Week 10: Assessment and Digital Technologies

Taking your modified lesson plan, design a formative assessment approach for your lesson that utilises technology in a meaningful way.

Formative Assessment: Food Safety Check-In (Digital Diagnostic & Collaboration)

Purpose:
To assess students’ prior knowledge and developing understanding of food safety, hygiene, and kitchen hazards while promoting engagement and discussion.

Technology Used:

  • Kahoot (live quiz)
  • Padlet (collaborative brainstorming wall)

Task Description:
At the beginning of the lesson, students participate in a Kahoot quiz where they respond to a series of “Safe or Unsafe?” kitchen scenarios displayed on the screen. Responses are collected instantly, allowing the teacher to identify misconceptions related to hygiene, hazards, and safe food handling.

During the lesson, students contribute to a shared Padlet wall by identifying kitchen hazards (chemical, physical, and microbiological) and suggesting risk-reduction strategies such as PPE or safe behaviours. Students can add text and images, supporting diverse learning needs.

Evidence of Learning:

  • Student responses and accuracy in Kahoot
  • Quality and relevance of Padlet contributions
  • Teacher observation of discussion and engagement

Feedback:
Immediate verbal feedback is provided during discussion, with misconceptions addressed in real time.

 

Summative Assessment: Digital Sensory & Food Safety Analysis

Purpose:
To assess students’ understanding of food safety principles and sensory properties of food through applied, reflective practice.

Technology Used:

  • Google Forms (multimodal assessment submission)

Task Description:
Students complete a Google Forms assessment that combines food safety knowledge and sensory analysis. After participating in a tasting activity (orange slices and chocolate), students record observations relating to taste, texture, aroma, and appearance, using appropriate terminology. The form also includes short-answer questions on the Temperature Danger Zone, kitchen hazards, and safety strategies.

Students may respond using written descriptions and selected images or prompts embedded within the form.

Evidence of Learning:

  • Accurate identification of hazards and safety practices
  • Appropriate use of sensory vocabulary
  • Reflection on practical observations

Feedback:
Written feedback is provided digitally through Google Forms, with results informing future lessons.

 

Describe the thinking behind your choices of technology to support your assessment plans

Formative assessment in this lesson is embedded through interactive digital tools that provide immediate feedback and support student reflection. A Kahoot quiz is used during the introduction to assess students’ prior knowledge of safe and unsafe kitchen practices in real time, allowing the teacher to identify misconceptions and adapt instruction accordingly. Padlet is used during brainstorming activities on kitchen hazards and sensory properties, enabling collaborative knowledge construction and visual representation of ideas. These tools exploit the affordances of technology by making student thinking visible and supporting active participation, aligning with research that highlights the value of digital media for formative feedback and engagement (Wilson et al., 2017; Timmis et al., 2016).

The summative assessment consists of a Google Forms sensory analysis and food safety task, where students document observation from the practical tasting activity using structured prompts and images. This format allows students to demonstrate understanding of food safety principles and sensory terminology while integrating multimodal responses. Digital submission ensures consistency, accessibility, and efficient feedback. This approach reflects contemporary digital assessment practices that support authenticity, inclusivity, and evidence-based judgment (ETF, n.d.). together, these assessments move beyond traditional worksheets by leveraging technology to enhance reflection, collaboration, and demonstration of learning.

References:

Wilson, D. (2017). Digital media in today’s classrooms : the potential for meaningful teaching, learning, and assessment (J. Sikora & K. Alaniz, Eds). Rowman & Littlefield.

Timmis, S., & Oldfield, A. (2016). Rethinking assessment in a digital age: opportunities, challenges and risks. British Educational Research Journal, 42(3), 454–476. https://doi.org/10.1002/berj.3215

Education and Training Foundation. (n.d). Digital assessment. https://learning.etfoundation.co.uk/courses/digital-assessment