Culinary Competency Through Performance-Based Rubrics: A Comprehensive Assessment of Kitchen Laboratory Practices

Abstract

Culinary education necessitates not only theoretical proficiency but also the mastery of practical skills aligned with industry standards. This study investigates the effectiveness, consistency, and instructional alignment of performance-based rubrics in evaluating student competencies in the Kitchen Essentials course at the University of Cagayan Valley during the 2024–2025 academic year. Employing a descriptive-evaluative research design, the study involved 100 students assessed across multiple laboratory-based culinary tasks, including stock and soup preparation, egg cookery, Filipino traditional dishes, and grazing table presentation. Results revealed high performance levels in most tasks, with consistent rubric reliability and strong alignment with TESDA’s National Competency-Based Standards. The study draws from Kolb’s Experiential Learning Theory and existing literature to affirm that structured rubric-based evaluation not only enhances fairness and transparency in assessment but also contributes to instructional improvement and curriculum alignment in technical-vocational education. Findings advocate for institutionalized rubric use, instructor calibration, and continued research on authentic assessment in culinary training programs.