and Sanitation Competency Task List
No. Competency
Achieved
(Y/N)
Comments
1. Wear appropriate apparel in the food preparation area.
2. Clean and wash fresh, produce, and fruits.
3. Solve problems related to waste disposal and recycling.
4. Demonstrate good personal hygiene and health practices in the kitchen.
5. Maintain a clean and sanitary work environment.
6. Follow acceptable procedures when preparing and storing protein foods.
7. Demonstrate prevention of cross-contamination.
8. Demonstrate proper food handling practices.
9. Maintain accurate temperature of products.
10. Demonstrate proper handling of tools, utensils, equipment, dishes, and glassware.
Scoring Rubric
Dimension Advanced
(4 pts.)
Proficient
(3 pts.)
Basic
(2 pt.)
Below Basic
(1 pts.)
Practical:
Competency
Task List
Products completed with
no safety or sanitation
violations. Met all ten (10)
competencies listed in the
Safety and Sanitation
Competency Task List.
Products completed with two
or less safety or sanitation
violations. Met at least eight
(8) competencies listed in the
Safety and Sanitation
Competency Task List.
Products completed with
more that two but less than
four safety or sanitation
violations. Met at least six
(6) competencies listed in
the Safety and Sanitation
Competency Task List.
Products completed with
five or more safety or
sanitation violations. Met
five (5) or less
competencies listed in the
Safety and Sanitation
Competency Task List.
Safety and
Sanitation
Poster:
Information
The poster includes clear
and logical information on
four (4) safety and
sanitation risk factors. All
information required is
presented, accurate, and
clearly communicated. The
student demonstrates a
thorough understanding of
safety and sanitation
concepts.
The poster lists four (4) safety
and sanitation risk factors.
Some requested information
(e.g., description/definition,
example, or prevention
methods) may be missing for
some factors identified.
Information presented is
accurate and clearly
communicated. The student
demonstrates a distinct
understanding of safety and
sanitation concepts.
The poster lists three (3) or
less safety and sanitation
risk factors. Some
requested information (e.g.,
description/definition,
example, or prevention
methods) is missing for
some factors identified.
Some information
presented is inaccurate.
The student demonstrates
gaps in conceptual
understanding.
The poster lists inaccurate
or irrelevant safety and
sanitation risk factors. The
student demonstrates very
little or no understanding of
information relating to
safety and sanitation risk
factors.
Safety and
Sanitation
Poster:
Illustrations
and
Grammar
Graphics included on the
poster greatly enhances the
information and gives a
thorough understanding of
the risk factors. Writing is
clear, neat, and legible.
Content of poster is edited
for spelling and
punctuation and has no
errors.
Graphics included on the
poster enhances the
information and gives a clear
understanding of the risk
factors. Writing is clear, and
legible. Content of poster is
edited for spelling and
punctuation and has no errors.
The essay provides a real
safety condition but may
not be logical given the
scenario described. An
attempt is made to explain
the safety condition and its
effects, but the explanation
indicates gaps in
conceptual understanding.
It is unfocused and
unorganized.
The safety condition
provided is completely
incorrect or irrelevant. It
demonstrates very little or
no understanding of what
safety conditions are and
how they affect food
preparation, dissemination,
and consumption. It is
unfocused and unorganized.