An Examination of Assessment Practices

Abstract

The principal objective of this dissertation is to exam the different assessment practices in the training environment of restaurant service education in third level programmes in Ireland. The hospitality sector is one of the most important service sectors in the Irish economy, however there is limited research relating to studies of authentic assessment practices in practice-based disciplines of restaurant service in Irish higher education. This research aims to contribute to the existing literature on assessment practices in the context of practice-based restaurant modules in higher education. This study employs a multiple case study methodology. The research tools adopted are semi-structured interviews and document analysis. The interviews were conducted with seven academics who are experts in the field of restaurant service in higher education. The seven participants were required to provide their module descriptors and assessment strategies at the first stage of the research. This was done so that they could be used in the formulation of the structure of the semi-structured interview questions. The research aims to provide rich context data that will contribute to the existing literature in the teaching and learning environment. The case studies provide a detailed description of the authentic assessment practices identified within the discipline of restaurant education. Assessment in the restaurant modules is a fundamental part of the teaching and learning process. It is an integral part which contributes to the enhancement of the learner’s development and progression in the modules. The restaurant module descriptors examined in this research have identified a broad and balanced range of assessment practices that the lecturers employ in their classroom.