Bachelor of Applied Science in Food Science and Technology

Associated Assessment Criteria for Exit Level Outcome 1:

• Show and interpret technical material and related principles to the development of a process or product on which the learner has worked.

Associated Assessment Criteria for Exit Level Outcome 2:

• Demonstrate, understand, and implement relevant procedures.

Associated Assessment Criteria for Exit Level Outcome 3:

• Develop practical strategies to apply the underlying principles of CGMP and Quality as well as state their significance in the industry those principles in the workplace.
• Integrate GMP and ISO 9000 elements into a Quality System.
• Identify, implement, and propose corrective actions in areas of GMP non-compliance.
• Define current trends in International and National GMP compliance.

Associated Assessment Criteria for Exit Level Outcome 4:

• Recognize and address potential errors in protocol with colleagues and the appropriate supervisor.
• Carry out defined responsibilities within a research, manufacturing, quality control, or quality assurance.
• Use appropriate scientific terminology and abbreviations.
• Interpret technical materials and prepare a journal article related to the development of a process or product on which the learner has worked.

Associated Assessment Criteria for Exit Level Outcome 5:

• Demonstrate good listening, writing, verbal communication skills, and procedures.
• Interpret technical materials and prepare a journal article related to the development of a process or product on which the learner has worked.
• Develop basic observational skills and related documentation strategies in written and oral form.

Associated Assessment Criteria for Exit Level Outcome 6:

• Demonstrate technical and manipulative skills in using laboratory equipment, tools, materials, and computer software.
• Demonstrate an understanding of laboratory procedures, including health and safety, and scientific methods and a deeper understanding of abstract concepts and theories gained by experiencing and visualizing them as authentic phenomena, within a research context.
• Apply the skills of scientific enquiry and problem-solving for application within a wide variety of Food Science and Technology contexts.
• Display the complementary skills of collaborative learning and teamwork in laboratory settings and understanding, and be prepared to use them for, future possible roles in laboratory-based work through evidence of team-based learning.

Associated Assessment Criteria for Exit Level Outcome 7:

• Apply knowledge, skills, and ethics relevant to current industry and professional standards and codes of ethics and practice.
• Demonstrate an awareness and sensitivity to conflict, culture, and context when working.
• Demonstrate ongoing reflection on and development of personal capability to meet professional standards, in particular to:
  • Actively seek professional development opportunities.
  • Seek and reflect upon feedback.

Integrated Assessment:

• Integrated assessments will combine a number of different elements and will require learners to bring together different sets of outcomes of learning into a demonstration of applied competence.
• Integrated assessment will be emphasized in the Bachelor of Applied Science in Food Science and Technology because it links the notion of applied competence which is a central concern of the National Qualification Framework.
• Applied competence will be achieved by combining practical, foundational, and reflective competence.
• Integrated assessments will:
  • Assess a number of outcomes together using written tests, case study reports, and/or assignments.
  • Assess a number of assessment criteria together using written tests, case study reports, and/or assignments.
  • Use various assessment methods and instruments to achieve an outcome/s.
  • Acquire evidence from sources such as supervisors reports, testimonials, portfolios, logbooks, and/or journals.
• Assessment practices will be open, transparent, fair, valid, and reliable to ensure that no learner is disadvantaged in any way whatsoever, so that an integrated approach to assessment is incorporated into the qualification.
• The term Integrated Assessment, implies that theoretical and practical components should be assessed together.
• During integrated assessments, the assessor will make use of a range of formative and summative assessment tools methods and assess combinations of practical, applied, foundational, and reflective competencies.
• Continuous assessment should be provided through:
  • Portfolios.
  • Simulations.
  • Workplace assessments and practical workbooks.
  • Written assignments.
  • Written tests.
  • Case studies and case presentations.
  • Peer group evaluation.
  • Competency evaluations of clinical skills.
  • Face to face contact with students.