REVIEW OF PRINCIPLES OF HIGH QUALITY
ASSESSMENT
Clarity of Learning Targets
1.1 Clarity of Learning Targets
Assessment can be made precise, accurate and
dependable only if what are to be achieved are
clearly stated and feasible. To this end, we
consider learning targets involving knowledge’
reasoning, skills, products and effects. Learning
targets need to be stated in behavioral terms or
terms that denote something which can be
observed through the behavior of the students.
Thus, the objective “to understand the concept
of buoyancy” is not stated in behavioral terms.
It is not clear how one measures
“understanding”. On the other hand, if we
restate the target as “to determine the volume
of water displaced by a given object
submerged”, then we can easily measure the
extent to which a student understands
“buoyancy”.
101.1 Cognitive Targets
As early as the. 1950’s, Bloom (1954), proposed
a hierarchy of educational objectives at the
cognitive level. These are:
Level 1. KNOWLEDGE which refers to the
acquisition of facts, concepts and theories.
Knowledge of historical facts like the date of the
EDSA revolution, discovery of the Philippines or
of scientific concepts like the scientific name of
milkfish, the chemical symbol of argon etc. all
fall under knowledge. Knowledge forms the
foundation of all other cognitive objectives for
without knowledge, it is not possible to move
up to the next higher level of thinking skills in
the of educational objectives.
Level 2. COMPREHENSION refers to the same
concept as "understanding". It is a step higher
than mere acquisition of facts and involves a
cognition or awareness of the interrelationships
of facts and concepts.
EXAMPLE: The Spaniards ceded the Philippines
to the Americans in 1898 (knowledge of facts).
In effect, the Philippines declared independence
from the Spanish rule only to be ruled by yet
another foreign power, the Americans
(comprehension).
Level 3. APPLICATION refers to the transfer of
to another or from one concept to another
concept in the same discipline.
EXAMPLE. The classic experiment Pavlov on
dogs showed that animals can be conditioned to
respond in a certain way to certain stimuli.
The same principle can be applied in the
context of teaching and learning on behavior
modification for school children.
Level 4. ANALYSIS refers to the breaking—down
of a concept or idea into its components and
explaining the concept as a composition of
these concepts.
EXAMPLE. Poverty in the Philippines,
particularly at the barangay level, can be traced
back to the low income levels of families in such
barangays and the propensity for large
households with an average of about 5 children
per family. (Note: Poverty is analyzed in the
context of income and number of children).
Level 5. SYNTHESIS refers to the opposite of
analysis and entails putting together the-
components in order to summarize the concept.
Level 6. EVALUATION AND REASONING refers
to valuing and judgment or putting the “worth”
of a concept or principle.
1.1.2 Skills, Competencies and Abilities
Targets
➢ Skills refer to specific activities or tasks that a
student can proficiently do. Skills can be
clustered together to form specific
competencies e.g. birthday card making. It is
important to recognize a student’s ability so
that the program of study can be optimized for
his/her innate abilities.
➢ A student’s ability to work well with others
and to be trusted by every classmate (affective
ability) is an indication that the student can
most likely succeed in work that requires
leadership abilities. Other students are better at
doing things alone like programming and web intended variable or factor?
designing (cognitive ability) and therefore ● How adequately does the sample of item or
would be good at highly technical individualized questions represent the content to be
work. assessed?
● Is the format appropriate?
1.1.3 Products, Outputs and Projects Targets
Products, outputs-and-projects are tangible and
concrete evidence of a student’s ability. A clear
target for products and projects need to clearly
specify the level of worksmanship of such
projects. Expert output may be characterized by
the1 indicator “at most two imperfections
noted” while a skilled level output can be
characterized as having only four imperfections.

Assessment Methods
Assessment methods define the nature of the
assessor actions and include examine,
interview, and test.

Properties of Assessment Methods

● The quality of assessment instrument and
method used in education is very important.
● Teachers follow a number of procedures to
ensure that the entire assessment process is
valid and reliable.
● Validity had traditionally been defined as the
instruments ability to measure what is purports
to measure.
Ex. A test of reading comprehension should not
require mathematical ability.
● Reliability defined as the instrument’s
consistency.
● Ex. You conduct the same test on the same
group of people at two different points in time.
Validity
Appropriateness, correctness, meaningfulness
and usefulness of the specific conclusions that a
teacher reaches regarding the teaching-learning
situation.
Content-validity
Refers to the content and format of the
instrument.
● How appropriate is the content?
● How comprehensive?
● Does the instrument logically get the
Face validity- refers to the outward appearance
of the test.
Criterion validity- the test item is judged
against a specific criterion.
Reliability
● Reliability of an assessment method refers to
its consistency. It is also a term that is
synonymous with dependability or stability
The Split-half methods
involves scoring two halves(usually, odd items
versus even item) of a test separately for each
person and then calculating a correlation
coefficient for the two sets of scores.
The spearman- brown prophecy formula:
Reliability of test =(2xrhalf)/(1+rhalf). Where
rhalf = reliability of half of the test
The Kuder – Richardson
is the most frequently employed formula for
determining internal consistency, particularly
KR20 is more difficult to calculate and requires a
computer program.
● KR21= K /(K-1) [1- {n(K-M)}/K(Variance)]
● K= number of items on the test.
● M= mean of the test
● Variance= variance of the test scores.
The mean of a set of scores is simply the sum
of the scores divided by the number of scores;
its variance is given by:
variance = sum of differences of individual
scores and mean/ n-1
n = is the number of test takers.
Reliability of a test may also mean the
consistency of test results when the same test is
administered at two different time periods
Reliability refers to the consistency of a
measure (whether the results can be
reproduced under the same conditions.)
validity refers to the accuracy of a measures
(whether the results really do represent what
they are supposed to measures.
Fairness
• An assessment procedure needs to be fair.
This means that students need to know exactly
what the learning targets are and what method
of assessment will be used.
• Assessments must also be viewed as an
opportunity to learn rather than a chance to
weed out poor and slow learners.
• Fairness means freedom from unfair and
harmful stereotyping, which can lead to
unnecessary and unwanted biases in the way
that teachers assess their students.
Practicality and Efficiency
An assessment procedure should be practical in
the sense that the teacher should be familiar
with it, does not require too much time and is in
fact, implementable. A complex assessment
procedure tends to be difficult to score and
interpret resulting in a lot of misdiagnosis or a
long feedback period.
Ethics in Assessment
Teacher should ask themselves if it is right to
assess a specific knowledge or investigate a
certain question. Are there some aspects of the
teaching-learning situation that should not be
assessed?
Here are some situations in which assessment
may not be called for:
-Requiring students to answer checklist of their
sexual fantasies.
-Asking elementary pupils to answer sensitive
questions without consent of their parents. -
Testing the mental abilities of pupils using an
instrument whose validity and reliability are
unknown.
• Results from assessments and tests are kept
private. This information should only be known
by the concerned student and the teacher.
• Deception is the third moral dilemma in
evaluation. There are times when it’s vital to
keep the assessment’s purpose a secret from
the pupils in order to guarantee fair and
objective outcomes.
When this occurs, the teacher has a specific
duty to;
(a) decide whether the educational value of the
assessment justifies the use of such techniques,
and
(b) decide whether there are any available
alternatives that do not make use of
concealment and
(c) ensure that students are provided with
sufficient explanation as soon as possible.
• Finally, the temptation to assist certain
individuals in class during assessment or testing
is ever present. In this case, it is best if the
teacher does not administer the test himself if
he believes that such a concern may, at a later
time, be considered unethical.
CHAPTER 1: ASSESSMENT AS AN INTEGRAL
PART OF TEACHING
Assessment in the context of teaching-learning,
we will talk about the diagnostic, formative and
summative assessment.
Diagnosis Assessment
This is a form of pre assessment that allows a
teacher to determine individual student's prior
knowledge including misconceptions before
instruction.
Formative Assessment
In formative Assessment, teachers monitors
student learning to get ongoing feedback to
improve their
teaching and students to improve their learning.
Formative Assessment is referred to as
assessment for learning because it is meant to
ensure that learning take place.
Summative Assessment
It is assessment of learning typically at the end
of a project, unit, course, semester , program or
school year after diagnostic assessment,
teaching and formative are
done. The results of summative assessments are
the bases for grades and reports to parents.
Traditional Assessment
Traditional assessment includes the paper-and-
pencil tests. Paper-and pencil tests are either
the selected-response type or constructed-
response.
Examples of selected-response and
constructed- response types of test
SELECTED- RESPONSE TYPE
•alternate response (T-F, Yes-No; ✓-X)
•multiple choice
•matching type
CONSTRUCTED- RESPONSE TYPE
•short essay
•Essay
•problem solving
Authentic Assessment
The term authentic assessment was coined by
Grant Wiggins (1993) a leading proponent of
reform in testing. Assessment is termed
authentic because students' knowledge and skill
are assessed in a context that approximates the
real world or real life as closely as possible.
NORM AND CRITERION-REFERENCED
ASSESSMENT
•Criterion-referenced assessment
In criterion-referenced assessment we compare
a student's performance against a criterion of
success which is the predetermined standard.
•Norm-referenced assessment
In norm-referenced assessment we compare a
student's performance with the performance of
other students, the norm group, not against a
predetermined standard.
Contextualized and Decontextualized
Assessment
•Contextualized Assessment
In contextualized assessment, the focus is on
the student’s performance in their application
of knowledge.
•Decontextualized Assessment
On the other hand, decontextualized
assessment includes written exams which are
suitable for assessing declarative knowledge,
and not necessarily have a direct connection to
a real-life context.
Establishing High Quality Assessments
1.Qualityassessmentsareinaccordancewithcont
emporary viewofactive learning and
motivation.
This means that the learner’s discovery and
construct meaning; set, plan and work to realize
their goals; associate and link new information
with existing knowledge in meaningful ways;
think critically and creatively; develop self-
monitoring skills; have positive expectations for
learning and confidence in their skills; are
enthusiastically and internally motivated to
learn; apply what they learn to real-world
situations; and communicate effectively.’’
(Santrock, 2009)
2. Assessment of High Quality is valid - assessing portfolios
Assessment is valid if it measures what it is Oral Questioning
supposed to measure and how well the learning is a method of assessment that direct means of
outcomes have been attained. assessing students' learning outcomes by
3. Assessment of High Quality is Reliable questioning them orally.
Assessment is reliable when the test produces
consistent scores. Oral Questioning
4. Assessment of High Quality is Fair CONSIDER: STATE OF MIND
It is fair if it assesses what it is supposed to be FEELINGS ANXIETY NERVOUSNESS
assessed as stated in the learning outcomes
which is expected to have been taught. THE ART OF QUESTIONING
• USES OF QUESTIONS
Written-Response Instruments 1. To stimulate students to think
Multiple Choice : 2. To motivate students
is a form of an objective assessment in which 3. To diagnose students' difficulties 4. To
respondents are asked to select only correct discover students' interests 5. To help students
answers from the choices offered as a list. organize

True or False: Observation and Self Reports

are used to assess a student's ability to
determine whether a statement is correct.
Matching Type
The matching type test item format provides a
way for learners to connect a word, sentence or
phrase in one column to a corresponding word,
sentence or phrase in a second column.
Short Answer
are open ended question that require students
to create an answer, rather than choose from a
selection of responses.
Essay
can test the students grasp of the higher -level
cognitive skills particularly in the areas of
application analysis, synthesis and judgment.
• A tally sheet is a device often used by teachers
to record the frequency of student behaviors,
activities or remarks.
• A self-checklist is a list of several
characteristics or activities presented to the
subjects of a study.
''PRODUCT- ORIENTED LEARNING
COMPETENCIES''
Student performances can be defined as
targeted tasks that lead to a product or overall
learning outcome. Products can include a wide
range of student works that target
specific skills.
Examples of COMMUNICATION SKILLS
SPEAKING LISTENING
READING WRITING

Product Rating Scales Psychomotor skills

These scales measure products that are
frequently rated in education such as book
reports, maps, charts, diagram, notebook, essay
and creative endeavor of all sorts.
Performance Test
tests that require students to perform certain
task or activity or perhaps solve complex
problems.
Requiring physical abilities to perform a given
task.
PRODUCT-ORIENTED LEARNING COMPETENCIES
TARGET AT LEAST THREE LEVELS:
•NOVICE OR BEGINNER'S LEVEL
•SKILLED LEVEL
•EXPERT LEVEL
PYRAMID LEVEL OF EXPERTISE
LEVEL 3- EXPERT SKILLED LEVEL
Finished product illustrate
the minimum expected parts and functions and
have additional features and aesthetically
pleasing
LEVEL 2- SKILLED LEVEL
Finished output contain additional parts
and functions on top of the minimum
requirements?
LEVEL 1- NOVICE OR BEGINNER'S LEVEL
Finished product illustrate
the minimum expected parts and functions?
Example:
The product desired is a scrapbook illustrating
the historical event called EDSA I People Power
Learning competencies:
The scrapbook presented by the students must:
1. Contain pictures, newspaper clippings, and
other illustrations of the main characters of
EDSA I (minimum specification)
2. Contain remarks and captions for the
illustrations made by the student himself for the
roles played by the characters of EDSA I People
Power (skilled level)
3. Be presentable, complete, informative and
pleasing to he reader of the scrapbook (expert
level)
EVIDENCE-BASED
Product-oriented performance based learning
competencies need ''concrete evidence'' that a
student has achieved a certain level of
competence based on product.
LESSON 2- TASK DESIGNING
Complexity
Are my students capable of doing such
ambiguous output?" "Is the project age
appropriate?"
• Too simple are uninteresting, too complicated
are frustrating.
• The level of complexity of the project needs to
be within the range of ability of the students.
Appeal
"Is the project enjoyable to create?" "Are the
students going to enjoy doing it while moving
towards the desired learning outcome?"
The project or the activity must be appealing
tothe students.
• Product should be interesting enough so that
students are encouraged to pursue to complete
the task.
Creativity
How does one best present the output?
The project needs to encourage students to
exercise creativity and divergent thinking.
Given the same set of materials and project
inputs, Project should lead the students into
exploring the various
possible ways of presenting the final output.
Goal Based
"Will the project showcase the over-all desired
learning outcome?"
•The teacher must bear in mind that the project
is produced in order to attain a learning
objective.
• Projects are assigned not just for the sake of
producing something but reinforcing learning.
The Taxonomy in the Affective Domain
•Receiving
It is being aware of or sensitive to the existence
of certain ideas, material, or phenomena and
being willing to tolerate them.
•Responding
Is committed in some small measure to the
ideas, materials, or phenomena involved by
actively responding to them.
•Valuing
Is willing to be perceived by others as valuing
certain ideas, materials, or phenomena.
•Organization
Is to relate the value to those already held and
bring it into harmonious and internally
consistent philosophy.
•Characterization by value
Is to act consistently in accordance with the
values he or she has internalized.
 Affective Learning Competencies attaining certain goals. It is a belief that one has
Affective desired learning competencies are the capabilities to execute the courses of
often stated in the form of instructional actions required to manage prospective
objectives. situations.

Development of Assessment Tool

Assessment tool in the affective domain. In
particular, those which are used to assess
attitudes, interests, motivations and self-
efficacy, have been developed.

Standard Assessment Tools in the Affective

Domain

Self-Report
➢Is the most common measurement tool in the
affective domain.
➢Sometimes called “written reflection”

Rating Scale
➢ Set of categories designed to elicit
information about a quantitative attribute in
social science.
➢ Common examples are the likert scale and 1-
10 rating scale for which a person selects the
number which is considered to reflect the
perceived quality of a product.

Attitudes
Attitudes are defined as a mental predisposition
to act that is expressed by evaluating a
particular entity with some degree of favor or
disfavor. SEMANTIC DIFFERENT SCALES (SD)
It is comprised of four components: Cognition, ➢Tries to assess an individual’s reaction to
Affect, Behavioral Intentions, Evaluation. specific words, ideas or concepts in terms of
rating on bipolar scales defined with contrasting
Motivation adjectives at each end.
This is the reason or set of reasons for engaging
in a particular behavior. Good ___ ___ ___ ____ ____ ____ ____ Bad
3 2 1 0 1 2 3
Self- Efficacy is an impression that one is
capable of performing in a certain manner or Semantic Differential Scale (SD)
A number of basic considerations are involved
in SD methodology.
➢ Bipolar Adjective scale are simple economical
means for obtaining data on peoples reaction.
➢ Rating on bipolar adjective scale tend to be
correlated, and three basic dimensions
(Evaluation, Potency, and Activity) of response
account for most of the co-variation in ratings.
➢Measurements of a concept on the EPA
dimensions are referred to as the concept’s
profile
➢EPA measurements are appropriate when
one is interested in affective responses.
➢The SD has been used as a measure of
attitude in a wide variety of projects.

THRUSTONE- is considered the father of

attitude measurement.
➢ He addressed the issue of how favorable an
individual with regard to a given issue.
➢ He developed an attitude continuum to
determine the position of favorability on the
issue.

FSM 121- MEAL MANAGEMENT

CHAPTER 1: INTRODUCTION
•MEAL- is an instance of eating in a specific
time and includes specific food preparation.
•MANAGEMENT- Getting people together to
accomplish desired goals and objectives using
available resources.
•MEAL MANAGEMENT- series of events
concerned with menu planning, food
purchasing, preparation and serving meal.
Food Service Organization
It’s a group of professional, that have
knowledge in food safety, preparation of food,
and customer services.
Organizing a food service establishment like
restaurant, fast foods and cafeterias is risky.
Food service operation has four major
department
Has the ability to utilize properly the technical
know-how qualified and competent personnel,
mobilize each personnel to do his her assigned
work
A. Management C. Sales
B. Production D. Sanitation
It ensures that all surfaces are cleaned on a
regular basis and reduces the risks of
transferring bacteria or other pathogens from
an unclean surface to clean equipment
A. Management C. Sales
B. Production D. Sanitation
Oversee the preparation, cooking, and
supervise and coordinate the activities of staff.
A. ManagementC. Sales
B. Production D. Sanitation
Functions of a food service manager
The manager supervises the entire operation in
food service establishment.
1. Test cooked food by tasting and smelling it
2. Investigate and resolve complaints regarding
food quality, service, or accommodations.
3. Schedule and receive food beverage
deliveries, checking delivery contents
4. Monitor food preparation methods, portion
sizes, and garnishing and presentation of food
5. Monitor budgets and payroll records, and
review financial transactions
6. Schedule staff hours and assign duties
Personnel responsibilities
PRODUCTION PERSONNEL
They are responsible for the production of all
food items
SALES PERSONNEL
They are responsible in assuring that foods
served are in reasonable price for the
customers while the establishment still profit
SANITATION PERSONNEL
They maintain utensils and equipment used in
the production and food service.
Qualities of an efficient food service personnel
1. Physically fit and have a good posture.
2. Well groomed
3. Communicates
4. Pleasing personality/ Good Morals.
FOOD SERVICE INDUSTRY
•FOOD
any nutritious substance that people or animals
eat or drink or that plants absorb in order to
maintain life and growth. (oxford languages)
• SERVICE
the action of helping or doing work for
someone. (oxford languages)
• INDUSTRY
economic activity concerned with the
processing of raw materials and manufacture of
goods in factories. (oxford languages)
• FOOD SERVICE INDUSTRY
encompasses all of the activities, services, and
business functions involved in preparing and
serving food to people eating away from home.
this includes all types of restaurants from fine
dining to fast food.
• FOODSERVICE OUTLETS
are facilities that serve meals and snacks for
immediate consumption on site (food away
from home).
• COMMERCIAL FOODSERVICE establishments
accounted for the bulk of food-away-from-
home expenditures. this category includes full-
service restaurants, fast-food outlets, caterers,
some cafeterias, and other places that prepare,
serve, and sell food to the public for a profit.
MEAL PLANNING
• Meal planning means planning diets which will
provide all nutrients in required amounts and
proportions i.e. adequate nutrition.
• Meal planning thus is both an art and a
science
OBJECTIVES OF MEAL PLANNING
•To satisfy the nutritional needs of the family
members.
•To keep expenditure within family food
budget.
•To take into account the food preference of
individual members.
•Using methods of cooking to retain maximum
nutrients.
•To economize on time, fuel and energy.
•To serve attractive and appetizing meals.
FACTORS AFFECTING MEAL PLANNING
1. Nutritional adequacy
Meal pattern must fulfil the family needs, so
that the nutrition requirement of each
individual in the family are met.
2. Economy
The amount of money available, depending
upon the socio- economic status also effects
the meal planning
3. The facilities and help available
The time spent in cooking depends on other
facilities and other help availability of servant,
using ready made foods, using labour saving
devices.
4. Personal likes and dislikes
Although the recommended dietary
allowances for each of the classes of food
should be followed, there is room for
individual preference amongst the foods in
each class.
5. Religion, traditions and customs
They are important in determining the food
included in the diet, type of meal and the
dishes served to the individual of family.
6. Availability of foods stuffs and climate
In earlier times, the dietary habits depended
mainly upon the foods produced in a particular
area or community
7. Variety
It is very important, because nobody likes to
eat even his favourite food stuff over and over
again.
8. Schedules of family members
When planning meals, one needs to think of
the schedules (time table) of the family
members
9. Family size and composition
The family size affects the foods that can be
served. It is known that the money spent for
food per person decreases as the family size
increases, when the family income remains
constant.
MEAL PLANNING FOR DIFFERENT MEALS IN A
DAY
BREAKFAST
✓ Fruit
✓Main Dish/ Protein Dish ✓Bread/ Cereal
✓ Beverage
LUNCH
✓Main Dish/ Protein Dish
✓ Cereal
✓Vegetable dish
✓ Dessert
✓ Beverage
DINNER
✓ Appetizer •changes in hospital foodservice included the
✓Main Dish/ Protein Dish introduction of centralized tray service and
✓ Cereal mechanical dishwashing, establishment of
✓Vegetable dish separate kitchen for special diet preparation
and later elimination of kitchens, and the
✓ Dessert
advent of frozen foods and their use in food
✓ Beverage
preparation.
• country's economic conditions affect THE
HISTORY OF FOOD SERVICE INDUSTRY
FOODSERVICE INDUSTRY.
• the royal household with its hundreds of
retainers and the households of nobles, often
• POSITIVES: progress is made with
numbering as many as 150 to 250 persons, also
environmental and solid waste proposals and
necessitates an efficient foodservice.
health and nutrition mandates.
•advancesinmicrobiology,physics,andindustriale
• NEGATIVES: poor economic conditions lead to
ngineeringhave led to improvements in how
unbridled expansion, overleveraged buyouts,
food is produced.
employees by-outs, bankruptcy filings, system-
•1676:infrance,therewasadiscoveryofbacteriaas
wide restructurings, downsizing, and job layoffs.
thecauseforfood spoilage leads to improved
practices in food storage and in food
THE IMPACT OF THE POPULARITY OF
preparation.
AUTOMOBILE TRAVEL ON THE FOODSERVICE
•1811:nicholasappert(france)discovershowtopr
INDUSTRY.
eservefoodbycanning.
• the automobile changes dining. carhops serve
•1819: advances in understanding the laws of
food to customers in their cars. to cut
physics result in the replacement of open
production costs, carhops are removed, and
hearths with iron stoves and many refinements
speaker boxes become ways in which
in kitchen equipment.
restaurants can serve people without a middle
•1850: reform club of london hires noted chef
person. fast food restaurants grew because cars
alexis soyer to provide a sanitary and efficient
provided convenience to the consumer
food service set up that includes the recent
innovations of gas stoves, water baths, and
TYPES OF FOOD SERVICE
refrigeration.
• COMMERCIAL-can be a full-service restaurant,
•1855: florence nightingale establishes a diet
a fastfood outlet, a caterer, or simply kiosks at
kitchen to provide clean, nourishing food for ill
recreational facilities and convenience stores.
and wounded soldiers in turkey during the
any place that prepares, serves, and sells food
crimea war. alexis soyer works without pay as
to the general public for a profit would fall
manager of the barracks of hospital kitchen. his
under commercial food service. these for-profit
plan for operating the kitchen is as efficient as
restaurants may also be found at hotels,
modern-day practice how wars and economic
country clubs, airports, cruise ships, zoos,
conditions have impacted the foodservice
museums, and sports venues.
industry
•ONSITE (NONCOMMERCIAL) FOOD SERVICES-
• world wars i and ii impacted the food service
includes long-term care facilities, hospitals, and
industry.
healthcare centers; schools, colleges, and
•growing knowledge about nutrition and
universities; correctional facilities; congregate
concern about the poor state of health of many
feeding programs; and military operations.
draftees during wwi and wwii result in an
emphasis on the importance of wise food
• A SEGMENT is a part of the overall market
selection and the need for nourishing school
and it has distinguishing characteristics. for
lunches at little or no cost to the students.
example, quick service restaurants are
considered a segment and include restaurants
such as mcdonald's. a key feature to quick
service restaurants (also called limited service
restaurants) is that customers generally order at
the cash register or computer screen and pay
before eating. each segment fits into one of
these three categories.
COMMERCIAL FOODSERVICES
commercialfoodservicesincluderestaurants;onsi
tefoodservicesrunby foodservice contract
companiesrestaurants include the following
segments.
limited-service restaurants. also known as
quick-service or fast food restau-rants, limited-
service restaurants provide food quickly and
offer good prices and value. customers order
online or at a counter or screen and pay before
receiving their food. the food that is served at
these establishments go way beyond burgers
and includes sandwiches, chicken, tacos and
other tex-mex foods,
fastcasualrestaurants.theserestaurantsdonotoff
ertableservicebut are more upscale than a
limited-service restaurant when it comes to
food, service, decor, and atmosphere.
for example, panera bread uses high-quality,
fresh ingredients (from bread to meats to
greens), gives customers a pager that buzzes
when their order is ready, and offers a warm,
comfortable dining area. other examples of fast-
casual restaurants include starbucks, chipotle
mexican grill, panda express,
familyrestaurants.familyrestaurantsoffertables
ervice,witha simple menu and low prices
designed to appeal to families. examples
include denny’s, and waffle house. •
casualdiningrestaurants.casualdiningrestaurant
soffertable service along with a casual
atmosphere and moderate prices. examples
include independent restaurants as well as
chain restaurants such as applebee’s, the
cheesecake factory,
cuisines from other countries such as mexican
(on the border), italian (maggiano’s little italy),
or asian (p.f. chang’s).
foodandentertainmentsuchasdave&buster’sorh
ardrockcafe.
sports theme such as chickie’s & pete’s, buffalo
wild wings, and
champps.
steakhousethemesuchasoutbacksteakhouse,lon
ghorn steakhouse, and texas roadhouse.
brewpubssuchasironhillbreweryandrestauranta
ndthe appalachian brewing company.
finediningrestaurants.forthebestinfood,drinks,s
ervice,and surround-ings, customers often
select a fine dining restaurant where dining is
leisurely, the atmosphere is elegant and formal,
and prices are quite high. these restaurants
tend to be independently owned, often by a
chef, and the food is usually unique and
creative.
hotelfoodservice.thefoodserviceoptionsinhotels
varyagreat deal depend-ing on size and type of
hotel. hotel foodservice may include
restaurants, room service, coffee shops, bars,
and/or catering.
the foodservice industry is divided by the level
of customer service performed and includes
full service
• the full-service restaurant segment ranges
from casual to fine dining. the typical price at a
full-service restaurant can vary anywhere
between moderate and expensive depending
on the cuisine type. customers dining at a full-
service restaurant are usually looking for an
experience alongside great food.
quick service
• quick service restaurants are for those
pressed for time and include fast-food
restaurants and other grab n' go style options.
delivery services can also be considered a part
of the quick-service industry. quick service
menus cater to different tastes by focusing on
specific food types such as sandwiches,
hamburgers, pizza, or tacos. most quick-service
restaurants prepare meals after the customer
orders with serving times remaining swift and
prices low.
eating and drinking place
• the eating and drinking place segment
includes refreshment stands and caterers. food
at these places is usually consumed on-site. for
example, a catering company would be
preparing food for a company event. unlike full
service, attendees select food from a buffet-
style spread. refreshment vendors sell food for
entertainment or sports venues that are pre-
manufactured.
retail host
• gas stations, grocery marts, and even casinos
have retail-host restaurants. these are part of
the food supply chain of brand-name food and
beverage companies such as coffee from unique
brands or fast-food chains. some convenience
stores are replacing franchises with their own
brand of quick-service restaurants and menu
items. these locations give convenience and
grocery store customers the option of freshly
prepared and familiar meals that do not hurt
their wallet. the food usually is not consumed at
the location.

the national restaurant association assists

restaurant owners and managers in identifying
trends by surveying professional chefs each
year. the top 10 trends in 2015 are:
• 1. locally sourced meat and seafood • 2.
locally grown produce
• 3. environmental sustainability
• 4. healthful kids' meals
• 5. natural ingredients/minimally processed
food

• 6. new cuts of meat (e.g., denver steak, pork

flat iron, teres major)
• 7. hyperlocal sourcing (e.g., restaurant
gardens)
• 8. sustainable seafood
• 9. food waste reduction/management
• 10. farm/estate branded items

top 5 trends emerging in the food service

industry
• 1. it’s all about mobile ordering
2. long live dark kitchen restaurants 3. growth
of plant-based foods
4. making conscientious choices.
5. going al fresco