SUBJECT: FOOD AND NUTRITION
CLASS: SS 3
TERM: 2nd TERM
TOPIC: TEST INTERPRETATION
Test interpretation (also called planning) is the art of preparing or arranging for cookery practical. It is
also called planning. For example: Before building a house, one has to first of all set a plan. In order
words planning in cookery practical is setting the guideline for the actual practical. Cookery practical is
the cooking itself while interpretation is the planning. The test may be on individuals nutritional needs
the use of equipment, cooking method etc. Use of the test paper is thus:
Sample of Test Paper
Reason for choice
Chief Ingredient: Quantity
Total quantity of all ingredients
EVALUATION: Differentiate between Interpretation and Cookery practical.
DISHES CHOSEN: Choose familiar but interesting dishes which will give the scope for showing your
skill. The dishes should be written appropriately under the column provided with headings such as dish I,
dish II, dish III or appetizer, main dish accompaniment, dessert, snack, drink, etc. Depending on the test
In writing dishes, the protein in the dishes comes first followed by the carbohydrate. E.g. fish vegetables
soup, chicken jollof rice, mixed meat egusi soup, dried fish pottage yam. Choose right dishes in relation
to the test question. If the test question requires one to prepare a meal for an individual, the
characteristics of such individual should be borne in mind this will help one interpret the individual’s
nutritional need and give a right choice of dishes.
FOR EXAMPLE: In choosing dishes for infants and toddlers, they have the characteristics of rapid
growth. Therefore, the food for growth should be chosen, the adolescent girl needs increase intake of iron to make up for
that which she loses monthly. While the manual worker needs increase in carbohydrate to accommodate
his strength lose through activities.
If the dish is to test for the use of an equipment the operational characteristics of such equipment should
be borne in mind and the dishes chosen in such cases should make use of the said equipment in their
If the use of slice and colander is being tested for, the choice of dishes will be such that will make use of
slice and colander despite how nourishing or otherwise the dishes may be basically, a balanced meal
should be aimed at as much as possible especially when an individuals nutritional need is being testd for.
Any dish, which fails to fulfill the requirement of the test, is marked out of only half the maximum marks
Excess dishes do not attract extra or excess mark, it will rather make one too busy for nothing and one
may end up not meeting up with time. So plan your dishes carefully and wisely.
REASONS FOR CHOICE
Simply put why you choose these dishes? The reason for choice should reflect the test question. In as
much as one should aim at achieving maximum nutrient value in a dishes during preparation, one does not
gain any mark for choosing a dish basically because of it’s nutrient value. All foods are nutritious to an
adolescent or the aged or vice versa.
In a situation where one is to choose dishes in respect to equipment, if a right choice is made, the reason
for choice should read, “it makes use of ………….(i.e. the equipment in question).
In a case where test require one to prepare a dish using a particular cooking method, even though choice
of dish may be nutritious but it is not enough reason for the choice. The reason should be that it uses
particular cooking method.
One needs not to be detailed in this column. Chief ingredients mean the main ingredients for the dishes.
Their quantities should be written in familiar measures e.g. milk cup, tomato cup, big derica cup, half
derica cup, and etc.
What list of ingredients should come wider the chief ingredients.
(a) planning (b) cooking (c) all of the above
(a) after (b) before (c) during
(a) B (b) A (c) C
(a) C (b) A (c) B
(a) list of ingredients (b) Time plan (c) method of cooking
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