About a month ago, when I started on this assessment journey, I identified a need for a new assessment in my Advanced Baking class. If you want to go back and read the original post you can find it here. The reason I feel that I need a new assessment in this area is because when the students are creating new recipes they go through many iterations of the recipe before they get it perfect for the bake shop. As part of each step along the way they taste the product and form opinions about the taste, texture, and appearance. Then they make plans for the next iteration. Currently the process is verbal which means that some ideas can be forgotten from one day to the next.

Creating new formative assessment would be the perfect way to solve this problem. As I have been exploring assessment my thoughts on the importance of feedback in the form of formative assessment have been reinforced. In one video I watched, Rick Wormelli says that “students can learn without grades but they can’t learn without feedback” (Stenhouse Publishers, 2010). In an article I read the authors stated that “feedback is among the most critical influences on student learning” (Hattie & Timperly, 2007, p. 81). Both of those statements are strongly worded to drive home the importance of feedback on student learning. It relates to the assessment I am contemplating because the students can’t improve their products, which are examples of their understandings of how baking works, without the constant use of feedback.

My original thoughts on the new assessment:

Some additional thoughts on the new assessment:

The instruction that will take place before the assessment is used will be specific to each lab group. Since each group is creating a unique dessert I will provide instruction that is unique to their needs. For example, if the group is creating a cookie as part of their product I will provide instruction on the science behind creating the best cookie. I will also provide instruction on technical parts of their recipe as needed. The assessment will be applied when the group has created their product and also each time they make changes to the recipe and make it again. After the group analyzes the data from their “Product Feedback” assessment they will create a new plan for the recipe and I will provide more instruction if it is needed. It will be a cycle of baking, assessment, new plan, baking, assessment, new plan until the product is exactly what they are looking for. This assessment plan, in my opinion, touches upon several of the 7 Principles of Good Feedback as defined by Nicol & McFarlane (2006, p. 205). It facilitates the development of self-assessment in learning, encourages teacher and peer dialogue around learning, and it provides information to teachers that can be used to shape teaching (Nicol & McFarlane, 2006, p. 205).

Some basic instruction will be provided to the students along with their assessment, as I explained in the past blog post. The feedback instructions have not changed from the first version. The instructions will look something like this:

This new formative assessment is starting to really take shape. I can’t wait to share the final product with you once I choose a technology application to use and get the formatting complete. So much to do, but so excited to do it…


Nicol, D., & Macfarlane-Dick, D. (2006). Formative assessment and self-regulated learning: A model and seven principles of good feedback practice. Studies in Higher Education, 31(2), 199–218

Stenhouse Publishers. (2010, November 13). Rick Wormeli: Formative and  Summative Assessment [Video]. YouTube. https://www.youtube.com/watch?v=rJxFXjfB_B4

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