Recalibrating Culinary Instruction Through Performance-Based Evaluation in Kitchen Essentials

Abstract

In the evolving landscape of culinary education, performance-based evaluation has become a vital tool for aligning instructional delivery with industry standards. This study explores how rubric- based assessments can inform curriculum adjustments and improve instructional strategies in skill- based learning environments. Conducted at the University of Cagayan Valley during the second semester of Academic Year 2024–2025, the research involved 41 second-year Bachelor of Science in Hospitality Management students enrolled in the Kitchen Essentials and Basic Food Preparation course.

A validated rubric assessing five key competencies—Palatability, Consistency, Taste, Visual Presentation, and Speed—was employed within a descriptive-evaluative research design to determine students’ performance levels and identify instructional strengths and areas for improvement. Results indicated that students performed at a “Very Good” level across most criteria, with “Excellent” scores in Speed, reflecting strong kitchen efficiency. Slightly lower scores in Consistency and Palatability highlighted areas requiring targeted instructional interventions.

The findings affirm that rubrics serve not only as grading instruments but also as diagnostic tools for identifying skill gaps, guiding curriculum refinement, and fostering reflective teaching practices. By strategically integrating performance-based rubrics, educators can enhance curriculum responsiveness, support student-centered learning, and ensure the development of industry-ready culinary professionals.

This study contributes to outcomes-based education by demonstrating how structured, competency-focused assessment promotes measurable learning outcomes and strengthens the linkage between academic instruction and professional culinary standards.