SITHKOP002 SITHKOP004 Assessment 1 - Written Assessment

STUDENT ASSESSMENT
STUDENT ASSESSMENT BOOKLET

Plan and develop menus cluster
 SITHKOP002 Plan and cost basic menus
 SITHKOP004 Develop menus for special

dietary requirements
Assessment 1 – Knowledge/ Written

Assessment
Student Name: __________________________________________________________________________
Date Commenced: _______________________________________________________________________

Assessment Overview
This Student Assessment Booklet includes all of your assessment tasks for the Plan and develop menus
cluster, which consists of the following units:
 SITHKOP002 Plan and cost basic menus
 SITHKOP004 Develop menus for special dietary requirements.
Assessment Task Summary

This cluster requires you to complete three assessment tasks. You must satisfactorily complete all tasks to
achieve competency for the units in this cluster.
Assessment Task Assessment Method Task Summary
Assessment Task 1: Written questions Students must answer 35 written questions in

Written Questions an open-book written assessment.
Assessment Documents
Assessment Task Cover Sheet

At the beginning of each task in this booklet, you will find an Assessment Task Cover Sheet. Please fill it in
for each task where you need to submit items for assessment, making sure you sign the student declaration.
Your assessor will give you feedback about how well you went in each task and will write this on the back of
the Task Cover Sheet.
The Assessment Process and Your Rights
Submitting your Assessment Tasks

When you have completed your assessment tasks, you will need to submit them, according to the
instructions provided to you by your assessor or RTO.
If you are provided with a due date, you must make sure you submit your tasks in accordance with it. You
may be required to apply for an extension if you require extra time, according to your RTO’s policies and
procedures.
Instructions about submission can be found at the beginning of each assessment task.
Make sure you keep a copy of your tasks before you submit them. Your RTO will need to keep them as
evidence and may not be able to return them to you.
Assessment Attempts and Resubmissions

You have up to three attempts to complete each assessment tasks satisfactorily. If after the third attempt,
you have not completed a task satisfactorily, your assessor will make alternative arrangements for
assessment, which may involve additional training and time to consolidate your skills and knowledge. When
you are required to resubmit, you may be required to:
 Resubmit incorrect answers to questions (such as written tasks and case studies)
 Resubmit part or all of a project, depending on how the error impacts on the total outcome of the task
SITHKOP002/ SITHKOP004 Menus Cluster WRITTEN ASSESSMENT v2.0 (Updated on 03.02.2021)

This document is uncontrolled when printed (Printed on: 11/07/24) Page 1 of 5
 Redo a role play after being provided with appropriate feedback about your original performance
 Being observed a second (or third time) undertaking any tasks/activities that were not satisfactorily
completed the first time, after being provided with appropriate feedback
When you are required to resubmit, you’ll be given a due date for your resubmission. For example, you may:
 Be given 30 days in which to resubmit incorrect responses to written tasks, projects and so on
 Be provided with feedback about your performance in a role play and then being required to complete
the role play again at a future meeting with your assessor
 Need to complete workplace-based tasks again during the same workplace visit or additional workplace
observations may need to be scheduled (as applicable)
All re-submissions will be conducted in accordance with the RTO’s policies and procedures.
Assessment Outcomes
Each assessment task will be given an outcome of either Satisfactory (S) or Not Satisfactory (NS). You must
complete all tasks satisfactorily to achieve an overall outcome of Competent (C) for a unit. If one or more of
tasks are assessed as Not Satisfactory, you will be given an outcome for the unit of Not Yet Competent
(NYC).
You will be given a total of three attempts to complete each task and achieve a Satisfactory outcome. In the
case of resubmission, you will be given a date by which you will need to resubmit, and you’ll be given
feedback about what needs to be addressed in your resubmission.
Plagiarism, Cheating and Collusion

Plagiarism, cheating and collusion on assessments is not acceptable. Any incidence of this is considered
academic misconduct. The definitions of each of these are below.
 Cheating – seeking to obtain an unfair advantage in the assessment of any piece of work.
 Plagiarism – to take and use the ideas and/or expressions and/or wording of another person or
organisation and passing them off as your own by failing to give appropriate acknowledgement. This
includes material from any sources such as staff, students, texts, resources and the internet, whether
published or unpublished.
 Collusion – unauthorised collaboration between students.
Where your assessor believes there has been an incident of academic misconduct involving plagiarism,
cheating, and/or collusion, this will be addressed in line with the RTO’s policies and procedures which may
ultimately lead to your withdrawal or you needing to complete the whole unit again.
Assessment Appeals
If you don’t agree with an assessment decision made, you have the right to appeal it. You may need to lodge
your request for an appeal within a certain amount of time from the original decision being made. You will
need to make your appeal in writing and follow your RTO’s process for appeals. Refer to your Student
Handbook for more information about our appeals process.
Reasonable Adjustment
A legislative and regulatory framework underpins and supports the delivery of vocational education and
training across Australia. Under this framework, providers of vocational education and training must take
steps to ensure that students with recognised disabilities have the same learning opportunities and same
opportunities to perform and complete assessments as students without disabilities. Sometimes reasonable
adjustments are made to the learning environment, training delivery, learning resources and/or assessment
tasks to accommodate the particular needs of a student with a disability. An adjustment is reasonable if it can
accommodate the student’s particular needs while also taking into account factors such as:
 The views of the student
 The potential effect of the adjustment on the student and others

 The costs and benefits of making the adjustment
RTOs are obliged by law to provide reasonable adjustments where required to ensure maximum participation
of students with a disability.
Making reasonable adjustments requires the RTO to balance the need for change with the expense or effort
involved in making this change. If an adjustment requires a disproportionately high expenditure or disruption
it is not likely to be reasonable.[1][1]
Please discuss with your assessor if you believe a reasonable adjustment to an assessment task, method or
process needs to be made on the basis of disability.
[1][1]
Source: Innovation & Business Skills Australia. (2015). BSB business services training package: implementation guide. Retrieved from
https://vetnet.gov.au/Public%20Documents/BSBv1.2%20Business%20Services%20Implementation%20Guide.pdf.

Information about Assessment
Dimensions of Competency
To be competent, you must show your ability to perform effectively in a broad capacity. The dimensions of
competency ensure the person being assessed has the skills to perform competently in a variety of different
circumstances. To be competent, you must demonstrate the following:
 Task Skills: The skills needed to perform a task at an acceptable level. They include knowledge and
practical skills, and these are usually described in the performance criteria.
 Task Management Skills: These are skills in organising and coordinating, which are needed to be able to
work competently while managing a number of tasks or activities within a job.
 Contingency Skills: The skills needed to respond and react appropriately to unexpected problems,
changes in routine and breakdowns while also performing competently.
 Job Role/Environment Skills: The skills needed to perform as expected in a particular job, position,
location and with others. These skills may be described in the range of variables and underpinning skills
and knowledge.
Principles of Assessment and Rules of Evidence

Assessment must be conducted in accordance with the rules of evidence and principles of assessment
(definitions from the Users’ Guide: Standards for Registered Training Organisations (RTOs) 2015).
The following are the definitions of the Principles of Assessment and Rules of Evidence.
Principles of Assessment
 Validity:
‘An assessment decision of the RTO is justified, based on the evidence of performance of the individual
learner.’
Validity requires:
 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 learner could demonstrate these
skills and knowledge in other similar situations; and
 Judgement of competence is based on evidence of learner 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.’
 Flexibility:
‘Assessment is flexible to the individual learner by:
 Reflecting the learner’s needs
 Assessing competencies held by the learner no matter how or where they have been acquired
 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.’
 Fairness:
‘The individual learner’s needs are considered in the assessment process.

‘Where appropriate, reasonable adjustments are applied by the RTO to take into account the individual
learner’s needs.
‘The RTO 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.’
Rules of Evidence
 Validity:
‘The assessor is assured that the learner has the skills, knowledge and attributes as described in the
module or unit of competency and associated assessment requirements.’
 Sufficiency:
‘The assessor is assured that the quality, quantity and relevance of the assessment evidence enables a
judgement to be made of a learner’s competency.’
 Currency:
‘The assessor is assured that the assessment evidence demonstrates current competency. This requires
the assessment evidence to be from the present or the very recent past.’
 Authenticity:
‘The assessor is assured that the evidence presented for assessment is the learner’s own work.’
Glossary of Instructional Task Words

Your assessment tasks use a range of instructional words throughout them – such as ‘compare’ and ‘list.
These words will guide you as to the level of detail you must provide in your answers. Some questions will
also tell you how many answers you need to give – for example, ‘Describe three strategies…’. Use the
below glossary to guide you on interpreting the words in the tasks.
 Analyse – This means you should break an issue down into its component parts, identify them and
explain how they relate. You should discuss the issue in detail and methodically.
 Compare – This means you should describe the similarity or differences between two or more things,
ensuring you also discuss the relevance of the differences. You may also be asked to ‘contrast’, as in
‘compare and contrast’, which means you are also focusing on the dissimilarity.
 Define – This means you should explain the meaning or interpretation of a term or concept in your own
words, including any qualities which are essential to understanding.
 Describe – This means you should outline the most noticeable qualities or features of an idea, topic or
the focus of the question.
 Discuss – This means you must point out the important issues or features, key points, possible
interpretations, and debate through argument. You should provide reasons for and against.
 Evaluate – This means you must judge or calculate the quality, importance, amount, or value of
something. You must provide an in-depth answer with as much detail as possible.
 Explain – This means you need to make something clear or show your understanding by describing it or
providing information about it. You will need to make clear how or why something happened or
something is the way it is.
 Identify – You must recognise something and indicate what the required information is. The length of the
answer should be guided by what you are being asked to identify.
 List – You must record short pieces of information in a numbered or bulleted form with one or two words
or sentences on each line.
 Outline – You must give a brief description of the main facts or sequence of events about something.
The length of the response should be guided by what you are required to outline. As long as you include
the main facts or points, then that’s enough.

Assessment Plan
The following outlines the assessment requirements for this cluster. You are required to complete all
assessment requirements outlined below to achieve competency for this all units in this cluster.
Your assessor will provide you with the due dates for each assessment task. Write them in the table below.
Assessment Tasks Due Date
1. Assessment Task 1 – Written Questions
2. Assessment Task 2 –Menu Design Project and Role Plays
3. Assessment Task 3 – Meetings for Menu Improvement.
AGREEMENT BY THE STUDENT
Read through the assessments in this booklet before you fill out and sign the agreement below. Make sure
you sign this before you start any of your assessments.
Have you read and understood what is required of you in terms of assessment?  Yes  No
Have you read and understood the RTO’s policies and procedures related to  Yes  No
reassessment?
Do you understand the requirements of this assessment?  Yes  No
Do you agree to the way in which you are being assessed?  Yes  No
Do you have any special needs or considerations that must be made in preparation  Yes  No
for this assessment? If yes, what are they?
__________________________________________________________________
Do you understand your rights to appeal the decisions regarding assessment?  Yes  No
Student Name: __________________________________________________
Student Signature: _______________________________________________ Date: _______________
Assessor Name: _________________________________________________
Assessor Signature: ______________________________________________ Date: _______________

Assessment Task Cover Sheet – Assessment Task 1
Students: Please fill out this cover sheet clearly and accurately. Make sure you have kept a copy of your
work.
Name:
Date of
observation/
submission:
Cluster: Plan and develop menus
SITHKOP002 Plan and cost basic menus

Unit/s:
SITHKOP004 Develop menus for special dietary requirements
No. of pages in
submission:
Assessor to complete
Is this a
Satisfactory/ reassessment?
Assessment Task Number and Title Not satisfactory Date Y/N
Assessment Task 1: Written Questions
STUDENT DECLARATION
I __________________________________________________ declare that these tasks are my own work.
þ None of this work has been completed by any other person.
þ I have not cheated or plagiarised the work or colluded with any other student/s in the completion of this
work.
þ I have correctly referenced all resources and reference texts throughout these assessment tasks.
þ I understand that if I am found to be in breach of the RTO’s policies, disciplinary action may be taken
against me.
Student Signature: _______________________________________________ Date: _______________

ASSESSOR FEEDBACK
Assessors: Please return this cover sheet to the student with assessment results and feedback.
A copy must be supplied to the office and kept in the student’s file with the evidence.
Assessor Signature: ________________________________________________________
Assessor Name: ___________________________________________________________
Date: _______________

Assessment Task 1: Written Questions
This is an open book written assessment.

There are 36 questions and some questions have sub-parts.
You must answer all questions and their parts correctly to achieve a satisfactory
TASK SUMMARY outcome for this task.
RESOURCES AND
EQUIPMENT  Access to a computer to allow you aces to Moodle
REQUIRED  Access to Microsoft Word
 This assessment will be completed under supervised conditions and in the

presence of your trainer/ assessor at the College premises on Level 2, 38
College Street, Darlinghurst 2010.
 Your trainer/ assessor will have notified you of the date of the assessment
WHERE AND date on the first day of training delivery for this unit. Your trainer will also
WHEN THIS TASK have told you that attendance on assessment day is compulsory.
WILL BE
 You have 120 minutes to complete this task.
COMPLETED
If your assessor marks any of your answers as incorrect or insufficient, they will
WHAT HAPPENS IF
make arrangements with you for resubmission. Your assessor may ask you some
YOU GET
questions verbally to check your understanding, or you may need to provide new
SOMETHING written responses to the questions that were answered incorrectly. Your assessor
WRONG? will give you a due date by which this must be provided.
SUBMISSION
REQUIREMENTS  Your answers for each question.
 You must answer all questions and their parts correctly to achieve a
Satisfactory outcome for this task.
 Refer to the Glossary of Instructional Task Words for descriptions of
TASK instructional words to guide you in the level of response required in each
INSTRUCTIONS question.

QUESTION 1
List three sources from which you might obtain information on contemporary dietary trends and food
preferences.
QUESTION 2
Select an organisation that you are familiar with – this could be your workplace or a place you visit. Describe
what you perceive to be their customer profile and food preferences.
QUESTION 3
Using the sales data below from a restaurant in the inner city, calculate the popularity index for each entree.
Round your answer up or down to the closest two decimal places.
Week ending Seared scallops Deep fried Grilled prawns Ceviche

calamari
Total 2020 446 1324 1441
Percentage %
QUESTION 4
Based on your sales data analysis of customers’ food preferences in Question 3 above, which of the
restaurant’s entrees would you replace?
QUESTION 5
Identify and briefly describe the “service style” of your workplace.
QUESTION 6
Identify and briefly describe the type of “cuisine” cooked in your workplace.
QUESTION 7
Briefly describe what menu you would prepare for a Middle Eastern wedding. In your response, consider a
balanced variety of dishes that cater to the guests’ cultural and ethnic requirements, their social and cultural
background, the age group, and their contemporary eating habits.
QUESTION 8

List five steps you should follow prior to planning a new menu with a variety of products in your
establishment. For each step, elaborate on how your responses affect menu planning:
Steps How it Affects Menu Planning
QUESTION 9
List the five steps you would take to cost your menus.

QUESTION 10
Explain what is meant by “butcher’s test”.
QUESTION 11
Briefly explain the steps you would take to carry out a “butcher’s test”.
QUESTION 12
Calculate the following:
You purchase 10kg of carrots. After washing, peeling and trimming them you have 9 kg left. Calculate the
yield % of the carrots. State the formula you used. Show how you arrived at this figure.
QUESTION 13
Explain what is meant by “standard measurements”. Provide three examples.
QUESTION 14
Identify five different customer groups you’re likely to cater for when developing menus for special dietary
requirements.
QUESTION 15
Identify five different Dietary Guidelines for Australians.

QUESTION 16
Provide examples of dietary requirements for children, adolescents and adults.
Age group Dietary Requirements
Children

Age group Dietary Requirements
Adolescents
Adults
QUESTION 17
Provide two examples of food restrictions that apply to each of the following customers:
 Halal customer
 Kosher customer
 Hindi customer
QUESTION 18
Briefly explain the requirements of the different types of vegetarian customers, including vegan, lacto-
vegetarians, ovo-vegetarians and lacto-ovo vegetarians.
vegan:
lacto-vegetarians:
ovo-vegetarians:
lacto-ovo vegetarians:
QUESTION 19

You are cooking for children at a boarding school. Briefly explain what you should keep in mind to cater to
the following children.
Allergies, contraindications Avoid

or food intolerances
Coeliac child
Type 1 diabetic child
Type 2 diabetic child
High cholesterol child

QUESTION 20
Define the term “drug-food interaction”.
QUESTION 21
Define the term “food allergy”.
QUESTION 22
Define the term “food intolerance”.
QUESTION 23
Describe seven symptoms a customer with allergies could experience, and briefly explain what the legal
consequence could be if you ignore or fail to address their special dietary requirements.

QUESTION 24
Read the following label and interpret the ingredients on the food packaging:
INGREDIENTS: Potatoes (30%), tofu, chickpeas, tomatoes, onions, peanut oil, salt, ginger, garlic,
coriander, chillies, cumin, corn starch, herbs, spices, water.
a) Is this product suitable for a customer with gluten allergies?
b) Is this product suitable for a customer with peanut allergies?
c) Is this product suitable for a customer with soybean allergies?
d) Is this product suitable for a customer who is vegan?
QUESTION 25

Explain the food additives below:
Food Additives Description
Artificial colours
Artificial flavours
Preservatives
QUESTION 26
List the contemporary dietary trends and regimes that are suitable for the following customers:
Customer Requirements Trends and Regimes
A customer experiencing symptoms of food

allergies or intolerances
A customer being treated for obesity

Customer Requirements Trends and Regimes
A customer building muscle and endurance
A customer who is macrobiotic
A customer on a fluid diet
QUESTION 27
When developing meal plans and menus, you must be able to create meals that contain appropriate
combinations of foods to meet macro- and micronutrient requirements. Identify the four macronutrients to
keep in mind.
QUESTION 28
List the three categories of carbohydrates.
QUESTION 29
Identify the five categories of foods that meet balanced nutritional requirements and promote good health
and help us avoid dietary disease.
QUESTION 30
Substitute the following ingredients with suitable foods to meet customer’s specific requirements.
Customer on a low-fat diet:
Ingredients Substitution
Pouring cream
Sour cream
Coconut cream
Lactose-intolerant customer:
Ingredients Substitution

Butter
Milk
Yoghurt
QUESTION 31
Briefly describe which preparation, cooking and storing methods you could employ to maximise nutritional
value in food.
QUESTION 32
List five ingredients that cause common food allergic reactions.

QUESTION 33
List ten things that can influence customers’ food and beverage choices.
QUESTION 34
Define the term “dietary disease”.

QUESTION 35
Define the term “quick service foods”.
QUESTION 36:
1. Complete the following table, calculating the Net yield per Kg and the net portion cost of each
commodity based on the net cost per Kg and the portion size per Kg provided.
Commodity $ / Kg Trimmings Net yield / Net cost / Portions / Net portion

kg kg kg cost / $
Vegetables
2.95 16% 3.51 0.100
Zucchini
Broccoli 4.85 24% 6.38 0.100
Carrots 1.40 16% 1.67 0.100
Asparagus 11.30 22% 14.49 0.100
Kohlrabi 4.28 32% 6.29 0.100
Spinach 10.60 18% 12.93 0.100
Onions 2.45 14% 2.85 0.050
Meat
Sirloin 16.80 26% 22.70 0.280
Loin of Pork 14.80 14% 17.21 0.250
Leg of Lamb 8.90 27% 12.19 0.250


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STUDENT ASSESSMENT

STUDENT ASSESSMENT BOOKLET

 SITHKOP002 Plan and cost basic menus

 SITHKOP004 Develop menus for special

Assessment 1 – Knowledge/ Written

Student Name: __________________________________________________________________________

Date Commenced: _______________________________________________________________________

Assessment Task Summary

Assessment Task Assessment Method Task Summary

Assessment Task 1: Written questions Students must answer 35 written questions in

Assessment Task Cover Sheet

The Assessment Process and Your Rights

Submitting your Assessment Tasks

Assessment Attempts and Resubmissions

SITHKOP002/ SITHKOP004 Menus Cluster WRITTEN ASSESSMENT v2.0 (Updated on 03.02.2021)

Plagiarism, Cheating and Collusion

SITHKOP002/ SITHKOP004 Menus Cluster WRITTEN ASSESSMENT v2.0 (Updated on 03.02.2021)

SITHKOP002/ SITHKOP004 Menus Cluster WRITTEN ASSESSMENT v2.0 (Updated on 03.02.2021)

Principles of Assessment and Rules of Evidence

SITHKOP002/ SITHKOP004 Menus Cluster WRITTEN ASSESSMENT v2.0 (Updated on 03.02.2021)

Glossary of Instructional Task Words

SITHKOP002/ SITHKOP004 Menus Cluster WRITTEN ASSESSMENT v2.0 (Updated on 03.02.2021)

Assessment Tasks Due Date

1. Assessment Task 1 – Written Questions

2. Assessment Task 2 –Menu Design Project and Role Plays

3. Assessment Task 3 – Meetings for Menu Improvement.

AGREEMENT BY THE STUDENT

Do you understand the requirements of this assessment?  Yes  No

Student Name: __________________________________________________

Student Signature: _______________________________________________ Date: _______________

Assessor Name: _________________________________________________

Assessor Signature: ______________________________________________ Date: _______________

SITHKOP002/ SITHKOP004 Menus Cluster WRITTEN ASSESSMENT v2.0 (Updated on 03.02.2021)

Cluster: Plan and develop menus

SITHKOP002 Plan and cost basic menus

Assessment Task 1: Written Questions

Student Signature: _______________________________________________ Date: _______________

SITHKOP002/ SITHKOP004 Menus Cluster WRITTEN ASSESSMENT v2.0 (Updated on 03.02.2021)

Assessor Signature: ________________________________________________________

Assessor Name: ___________________________________________________________

SITHKOP002/ SITHKOP004 Menus Cluster WRITTEN ASSESSMENT v2.0 (Updated on 03.02.2021)

This is an open book written assessment.

 This assessment will be completed under supervised conditions and in the

SITHKOP002/ SITHKOP004 Menus Cluster WRITTEN ASSESSMENT v2.0 (Updated on 03.02.2021)

Week ending Seared scallops Deep fried Grilled prawns Ceviche

Total 2020 446 1324 1441

SITHKOP002/ SITHKOP004 Menus Cluster WRITTEN ASSESSMENT v2.0 (Updated on 03.02.2021)

Steps How it Affects Menu Planning

SITHKOP002/ SITHKOP004 Menus Cluster WRITTEN ASSESSMENT v2.0 (Updated on 03.02.2021)

SITHKOP002/ SITHKOP004 Menus Cluster WRITTEN ASSESSMENT v2.0 (Updated on 03.02.2021)

Age group Dietary Requirements

SITHKOP002/ SITHKOP004 Menus Cluster WRITTEN ASSESSMENT v2.0 (Updated on 03.02.2021)

SITHKOP002/ SITHKOP004 Menus Cluster WRITTEN ASSESSMENT v2.0 (Updated on 03.02.2021)

Allergies, contraindications Avoid

Type 1 diabetic child

Type 2 diabetic child

High cholesterol child

SITHKOP002/ SITHKOP004 Menus Cluster WRITTEN ASSESSMENT v2.0 (Updated on 03.02.2021)

SITHKOP002/ SITHKOP004 Menus Cluster WRITTEN ASSESSMENT v2.0 (Updated on 03.02.2021)

Student Signature: _________________________________ Date: _

Assessor Signature: ________________________________ Date: _

Student Signature: _________________________________ Date: _