AS 91352 Annotated exemplars

This annotated exemplar is intended for teacher use only. Annotated exemplars are extracts of student evidence, with commentary, that explain key parts of a standard. These help teachers make assessment judgements at the grade boundaries.

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For Excellence, the student needs to demonstrate comprehensive understanding of advanced concepts used in processing.

This involves:

• comparing and contrasting processing operations and tests, and their suitability for different materials and/or purposes
• discussing the implications of testing outcomes on processing decisions.

This student has compared and contrasted processing operations for potato-based products including potato pompoms (1), fries (2) and triple-cooked fries (3). Comprehensive understanding is shown through discussing the effect of starch and moisture content, and the effect of different cutting and cooking methods.

The need for testing for different purposes is discussed. This includes testing pompoms at the precooking stage and testing a clump of mixture (1). Comparisons are made for the testing done when cooking fries (2) (3). The student notes that a test such as the clump test would not be used for a one-ingredient product such as fries (2).

The implications on decision making are discussed for testing outcomes when processing potato chips. This includes a discussion of the implications of the snap test which is used to determine the crispiness of chips (4), and the crunch test which determines crunch (5).

For a more secure Excellence, the student could show more comprehensive understanding by comparing and contrasting a wider range of tests used when processing other potato-based products. The implications of testing outcomes on processing outcomes could also be discussed in more detail.

For Merit, the student needs to demonstrate in-depth understanding of advanced concepts used in processing.

This involves:

• explaining processing operations and how they achieve required outcomes
• explaining why specific tests are used in processing operations.

This student focused on pie making, explaining processing operations and how they achieve required outcomes for the five categories listed in Explanatory Note 4. This included explaining the effect of sugar on egg whites (1), the ultimate crust to filling ratio (2), unsafe practices when processing (3), the gelatinisation process (4) and piping (5).

The student explained how and why eggs are tested for freshness (6), and the tests that are used to ensure that meringue is to required specifications (7) (8).

To reach Excellence, the student could show more evidence of comparing and contrasting processing operations and tests and their suitability for different purposes. For example, they could have compared pastry making processes to achieve different desired outcomes for different types of pies.

They would also need to discuss the implications of testing outcomes on processing decisions.

For Merit, the student needs to demonstrate in-depth understanding of advanced concepts used in processing.

This involves:

• explaining processing operations and how they achieve required outcomes
• explaining why specific tests are used in processing operations.

This student has explained how processing operations associated with making pastry will achieve particular outcomes. For example, they explain the effects of temperature, differing quantities of ingredients, the mixing process, blind baking and cooling (1).

The student also explains the outcomes of automated pie filling systems used in industry (2). This includes explaining dispensing without damage, accuracy of measurements and the sanitisation benefits (2).

An explanation is given for why viscosity testing is used in processing operations. The focus is on lemon meringue pie filling and what can affect its viscosity, and how to carry out viscosity testing in the classroom. The student also explains why viscosity testing is important in an industry setting.

The student also explained why sensory attribute testing is used in processing operations.

For a more secure Merit, the student could explain processing operations that were more reflective of the examples given in Explanatory Note 4 of the standard. Explanations should be presented for processing operations from each of the five categories, and how they achieve the required outcomes.

A focus on more than two tests, explaining why they are used in processing operations, would also strengthen this Merit grade.

For Achieved, the student needs to demonstrate understanding of advanced concepts used in processing.

This involves:

• describing processing operations and identifying their impact on the resulting outcomes
• describing the nature of specific tests used in processing operations
• explaining visually how processing operations and tests can be combined in a processing sequence
• explaining the differences between processing in the classroom and processing in industry
• explaining the differences between health and safety regulations in the classroom and industry.

This student describes processing operations (from each category listed in Explanatory Note 4) for making a lemon meringue pie. They describe the impact these operations have on outcomes. For example, they describe the effect of eggs and iced water, rubbing in butter and preheating the baking sheet when making short pastry (1).

Different equipment was used to whisk whites. Testing revealed the best results, and was therefore the most suitable equipment for making the meringue for a pie (2).

The student explains how they formulated and followed a process flow diagram showing processing operations and tests for making a pie crust (3). The explanation includes the value of establishing a processing sequence. This was also done for other parts of the pie making process.

The student explains differences between classroom and industry processing (4) and health and safety regulations (5). 

To reach Merit, the student should explain how processing operations achieve the desired outcomes. For example, they could explain how rubbing in butter makes the short pastry moist, crisp and crumbly.

For Achieved, the student needs to demonstrate understanding of advanced concepts used in processing.

This involves:

• describing processing operations and identifying their impact on the resulting outcomes
• describing the nature of specific tests used in processing operations
• explaining visually how processing operations and tests can be combined in a processing sequence
• explaining the differences between processing in the classroom and processing in industry
• explaining the differences between health and safety regulations in the classroom and industry.

This student describes some processing operations involved in making short pastry for a lemon meringue pie. The impact on the resulting outcomes is sometimes described (1).

The effect of adding sugar at different times when processing egg whites to make meringue is tested. The resulting outcomes are described (2).

Part of a processing sequence is presented (5). The student explains how they used it when combining processing operations and tests to make a lemon meringue pie (3). The explanation includes how it might need to be presented differently in industry (4).

The student also explains the differences between processing and health and safety regulations in the classroom and industry.

For a more secure Achieved, the student could describe the impact of other processing operations on the resulting outcomes. For example, the student could describe the impact of rubbing butter into flour, sieving the flour to incorporate air, refrigerating the pastry, running a fork over the lemon filling before putting the meringue on top, and ensuring the egg whites are separated from the yolk when making the meringue.

For Achieved, the student needs to demonstrate understanding of advanced concepts used in processing.

This involves:

• describing processing operations and identifying their impact on resulting outcomes
• describing the nature of specific tests used in processing operations
• explaining visually how processing operations and tests can be combined in a processing sequence
• explaining the differences between processing in the classroom and processing in industry
• explaining the differences between health and safety regulations in the classroom and industry.

This student has focused on potato based products. Processing operations associated with making fries (1), and the nature of some specific tests used in processing potato products (2), are described.

A simple flow chart visually explains how processing operations and tests can be combined in a processing sequence for potato chips (5).

The differences between processing fries in the classroom and processing in industry are explained (3).

The student also explains differences between health and safety regulations in the classroom and industry (4).

To reach Achieved, the student could describe a greater range of tests that are more reflective of the examples given in Explanatory Note 7 of the standard.
A process flow diagram could have been presented that used accepted symbols and feedback loops to visually show how processing operations and tests can be combined in a sequence.